Instructional Design- Lesson Plans

Lesson 1:
Teacher Candidate: Madeline Willis
Subject/Grade: Language Arts/9th-10th
10:00 am

Lesson: Speaking
Date and Time of Lesson: 9/19/14

Learning Objective: When given a statement, the students will agree or disagree by creating a
persuasive argument with their peers with 100% accuracy.

Alignment with Standards:

Common Core SL.9-10.1: Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics,
texts, and issues, building on others ideas and expressing their own clearly and persuasively.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning presented.
EEDA 9-12: Apply the decisionmaking process to real-life situations.
Developmental Appropriateness or Cross-curricular connections: My learning objective is
appropriately aligned with my students capabilities and grade level expectations. The students
should be able to look at information given and make a decision whether they agree or disagree.
Accommodations for students with a disability that affects their social capabilities will be
implemented as well. The EEDA standards are strategically implemented in this lesson.
Assessment(s) of the Objectives:
Lesson Objective(s)
When given a statement, the
students will agree or disagree
by collaborating with a
persuasive argument with their
peers with 100% accuracy.

Assessment(s) of the
Objective(s)
Students will be pre-assessed
by observing their collaboration
skills with their peers and how
they respond to persuasive
arguments. Students will be
assessed during the lesson by
observing how they respond to
peers perceptions and how they
express their own evidence of
reasoning. Directly following
the activity, students will be
post-assessed by writing in their
journal about their responses to

Use of Formative
Assessment
Assessment data will be
used to inform future
instruction by noting the
collaboration capabilities
of my students and
accommodating lessons
for their skills and
allowing more
opportunities for students
to expand their
collaboration skills.

their peers and how they

provided evidence and
reasoning to support their
views.

Accommodations: This lesson is based off of a 9th-10th grade resource classroom. Students social
abilities will vary as well as processing differences. The difficulty of the information given may be
adjusted for students with processing disorders. Students with social disorders may write their reasoning
on a piece of paper and provide their group with this to back up their argument. Students may need
extended wait time. If students dont have anyone else in their corner, I will assist the student in coming
up with a persuasive argument to discuss in front of the class. If students finish early, they will refer to
their folder for other work. Slower paced finishers will be given extended time to finish the activity.

Materials: Video- http://www.youtube.com/watch?v=5IuDUu5hmhc, brochurehttp://www.qualitychryslerofgreenwood.com/new/Jeep/2015-Jeep-Wrangler-greenwood-scc720117b0a0a006557cfb3f586adc4e8.htm, agree and disagree posters for corners, PowerPoint with links
and directions, SmartBoard, students journals, and pencils.

Procedures:
1. Today, we are going to start out by talking about buying a car. I know most of you arent driving
yet, but raise your hand if you have a car. Let students raise hands.
2. Since most of you havent bought a car, Im going to show you a short video on some things to
think about when its time to start looking for the right car.
3. Show video http://www.youtube.com/watch?v=5IuDUu5hmhc.
4. So, what are some things that you saw in the video that you might consider the next time you are
car shopping? Let students respond.
5. Take 30 seconds to think about what you need a car for. For example, driving to school,
traveling, and whatever else you might need it for.
6. Lets pretend you have $5,000 to spend. You also have the option to make monthly car
payments. You are looking for a new car and this is what the car dealer shows you. Lets look at
this 2015 Jeep Wrangler. What are some things that stand out to you? How much is it? Does it get
good gas mileage? Are there some things you all like or dislike about it?
7. If you made monthly payments, you would have to pay $400 per month for about six years. Or
you could use the $5,000 you have to buy a car within that price range and not have any
payments.
8. If you look around at each corner of the wall, you will see two signs. You have agree in this
corner, and disagree in this corner.
9. I am going to post a statement on the SmartBoard. Read the statement. After reading the
statement, decide whether you agree or disagree with the statement. Go to the sign that suits how
you feel about the statement. You will have about 5 minutes to discuss why you feel that way

