Lesson Plan Solo Observation #2 (Math 8:00 9:50)

Teacher: Ms. Kelsey Soriano

Date: Monday November 17, 2014

Class: Mrs. Kathleen McKeon

Level: Wailuku Elementary School 5th Grade

Purpose: Students are nearing the last few days of this chapter; therefore, we will particularly
focus on practicing and perfecting skills in which they have developed over this chapter. In
todays lesson, the primary focus will be to build on students understanding of complex word
problems and begin working out specific problems from our pre-test.
Objectives: Today we will specifically focus on preparing our students to successfully pass
the upcoming Chapter Ten Test (tomorrow). We will work on deciphering complex division
word problems, perfect the break apart process of division, and continue to develop
proficiency in multiplication facts.
Common Core Standards:
5.NBT.6 Number & Operations in Base Ten: Find whole-number quotients with up to
four-digit dividends and two-digit divisors, using strategies based on place value, the
properties of operations, and/or the relationship between multiplication and division.
Illustrate and explain the calculation by using equations, rectangular arrays, and/or area
models.
GLOs:
Self-directed Learner (The ability to be responsible for one's own learning)
Community Contributor (Understanding that it is essential for human beings to work
together)
Complex Thinker (The ability to demonstrate critical thinking and problem solving)
Quality Producer (Ability to recognize & produce quality performance & quality
products)
Effective Communicator (The ability to communicate effectively)
Hawaii Content & Performance State Standards:
MA.5.2.1 Operations: Apply the inverse relationship between addition and subtraction,
and multiplication and division, to solve problems
MA.5.9.1 Patterns: Analyze patterns and functions and use generalizations to make
reasonable predictions
MA.5.10.1 Numeric & Algebraic Representations: Use a variety of strategies to solve
number sentences with unknowns
Assessments:
Whiteboards: Students will be asked to solve problems independently. In order for
students to advance, they must first receive approval (the correct answer). As students
are working this will provide me with the opportunity to see which students are still
struggling with the division concept. If needed, I will work with small groups at the
ending of class.
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Group Activity: Students will be separated into groups of three, and will work on
correctly completing complex word problems. In order for groups to advance, they
must first receive approval (the correct answer). The first group to correctly solve the
problem will receive a small incentive. They will also be required to explain the
process in which they correctly solved the word problem.
Pre-Test Problems: I will chose one question to go over from each section of the pretest (very similar to the post-test which will be given tomorrow). This will allow
students to practice the break apart process and perfect their multiplication facts.

Materials/Set-Up: Harcourt Math Textbook, Practice Workbook, and Reteach Workbook.

Students will be required to have their math tablets, pencil, red pen, dry erase marker, and
whiteboards. I will provide two-digit divisor packet for students during our group activity.
Procedures:
a. Introduction
Check last nights homework, and then take scores. (8:00 8:30)
Lesson 10.6 Problem Solving Strategy: We will do the first problem together, and
then I will divide the students into small groups (three students each). Then students
will be required to work with their group to solve for the other three word problems
in our Practice Workbook 10.6. The first group that correctly solves the word
problem will receive a special incentive and will be required to explain to the class
the process in which they took to solve the word problem. (8:30 9:00)
b. Developmental
Pre-Test Questions: At this time, I will ask students to quickly return to their seats,
as we are moving on to our next assignment for the day. Students will each receive
a pre-test, and I will choose certain problems from each section. Together we will
discuss the steps that must be taken, then students will independently work on the
problem. Prior to announcing the answer, students will be first asked to share their
answer with their partner. (9:00 9:25)
Division Game: At this time students will place their pre-test into their math
folders. As we will now go over the directions and rules to our division review
game. Students will divide into the same small groups from earlier to each play our
two-digit divisor game. (9:25 9:40)
c. Concluding
I will conclude todays lesson at least ten minutes prior to recess dismissal. This
will allow students to receive their homework assignment and accurately copy their
assignments into their planners. At this time, I will also check particular students
planners to assure all homework was correctly written. (9:50 dismissal)
Adaptations and Extensions:
Student J: This student is coping with great family difficulties, which unfortunately, has
carried over to arising problems in school. We are currently working closely with our school
psychologist, councilor, and Student Js family to assure necessary assistance.
Accommodations: preferential seating, extended deadlines, & extra individual assistance.
Groups: After careful consideration, I decided to group students according to their
understanding of the division break apart process. There are six students who are currently

