Anda di halaman 1dari 8

UH COE Lesson Plan Template (Direct Instruction)

Note: Suggestions for each section are provided in blue text. Delete all blue text and replace it with your own.

Name of Teacher Candidate Kanwal Shiwani

Lesson Overview
Grade Level 1st Grade
Estimated Time Needed One 60 minute class period
In this lesson, students will be learning to compose 10 with 2 or more
Lesson Description addends. Students will be composing with concrete objects.

((3) Number and operations. The student applies mathematical process


standards to develop and use strategies for whole number addition and
subtraction computations in order to solve problems. The student is expected
to:
Content Area Standards (C) compose 10 with two or more addends with and without concrete objects.

Include any Technology TEKS that your lesson targets. You are not required
Technology Standards
to have these for every lesson.
Students will be able to compose 10 with two or more addends
Objectives
with concrete objects.

Resources/Materials/Tools
Part
Whole
Terms/Vocabulary Sum
Addend
Compose
Internet (YouTube)
Technology Resources
https://www.youtube.com/watch?v=icBMW7svUYY

Other Resources Mini cubes, number balance scales, expo markers

Lesson Procedures
UH COE Lesson Plan Template (Direct Instruction)
A step-by-step description of
the scope and sequence of
Describe how
lesson activities, with estimated
each stage of
time on task noted in
the lesson will
parentheses for each step. In
be managed,
other words, completely
including role of
describe the flow of the lesson-
teacher and
This template is the content to be presented,
learners (who is
built on the and the strategies to be used.
doing what at Cite specifically what resources for this activity will be
Include actual words you will
traditional each point), used, and describe in detail how they will be used.
use and questions you will ask
“Madeline location (e.g., Note who will be using the tool and in what ways. Note
students. Consider items such
Hunter” lesson classroom, any safety considerations needed.
as: parts of the lesson that
computer lab,
structure. might be difficult, and how you
outside), and any
will know whether you can go
special
on; how to ensure that
considerations,
students completely understand
such as for
directions before releasing
differentiated
them to work independently;
instruction.
and what students will do if
they finish their work early.
The teacher
will create
interest by
playing the
Teacher will play the
song. The
song titled ‘Part Part
teacher will
Whole’ to engage them.
be monitoring
students as
Teacher will also access
the song
prior knowledge by
plays. The
reviewing how to make
students will
number bonds with 2
be able to Part Part Whole Song Link:
parts. This can be done
sing along if https://www.youtube.com/watch?v=icBMW7
Focus/Anticipat using manipulatives (mini
they svUYY
ory Set cubes).
know/rememb
(motivational er the lyrics.
hook) This will take
place in the
carpet area.
(10 min)
Teacher and students will use mini cubes to
The teacher demonstrate / access prior knowledge.
will sit in the
carpet area
along with the
kids while
accessing
prior
knowledge.
“What do I
already know
about ‘part
part whole?’
UH COE Lesson Plan Template (Direct Instruction)
The teacher will discuss Mini cubes will be used for demonstration of
the lesson objective and number bonds by the students and the
explain the importance of teacher.
number bonds.

Relevance and
explanation: we are
learning number bonds
so adding and The teacher
subtracting become will think out
easier for you. Number loud, so
bonds is showing students can
relationship between a understand
set of numbers using the concept.
addition or subtraction. “So, I have 2
cubes, 3
The teacher will connect cubes, and 5
this lesson to the cubes. I
previous lesson which wonder how
Content-input was forming number many cubes I
(Could include bonds with 2 parts. have in all...”
content outline,
presentation, The teacher will use mini The teacher
questioning, cubes to demonstrate will introduce
modeling, that 3 parts form a whole. the
examples) “So, I have 10 cubes vocabulary
here in this number train. and ask
Can we break this students to
number train into 3 explain it in
parts?” “How?” “Is their own
(18 min)
there another way we words.
can break this number
train into 3 parts?” The students
are actively
The teacher will also listening and
complete an anchor chart asking
on the poster board with questions.
the students. This will be
a visual for guided and This is taking
independent practice. place in the The purpose of my modeling is to teach
The chart will have the carpet area. my students a new skill, which is the skill
objective, the vocabulary of composing 10 with two or more
addends with concrete objects and to
and a visual
introduce new vocabulary.
representation of 3 parts
forming a whole. The
teacher will tape the mini
cubes on the paper along
with writing the actual
numbers so the students
UH COE Lesson Plan Template (Direct Instruction)
can understand. This will
a model for the students
as they complete their
guided and independent
practices.