with the peers in your corner. Each group will need to provide the class with a persuasive
argument stating why they feel this way. I want each group to provide at least 3 reasons why you
think this and explain those reasons. For example, if you say you disagree because you dont like
the way it looks, state why, like I dont like that color etc. Here are your guidelines to follow for
this debate. Does anyone have any questions?
10. Post statement on SmartBoard- Given my circumstances as a high school student, this is the car I
should buy.
11. Allow students about 6 minutes to elaborate with their peers and give extended time if needed.
12. Make students aware of time left at one minute.
13. Okay, lets discuss each groups perspectives.
14. Disagree group, can you tell us why you disagreed with the statement? Allow students time to
state their perspective.
15. Verbally praise students for their good ideas. Ask questions that may arise after listening to their
perspective, such as:
How did you all come to this conclusion?
Did anyone have a different reason as to why they chose to go to this corner, like using the
vehicle for some kind of different activity like hauling, off-roading, etc.?
Did anyone choose this corner because of the visual features of the car?
Did you consider the amount of miles you would be driving and the cars gas mileage when
deciding that this is or is not a practical car for you to buy?
16. Does anyone have any questions for this group? Allow students appropriate amount of time to
ask questions.
17. Agree group, why did your group agree with the statement?
18. Verbally praise students for their good ideas. Ask questions that may arise after listening to their
perspective, such as:
How did you all come to this conclusion?
Did anyone have a different reason as to why they chose to go to this corner, like using the
vehicle for some kind of different activity like hauling, off-roading, etc.?
Did anyone choose this corner because of the visual features of the car?
Did you consider the amount of miles you would be driving and the cars gas mileage when
deciding that this is or is not a practical car for you to buy?
19. Does anyone have any questions for this group? Allow students appropriate amount of time to
ask questions.
20. You all supported your reasoning very well today! Thank you all for being active participants in
your groups and collaborating.
21. I would like you all to get your writing journals out and write about how and why you chose a
certain corner today. Also, write what you thought about your peers responses. Post directions on
SmartBoard.

22. You all will have 10 minutes to write in your journals, put them in the basket when youre
finished.
23. Allow students allotted work time and make sure journals are put away.

Lesson 2:

Teacher Candidate: Madeline Willis

Subject/Grade: Language Arts/9th-10th
12:15 pm

Lesson: Writing
Date and Time of Lesson: 10/9/14

Learning Objective: After reading a memoir aloud, the students will organize a memoir through sticky
notes with at least two main points of their life with 90% accuracy.

Alignment with Standards:

Common Core W.9-10.4: Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.

Developmental Appropriateness or Cross-curricular connections: My learning objective is

appropriately aligned with my students capabilities and grade level expectations. Although the text being
read aloud is below their reading level, it demonstrates the characteristics of a quality memoir, which will
provide them with a schema of what their memoir should consist of. This text also aligns with a social
studies by demonstrating a history of American culture and differences in how we live today.

Assessment(s) of the Objectives:

Lesson Objective(s)
After reading a memoir aloud,
the students will organize a
memoir through sticky notes
with at least two main points
of their life with 100%
accuracy.

Assessment(s) of the
Objective(s)
Students will be pre-assessed
by observing their writing skills
and by being asked about pieces
of writing. Students will be
assessed during the lesson by
organizing their own memoir.
They will be able to jot down
ideas and then pull from those
ideas to write about two events
on large sticky notes. Students
to be post-assessed by being
asked to explain how they
organized their memoirs.

Use of Formative
Assessment
Formative assessments
will be used to gain
understanding of students
knowledge of different
pieces of writing, such as
memoirs. I will be more
aware of students writing
capabilities for future
instruction after
implementing this lesson.

Accommodations: This lesson is based off of a 9th-10th grade resource classroom. Students social
abilities will vary as well as processing differences. Students may need one-to-one conferencing during
writing time to assist them with organizing their writing. Students may need extended wait time. If
students finish early, they will refer to their folder for other work. My students have very diverse
personalities, but most of them are very independent during work time. Sometimes they need redirection,
but overall they are motivated to do their work. Due to student disabilities, one similar accommodation
between all of my students is extended work time. All of my students learn best through hands-on, direct
instruction, benefiting from activities that involve all learning modalities.

