Lesson Plan K-5 MAT

EDUC 510

Lesson Plan Template Explanation

Do not write your lesson in this template. A blank template has been provided.

Part B: Planning

Preliminary Information

Date of Lesson: Use date of submission

Grade Level: For example; K, 1, 2, 6, 9, 11

Subject/Topic: For example; Math/Fractions

Learning Segment Theme: For example; Fractions of a set

Where in the learning segment does this lesson occur?

If you are planning to teach three lessons on this topic, is this lesson 1 (beginning), lesson 2 (middle) or lesson 3 (end)

☐Beginning ☐Middle ☐End

Lesson Structure or Grouping:

Please assume that you will be teaching this lesson to a whole class.

☐Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.

Student Assets (Knowledge of Students)

Use this section to describe your students. If you are unsure of any of the features in this section it is acceptable to write “Unsure.” When you write lesson plans during student teaching you will be expected to complete this entire section.

Personal (Interests, family backgrounds, experiences, etc.)

Click or tap here to enter text.

Cultural (Traditions, dialects, worldview, literature, arts, etc.)

Click or tap here to enter text.

Community (Landmarks, community events, etc.)

Click or tap here to enter text.

Developmental (Cognitive, physical, social, and emotional)

Click or tap here to enter text.

Consider the Following Question for the next section of this Form:

What are your goals for student learning and why are they appropriate for these students at this time?

Big Idea or Concept being Taught – Central Focus

Provide an overview of what you want your students to learn during this lesson

Rationale/Context for Learning – Justification for your Plans

Why this lesson at this time, for this group of learners? How does it connect to previous learning or succeeding lessons?

Explain why this lesson is appropriate at this time. You will need to create this information since you are not going to teach this lesson in a classroom. Please use this section to show that you understand the sequential nature of teaching content.

For example; This is the first lesson on fractions of a set. Students have mastered fractions of a whole in previous lessons. Students will need to understand this concept in order to move on to more complex fraction skills.

Prior Knowledge and Conceptions

What prior knowledge must students already know to be successful with this lesson?

Prior knowledge is required for every lesson. What do you expect your students to know before they start to learn this content? For example; Students must know letter sounds before they can spell. Students must know simple machines before they can understand compound machines.

What prior skills must students already know to be successful with this lesson?

Prior Skills are required for each lesson. What do you expect your students to be able to do before they can learn this content? For example, Students must know how to write sentences before they begin to write paragraphs. Students must know how to add before they can multiply.

What prior academic language must students already know to be successful with this lesson?

What terms or vocabulary will students need to know before they can learn this content. For example; fraction, numerator, denominator, part, whole

Standards

State Standards

Copy and paste the full Virginia SOL that will be covered in this lesson (number and words). http://www.doe.virginia.gov/testing/index.shtml

National Standards

Copy and paste the full national standard that is most aligned with the Virginia SOL (number and words). The national standard should come from one of the following organizations.

Math – NCTM – https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/Principles,-Standards,-and-Expectations/
English – NCTE – http://www.ncte.org/standards/ncte-ira
Science – NGSS – https://www.nextgenscience.org/overview-topics
Social Studies – NCSS (10 themes) – https://www.socialstudies.org/standards/strands
Physical Education – SHAPE – https://www.shapeamerica.org/standards/default.aspx
Music – NAfME – https://nafme.org/my-classroom/standards/core-music-standards/

InTASC Alignment

Please review the in-TASC standards document that is posted with the assignment instructions. Copy and paste the in-TASC standard that is most aligned with your lesson.

Learning Objective(s)

These must be behavioral and measurable.

Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion.

Condition: What support will students be given?
Performance: What should students be able to do? Use an active and measurable verb.
Criterion: What level of proficiency must be achieved in order for students to master the objective?

Example: Given a calculator and the posted formula (condition), the student will calculate the average of a group of numbers (performance) completing 9/10 problems correctly (criterion).

Example: Given 10 examples of exchange, the student will distinguish between the use of barter and the use of money with 10/10 correct.

The objective should be aligned with the Virginia Standard of Learning. For example, if the standard indicates that students should “define” specific terms, then the word “define” should be used in the performance portion of the objective.

Academic Language Demands

Language Demand(s)

What reading, writing, or speaking skills are required for students to successfully complete this lesson? There are language demands for all lessons in every subject area.

Language Support(s)

How will you support students who struggle with the language demands listed above? For example, will you allow students who struggle with writing to type their responses? Will you allow students to read in pairs in order to support struggling readers?

Essential Vocabulary

List any essential vocabulary words that will be required for this lesson. All lessons should include at least one vocabulary word.

Consider the Following Question for the next section of this Form:

How will you know and document students’ progress towards meeting your learning objective?

Evidence and Assessment of Student Learning

How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning?

