.

Rationale: (A complete sentence

stating the purpose of the lesson.)

Materials/Equipment: (Include
the source for any book, recording,
song, game, or idea, in APA format.)

(Lesson Plan Title

delete this and type the title here)

Submitted by: Tiffani Jordan

Course # __1301 for Grade Level(s) ____6 Subject____________math

Objectives/Outcomes:

(Statements about what the children will do, written out as the
student will. Include objectives for your chosen content area(s). Refer to the TEKS.)

TSW
TSW

TEKS Achieved:

(Include TEKS for

at least two areas, including music--labeled,
numbered, and summarized.)

Lesson Plan:

Introduction (Anticipatory Set/Motivation):

(Write what CREATIVE, COMPELLING thing you will say or do to immediately grab the childrens
attention and interest.)

1.let the students know the objectives and get into the topic of daily spending.
Process: (Plan how you will teach the lesson. Break the material into very small steps and write
out each step.)
(For the four categories below, delete
any criteria which do NOT apply to your
lesson.)

1.

Begin the lesso

asking student
about how time
money are use
daily lives. Stu
may suggest th
following:
Amount of t
takes to get to
practice
Amount of t
are supposed t
practice their m
instrument

The times s
starts and ends
How much
they earn for a
or receive as g
How much
they need to sa
buy a new toy
2.

Explain to stud
they use math
time they figur
much time or m
they have, spe
need. During th
lesson, student
working togeth
apply the math
they already kn
(addition, subt
multiplication,
fractions) to so
life problems a
money and tim
will begin by w
a class to solve
problems abou
and time. After

practicing, stud
work with partn
apply the same
and math skills
prepare their o
problems invol
either time or m
3.

Write
the
followi
ng
proble
m on
the
board
or on
an
overhe
ad
transp
arency
:
Your
teache
r told
you to
buy a

Now work on this problem

class:
Sophie has soccer practic
45 p.m. If it takes one ho
drive there, plus an addit
minutes during rush hour
time do she and her moth
to get there on time?
Discuss the way to solve
problem with the class. W
operation must they use?
them identify the need to
subtraction to determine
hour earlier than 3: 45 wo
45. Subtracting another 1
minutes would bring the
30. To get to practice on
Sophie and her mom mus
at 2: 30.
Ask students how they w

notebo
ok, a
ruler, a
pencil,
and an
eraser
for
math
class.
The
notebo
ok
costs
$3.00,
the
ruler
$1.50,
the
pencil
$.20,
and
the
eraser
$.40.
What
is the
total
amoun

figure out how much tota

Sophie would be gone fro
including travel time to a
practice and actual pract
(which is 1 hour and 30 m
Tell them to try to use fra
solving this problem.
In this case, they would n
determine that 1 hour an
minutes is the same as 1
and that 1 hour and 30 m
the same as 1? hours. Th
would add the travel time
practice time and the tra
home:
1 ? hours
1 ? hours
+1 ? hours
_________
4 hours

You may want to use a cir

like this one to illustrate t
information. The quarter
missing represents 15 mi
one-quarter of an hour.

t of
money
you
need
to buy
these
items?
Ask
studen
ts how
they
would
solve
this
proble
m.
First,
discus
s
which
operati
on
they
should
use.
Point
out
that

the
words
"the
total
amoun
t"
usually
indicat
e that
additio
n is
called
for.
Go
throug
h the
followi
ng
steps
with
your
studen
ts to
solve
this
proble
m:
To

find
out
how
much
money
you
need,
add up
the
followi
ng:
9
$3.00
9
$1.50
9
$0.20
9
+
$0.40
9
______
9
$5.10

You
would
need

to take
$5.10
to the
store
to
have
enoug
h
money
to buy
the
supplie
s.
Ask
studen
ts how
they
would
solve
the
proble
m if
the
teache
r
asked
them
to get

three
pencils
and
three
eraser
s.
Explai
n that
when
they
hear
the
word
each,
they
know
that
they
will
likely
have
to
multipl
y.
To
find
out
how

much
money
you
would
need
now,
begin
by
multipl
ying:
$.20 ?
3=
$.60
$.40 ?
3=
$1.20
Then
add
those
totals
to the
other
expens
es for
single

items:
9
$3.00
9
$1.50
9
$0.60
9

+
$1.20

9
______
9
$6.30
4.
5.