Materials: http://prezi.com/d5lbuv9gtmxs/?utm_campaign=share&utm_medium=copy, large

sticks notes, pencils, When I was Young in the Mountains by Cynthia Rylant

Procedures:
Mini Lesson
1. Open Prezi prior to students arriving to class.
2. Tell me some things you all like to write about. Let students respond.
3. My favorite things to write about are certain moments or events that turned my life around or
really inspired me, which is called a memoir. I really like these because they allow you to explode
a memory in your life. What do you all know about memoirs? Let students respond.
4. Well, today we will be looking at memoirs.
5. Open Prezi.
6. Intro- So, what is a memoir? A memoir is a form of narrative writing which the writer explores a
particular part of his/her life. Is focused in time; doesn't cover a great span of years -- that's an
autobiography.
7. What are some things you can include in a memoir? You can include memories, a turning point,
something that has changed you, or a focused part of your life.
8. Read:
Now, Im going to read aloud a few pages of a book that I thought was a great example of a
memoir. This is When I was Young in the Mountains by Cynthia Rylant.
9. Read pages 7, 16, 17, 23, and 25 of When I was Young in the Mountains.
10. Reflect:
I really love the way that Cynthia Rylant organized her memoirs in this text. She always starts
out with a powerful impact statement, When I was young in the mountains, which really hooks
me and makes me interested in what she is going to say. Then, she goes into detail about what
they were doing. For example, here she says we walked across the cow pasture and through the
woods, carrying our towels. After that she provides some details to tell what made it so special.
So here she says, The swimming hole was dark and muddy, and we sometimes saw snakes, but
we jumped in anyway.
11. Recite:
Pull up diagram on Prezi as students are reciting. So, when you are writing your memoirs here
shortly, how might you organize them? Students may need a jumping off comment, such as,
Well, you might want to start out when an impact statement that makes the reader curious. Can
someone give me a good example of an impact statement they might use? Example: When I was
an eight year old cowgirl headed to my first rodeo. Go to slide in Prezi with diagram, open as
you go through each step. Also, what about saying what you were doing? What might be
something that you could put here? Like, I walked into the barn to my favorite horses stall
Then what should come after this? Students should make responses such as: Details and
reasons why the moment was special.
Status of the Class
12. We are about to start writing our own memoirs. Give me a thumbs up if you understand how I
would like you to organize a memoir. For those of you who dont, I will get with you when we
get started writing. Note students without thumbs up on sticky note. I will keep this diagram on
the board for you to refer to.
Writing Time
13. Now its time for you to write your own memoirs. I want you to pick some events that you
would like to write a memoir on. Take a few minutes to jot them down on a life line like this.
(Show example in Prezi)

14. As students are writing, place two large sticky notes on each students desk.
15. You each have two post-it notes on your desk. Choose two events from your life line to use for a
memoir. I would like you to write each memoir on a sticky note. Refer to this diagram for
organizing your memoir. I will give you all twenty minutes and I will be walking around and
checking to see how things are going. Okay, lets get started!
16. I will be doing Honeybee Conferencing during writing time. Questions to ask during
conferencing: Can you read me some of what youve got? How it is coming along? Is there
anything I can help you with? What are you going to do next? This is a great piece! Would you
mind me sharing it to the class when everyone finishes?
17. Make students aware of time left at two minutes.
Sharing
18. Okay everyone, come to a stopping point. Give students wait time to stop what they are doing.
19. You all did a great job of organizing quality memoirs! This student did a really great job and I
wanted to share it. Read memoir. Who else would like to share? Allow students to share if
willing to do so.
20. Thank you all for sharing, you all had very creative ideas! Please stick your sticky notes on a
sheet of paper with your name on it and I will collect them. When you are finished, refer to your
folder for work that needs to be completed.

