Teacher Candidate: Stephanie Reza, Madeline Cho Date: 5/15/17

MS 2016-2017 edTPA and CAT UCI LESSON

PLANNER
Part 1: Classroom Information

Grade: 5 Content Area:Math/ELA

School: Chaparral Mentor Teacher: Lynn Takacs

Group Size: 30 Lesson Length: 60 minutes

Part 1: Planning for the Lesson

A: Standards

i. Key Content Standard:

5.OA.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions
with these symbols

CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

ii. Related ELD Standard (must be included when using an ELA Standard):

B. Objectives

i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).

The students will create a mathematical expression that equals zero to understand the
importance of the order of operations including parentheses.

ii. Language Objective (transfer this from "Incorporating Academic Language"):

The students will explain the order of operations taken in their mathematical expression to get the total
to equal zero using transition words such as first, second, next, then, last, etc.
C. Assessments:

i. Informal
assessment strategies you will use during class (What informal assessment strategies
will you use, what specific evidence will you see and/or hear and how will you note it?)
Assessment Strategy Evidence of Student Learning

Walk around and monitor students as they Students will be discussing the need for
think-pair-share to listen in on student order of operations when correctly solving
conversations during reading the problem

Walk around and monitor students as they
create a mathematical expression that
equals zero
Students will be working in groups of three
to create a mathematical expression that
equals zero appropriately using the order of
operations and including at least 4
operations

ii. Written assessment you will use to determine, for each individual student, to what extent

they have met your learning objectives. (What evidence will you collect?)

Students will write a mathematical expression that equals zero. The mathematical expression must
include at least 4 operations.
D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages, special
supplies) Attach copies of any student handouts or worksheets:

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Optional: Starter and/or Homework Discussion (___ min.)

n/a

Introduction (___5 min.): Describe how you will 1) make connections to prior knowledge, tap into their
experiences and interests or use a hook, AND 2) let students know what the objective of the lesson is.

Madeline
Display prompt on the screen: Now that you have read more about Dictionopolis and Digitopolis, what
do you think is more important: letters or numbers? Use examples from the text to support your
reasoning.

Read the prompt aloud to the students and prompt a think-pair-share about what they think is more
important: letters or numbers. (Struggling reader support - Read directions aloud.)
Walk around and monitor students as they discuss the prompt to listen in on student conversations.

Call on two volunteers to share their responses, then call on two more students using random name
spinner.

Body of the Lesson (__45__ minutes): Describe step-by-step what the teacher and the students
will be doing during the lesson.
Play Chapter 15 audio of Phantom Tollbooth.

Madeline
Stop at page 187 to discuss the word dazed. Ask students to think-pair-share about what they think
this word means, based on the context of the story

Stop at page 189 to discuss how the mathemagician made the expression disappear. Display the
problem on the document camera and tell the students to watch as we solve the problem and to hold all
comments until the end.

Stephanie
Solve the problem on the document camera for the students- solving it from left to right: 4 + 9 - 2 x 16 +
1 3 x 6 - 67 + 8 x 2 - 3 + 26 - 1 34 + 3 7 + 2 - 5. Show calculations on the calculator on document
camera for students to see that when solving the problem this way, the answer comes out to be zero.

Ask students to think-pair-share about how the problem was solved. If needed prompt the students by
asking if the problem was solved correctly.

Facilitate a discussion about the importance of the order of operations to get the students to realize the
mathemagician solved the problem incorrectly, and if solved using the order of operations, the answer
would have come out to about -43.

Madeline
Finish playing the audio for this chapter.

Explain to the students that because the mathemagician didnt really make the expression disappear,
their task is to make an expression that actually does disappear by equaling zero with their table teams.

Display an example of an equation on the document camera for students to understand how to show
their work. The students must use at least 4 operations in their expression and if they want, they can
add in parentheses, brackets, and/or braces in their expression.
Tell the students if they finish early, they can come up with another expression that equals zero.

Give students 20 minutes to work in their teams of 3 to create an expression that equals zero.
Walk around and monitor students as they complete this task, assisting students as needed.

Homework (if you are assigning homework, what will it be?):

n/a

Closure (__10__minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.

Stephanie
Call on a few teams to present their mathematical expression on the document camera. Tell the
students to explain their steps to solving the problem, in order to get 0 as the answer. Model how to
explain their steps by using transitions words such as first, second, next, then, or last.

Part 3: Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)

1. D
escribe the rich learning task(s) related to the content learning objective.

Students will have to work in teams to create an expression that equals zero. They will have to use their
knowledge of order of operations in order to properly place parentheses, brackets, braces, as well as the
placement of the six operations.

2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function ( purpose or genre) you want to systematically address in your
lesson plan that will scaffold students to stronger disciplinary discourse. The language function will
always be a verb. Some examples are: describe, identify, explain, justify, analyze, construct, compare, or
argue.

Explain

3. Language Demands: Looking at the specific function (purpose or genre) your students will be using,
what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: Order of operations, parentheses, brackets, braces, add, subtract, multiply, divide,
operations, dazed

Syntax[1]: First I____________. Second/Next/Then I____________. Last I____________to

equal zero.

Discourse[2]: The students will think-pair-share several times during the lesson:
- Intro discussion about the importance of numbers and words
 - Discussion about the word, dazed
- Discussion about the proper way to solve the mathemagicians problem
- Team discussion to collaboratively write an expression that equals zero

4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words such as
similarly, different from or by contrast. Note: be sure to copy and paste this into the top of the lesson
planner.

The students will explain the order of operations taken in their mathematical expression to get the total
to equal zero using transition words such as first, second, next, then, last, etc.

5. Language Support: What instructional strategies will you use during your lesson
to teach the specific language skill and provide support and opportunities for guided and
independent practice?
Instruction Guided Practice Independent Practice

Model how to explain Walk around during Students will explain their
the order of operations group work time to mathematical expressions
taken in a mathematical assist teams in to the class during closure
expression. explaining their steps. time.

6. B
e sure to incorporate your ideas in #6 above into your actual lesson plan!

Assessment Notes:
* Be sure to incorporate assessment items of your targeted academic language into your assessments.
* Be sure to review any assessments you are going to use, and consider what modifications you may
need to make for your language learners.

[1] Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
[2] Discourse includes the structures of written and oral language, as well as how member of the
discipline talk, write, and participate in knowledge construction.