ANCHOR CHART:

Guided Practice Students will work in The teacher


(identify students pairs to complete an will also work
who failed to activity. with students
master lesson who need
objectives.) Activity: assistance,
Each pair will receive 2 “Let’s look
sheets with 4 problems over the - Students are working in areas
each. The sheets will be poster paper where they can be seen and
incomplete number and review monitored. Monitoring students
bonds using dots. This is how to figure allows teachers to see how the
(15 min)
a visual for activity for the out the students are arriving to the
correct conclusions/solving
students. Students will number of
problems
complete the number counters in
bonds by drawing the the last
- Students will be using cubes to
dots using expo markers. part...”
demonstrate their understanding.
Students will raise their
hands as they complete The teacher
- Students are using expo markers to
each sheet. observes and
show their work.
listens to the
students
- Teachers can assist those who
along with need guidance can get a clear
providing indication of how well the
positive students are mastering the skill.
feedback, “So
you’re telling
me that all 3
parts make
up the whole?
Good Job!”
UH COE Lesson Plan Template (Direct Instruction)

The teacher
If students are done will also ask
with the sheets early: probing
Students will receive questions to
sheets that use numbers redirect
instead of dots to students’
practice number bonds investigations
when
necessary, “If
I have 2
cubes here,
and then 4
cubes here,
how many
instead of the drawings. cubes do I
This is to challenge the have in all?
students. Students will And what if I
use expo markers to add 1 more
write on the laminated cube? How
sheets. many cubes
do I have in
all?”

The teacher
provides
additional
modeling as
needed.

The students
are on the
CHECK FOR floor working
UNDERSTANDING: with their
partners.
Teacher will know that They are
students are ready to spread out in
practice on their own if the classroom
they are completing the but in a way
sheets correctly. Teacher in which they
will facilitate formative can be
assessment through monitored.
observation and
checklist.

Independent Students will complete The teacher The students are using their private screen
Practice this part individually. The is giving for this part of the lesson. This is to make
(reteaching and teacher will pass out the feedback as sure that each student is working
enrichment) independent practice students independently.
UH COE Lesson Plan Template (Direct Instruction)
worksheet and allow complete the
students to work silently. worksheet. The students are using pencils for this
This is to give students activity.
(12 min) the opportunity to use The teacher
and practice their “new” clarifies as Students can use cubes if they would like
learning on their own. needed. (differentiated).

The teacher This will allow the students to transfer


their understanding to new concepts.
encourages
The purpose of my independent practice
students to
is for students to practice their new
apply the learning through dice and counters.
concept
learned.

The teacher
also refers
students to
existing data
and evidence
and asks,
“what do you
already
know?” “Why
do you think
that?”

Students are
applying their
skills in new
but similar
situations.
Closure Purpose: to provide
students a chance to
reflect on their learning
and “own” the learning. Students are
(5 min)
sitting in their
THUMBS UP chairs,
ACTIVITY: answering
Teacher will ask a questions. During closure, students organize what
variety of they’ve learned and store it in their long-
questions to Teacher is term memories. Students also reflect
assess students. using what they have learned
Students can use popsicle
cubes for this sticks to call
method on students
Students will use
their thumbs to
point up or down
(yes or no)
UH COE Lesson Plan Template (Direct Instruction)
- 2, 3, and 4
make 7
- 3, 6, and 1
make 10
- 4, 4, and 1
make 9
- 3, 4, and 1
make 6
- 5, 2, and 2
make 10

Students can use


cubes if they would
like (differentiated).

Plans for Differentiated Instruction/Accomodations


Teacher can have guided templates that show many examples. Teacher can also
introduce another song to help students learn. Teacher can model guided and
independent work.
Special Education
Teacher can also allow extended time for these students during guided and
Students
independent practice.

*NOTE: No special ed. Kids in the class.

Teacher will pair ELLs with a native English speaker, so the ELL can be supported.
Teacher will also keep an extra eye out for the ELLs and re-teach them if needed.
English Language Teacher will be careful to use vocabulary that is easy to understand and will talk at a
Learners slower pace.
Teacher will also use the dry erase board for any visuals that might be necessary.

Teacher has prepared a more challenging guided practice for this who work at a
higher academic level that is done using numbers instead of manipulatives. The
guided practice has 2 blank portions compared to one blank portion to make a whole.
This will challenge the students’ thinking and understanding of the content.

Gifted and Talented

Other: Students can use balance scales/counters if they would like (differentiated).
UH COE Lesson Plan Template (Direct Instruction)

Potential Challenges/Plan B
Challenges:
- Majority of the students need to be re-taught. Plan B for this situation would be to re-teach the entire
class.
- Students are not understanding the content because of the materials. Plan B for this situation would be
to use balance scales which will be prepared in advance.
- The song link won’t work. Plan B would be to use the pre-printed lyrics and sing without the actual song.

Rarely do lessons go exactly as planned. Think through the challenges you might face in this particular
lesson (e.g., students not understanding, materials not working, the pace being too quick or too slow),
and then propose several “Plan B” scenarios so you can be as prepared as possible.

Assessment
Independent practice will count for assessment.

A description of the assessments you will use throughout and after the lesson to ensure that students have
learned, including the context and specific procedures for evaluating student learning. Based on the
learning objectives, assessment can occur through interview, observation, journals, essays, quizzes, tests,
final products, and lots of other ways. Assessments can be conducted by the teacher, peers, and/or the
students themselves. If you have a specific rubric, link it or paste it.

Notes and Credits


There are many lesson plan ideas available, from other teachers, curriculum guides, and online. You are
free to use whatever information you find to inspire your lesson planning, provided:
1. You properly cite your sources;
2. You fit the information into this required lesson format, meaning you will need to add additional
information to complete the lesson; and
3. You modify the lesson to fit your objectives and student needs (You will almost never teach any
lesson as is – even those found in your teacher’s guides. You will always know best what the
individual learners in your classroom will respond to.)