Activity Analysis:
Life Line:
This activity supports my objective by having students organize their thoughts before writing
their memoir.
This activity is based on my students needs by allowing them to think about their writing.
Technology is used to give an example of what I expect from my students. The students will not
be using technology because this will be based off of schema that they already have and writing.
Writing:
This activity supports my objective by getting students to have a chance to organize their own
memoir. They will be given a guideline of how they should organize their memoir beforehand.
This activity is based on my students because it allows them to pull their own experiences.
Technology will not be used to implement this activity because this is a writing activity. This
lesson could be modified with technology by having students write their memoirs on an iPad.

References:
http://www.creative-writing-now.com/what-is-a-memoir.html

Activity Analysis:
Corners Activity:
This activity supports the lesson objective by allowing the students to create a persuasive
argument to back up their reasoning with their peers.

This activity allows students to work together as a team and work on social skills. It also gets
students thinking about real life situations.
A SmartBoard, video, brochure, and PowerPoint will be used in this lesson. The video, brochure,
and PowerPoint will be presented through the SmartBoard and used by the teacher.
Journal Writing:
This activity supports the lesson objective by supporting the corners activity. The students will
take what they talked about in their groups and write it in their journals.
This activity allows students with social needs to express themselves through writing.
The technology in the Four Corners activity will be used to support this post-assessment, but no
technology will be used for the journal writing. I felt that the students would need some alone
time to express their own thoughts, not just the whole groups.

References:
http://www.youtube.com/watch?v=5IuDUu5hmhc
http://www.qualitychryslerofgreenwood.com/new/Jeep/2015-Jeep-Wrangler-greenwood-scc720117b0a0a006557cfb3f586adc4e8.htm

Lesson 3:

Teacher Candidate: Madeline Willis

Subject/Grade: Algebra/10
2014 12:15 PM

Lesson #3
Date and Time of Lesson: November 10,

Learning Objective:
When given a word problem, students will identify the solution of the problem by using the four steps to
solving a word problem with 87.5% accuracy.

Alignment with Standards:

CCSS.Math.Content.HSA.REI.A.1: Explain each step in solving a simple equation as
following from the equality of numbers asserted at the previous step, starting from the
assumption that the original equation has a solution. Construct a viable argument to justify a
solution method
Developmental Appropriateness or Cross-curricular connections:
My learning objective and word problems are appropriately aligned with my students abilities.
These word problems also reflect real life situations that will be used in real life. My objective
will provide students with skills that will be used outside of school.

Assessment(s) of the Objectives:

Lesson Objective(s)
When given a word problem,
students will identify the
solution of the problem by
using the four steps to solving
a word problem with 87.5%
accuracy.

Assessment(s) of the
Objective(s)
Pre-Assessment: Students will
be pre-assessed by completing
two word problems. I will use a
checklist to monitor their
demonstration of the four steps
to solving a word problem and
their answers. Each step will be
worth 12.5%. If they show their
use of all four steps, they will
receive 100% accuracy. For
example, If they do not show an
understanding of one step in the
first problem, they will receive
an 87.5%.
During: Students will be
assessed during the lesson by
completing a word problem as
we learn about the steps to
solving a word problem. They
will use white boards to
complete this task.
Post-Assessment: Students will

Use of Formative
Assessment
I will use assessment data
to gain an understanding
of my students word
problem solving skills. I
may make adjustments to
word problems by giving a
variety of word problems
based on student skills
after I gain an
understanding of their
skills after this lesson.

be assessed after the lesson by

completing a work sheet with
two word problems. I will use
the previous used checklist to
record their understanding of
the concept of the four steps to
solving a word problem. By
looking at how they solved each
word problem, I will check off
which of the four steps that I
see them using. Since there are
four steps and two word
problems, each step will be
worth 12.5% each.

Accommodations: This lesson is based off of a 9th-10th grade resource classroom. Students social
abilities vary as well as processing differences. Students may need one-to-one conferencing during
independent work time to assist them with using the 4 steps of word problems. Students may need
extended wait time. If students finish early, they will refer to their folder for other work. Students will
also be given an Advanced Organizer to refer to ask we go through the lesson and as they solve problems
independently.

Materials: Powerpoint, Advanced Organizer (Flow Chart), Promethean Board, White boards, word
problems worksheet, and markers.

