LHA Southern Region Lesson Plan Reflection Guide

Teacher: Burgess School: JLCS Subject: Math Grade:

th

CCSS!State Standard:
CC""#S"$ A%%l& and e'tend %re(ious understandings of o%erations )ith fractions to add*
subtract* +ulti%l&* and di(ide rational nu+bers" A%%l& and e'tend %re(ious
understandings of addition and subtraction to add and subtract rational nu+bers,
re%resent addition and subtraction on a hori-ontal or (ertical nu+ber line diagra+"
Le(el of Rigor!Rele(ance:....A .'...B....C..../
0(idence to Su%%ort &our choice:
1e used real Ar2ansas te+%erature data to anal&-e and %lot high and lo) a(erage
te+%eratures for each +onth on a ther+o+eter"
1. Student Characteristics/Abilities
$" /id students need additional 2no)ledge!infor+ation before beginning this lesson3
/id other needs beco+e a%%arent in lesson3 An& %roble+s )ith grou%s3 Ho) could 4
ada%t to +eet di(erse learner needs3
Students needed e'%lanation of )hat the little dashes )ere bet)een the big nu+bers
2. Objectives: What will my students know or what task will they be able to
er!orm a!ter this lesson"
To )hat e'tent did students learn objecti(es3
TS1BA to %lot nu+bers on (arious nu+ber lines including real life e'a+%les"
#. $aterials: %hermometer aer& Arkansas data& colored encils& 'omework
assi(nment.
1ere +aterials effecti(e3
5es* but not all the students )or2ing in %airs" 1e need to do +ore tea+ building"
1ere other +aterials needed3 Can 4 eli+inate +aterials3
4 need another acti(it& for after the students co+%leted the acti(it& and the ho+e)or2" 4
needed s%ecific directions for students )ill 40Ps"
LHA Southern Region Lesson Plan Reflection Guide
). $ethods and *rocedures: +n order& list the instructional activities and
rocedures you will use to meet your objectives.
+ (ave e,ectations o! how we would air u and who would turn in the ni(ht be!ore
homework and ick u the materials.
+ (ave directions on how to do the activity and how to color code the months.
-ach air had 2. minutes to comlete the activity.
A!ter comletion one erson !rom the (rou turned in their work and icked u the
homework.
+ had some students who + had circulatin( a!ter they !inished their activity to hel
other (rous.
%he students had time to work on their homework a!ter the activity was comleted.
1hich +ethods )ere effecti(e3 1as ti+e allocated sufficient3 1hat +ight 4 do
differentl& ne't ti+e3
The ti+e allocated for the acti(it& could be decreased to 67 +inutes" Also 4 had +an&
students as2ing +e ho) to do the ho+e)or2 assign+ent )hen the& had not first read the
directions" 4 need to set an e'%ectation in the classroo+ to not as2 ho) to do so+ething
until after &ou ha(e read the entire assign+ent"
.. -valuation: -valuation tools should match objectives.
/id e(aluation +easure intend learning!beha(ior3 Ho) do &ou 2no)3
The e(aluation +easured intended learning but also beha(ior" 4f the& did not co+%lete the
assign+ent due to beha(ior issues then the grade gi(en )ill reflect the beha(ior and not
the understanding" 8nl& if the& co+%leted the acti(it& in its entiret& )ill the e(aluation be
true to the objecti(e" 4 onl& had 9 students total that did not finish"
/. 0eneral 1e!lection A2%-1 teachin( lesson.
/id &ou de(iate fro+ lesson %lan3 1h&3
So+e but not +uch" 4 did not intend on co(ering ho) to count b& t)os and )hat the little
+ar2s +eant on the ther+o+eter* but o(erall it )ent as %lanned"
1hat +ight &ou do differentl& ne't ti+e to i+%ro(e this lesson* or a closel& related
to%ic3
Ha(e e'%licit directions %rinted out )ith e'a+%les for the students )ho are in need of
these things to ha(e )ith the+ at their des2 to refer too" Also 4 need to get +& students
a)a& fro+ #00/4#G directions e'%lained to the+ one on one" There are too +an&
students )ho feel the& need +e right ne't to the+ to e'%lain a ne) conce%t to the+"
LHA Southern Region Lesson Plan Reflection Guide
Are there an& students )ho did %articularl& )ell* or had a %articularl& difficult ti+e )ith
lesson conce%ts3 Ho) do &ou account for this %erfor+ance3 Ho) +ight &ou i+%ro(e
student %erfor+ance3 4 had so+e students that this )as a nuisance of a re(ie)" These
students 4 had as +& hel%ers to hel% 2ee% the+ bus& and hel% +e hel% the other students"
Also there )ere a fe) students )ho shut do)n )hen 4 ga(e out the assign+ent" The&
)ere con(inced the& did not 2no) ho) to do it" The& had ne(er seen an&thing li2e this
before" And ho) dare 4 e'%ect the+ to do this" 1hen 4 finall& got then to read the
directions to +e the& reali-ed that the& 2ne) ho) to do it and said things li2e :oh that is
)hat this is;" This tells +e the& 2no) ho) to do it and )ere either tr&ing to be disru%ti(e
or )e need to )or2 on their self<confidence* because the& need to belie(e the& CA#"
Add an& co++ents on other %roble+s* co+%onents of lesson &ou found %articularl&
%leasing or successful"
%his lesson went very well. + !eel some o! the classroom issues are !allin( into lace
allowin( me to actually have instructional time with the students. + can see the
di!!erence in stress levels in the classroom also. %here are still those !ew who cause a
!uss because they are convinced they cannot do what + ask. 3ut overall most o! the
students asked 4uestions o! me and they artners& !ollowed instructions !or the
assi(nment& and did what was asked o! them.
+n the (rand scheme o! thin(s this was a winnin( lesson. + know it was not the most
ri(orous& but + could see sel!5con!idence buildin( with the students and they need
that. +! they do not believe in themselves as + believe in them then we will not (et the
ma,imum (rowth ossible this year.
And + know the roject did not e,actly cover the standard& but this was some
back(round that they really needed hel with. 6e(ative numbers are not easy !or
the most o! the 7
th
(rade. %he homework assi(nment dealt heavily with ne(ative
numbers and number lines.