Lesson 1: Instructional Design and Implementation

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Gunner Haug
Grade Level: 4th grade
Subject: Math
Date: 11/02/18
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
4. OA Generate and analyze patterns.

List the Rationale (cite theories or theorists):

I will present this lesson using Piaget’s theory of constructivism by being hands on with the sticker plates and
touch math worksheet. I will also use Vygotsky’s scaffolding plan within this lesson to let my student work at
an appropriate level.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
Students will be able to recognize the larger number when presented two numbers. (Ex: student picks 8 when
the choices are 8 & 5.)
Students will be able to count from another number. (Ex: Pick 8 and go up 5… 8, 9, 10, 11, 12, 13.)-+

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

Student will use this skill daily. It is also in her IEP and daily checklist.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students’ physical needs, and those due to cultural characteristics).
This is a one on one lesson. The student is a Caucasian female. She has down syndrome and qualified under
cognitive disability and is low functioning.

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
This student can be hard to motivate toward her school work. She needs constant reminders to focus and
work hard. She can be motivated by having conversations with her about her interests. Ex: Lunch, After school
plans, etc…
List the materials/resources you will need to teach the lesson.
Counting Plates
Touch Math worksheet
Visual Number Chart
Pencil
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain
how it will enhance instruction and student learning.
There will not be any technology.

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students’ learning, culture, language, etc. *
Student will work one on one will a lot of guidance. Teacher may have to hand over hand work if not
cooperating. She can look at the number chart if she is stuck on a problem. Teacher may draw separate dots
for counting-on if the second number is relatively large (over 5). The student pencil will have gripper and may
need to be remind how to hold it. Teacher will draw a box for the answer, so the student knows where to put
the answer and how big it should be.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

This is the short assessment tool. It is simple addition with icons that she can use if she needs to count them
or use them to count-on. Each problem has a one in it, so my student will need get assistance on the pre-
assessment/post-assessment. I will give her 4 minutes on both pre and post assessment, because we have
limited time to work with the student. If the student has not answered all the questions within the 4-minute
period, the questions will be counted wrong.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
It will help me assess if she retained the information we have been practicing. It will also show me how she is
working at that point in the day and how much guidance and motivation will be needed.

Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout the
lesson.
Proximity to student
Redirection
Reward system
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge
and skills required of the objective.
I will show multiple examples of purely picking the bigger and explaining how it makes it quicker and
easier to start with the larger number. I will then go back to the first examples ad follow out the
whole problem on the worksheet. Example problem from worksheet: 2+1 and say “I will start with 2
because it is bigger than 1.” I will point to 2 and then say 3 when I touch the point on the 1. I will
then explain what we will do together with the sticker plates. I will do a few examples so she is
comfortable.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills
and content needed to meet the learning objective(s).
I will put the sticker plates on the desk. After explaining it we will begin working on them. I will point
to the first group of the dot stickers and say the number. Then I will point to the other side and she
will count-on aloud. If she does it correctly, she will receive verbal praise. She will be able to see the
number chart if she gets stuck.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
My student will fill out the rest of the work sheet. She will hopefully point to the dots to count-on by
herself. Teachers will point and direct her if needed. Student will do verbal counting and writing the
answer within the answer box. She will then do the post assessment. Once she has completed that,
she will receive a break, tootsie roll, and few minutes of chit chat before going to lunch.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in
an interactive manner (whole/small group, etc.).
I will explain how this skill will make everyday tasks easier if she masters this skill.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students
achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or
video.
If applicable, insert a table/chart/graph before your explanation.

Assessment Results
4.5
4
4
3.5
3
Scores out of 4

3
2.5
2
1.5
1
0.5
0
1 2
Pre-assessment vs Post-assessment
 Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies.
Describe what went well and what areas you need to revise in the future. Cite examples (from video) that
support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each
revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.
A couple things that I believe I need to correct if I were given the option to teach this lesson again would be to
give the pre-assessment sooner and provide less guidance throughout the post-assessment. Although I
assessed the student informally and knew that she had learned the information, I wanted her to use a
different strategy to figure out the problems. Within this lesson, I used direct and explicit instruction
adequately to educate the student. I also used verbal and non-verbal cues to keep the student focused and
working. Motivation and praise were also used throughout the lesson. Using the dot plate manipulatives
worked well with the student to be successful. Overall, the lesson went swimmingly.
Lesson 2: Instructional Design and Implementation

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Gunner Haug
Grade Level: 5th grade
Subject: Math
Date: 11/05/18
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
5. NBT- Understand the place value system.
5. NBT- Perform operations with multi-digit whole number and with decimals to hundredths.

