UMU Lesson Plan Template

(redesigned to fit EDU 150 Lesson Plan including some Planning Commentary PROMPTS)
For additional insight into writing a lesson plan, watch the YouTube video.
https://www.youtube.com/watch?v=BZCLhjInoSw Caution its for a particular type of
lesson called an Advisory Lesson, but it should help you understand elements to
consider when designing a lesson.

Name: Alexis Perkins & Alex Carmody Date: April 20, 2016
Grade Level: Freshman Class Class Period: Wednesday
Subject: Math/ Problem Solving Lesson # & Title:
Big Idea/Lesson Focus: Problem Solving
Essential Question:

Context for Learning: This lesson is designed for 23 to 28 college-age students enrolled in a
Foundations of Education (introductory) class. Their interests vary widely, but have teaching
interests re: PK-3, 4-9, 7-12 and Multi-age classrooms. The college students are designing and then
teaching their first lesson for EDU 150. It should be interesting. Collectively the class is comprised
of typical 18-22 yr. olds. There are some student athletes as well as academic leaders and young
men and women with other leadership duties on campus. This lesson derives from topics covered
in Teach Like Your Hairs on Fire by Rafe Esquith. Topics range from Literacy to Problem-solving.
.
Function of the Lesson (check all that apply):
Introduce New Skill Review Advisory Lesson
or Content Remediation/Reteach
Practice ing

Content Standards:ThisisunnecessaryforthisEDU150LessonPlan.

Learning Objectives: Be able to understand and solve problems.

Academic Language (or A.L. Demands, A.L. Objectives): Any special vocabulary that
will be needed to understand the lesson. (none)

Instructional Materials and Support: PowerPoint and

http://www.teachingideas.co.uk/problem-solving/christmas-tree-triangles-puzzles

Prior Knowledge: Prior math classes

Assessments:
(For this lesson you will only need to do a short Pre-Assessment find out about their Prior
Knowledge and then a Post-assessment to determine if the students met your objective.
Pre-Assessment for the unit: Use this information to design your lesson
Assessment(s) during the lesson: Only assess what was taught
Assessment(s) at the end of the lesson: Clear up misconceptions
Post-Assessment for the unit: Assess all that was taught in the unit.
Exit slips!

Strategies & Learning Tasks

Introduction: (Attention-getter and Overview of what theyll learn.)

We gave a quote and elaborated on it.

Presentation/Explicit Instruction:
Alex and I discussed possible ways to solve problems
 Did a little game to demonstrate how to get problem solving
ready
Discussed the steps to solve problems
Gave website of where to find more problems for practice.

Structured Practice/Exploration:
students could pair up and come up with their own problem solving examples. (inside and
outside of school then share with class)

Guided Practice/Specific Feedback:

Ask the students if there is anything we need to touch base with again.

Independent Practice/Application:
homework problems (NOT GRADED)

Closure:
Exit slip (because theyre my favorite Alexis). Or quiz

Differentiation, Individualized Instruction, and Assessment:

Research and Theory:

edTPA Planning Commentary is on the back.

For additional insight into writing a lesson plan, watch this YouTube video.
Remember its an Advisory Lesson https://www.youtube.com/watch?v=BZCLhjInoSw

Here are the edTPA prompts that you will answer for edTPAs
Planning Commentary that will accompany the lesson plans that you
complete during your Methods classes, Pre-clinical, and Clinical
Practice. For this lesson, you only need to answer the bolded
prompts -1 (Content Focus) and 2a (Knowledge of Students to
inform Teaching - Academic Language Development). Please read
the other prompts and be aware that when you design lessons for
courses in other courses.
1. Content Focus for lesson. The summary can be holistic covering the
lesson, but be sure to show how the lesson would connect to any lessons
that come before and after this lesson!
Content Focus Summarize the central focus for the content you will
teach in this learning segment.
Explain how this focus allows your students to ask and answer significant
and challenging questions about their world and to make relevant,
interdisciplinary connections.

Problem solving inside and outside of the class. This is important

because students can follow the problem solving steps to complete
problems. During our reading it said something about teachers telling
kids to just re-read the problem and how thats not a good strategy.
With the help of the problem solving process students can follow along
and see what steps they get lost at.

 2. Knowledge of Students to Inform Teaching
a. Academic language development (e.g., students abilities to
understand and produce the oral or written language associated with the
central focus and standards/objectives within the learning segment)
Students should be able to ask questions along the way. I want them to
demonstrate later on that they understand how the steps apply to
problem solving.
b. Young adolescent development, including cognitive, physical, and social and
emotional dimensions
3. Supporting Young Adolescent Learning in the Discipline
Be sure to cite research and theory, including concepts addressing young adolescent
learning, to support your explanations.
a. How are the plans for instruction sequenced in the learning segment to build
connections between students prior learning and experiences and new knowledge?
b. Explain how, throughout the learning segment, you will help students make
connections between and among facts, concepts, interpretations, and claims/arguments
regarding your content area.
c. Describe any instructional strategies planned to support young adolescents with
specific learning needs. This will vary based on what you know about your students but may
include students with individualized education programs (IEPs), English language learners, or
gifted students needing greater support or challenge.
4. Supporting Student Understanding and Use of Academic Language
Respond to the prompts below to explain how your plans support your students academic
language development.
a. Identify the key academic language demand and explain why it is integral to the
central focus for the segment and appropriate to students academic language
development. Consider language functions and language forms, essential vocabulary,
symbols, and/or phrases for the concepts and skills being taught, and instructional language
necessary for students to understand or produce oral and/or written language within
learning tasks and activities.

5. Monitoring Student Learning

a. Explain how the informal and formal assessments were selected and/or designed to
provide evidence you will use to monitor student progress toward the standards/objectives.
Consider how the assessments will provide evidence of students understanding of facts,
concepts, interpretations, and analyses to make and explain claims/arguments about a
significant historical event or social studies phenomenon.
b. Describe any modifications or accommodations to the planned assessment tools or
procedures that allow young adolescents with specific needs to demonstrate their learning.