exceeding proficiency (90% and higher). These students will be split into each of the equal
groups as a leader to help their peers who may be struggling.
Student Y: On Friday (14th) we received a new transfer student from Thailand. Unfortunately,
she does not speak any English, although, her math facts are up to par. The language barrier
will be the greatest challenge. She will receive extra assistance and extended deadlines. Once
ELL testing has been completed, she may receive other accommodations.
Management Considerations:
Group Management: During our group activities, noise levels will get a little louder than usual.
As a signal for students to stop what they are doing, I will ring our class bell. Once I have
students attention, I will make the necessary announcement. If at anytime voice levels are too
loud or I witness behaviors I do not like (excessive talking other than about the assignment,
arguing with group members, etc.) I will turn off the classroom lights and students will be
required to freeze (stop any and all movements and no talking).
Planner People: Students who have not completed any of their prior homework will have
their name written on the whiteboard, will stay in during lunch recess, and will be required to
show their planner to the teacher everyday for one week (given they do not miss another
homework assignment).
Reflections:
Results:
All students actively participated in review discussion & division game
One winner from each group received the incentive (Water Passes)
Students were able to effectively use skills learned from chapter 10 to real world
scenarios word problems
Students perfected both multiplication facts and division skills
Future Revisions:
More time for each group to work out each word problem
Underline important aspects of the word problems which will eliminate the need to
repeat the problem multiple times

[From p.73 of the 2014-2015 Student Teaching Forms for CT, US, ST]

Lesson Plan Solo Observation #2 (ELA 10:15 11:50)

Teacher: Ms. Kelsey Soriano

Date: Monday November 17, 2014

Class: Mrs. Kathleen McKeon

Level: Wailuku Elementary School 5th Grade

Purpose: The purpose of this lesson is to introduce and incorporate new grade appropriate
vocabulary terms for our students. Also, we will resume grammar lessons in which particularly
focuses on nouns, both singular and plural nouns.

Objectives: To build a strong foundation for college and career readiness, students must be
able to effectively incorporate grade-appropriate vocabulary and correct grammatical usage
into all speaking, reading, and writing.
Common Core Standards:
5.SL.1 Comprehension & Collaboration: Engage effectively in a range of collaborative
discussions with diverse partners on grade 5 topics and texts, building on others ideas and
expressing their own clearly.
5.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
5.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases.
GLOs:
Self-Directed Learner: The ability to be responsible for ones own learning.
Community Contributor: Understanding that it is essential for human beings to work together.
Complex Thinker: The ability to demonstrate critical thinking and problem solving.
Effective Communicator: The ability to communicate effectively.
Hawaii Content & State Performance Standards:
LA.5.1.1 Vocabulary & Concept Development: Use new grade appropriate vocabulary learned
through reading print, online resources, and word study.
LA.5.4.2 Sentence Structure & Grammar: Form & use the following grammatical
constructions correctly when editing writing. (Nouns)
LA.5.6.1 Discussion & Presentation: Use speaking & listening skills to fill a prescribed role in
all group activities.
Assessments: Although, majority of homework and assignments will not be graded, students
are still required to complete all work in order to avoid consequences, such as lost of recess,
calling home during class, or doing chores around our classroom.
Grading Scale:
100% - 90% Meets with Excellence
89% - 75% Meets with Proficiency
74% - 60% Developing Proficiency
59% - 0% Well Below
Spelling Test: At the end of each chapter, we will take a spelling test on twenty of our spelling
words. Students will be graded based on the percentage of total correct answers.
Respond to Reading: Students will be graded based on the rubric below. A passing response
will be determined as 75% and above, which is at least three yes answers and one no answer.
Therefore, responses with two or more no answers will be considered not passing.
Test: At the end of the chapter, students will take a chapter test, which will focus on our
vocabulary words and our Literature Anthology story. Students will be graded based on their
percentage by calculating their score divided by the total possible.
Writing Rubric: (Respond to Reading) [provided in their Yellow Packets]