Procedures:
1. Pull up PowerPoint and make sure students have white boards and markers.
2. At Lander, I am currently president of an organization. I was never really a leader type of
person in high school, but I found something that I was passionate about and I wanted to make a
difference. Ive currently been president of this organization for a year, and I do a lot of work
with our treasurer, who handles our money. I consistently find myself working out word problems
and double checking myself. Word problems arent really something I ever thought I would use,
but for me, word problems consistently pop up on almost a daily basis.
3. Hand out advanced organizers.
4. Step 1:
When I find myself having to solve a word problem, the first thing I do is I try to understand it. I
usually read it a few times and then I try to say it in my own words. I also look for key words to
so that I can understand what it is asking. Key words can be things like how much, how many,
etc. So, lets look at this problem. Read problem. After I read this problem, I put it into my own
words by asking, how much will Jessica have in her savings account in 7 months? I can also look
for key words in the problem like how much?
5. Step 2:
After I understand the problem, its time for me to create a plan. So, what am I going to do?
Some ways you can make a plan are by looking for a pattern, making a table, diagram, or draw a

picture, write an equation, or use guess and check. We know that Jessica has $350 in her savings
account now, and the interest on the account is 2%. We are trying to find the total of her account
after 7 months. So we can 350 times, how would we transfer a percent into a decimal so we can
multiply this number? Let students respond. Yes, we move the decimal over two place and end
up with .02. So now we have 350 X .02. I also need to remember that we are trying to find the
total after 7 months. So with this information, I end up with the equation 350 X .02(7)= x.
6. Step 3:
Now that I have my plan, its time for me to carry out my plan. So, I need to solve for x. Solve
for x on promethean board.
7. Step 4:
Since I have found my answer, I need to make check my work. Does my answer make sense?
Yes, this is a reasonable number for what the problem is asking. In a lot of situations I can also
use my calculator to check my work or even go back to the original problem and plug in my
answer to check my work.
8. Now I want you to solve a few word problems using these 4 steps. You have your flow chart to
refer to to remember each step. Raise your hand when youre done. After you are finished, you
can complete your other work that needs to be done.
9. Conference with students while working and make sure they are using the 4 steps. After a student
is finished and has shown the four steps for each problem, they may complete work in their folder
to be completed.

Activity Analysis:
Four steps to solving a word problem flow chart: I used this viewing activity in my lesson so that students
could have a reference to refer to so that they could complete each step. These students have difficulty
breaking word problems down, and this is why I created a flow chart so that they could see exactly what
was expected for each step. My students also like things that are broken down step by step. When they
can see exactly how to go through a process, they have an easier time completing the task.
White Boards: I used this activity during my lesson so that each student could go through each step as we
went through the lesson. Not only did I want them to see how to do it, I wanted them to be able to do it
themselves. My students can get disengaged if they are not participating, and this is why I chose to use
white boards. Having them complete a task as we go keeps them engaged and also allows them to ask
questions as we go. I used a PowerPoint in my lesson to go through an example of each step of solving a
word problem. My students are very visually engaged and this is why I chose to use this.

References:
Scholastic Website (Four steps to solving a word problem)

Lesson 4:

Teacher Candidate: Madeline Willis

Subject/Grade: ELA/9-10
2014 12:15 PM

Lesson #4
Date and Time of Lesson: November 17,

Learning Objective:
When given a question related to the text, students will identify textual evidence with the answer to the
question, the citation from the book, and an explanation with 90% accuracy.

Alignment with Standards:

CCSS.ELA.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
Developmental Appropriateness or Cross-curricular connections:
This lesson and objective are appropriately aligned with students abilities. Students have been
learning to provide support and evidence for their answers during this school year and this
activity will provide students with ways to do so.

Assessment(s) of the Objectives:

Lesson Objective(s)
When given a text, students
will identify textual evidence
with the answer to the
question, the citation from the
book, and an explanation with
90% accuracy.

Assessment(s) of the
Objective(s)
Pre: Students will be preassessed by being asked what
they know about giving textual
evidence.
During: They will be assessed
during the lesson by being
given a question and identifying
the answer to the question, a
citation from the text to give
evidence, and an explanation of
their reasoning. Objective will
be assessed through
participation and completion of
the answer, citation, and
explanation for each question
given.