Give students o
problem to wor
class:
Jimmy's neighb
asked him to ra
leaves. They off
pay him $5 an
How many hou
he work to earn
To solve the pr
suggest that st

set up the follo

equation: $5 ?
of hours = $20
You may choos
up a table such
one to illustrat
Jimmy earns m
each hour work
No. of hours

Money e

$5

$10

$15

$20

If they know th
multiplication t
they will see th
hours = $20. If
have learned h
divide, they ca
$20 by 5 to ge
6.

Ask students if
understand ho
use math all th
Have them pic
partners. Then

each pair make

word problem f
on time or mon
problems shou
students practi
working on add
subtraction,
multiplication,
fractions. Have
write their prob
a piece of pape
transparency s
can present to
After they have
the problems, h
them prepare t
solution in the
an equation or
equations, as w
written explana
the steps they
solve the probl
Have each pair
its problem to
Have the prese
pair lead a disc
about the step
to solve the pro

Then they can

their own solut
2.

Blooms
Taxonomy:
Knowledge
Comprehensio

Analysis

Differentiated
Learning:
Auditory
Kinesthetic
Verbal/

Visual/Spatial
Logical/Math

Classroom Strategies:

Cooperative Groups
Hands-On
Technology
Centers
Independent Activities Simulation
Charts/Graphs/Maps Lecture
Problem Solving
Whole-group
Peer tutoring
Pairing

Curriculum
Integration:
Music
Social Studies
Science
Writing

Math
Reading
Theatre
Art

Practice: Write the homework or practice

Accommodations:

(what YOU will do to modify your lesson)

1. (for a child with special needs)

2. (for an ELL)

Assessment/Evaluation:

(State your method of evaluating whether or not the students

learned the concepts or skills listed in your objectives above. State WHAT you will assess and
HOW you will assess.)

1.
PE
Health

Resources used to create this lesson (APA)

EDUC 1301 Lesson Plans Project Assessment Rubric

Student Name:

Semester:
Levels of Mastery

Standards

Meets or Exceeds All Expectations

Meets Most Expectations

Meets Few or No Expectations

1. a. Students know
and understand young
childrens
characteristics and
needs.

Each of the lesson plans is appropriate

for the cognitive, emotional, social, and
physical development of the specified
age group. (6-8 pts.)

Each of the lesson plans is somewhat

appropriate for the cognitive,
emotional, social, and physical
development of the specified age
group. (5 pts.)

Each of the lesson plans is rarely or not

at all appropriate for the cognitive,
emotional, social, and physical
development of the specified age group.
(0-4 pts.)

1. c. Students use
developmental
knowledge to create
healthy, respectful,
supportive, and
challenging learning
environments.

Students lesson plans require active

participation of every student in all parts
of the plans. (6-8 pts.)

Students lesson plans mostly require

active participation of every student in
all parts of the plans. (5 pts.)

Students lesson plans rarely or never

require active participation of every
student in all parts of the plans.
(0-4 pts.)

Students Lessons, Application Activities,

and Follow-up/Homework are
differentiated to appeal to diverse
learning styles and to meet the needs of
exceptional learners. (6-8 pts.)

Students Lessons, Application

Activities, and Follow-up/Homework
are somewhat differentiated to appeal
to diverse learning styles and to meet
the needs of exceptional learners.
(5 pts.)