Diagnostic/Pre-assessment(s)

The diagnostic/pre-assessment is usually completed a few days or even weeks before the lesson. This might be a quiz, informal discussion, or benchmark assessment that provides information on what your students already know about the topic of this lesson.

Formative Assessments/

Feedback to Learners

Formative assessment is an ongoing process that provides support to students throughout the lesson. Your lesson should include some evidence of formative assessment. This typically takes place during guided practice when the teacher will provide individual assistance while students practice skills or concepts taught during the instruction portion of the lesson. Formative assessment could also occur during a game, where students guess answers before the correct answer is revealed.

Summative Assessments

The summative assessment will be used to determine whether students have met the lesson objective. This could be an assignment completed individually during independent practice. It does not have to be a formal test. The summative assessment should be aligned with the Virginia SOL and the lesson objective.

Expectations for Student Learning – Standards and Criteria

Describe in detail the following levels of student performance and what student’s work will look like in each circumstance. How will you communicate your expectations to students? Provide any rubrics you will use.

Use the criteria in the lesson objective to complete this section

Exceeds Expectations

Example: Students will be able to calculate averages for 10 groups of numbers and explain the process of averaging numbers.

Meets Expectations

Example: Students will be able to calculate averages for 9 groups of numbers.

Below Expectations

Example: Students will be able to calculate averages for fewer than 9 groups of numbers.

Consider the Following Question for the next section of this Form:

How will you support students to meet your goals? Describe EXPLICITLY what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus).

Character Education

You will integrate a character principle (e.g. honesty, responsibility, perseverance) or a scripture into your lesson. Please list the principle or scripture and explain how it applies to your lesson.

Example: Perseverance – As my students work on these new math skills I will remind them to use perseverance if they have trouble with the problems.

Planned Supports

List the strategies that you will use to support students who struggle with this lesson.

Resources and Materials

List all materials and resources that would be needed in order to teach this lesson.

Technology Connection

You are required to incorporate some form of technology into your lesson. This could be showing a video, using the document camera, displaying information on the SmartBoard, or any other kind of technology that would help you to present the information in your lesson.

Beginning: Launch/Hook/Anticipatory Set

How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students?

This is a brief introduction to your lesson. You may start with a video, a quote, a story, or some other strategy to get students ready to learn this content. The content of the Beginning: Launch/hook/set must be related to the content of the lesson. This part of the lesson should last 3-5 minutes.

Middle: Instructional Strategies to Facilitate Student Learning

For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan.
Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers.

Instruction/Modeling

This is where you will teach your students the content outlined in your objective. This should be a detailed paragraph or bulleted list of instructional procedures. Remember to include instructional strategies (e.g. show a PPT, read a book, listen to a recording, etc.). This will be the longest part of your lesson as it is the most important. This is where you actually teach your students something new.

Guided Practice

In this part of the lesson, students will use the information presented during instruction to practice the skill or review the content of the lesson. This activity is usually completed in collaborative groups with the support of the teacher. Formative assessment typically takes place here. Since the next activity will be completed independently, it is a good idea to incorporate some sort of movement or group work into this section.

Independent Practice

In this part of the lesson, students will practice the skill or review the content of the lesson independently. You could have students complete the summative assessment here. This is your opportunity to determine whether students have met the criterion set forth in the lesson objective.

End: Closure

How will you end the lesson in a way that promotes student learning and retention?

This part of the lesson should be a summary of what students learned (e.g. “Today we learned how to…”) or an application for the content/concept presented (e.g. “When you go home, I want you to look for examples of…”). You may also use this time to have students complete an exit ticket or a brief review. This part of the lesson should not exceed five minutes.

Supports: Differentiation/Extension

How will you provide successful access to the key concepts by all the students at their ability levels?

Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.)

Explain how you would adjust your lesson for students with learning difficulties and students identified as academically gifted. This part of the lesson is required.

ELL

Explain how you would adjust your lesson to support English Language Learners (ELL). This part of the lesson is required.

Learning Styles/Student Engagement

Explain how your lesson will keep students engaged and meet the needs of visual learners, auditory learners, and tactile-kinesthetic learners. This part of the lesson is required.

Extension

Explain how you will challenge students who need enrichment in this area. Describe tasks that you will assign if students finish their work early.

What Ifs

Be proactive. Consider what might not go as planned with the lesson. What will you do about it?

What if students…

Create a scenario for something that could go wrong in your lesson and explain how you would address the issue.

What if students cannot…

For example, “What if students cannot access information via the SmartBoard?”

References: Materials and Resources

Cite all sources used in the development of the lesson materials and resources, including URLs or other references.

You must include at least one instructional resource (e.g. website, magazine, or video) that should be cited here in APA format.

References: Research to Support Instructional Design

Cite all research used to support instructional design, including URLs or other references.

You must include at least one scholarly resource (e.g. scholarly journal article or textbook) that supports one of the instructional strategies used in your lesson. This resource should be listed in APA format.