YES

NO

Restated the
question
accurately
(25%)
Answered all
parts
(25%)
Answered
correctly
(25%)
Makes sense
(25%)
Materials/Set-Up: All Wonders worksheets will be provided to students in a combined packet
compiled by the teacher (we will refer to this packet as our Yellow Packet). Students will
also be required to have their Language Arts tablet, a pencil, and possibly a thesaurus, which is
found in our classroom under our calendar.
Procedures:
a. Introduction:
Review Vocabulary: (assigned on Friday: copy definition/example from textbook)
Go over definitions with vocabulary list from whiteboard.
Have students form a circle around the room and we will share our examples of each
vocabulary words with our partners as we skip, slide, and dance to our music.
b. Developmental
Word Map: Continuing to focus on our vocabulary terms, we will now transition to
doing our weekly word maps. We will first fill in the first four vocabulary words to
the appropriate maps. We will work together to finish the first maps (definition,
synonym, example sentence, and a sketch displaying our example sentence.)
Grammar Lesson: We will review the previously learned concept of nouns. Today
we will learn plural nouns and irregular plural nouns. We will examine the process
in which must be taken to correctly change a singular noun into a plural noun.
c. Concluding
I hope to conclude this lesson at least ten to fifteen minutes prior to dismissal.
During this time, I will allow students to begin working independently on their
homework. ST will check particular students planners to assure all homework was
correctly written.
Adaptations and Extensions:
Student J: This student is coping with a great deal of family troubles, which unfortunately,
have now carried over to a few problems within school as well. Nonetheless, I know this
student is capable of completing the given work, provided accommodations including
preferential seating and extended deadlines.

Verbal Reminders: There are a few students (Student K, Student B, and Student P) who may
need a few more verbal reminders throughout class to remain on task. These students have
preferential seating at the front of the class.
Management Considerations:
Planner People: Students who have not completed any of their prior homework will have
their name written on the whiteboard, will stay in during lunch recess, and will be required to
show their planner to the teacher everyday for one week (given they do not miss another
homework assignment).
Reading with Fluency: Majority of our students are struggling to read with fluency; therefore, I
will encourage all students to read directions, questions, and answers aloud as much as
possible during each lesson. This method will provide students with extra practice to read
aloud and fluently.
Behavior Checkmark: Although our class does not have any prior behavior incidents, if an
incident does occur, I will first give students a verbal warning. If the behavior persists, they
will then receive a checkmark towards our quarterly Positive Wildcat Activity. If, by this time
the behavior is still distracting other students, I will ask the student to sit next to me (on the
ground) at the front of the class.
Type to Learn: There is a specific schedule, which we follow on a daily basis. Select students
will stay in the first ten minutes of recess (or it could be done during individual work time) to
practice typing skills on type to learn program on our classroom computers.
Reflections:
Results:
Students grasped a firm understanding of new grade appropriate vocabulary terms
Used outside sources (thesaurus and dictionary) to identify synonyms & definitions
Reviewed grammar lessons from last unit (nouns)
Revisions:
Allow students more time in class to work on grammar assignments
Implement noun review as Do Now rather than reviewing during class time
Multiple dictionary/thesaurus for every student to have access
[From p.73 of the 2014-2015 Student Teaching Forms for CT, US, ST]

Lesson Plan Solo Observation #2 (RTI 12:30 1:15)

Teacher: Ms. Kelsey Soriano

Date: Monday November 17, 2014

Class: Mrs. Kathleen McKeon

Level: Wailuku Elementary School 5th Grade

Purpose: Response to Intervention (RTI) is specific time dedicated to assist each student in the
specific area in which he or she is having difficulty. The students in my class are specifically
focusing on reading comprehension and the necessary skills.