List the Rationale (cite theories or theorists):

This lesson involves Piaget’s theory of schema when I involve knowledge that the student already knows and
connect it to new information.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
Students will be able to understand the place value system.
Students will be able to perform operations with multi-digit whole number and with decimals to hundredths.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

Most of this chapter involves multiplication which is used in a majority of people’s daily life. Multiplying
decimals can be beneficial for him to learn for money purposes. Estimation can make math simple, quick, and
fairly accurate. Multiplying by .01, .1, 10, 100, 1000, 10^2, etc… is much quicker by adding the zeros or moving
the decimal.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students’ physical needs, and those due to cultural characteristics).
This is a 1 on 1 lesson with a 5th grade male. He has a specific learning disability within math and reading. He
has no speech issues and no behavior issues lately.

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
The student has issues with computing math, which is listed in his IEP. He usually is a good worker, but can get
unorganized because of his handwriting at times. When he does math, he works his problems on the board
for the most part.
List the materials/resources you will need to teach the lesson.
Marker board
Marker
Eraser
Vision Math 2.0 Book
Pencil

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain
how it will enhance instruction and student learning.
No technology will be included.

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students’ learning, culture, language, etc. *
Under his IEP in Math Computation, this student is allowed to use a math multiplication chart (unless the
multiplication is simple ex: anything times 1, 2, 5, 9, and 10). The directions and word problems are read to
him. Usually the teacher will write his equation on the board for him to help him stay organized and to be
efficient with the time he is outside of the classroom.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

Since we are doing a review/re-teaching lesson it will cover a variety of material that is somewhat similar. This
pre-assessment will be 5 questions and be from a different topic.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
The pre-assessment will show me how much he remembers from a certain topic. It will also show me
what we need to put emphasis on during the review lesson. The problems he gets wrong within the
pre-assessment, will be the topic that we I model more examples or that he will do with more
guidance from the teacher.

Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout the
lesson.
Proximity to student
Modeling
Redirection if needed
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge
and skills required of the objective.
In each of the 5 topic areas, I will model with practice questions, show step by step instructions, and
remind him of any tricks/short cuts we may have to help finish the problem. Depending on the pre-
assessment, I will add more practice questions if needed. In the first section I will show the
problems: 8.56X 10= and .36 X 100= on the whiteboard. In the estimation section I will show the
problems: 102X 55= and 4.94X 5= on the white board. In the third section I will do the example
problem 12X.15= and 59X.53= on the board and put emphasis on moving the decimal and using the
multiplying 9 trick. In the fourth section there will be more partial products. The example problems
will be 8.2X3.7= and 2.13X.559=. The last section will deal with factors that are less than 1 for the
most part. In this section, I will emphasis the common-sense talk that his teacher gave him. He will
be using calculators soon and many people accidentally have calculator errors. If it is .9X50 the
product will be less than 50. The example problems will be .8X.4= and .9X421=.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills
and content needed to meet the learning objective(s).
After I am done modeling the practice questions, we will do an example or 2 together. I will assess
how easy it is for him to complete it to see if he is ready to go on to the independent practice or if
we should review more on that section.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
Once the student is ready to move on, he will complete the rest of his problems on his review
worksheet. I will be there to help if need. He will be able to use his multiplication chart and will show
his work on the board. He will not be required to re-write his work on his worksheet. Once he is
done with his worksheet, he will complete the post-assessment.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in
an interactive manner (whole/small group, etc.).
I will remind the student that we use multiplication in our daily life. He will also be reminded that
multiplying by 10s, 100s, 1000s, or moving the decimal, or estimating can make this math easy and
quick.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

1. (Solve the equation) .001X 325=

2. (Use Estimation) 11X72=

3. (Solve the equation) 15X.23=

4. (Solve the equation) .359X501=

5. (Solve the equation) 547X.19=

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students
achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or
video.
If applicable, insert a table/chart/graph before your explanation.

Assessment Results
6
5
5
Points out of 5

4
3
3

0
1 2
Pre-assessment vs. Post-assessment
 Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies.
Describe what went well and what areas you need to revise in the future. Cite examples (from video) that
support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each
revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.
The direct instruction and step by step instructions seemed to work very well with this student. Since the
lesson was at the end of the chapter it was a review and refresher. We went over a variety of math problems
to help keep it fresh in his memory. I used a substantial number of examples before moving onto guided
practice and made sure to assess for understanding before moving on. The lesson went well, but there are
things I would do differently if I presented the lesson over. This would include knowing the examples better or
having them ready on the board before presenting the lesson. The main thing I would change would be how I
presented the lesson as a whole. When I went back to re-watch the lesson, I noticed my lack of enthusiasm in
my voice. I was concentrated on my lesson, nervous because I was getting recorded, but should have had
more fun with the lesson and presented in a more pleasing way for the student.