Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Channa Griham Lesson # 1 Subject/Grade: Math/2nd grade Date and Time of Lesson: 8/2/13 8:15 Learning Objective: (must support unit objectives identified in TWS 3)
Students will find a pattern to solve problems in this lesson. Patterns help students visualize the concept in a more concrete manner. Students will use these patterns to find numeric patterns. NCTM 1,2 Common Core Standard: 2.0A.A.1- Represent and solve [problems involving addition and subtraction. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, by using drawings and equations with a symbol for the unknown number to represent the problem.

Alignment with Standards: (must support unit standards identified in TWS 3) Identify the source and list standards (local, state, and/or national) that align with the learning objective. EEDA Standard(s): Standard 4: Teacher candidates will identify instructional strategies that promote core values in the school community. SSCA Element(s): During this lesson, students are expected to respect others opinions and feelings when communicating with each other. All children should sit quietly at their own desk and listen to the instructions that are given to them. There will be no blurting information out without properly raising his/her hand. Students will need to cooperate with their partner during the game activity. While students are at their desk completing their work on their own, I expect them to complete it quietly. When students are at the table for group instruction, I expect them to participate in the activity. Developmental Appropriateness or Cross-curricular connections: (should parallel information in TWS Section 3) Students should be able to skip count different numbers from prior knowledge of previous lessons taught. Students will use this knowledge to complete activities and to complete worksheets they are assigned. Students will have guidance in the beginning to work the problems, and then they will have the chance to solve problems on their own. For students who have difficulty understanding the topic, I will provide my assistance to help explain the concept more. Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)
What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment. Lesson Objective(s) Assessment(s) of the Objective(s) During: Students will be assigned worksheets out of their math books and will be expected to complete these worksheets. Post: The worksheets will be taken up and reviewed for mastery of the concept. Students will solve worksheets that contain word problems and will have to pick out the main details of the problem to complete patterns. Students will be able to identify the Use of Formative Assessment (TWS section 7) Students will turn in their completed worksheets and I will look at them for mastery of the lesson. I will use this data to see what further instruction the students will need in this lesson. Homework will also be assigned and will be reviewed and used to see how the students are doing as a post assessment.

Students will be able to identify patterns and use the patterns to complete word problems.

Students will be able to pick out important information from word problems and apply this information to figure out the correct answer.

Lander University Teacher Education Lesson Plan Template pattern by telling what interval is being used to find the answer.

Rev. 2013

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)
There are many diverse students in this class. For the students who are below level, I will make sure that I am available to them for help or for further explanation of the topic. For students who may complete early, they will be asked to review their problems or choose a book to read until the timer goes off. For the students in the class who are ESL, I will make sure that I offer my assistance when they need it. There is a child in the classroom who is hearing impaired. I will make sure that I speak clear enough and loud enough to where he can hear me. I will again offer my assistance to this student when he needs it.

Materials: SmartBoard, Laptop, Math Books, Game boards and pieces, Pencils Procedures:
1. Okay class, today we will begin our math lesson for the day. Will everyone please take out your math books and turn to page 119 in your books. Today we are going to learn how to find a pattern and how to pull information out of a word problem to find the correct answer. (We will discuss patterns that we see in the classroom to give the students an idea of what a pattern really is) NCTM 4 2. Lets do page 119 and 120 together as a class so that we can see how to figure out the patterns (complete the activity with the class) NTCM 3,5 3. Let the children raise their hand to help you figure out the answers. Make sure that the students are all copying and understanding what you are doing on the board. 4. After I have taught the concept as a class and answered any questions that may come up during the lesson, we will move on to the second part of the lesson. NCTM 3,5 5. After we complete the whole class instruction, students will break up into their groups and rotate to each section of the lesson. There are three activities the students are expected to complete. To begin, one group will sit at their desk and complete pages 121 and 122 independently. During this, another group will be on the carpet completing the Subtraction War game with their partner. The final group will be at the tabl e with me completing an activity on Counting by 10s, also with a partner. I will begin by explaining this lesson to the children and playing a couple rounds to demonstrate the concept. After I believe the students can continue on their own, I will then see how the students at their desk are doing with their assignment. If anyone needs help, I will use this time to assist those students. Each activity will last 10 minutes and then the groups will rotate to the next activity that they are assigned to. NCTM 1,2,3,5 6. After each group has been to each activity, we will come back together as a class and review the worksheets that they have completed. We will grade them as a class and I will then take this time to answer any questions that the students may have. 7. As an assessment, I will have the students tear out their work and place it on their clipboards, where I will later reference them to see how they did on the lesson. 8. Also, the students will be asked to tear out their homework page for that night and place it in their cubbies. 9. After we have wrapped up the math lesson for the day, we will transition to our next lesson which is reading workshop. NCTM 3

Activity Analysis: (must support TWS 3 and show use of TWS 1 data)
Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. In your explanation include the following prompts: The students will be able to complete worksheets at their desk independently. This will give them the opportunity to think on their own and to figure out how to complete the problems. I plan on doing this activity because it will help me see where the students are at on this concept and it will let me know what else I need to cover to help the students master the concept.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Another activity I will be planning for the students is the Counting by 10s activity. This activity will help the students understand patterns and will also help them learn how to skip count by tens. The game will challenge the students to think about which number will go before and which number will go after the number that is giving. This activity will be a good way to see if the students know how to identify a pattern and then how to apply this pattern to complete the activity. These activities are a good way that can help those who may be confused about the topic, get a better understanding of what the lesson is about. These activities will also give the students more practice on figuring out how to find the correct answers. For the students who need more help on the topic, I will be there to assist them when they may need help. I hope that by completing these activities, the students will be able to apply this learned knowledge to future activities that will be completed in the classroom. During this lesson, I will incorporate technology into my lesson. We will be using the SmartBoard to complete the worksheets together as a class. I will use the SmartBoard to display my lesson and to work out the problems so that the students can see an example of the work that I expect them to do. When we wrap the lesson up and review our answers, I will use the SmartBoard to display the answers. The board will also be used to work out any problems that the students did not understand or that they are confused about.

References:
McGraw-Hill. (2013). My Math: Grade 2. (Teacher Edition ed., Vol. 1). Columbus: McGraw-Hill Education