Objectives: Over the next two weeks we will correspond our lessons with the skills being
taught during language arts. These next two weeks we will be focusing on comparing and
contrasting. Students will be required to read an approved piece of literature and practice
perfecting this reading comprehension skill.
Common Core Standards:
5.RL.3 Key Ideas & Details: Compare and contrast two or more characters, settings, or events
in a story or drama, drawing on specific details in the text.
5.RL.9 Integration of Knowledge & Ideas:
Compare and contrast stories in the same genre on their approaches to similar themes and
topics.
5.RI.1 Key Ideas & Details: Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
5.SL.1 Comprehension & Collaboration: Engage effectively in a range of collaborative
discussions with diverse partners on grade 5 topics and texts, building on others ideas and
expressing their own clearly.
GLOs:
Self-directed Learner (The ability to be responsible for one's own learning)
Community Contributor (The understanding that it is essential for human beings to
work together)
Complex Thinker (The ability to demonstrate critical thinking and problem solving)
Effective Communicator (The ability to communicate effectively)
Hawaii State Content & Performance Standards:
LA.5.1.1 Vocabulary & Content Development: Use new grade-appropriate vocabulary learned
through reading print and online resources and word study, including meanings of roots,
affixes, word origins
LA.5.2.1 Understanding Text Structures: Use organizational patterns (e.g., compare and
contrast, proposition and support) to access information
LA.5.2.2 Construct Meaning: Make inferences and draw conclusions about grade-appropriate
text
LA.5.3.4 Critical Stance: Compare a literary element (e.g., characters, setting, plot) as it occurs
in two or more texts and explain how effectively it is realized in each text
Assessments: Although, there are no assignments or grades given during this period there are
still numerous ways we can determine if students are effectively understand material being
taught.
Daily Work: Each day we will read an approved article. Students will then work independently
to answer the corresponding questions. Although, grades will not be given, I do walk around to
informally check all responses and to assure completion.
Diagnostic Testing: Each quarter students take a diagnostic placement test to reevaluate their
progress and determine if they shall remain in the same skill or if they are approved to move
up to the next skill.
Materials/Set-Up: Students are required to bring their language arts tablets and a pencil to

class each day. Wonders materials packets are prepared by the teacher and kept in class.
Procedures:
a. Introduction
Do Now: Each afternoon, students will be required to read the specific story in our
purple do-now packet. We will read together as a class, then go over each question
and where to find the answer. Students will be given a few minutes to correctly
answer each question before we correct.
b. Developmental
Vocabulary: Students will then transition to their vocabulary (salmon colored)
packets. Here students will be continuing to build their vocabulary with new grade
appropriate vocabulary terms.
Yellow Packet: We will first discuss and review what students may have learned in
previous years of the compare and contrast comprehension strategy. We will then
continue to build upon their understanding and form a short anchor chart together
as a class. We will then transition to doing a short article that enables us to practice
this newly acquired skill.
c. Concluding
Listening Comprehension: Once we are finished correcting, students will stack their
packets for dismissal. For the last five minutes I will continue reading our novel,
From the Mysterious Files of Mrs. Wheilenburg. If time permits, I will
incorporate our newly learned strategy to this storyline.
Adaptations and Extensions:
Reading Fluency: All students are required to practice their reading fluency skills by reading
loudly, accurately, and with expression. Each day we will read numerous reading materials to
improve reading comprehension and reading fluency.
Management Considerations:
Behavioral Checkmark: Although, we do not have any prior behavior issues, I have noticed
students tend to yell answers. Ive mentioned numerous times to students that those who yell
answers without raising their hands will receive a checkmark towards their Positive Wildcat
Activity.
Participation: There are a few students who are very quiet and avoid participation as much as
possible. Each day, I make sure that each student actively participates in each discussion and
activity.
Reflections:
Results:
Every student had the opportunity to read fluently and loudly
Students worked well with their partners to come to an answer
Students were eager to share their findings
All participated in classroom discussion compare and contrast
Revisions:
Allow students longer periods of time to work with their partners

Have students individually write their thoughts on our classroom anchor chart

[From p.73 of the 2014-2015 Student Teaching Forms for CT, US, ST]

Lesson Plan Solo Observation #2 (Science 1:15 2:00)

Teacher: Ms. Kelsey Soriano

Date: Monday November 17, 2014

Class: Mrs. Kathleen McKeon

Level: Wailuku Elementary School 5th Grade

Purpose: In this chapter we are specifically implementing the scientific method as we

investigate and discover cells and how they are connect nature, animals, and human beings.
Objectives: Students have gained knowledge each day through reading material and videos.
We will continue developing and building upon this knowledge as we implement needed
scientific skills.
Common Core Standards:
5.RL.1 Key Ideas & Details: Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
5.RI.3 Key Ideas & Details: Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or technical text based on
specific information in the text.
5.SL.1 Comprehension & Collaboration: Engage effectively in a range of collaborative with
diverse partners on grade 5 topics and texts, building on others ideas and expressing their own
clearly.
GLOs:
Self-directed Learner (The ability to be responsible for one's own learning)
Community Contributor (Understanding that its essential for human beings to work
together)
Complex Thinker (The ability to demonstrate critical thinking and problem solving)
Quality Producer (Ability to recognize & produce quality performance and quality products)
Effective Communicator (The ability to communicate effectively)
Effective and Ethical User of Technology (The ability to use a variety of technologies
effectively and ethically)
Hawaii State Content & Performance Standards:
SC.5.4.1 Cells, Tissue, Organs, and Organ Systems: Describe the structures of the human body
and how they work together to sustain life.
Assessments: Although, activities and assignments will not be graded, to avoid consequences,
students are still required to complete all work.
Lesson Activities: There will be multiple activities/experiments that we will conduct over the
time being. Although, these activities will not be graded, students will still be required to

