LESSON PLAN ASSIGNMENT

You will need to teach a lesson in your TIP classroom to the whole class, a part of the
class or a single student. You will need to arrange this with your cooperating teacher as
soon as possible. You will need to write a lesson plan for the lesson you are teaching. The
lesson plan must follow the lesson plan format provided. Your cooperating teacher should
approve the content of your lesson. You will fill out the LESSON REFLECTION
FORM after teaching the lesson. The lesson plan format is below. Please erase the
questions from the format when you fill it in, they are there to guide your writing.

Lesson Plan Title: Adding and Subtracting Fractions with Unlike

Denominators
Grade Level: 5th
Setting: I am teaching the whole group.
Indiana State Standard(s): 5.C.4: Add and subtract fractions with unlike
denominators, including mixed numbers
Learning Objectives: When given the worksheet over adding and subtracting
fractions, the students will be able to answer 8/12 of the
problems correctly.
Materials and Equipment: Students will need the following:
Pencil
Paper
Worksheet given to them by their teacher
Duration: This lesson will take approximately 25-30 minutes.
Anticipatory Set: For the lesson that I am doing, I found out that it is a
review on something they already learned based on the
concept but they havent learned it in the way that I want to
teach the concept. So, to catch their attention I am going to
have them come up and show on the board the way that
they have been taught to add and subtract fractions, and
then introduce my way. In order to make sure that the
students are staying focused I will ask questions about the
material I am learning to see if they can answer by what
would happen next. To show the students what they will be
learning, I will provide them the objective that I have for
them so that they know what they should focus on when
learning the material. The overall plan for the lesson is to
teach the students how to do problems that they already
know how to do with a different technique.
Procedures:
In order to demonstrate the skill that I am teaching, I will
COGNITIVE MODELLING: Cognitive pass out the worksheet that I have made for them over the
material. To demonstrate the content, I will have them walk
Modelling (I DO) is when the teacher
through the steps with me on the first problem on the
models a process or train of thought. worksheet.
Teachers can also model through
demonstration. It is important for
students to see the learning targets
modeled so they can better understand
what their experience within the lesson
will be like. There are a few exceptions to
this kind of cognitive modelling. One
example could be a science experiment
when the purpose is to explore something
hands-on and then students report out on
what they find.
Provide a step by step outline that
describes what you will say and do to
model the learning task for your students.
GUIDED PRACTICE: Guided Practice
(WE DO) is when the teacher and
students are completing together a
second example of the lesson task. This
must be specifically stated and described
within your lesson. Provide a step by step
outline that describes what you will say
and do during the guided practice portion
of this lesson.
Independent Practice:
INDEPENDENT PRACTICE:
Independent practice is when students
are able to complete a third example of
the learning task independently. This
must be specifically stated and described
within your lesson. Provide a step by step
outline that describes what you will say
Once we do one problem together on each side with the
way that I am teaching the content to the students, I will
allow them to do problems 3-5 on both sides of the
worksheet by themselves. Having them fill out these
problems on their worksheet will allow them to practice
what I had taught to see if they understood the concept.
I will also have an activity where the I pick students at
random and have them come up and do one step of the
problem on the board until the problem is complete. This
allows the students to get extra practice and to see if they
fully understand the material that they have been learning.
I will monitor the students by walking throughout the
classroom while they are working by themselves on the
worksheet. I will make sure to look over their shoulders
and if it seems that they are having a problem, I will stop
and ask them what they dont understand about the
concept. If a student were to come up to the board and get
a step wrong, or an answer wrong on the problem, I would
politely ask them to check their work and explain to me
how they got the answer that they did. This will allow them
to talk me through the steps that they took to get that
answer and may help them find their mistake in their work.
I will check for understanding by seeing if they got the
correct answer by drawing out the models on their paper
the same way as I explained it to them. I will know that
they understood the objective because they will know how
to walk me through the steps of completing one of the
problems on their worksheet without any help.
In order to bring my lesson to an appropriate conclusion, I
will ask the students if they have any more questions about
the material that they had just learned. If they dont have
any questions I will tell them that I would appreciate it if
they would complete the worksheet that I gave to them. I
would finalize my lesson with thanking them for allowing
me to teach a lesson in their classroom, and explaining that
I really enjoyed being with their class!
I plan on providing the students in the classroom with a
worksheet that has two sides to it. One side will be over
adding fractions with unlike denominators, and the other
side will be over subtracting fractions with unlike
denominators. This worksheet is a compiled set of
problems that the students will be able to work on by
themselves at their desks.
Once I hand out the guided practice to the students, I will
tell them to complete problems 2, 3, and 4 by themselves.
While they are working on these problems I will walk
and do during the guided practice portion
of this lesson. What is your plan for
teaching toward generalization,
maintenance, and/or self-directed used of
the knowledge and skills learned from this
lesson?
Assessment:
Which types of assessments do you need
for this lesson and how will you modify it?
How will you collect data on your students
(oral assessments, written assessments,
data sheets)? Make sure that all
assessments you identify are able to be
tied back to your Lesson Objective!!
Individual Student Needs:
DIFFERENTIATION AND PLANNED
UNIVERSAL SUPPORTS: Universal
Design for Learning and Differentiation
should never be an after thought in a
lesson plan. You should always keep
them in mind WHILE you are developing
your lesson. However, now that you have
thoughtfully planned a lesson around the
learning goal and/or lesson objective,
specifically identify how you are
differentiating instruction and providing
universal supports. Defend or prove that
your lesson is appropriate for ALL
students.
around the room and look to see if there are students that
are having trouble with the concept. If there are, I will be
sure to stop and help them better understand it. I will also
be sure to stop and ask if anyone has questions about any
of the problems or how to do them throughout this work
time. After they are all close to finishing the problems, I
will randomly pick students to come up to the board and
have them write only one step each for how to solve the
problem. We will solve the problems out step by step, but
this way it will show that multiple students know which
step comes after the other.
The main assessment that I will be using for the students in
this classroom is the worksheet that I passed out to them in
the class. If they have 8/12 problems correct on the paper
on both sides I will know that they understand how to do
the problem. However, since I am not in this classroom
every Tuesday, there is no way to continue to assess them
as the semester goes on because I will have no way of
checking.
I was able to identify the exceptional students in the
classroom, but this was only because my teacher and I pull
these students out when I am there on Tuesdays to work
with them. Most of the exceptional students in this
classroom just need extra help or more explanation as to
why things are being done the way they are. I addressed
these needs just by making sure that I gave them extra help
when it came to their guided work portion of the lesson.
When I walked around the classroom I made sure that I
would make sure that they werent struggling through a
problem and if they were I would guide them in the right
direction.