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UNLV/Department of Teaching & Learning Elementary Lesson Plan

UNLV Student: Yashmeeta Sharma PSMT Name:

Lesson Plan Accountable Talk


Using Place Value Lesson Plan Topic: Math
Title:

Date: 1hour and 20 minutes


Estimated Time:

Grade Level: Charlotte and Jerry Keller ES


4th grade School Site:

Key Vocabulary: Estimate- means to find something close to the correct answer

1. Standard(s):

CCSS.ELA-LITERACY.SL.4.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.

MP.3
Construct viable arguments and critique the reasoning other others

4.NBT.3
Use place value understanding to round multi-digit whole numbers to any place.

2. Teaching Model(s): I do, we do, you do. Team & Pair

3. Objective(s): Students will utilize their understanding of place value to round and apply it
to real world examples. Students will initiate class discussion about place value in real world
examples and engage in collaborative discussions.

4. Materials and Technology Resources: Accountable talk sentence stems

5. Instructional Procedures:

a. Motivation/Engagement: Students will come into class with a piece of paper on their
desk with one accountable talk sentence stem. TW discuss that the end of goal today is that
students learn how to makes connections between place value understanding and real word
examples. In order to do so, make these connections they need to utilize each other and engage in
accountable talk. Students have had pre-exposure to place value and TW will use this as an
opportunity for students to practice their accountable talk.

Presentation: (I do)

Teacher will put this word problem on the board: Miss. Sharma is buying candy for her
classrooms Halloween party. Miss. Sharma had 64 students. Walmart only gets 10 candy pieces
in each bag. How many should she buy use your place value understanding on how she should
round?

TW will model the first accountable talk sentence stem: Explain. This is my idea.,
because Miss. Sharma is rounding and she is rounding the tens places, she should only buy 6
bags. Students will immediately raise their hand and try to disagree (they realize that four
students will not get candy. Teacher will remind students that before they say whether they
disagree or not, they need to restate what the person has just told them. TW will model how the
restate sentence stem should be carried out and utilize a different voice for students to
differentiate between the two-people talking. I think that Miss. Sharma is saying that because
the tens place is 4 or less, we give it a rest and round it down. Not up. TW then introduce the
next two sentence stems, which involve agreeing or disagreeing. After that sentence stem, TW
will advise students to build on each others ideas.

b. Developmental Activities or Learning Experiences: Students will then work in their teams
for 15 minutes to write their disagreement /agreements with Miss. Sharmas reasoning and if
they would like to build on her idea. TW bring it back to whole group and ask students their
disagreements/agreements. Students will use accountable talk to agree/disagree with answers
given. After problem is solved, TW to build on each other ideas. Different answers will be
reasoned by fellow students. Teacher will then release students to work with their pairs on a new
word problem and engage in accountable talk, they are reminded that in order to this effectively,
they must listen to each other finish speaking and then reply. After 10 minutes, they will give
their own responses, agreements, disagreements, and build on each others idea.s

c. Closure: After the ten minutes, students will conduct a self assessment of themselves being
able to do accountable talk effectively, exit ticket, and then receive the homework assignment

d. Extension: TW make reiterate the importance of the objective and to use the accountable talk
throughout the rest of the year in their discussions with one another.
6. Accommodations, Modifications and Differentiations for Diverse Learners:

Students will have an anchor chart of the accountable talk and have a anchor chart on
how to round.

7. Assessment and Evaluation of Learning:

a. Formative: Student will use receive a exit ticket after the independent practice. They
utilize self-assessment tools to determine if they are experts, practitioners, apprentices, or
novices. Experts and practitioners will then solve a word problem on their own. Apprentices will
pair up with other apprentices with two different word problems for each apprentice. Novices
will work with me in the back with the same word problem.

b. Summative After the end of the month, they will have asked to justify their opinions.
This practice of accountable talk will pave the way for them to be successful on the assessment.

8. Homework Assignment: Expert and practioners will do all the problems from the homework
assignments. Apprentices will do two of the problems. Novices will do one. Students can choose
which problem they would like to do for homework.

9. Reflection:

a. Strengths: Students are able to reason on whether they should round up or down.

b. Concerns: Students are having difficulty restating what the other person is saying.
This is a result of not enough practice.

c. Insights: Our goal for the remainder of the month will be accountable talks
incorporated in our math lesson. TW use number talks and other opportunities for students to
engage in accountable talks and refer to sentence stems until students can conduct conversations
by listening attentively and speaking clearly. Accountable talk is a tool that they can utilize
inside and outside of the classroom and it is imperative that they learn how to properly
disagree/agree with one another.