Use of Formative
Assessment
Formative assessment will
be used to gain an
understanding on what
students know about
finding textual evidence.
Students should gain skills
on finding evidence with
this lesson and should be
able to better support their
reasoning behind answers.

Post: After the lesson, students

will complete an exit slip. Exit
slips should include one thing
that they learned and one
question they still have.

Accommodations: During this lesson, students will be put into two groups to gain more support.

They will be able to look at the passages in more detail in a group and get ideas from two
teachers. Students may need extended wait time for answering questions and writing.
Materials: The Lion and the Mouse, ACE handouts, glue, scissors, colored pencils, copies of
The Lion and the Mouse, journals, prezi, promethean board
Procedures:
1. Purpose (Madeline): You all have been doing a lot of work with providing textual evidence.
Today, we are going to learn a strategy that you can use to provide textual evidence. We will be
talking as a whole group, then you all will split into two groups and Mrs. Coker and I are going to
teach small groups, then we are going to switch groups. After each of you have worked at each
station, we will come back together as a whole group.
2. Explain ACE Strategy by showing example on Promethean board (Madeline): What do you all
already know about citing textual evidence? Allow students to answer. Mrs. Coker and I found
this really neat strategy for providing textual evidence. Its called ACE. You all have a sheet of
paper with the letters A, C, and E on them. In you groups, you are going to be given a question.
First we need to Answer the question briefly, restating the question. Then, we need to Cite text
evidence that strongly supports our answer. Lastly, you need to Explain how the text evidence
supports your answer. Allow students time to fill in the handout.
3. Make example and use ACE: One day I was walking through the park and it was a cold day. The
snow was falling and there were icicles. So, what season is it? If Im using the ACE strategy, I
could say, It is winter because the author says it was cold and it was snowing. Although it can be
cold in other seasons, it is usually not cold enough to have icicles.
4. There are also ways to cite text. Here are some examples of how we can cite text, such as, the
author says, on page 4, according to the text, or the article states. Write ways to on the W card and
cite text on the C card, like this. Show example. Allow students time to write. Show example
and have students write ways to cite text.
5. Now we need to cut out each sheet. You may come up to the front to look at my example. Then,
glue the discussion questions sheet to your paper. Here is where you should put glue. Show
picture.
6. Allow time for students to finish cutting and gluing.
7. Now that you are all finished, we are going to split into two groups. One group will be with me
and the other with Mrs. Coker. After we are done with our station, you will rotate to the other
station. So, if you are with me first, when we are finished you will go to Mrs. Coker. Assist
students in transitioning.
8. Students will be grouped appropriately to needs and who they work best with.
Station 1: Madeline
1. Have you all ever read The Lion and the Mouse? I really like fables, and this is one of my
favorites. Even though its a short story, there a lot of things that we learn from it that arent
explicitly said in the book. I picked this because even though it is a fable, it is something that can
be tricky to pull evidence from. So, lets read The Lion and the Mouse.
2. Read The Lion and the Mouse
3. Have students use the ACE strategy. Ask questions such as:
What did the lion think about the mouse when he first met him? Back your answer up with text
evidence. Have students answer the question, cite text evidence, and explain how the evidence
supports their answer with the ACE strategy. Give students prompts to cite evidence such as: the
author wrote, the graphic showed, an example is, I know because So that students will have a
strong way to start their citation.
What is one thing that we learn from this story? Choose one moral and back it up with text

evidence. Have students answer the question, cite text evidence, and explain how the evidence
supports their answer with the ACE strategy. Give students prompts to cite evidence such as: the
author wrote, the graphic showed, an example is, I know because So that students will have a
strong way to start their citation.
4. If station is finished before Mrs. Cokers station, come up with another question for students to
use the ACE strategy with.
How did the mouse feel after running into the lion the first time?
How do you think the lion felt after the mouse saved him?
Station 2:
1. Mrs. Coker will have students use the ACE strategy with a nonfiction passage.
Have students come back as a whole group.
1. Have students complete an exit slip. Exit slips should include one thing you learned and one
question that you still have.