Students Lessons, Application Activities,

and Follow-up/Homework are rarely or
never differentiated to appeal to diverse
learning styles and to meet the needs of
exceptional learners. (0-4 pts.)

4. b. Students know,
understand, and use
effective approaches,
strategies, and tools for
early education.

Each of the students lesson plans focus

only on one major objective; all
objectives are measureable. The TEKS
are included for each activity.(6-8 pts.)

Each of the students lesson plans

mostly focus only on one major
objective each; some objectives are
measureable. (5 pts.)

Students lesson plans rarely or never

focus only on one major objective each
and/or objectives are not measureable.
(0-4 pts.)

Students Application Activities require

the learner to practice each lessons
skills based on the major objective.
(6-8 pts.)

Students Application Activities mostly

require the learner to practice each
lessons skills based on the major
objective. (5 pts.)

Students Application Activities rarely or

never requires the learner to practice
each lessons skills based on the major
objective. (0-4 pts.)

Students Follow-up/Homework activities

require the learner to practice each
lessons skills based on the major
objective. (6-8 pts.)

Students Follow-up/Homework
activities mostly require the learner to
practice each lessons skills based on
the major objective. (5 pts.)

Students Follow-up/Homework activities

rarely or never require the learner to
practice each lessons skills based on
major objective. (0-4 pts.)

4. d. Students design,
implement, and
evaluate meaningful,
challenging curriculum
to promote positive
outcomes.

Students lesson plan activities

accommodate children with
exceptionalities. (6-8 pts.)

Students lesson plan activities

somewhat accommodate children with
exceptionalities. (5 pts.)

Students lesson plan activities rarely or

do not at all accommodate children with
exceptionalities. (0-4 pts.)

Student wrote lesson plans that include

step by step instructions telling exactly
what the teacher and students will be
doing during each part of the lesson;
lesson plans are clearly written and
could be easily followed by a fellow
teacher or substitute. (6-8 pts.)

Student wrote lesson plans that

include some step by step instructions
telling exactly what the teacher and
students will be doing during each part
of the lesson; lesson plans are
somewhat clearly written for a fellow
teacher or substitute to follow. (5 pts.)

Student wrote lesson plans that rarely or

do not at all include step by step
instructions telling exactly what the
teacher and students will be doing
during each part of the lesson; lesson
plans are not clearly written for a fellow
teacher or substitute to follow. (0-4 pts.)

5.c. Students engage in

continuous,
collaborative learning to
inform practice.

Student clearly identifies and uses

credible professional, Internet, and
library research; sources are cited in
APA style. (7 pts.)

Student clearly identifies and uses

credible professional, Internet, and
library research; sources not cited in
APA style. (4 pts.)

Student does not identify and/or use

credible professional, Internet, and
library research sources. (0-3 pts.)

Supportive Skills

Meets or Exceeds All Expectations

Meets Most Expectations

Meets Few or No Expectations

Supportive Skill 2:
Applying foundational
concepts from general
education

Student wrote a reading/literature lesson

plan, a math lesson plan, and a lesson
plan on a subject of choice. (16 pts.)

Student wrote two of the required

plans. The other plan is missing.
(8 pts.)

Student wrote one of the required plans.

The other plans are missing. (4 pts.)

Supportive Skill 3:
Strong skills in written
and verbal
communication
(punctuation,
capitalization, grammar,
spelling).

Student has few to no English

mechanics errors. (6 pts.)

Student has less than 7 English

mechanics errors. (4 pts.)

Student has more than 7 errors in

English mechanics. (0-3 pts.)

Student has used the lesson plan

template as described in instructions; all
parts are included. (7 pts.)

Student has used the lesson plan

template as described in instructions;
some parts are missing. (4-5 pts.)

Student has not used the lesson plan

template as described in instructions.
(0-3 pts.)
TOTAL (100 Points Possible):

Professor Comments:

Student
SelfAssessment

Instructor
Points

Student SelfAssessment

Instructor
Points