complete the activities and submit them at the end of the chapter.
Worksheets: There will be multiple worksheets that we will work together completing during
class. Although, these worksheets will not be graded, students will still be required to complete
the worksheets and submit them at the end of the chapter.
Chapter Test: The test will include all domain specific vocabulary terms and content learned
through reading materials and videos provided during the course of the chapter. Fortunately,
students will be allowed to use all notes, worksheets, and their science textbook as assistance
during the test. Grades will be determined by dividing the total number of questions by the
number correct the student receives. A passing score will be 75% (MP/ME) and higher.
Project(s): There are multiple projects that students will be required to finish by the end of the
chapter. Projects will be graded based on accurate content, all parts of instruction were easily
identifiable, and quality/neatness. A passing score will be 75% (MP/ME) and higher.
Grading Scale:
100% - 90% Meets with Excellence
89% - 75% Meets with Proficiency
74% - 60% Developing Proficiency
59% - 0% Well Below
Materials/Set-Up: Students will be required to have their Harcourt Science textbook, their
science tablets, science folders, and a pencil.
Procedures:
a. Introduction
Today is a continuation from where we left off on Friday the 14th.
Review our vocabulary terms with their partners then together as a class.
b. Developmental
Quickly discuss our cell project rubric in which students are working to complete.
Watch the video, Cells, Our Starting Place
Students will take notes during the video
Once video is finished, students will discuss information they learned from the video
Three students will share their newly acquired information
We will then transition to independent work time, as students work to complete their
cells project
c. Concluding
I hope to finish the lesson at least ten to fifteen minutes prior to school dismissal. This
time will be set aside for independent work. Students who are finished early with their
review questions will be asked to sit quietly and independently review science
vocabulary terms and definitions. This time will also be the opportunity for students
who are required to have their planners checked daily to receive teacher approval.
Adaptations and Extensions:
Student J: This student is coping with a great deal of family troubles, which unfortunately,
have now carried over to a few problems within school as well. Nonetheless, I know this
student is capable of completing the given work, provided extended deadlines.
Student S and Student K: These two students are high needs and require an Educational

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Assistant at all times. These two students are seated next to each other. They will both receive
extended deadlines and assistance completing all work/tests.
Student B: This student is also diagnosed with special needs, but is higher functioning than
student S and student K. Although, he is expected to follow and stay with the rest of the class
throughout the entire lesson. Student B will also receive extended deadlines and special
assistance to complete all work/tests.
Management Considerations:
Planner People: Students who have not completed any of their prior homework will have
their names written on the whiteboard, will stay in during lunch recess, and will be required to
show their planner to the teacher everyday for one week (given they do not miss another
homework assignment, thus remaining a planner person for a longer period of time).
Reading with Fluency: Many of our students are struggling to read with fluency; therefore, I
will encourage all students to read directions, questions, and answers as much as possible
during each lesson. This method will provide students with extra practice to read loudly and
fluently.
Behavior Checkmark: Although our class does not have any prior behavior incidents, if an
incident does occur, I will first give students a verbal warning. If the behavior permits, they
will then receive a checkmark towards our quarterly Positive Wildcat Activity. If at this time,
the behavior is still distracting other students, I will ask the student to sit next to me (on the
ground) at the front of the class.
Reflections:
Results:
Students were able to make a connection with material being read to the video
Students were able to work independently for 10 minutes on their cell projects
Vocabulary terms need to be reviewed everyday (complex words)
Revisions:
Have students discuss vocabulary terms as a class go over each word together
Include a few more students to share their thoughts on the video
Continue to show students previous samples of the cell project
Encourage students to work diligently on their projects during independent time
[From p.73 of the 2014-2015 Student Teaching Forms for CT, US, ST]

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