Activity Analysis:
ACE Strategy Handouts: This activity supports my lesson objective by having students answer a
question, cite their evidence from the text, and explain how their answer is supported by the text. I chose
this activity because my students have been learning to cite textual evidence throughout this school year.
Although they have been doing this often, they still struggle with this. This activity allowed the students
to break down what was expected from them. They were able to show their answer, find a citation from
the text to support their answer, and explain their answer. This activity also allowed students to create
their own visual reference for citing textual evidence.
Stations: I used station teaching in this lesson so that Mrs. Coker and I could gain a better understanding
of how much of this concept that our students understood. With the small groups, we were able to ask
students to share, and assist them in supporting their answers with textual evidence. These students have
difficulty with citing textual evidence, which is why I chose to break students into small groups to
complete the task. I created a Prezi for this lesson so that Mrs. Coker and I could discuss each step in the
ACE strategy, as well as providing a visual explanation. I also included pictures of examples of what
students final products should look like in the Prezi so that students could have a guide and know what
was expected form them.

References:
http://www.teacherspayteachers.com/Product/Interactive-Writing-Notebooks-Free-BonusLesson-Citing-Text-Evidence-905865

Lesson 5:
Teacher Candidate: Madeline Willis
Subject/Grade: Algebra/10
2014 12:15 PM

Lesson #5
Date and Time of Lesson: November 25,

Learning Objective:
When given a word problem, students will identify the solution of the problem by using the four steps to
solving a word problem with 100% accuracy.

Alignment with Standards:

CCSS.Math.Content.HSA.REI.A.1: Explain each step in solving a simple equation as
following from the equality of numbers asserted at the previous step, starting from the
assumption that the original equation has a solution. Construct a viable argument to justify a
solution method
Developmental Appropriateness or Cross-curricular connections:
My learning objective and word problems are appropriately aligned with my students abilities.
These word problems also reflect real life situations that will be used in real life. My objective
will provide students with skills that will be used outside of school.

Assessment(s) of the Objectives:

Lesson Objective(s)
When given a word problem,
students will identify the
solution of the problem by
using the four steps to solving
a word problem with 100%
accuracy.

Assessment(s) of the
Objective(s)
Pre-Assessment: Students will
be pre-assessed having a group
discussion on the four steps to
solving a word problem. They
will turn and talk to partners
about each step and share out
what they discussed.

Use of Formative
Assessment
I will use assessment data
to gain an understanding
of my students word
problem solving skills.
After understanding
students skills, I can use
this data to form future
instruction.

During: Students will be

assessed during the lesson by
being put into group and
solving problems. Each group
will be given a word problem
and will restate the problem,
create a plan, solve, and check
their work by using QR codes
on the iPad. Groups will then
create their own word problem
for other groups to solve. After
each group has created a
problem, groups will rotate and
solve their peers problems that
were created.
Post-Assessment: Students will
complete an exit slip using
polleverywhere.com. They will
send a text and include their
name, steps that they
understand and steps that they
still have questions about.

Accommodations: This lesson is based off of a 9th-10th grade resource classroom. Students social

abilities vary as well as processing differences. Students may need one-to-one conferencing during group
work time to assist them with using the 4 steps of word problems. Students may need extended wait time.

Materials: Matching activity, iPads, previously created QR codes with answers, markers, word
problems, big easel paper, polleverywhere.com for exit slip answers.

