Ms.

Lilys Lesson Plans:

Objectives/Clear
Learning Targets:
Bellringer:

Lesson instruction
(Objective 1):

Lesson instruction
(Objective 2):

Closure:

Assessment Plan:

I Can describe, document, and present procedures of the class.

I Can create a graph to show my learning preferences.

Students will partner with their 12 oclock buddy from their Clock Partners
sheet. They will deviate from their original seat and sit next to their partner.
(Online timer will be shown on ActivBoard for 1 min. and check to see which
classes can beat the clock as quietly as possible)

Within the pairs, students will work to complete a Frayer Model of their
assigned procedure (procedures: entering classroom, turning in materials,
homework, leaving the classroom, pencil sharpening, restroom use,
independent work, group work, whole group time, dry erase board use, Rocket
Math). Students have prior knowledge of the Frayer Model from our whole
group lesson the day before.

The pairs will complete their models on chart paper, colored copy paper, or
notebook paper within a 10-minute time frame. They will present these (and
act out if necessary) to the class by using the classroom resources.

Students will turn in their Frayer model assignment-- display the models in the
hallway categorized by procedure.

How are you smart? Activity
Introduce with questions: Are all people the same? What makes us all
different? What about teachers and students? How might that change what
we do in the classroom? Is it ok if our graphs look different from everyone
elses? YES! That is what makes our learning so unique. Its important for us to
know how we learn best in order for us to work together through the year.

Guide students through the questionnaire and how it relates to the bar graph
that displays their data. Show an example of what their graph could look like
and reinforce that student graphs will all look different. They may whisper
during this time; however, I will be conferencing with students one on one to
fill out our data at a glance forms. (Materials needed: markers)

When finished, students may choose to work on:
Xtra Math (computer)
Flash card multiplication/division practice
Accelerated Math (individualized math assignments)

Allow students to do a gallery walk around the classroom to see how other
students learn best. On a slip of paper, students will write down 3
observations they see from the gallery walk.

Procedures will be assessed at the end of next week through acting out,
writing about, or drawing a picture of our procedures.

Lily Courtner 4/30/16 8:32 PM

Comment: Differentiation of learning
environment: students will buddy up with
their clock partners to work in a paired
activity.

Lily Courtner 4/30/16 8:31 PM

Comment: Differentiation of products: the
requirement is to complete the Frayer
Model; however, they have the choice to
vary the output and how theyd like to
present the information.
Lily Courtner 4/30/16 8:35 PM
Comment: Differentiation of content and
learning environment: this multiple
intelligences activity allows students to take
a survey to find their learning style. They
will document their preferences on a graph
to display to the group.

Lily Courtner 4/30/16 8:36 PM

Comment: Differentiation of content:
students may choose their math fact
practice activity, whether on the computer,
through flash cards, or with independent
practice.

Lily Courtner 4/30/16 8:37 PM

Comment: Differentiation of product:
students will be assessed through a variety
of outputs.