Procedures:
1. Two weeks ago we worked on solving problems using the four steps to solving word problems.
Today we are going to get into groups to solve problems and we will be using the iPads as well. I
brought everyone a pack of gum, so if you try your best then you will get to choose between gum
or candy! What do I mean by try your best?
Contribute to your group by giving ideas, writing, or other things, stay on task, and give it your
all!
2. Since we talked about this a couple of weeks ago, can anyone tell me the first step to solving a
word problem? Yes, it is to understand the problem. Turn and talk to a partner about some ways
that you can understand the problem. Allow students time to turn and talk. Can anyone tell me a
way that we can understand the problem? Yes, youre right. Today I want you to show me that
you understand the problem by talking to your group and restating the problem in your own
words. You will right this down on your group poster.
3. What is our next step? Yes, we need to create a plan. To do this, what can we do? Right, we can
write and equation, draw a picture, etc. What do we do after this step? Youre right, we solve the
problem.
4. What do we need to do after we have solved our word problem? Check our work. Turn and talk
to a partner about ways that you can check your work. Allow students time to turn and talk.
Can anyone tell me how they can check their work? You can do this by asking yourself if it
makes sense. For example, if you have a word problem about handing out cookies, coming up
with the answer 400 billion probably doesnt make sense because there is no way to even have
that many cookies.
5. Today we are going to check our work a little differently. As you can see on the posters, there are
QR codes. Can anyone tell me how QR codes work with technology? Yes, you scan the code with
a phone or iPad app and it will bring up something. Today, the QR codes will have your answer.
This is ONLY the answer, not the steps. You must show all of the steps on your poster. If youre
answer isnt correct, then you need to look back and try to find out what you did wrong. If you
need help, ask me. Give me a thumbs up if you understand.
6. Once you get into your groups, one group member will need to get an iPad. Once you have an
iPad, work as a group to solve each step of the problem. I want to see everyone contributing to
the group! If not, then that is not trying your best, therefore you will not receive our end of the
lesson prize.
7. I want each group to show every single step! So, for understand the problem, I want you to restate
the problem in your own words. For create a plan, write an equation or draw a picture. To
implement the plan, solve using your plan. To check your work, we are going to use iPads. There
is an app on each iPad called QR reader. After you have solved, scan the QR code on the paper to
see the answer. If the answer matches yours, then you have probably solved it correctly. If not,
you need to go back as a group and figure out what you did wrong.

8. After you have correctly solved your problem, I want you to come up with your own problem
for another group to solve! You can use your phone or me if you need help with coming up with a
problem. After you write down a problem for others to solve, we will rotate and you will solve
another groups problem that they created.
9. Group students:
Group 1: Nautica, Eric, James, Chelsea
Group 2: R.J. L, Emanuel, Jonathan
Group 3: Dekevious, R.J. B, Moctavious
10. Each group needs to grab an iPad.
11. Posters that students will be writing on will already include the following chart.

Word Problem:
1. Understand
the problem

2. Create a plan

3. Implement
the plan

4. Check your work.

QR Code
included.

You try! Write an equation for your classmates to

solve.
12. As groups are working, conference with each group to assist as they work through their
problems. When they have finished their problem, monitor each group as they make their own
problem for others to solve to make sure it is appropriate.
13. Have students rotate to another posted to solve another groups problem.
14. Now that you are all finished, come back to your seats.
15. If you have a phone, we are now going to do an exit slip using them. If you do not have one,
then just write down your answers on a piece of paper. In your response, start with your name,
and then I want you to write down steps that you understand, and steps that you still have
questions about or arent sure of. Make sure to include all four steps in your exit slip! Here is an
example of what yours should look like. This will be for only me to see, so please give me
feedback so that I can know what you do and do not understand. Have students respond to
www.polleverywhere.com by sending a text with their answer.
16. Once I get an exit slip with your name, you may come choose between a pack of gum or piece of
candy.
17. Allow students time to complete exit slip. As they are finished, have them transition to other
work.

Activity Analysis:
Group Activity: I chose this activity so that students could use their peers to discuss their four steps.
Since these students struggle with word problems, I assigned groups so that they could elaborate with

their peers and get others ideas. I chose to use QR codes because I thought this would be a neat way
to change up the activity. This is a different way to use their technology and find answers to problems.
Exit Slip: Instead of giving my students more word problems, I chose this so that I could get an
actual idea of their understanding. I felt that if I gave them more word problems, they would be
disengaged and wouldnt put effort into it. I felt that this would be more engaging and reflective of
their comfort levels with these steps. I chose to use the ww.polleverywhere.com site to poll my
students to get their feedback by using technology. I thought that they would like using their phones
to do this.

References:
Scholastic Website (Four steps to solving a word problem)