Standards-Aligned Lesson Plan Template

Subject(s): Mathematics Grade: 7

Teacher(s): Sharon Warden School: Mendez

Fundamental Intermediate School Date: 03/02/2017
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
6.SP-1: Recognize a statistical question as one that anticipates variability in the data related to the question and
accounts for it in the answers.
7.SP-1: Understand that statistics can be used to gain information about a population by examining a sample of the
population; generalizations about a population from a sample are valid only if the sample is representative of
that population. Understand that random sampling tends to produce representative samples and support valid
inferences.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.PI.A.7.4.BR: Adapting Language ChoiceAdjust language choices according to task (e.g., facilitating a science
experiment, providing peer feedback on a writing assignment), purpose, and audience.
ELD.PI.B.7.5.BR: Listening activelyDemonstrate active listening in oral presentation activities by asking and
answering detailed questions, with minimal prompting and support.

4. Learning Objective: (What will students know & be able to do as a STUDENT-FRIENDLY TRANSLATION
result of this lesson?) Students will write their own original
Students will be able to identify and execute the components of a research question for their Symposium
successful research question by writing their own original research topic.
question that applies directly to their Symposium topic.

5. Relevance/Rationale: (Why are the outcomes of this lesson STUDENT-FRIENDLY TRANSLATION

important in the real world? Why are these outcomes essential for Students need this skill for Symposium
future learning?)(TPE1.3) and will need to submit their finalized
This is directly connected to Symposium, which is required for all honors research questions the following week.
students. This is the first of 4 mini-lessons, so understanding this lesson
will ensure a strong foundation for the following three.
 6. Essential Questions (TPE1.5):
What are the benefits of measurability?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

7. Class Information:
a. Total number 37
b. English Learners/Standard English Learners There are a lot of redesignated ELs, and most of the
students are bilingual, speaking both Spanish and English. It is the school's goal to have all ELs be classified
as redesignated before moving on to high school. This allows them to start with college accredited English
courses.
c. Students with Special Needs 2
d. Academic language abilities, content knowledge and skills in content area This is an honors
class, so it is both accelerated and more in depth than a standard 7th grade math course. Academic
vocabulary is emphasized in every class under the Common Core State Standards, and the students are
able to pick up new concepts very quickly. These students are able to complete more than one main idea in
one class period and then apply it accurately to class work and homework.
e. Linguistic background English & Spanish; I rarely hear anything spoken besides English.
f. Cultural background (home/family) Almost the entire class is Hispanic, there are only one or two Asian
students. This school is in Santa Ana, so it is a lower socioeconomic area; however, it is a fundamental
school so students have ample resources. Most of the parents of these students are immigrants, and they
understand that their parents moved to this country to provide a better life for them. They are almost all
bilingual, but they almost all speak English both in class and out of class.
g. Health considerations (if any) One student has a hearing aid, but does not require any special
accommodations. One student has a 504 plan, but the accommodations are very minimal.
h. Physical development factors that may influence instruction in this academic content area
Physical development is normal overall. These students are 11-13 years old so their physical development
can vary quite a bit, but there are no students that have any developmental delays or physical disabilities.
i. Social development factors that may influence instruction in this academic content area It is an
honors course, so the students are ready and willing to learn new information and participate. Just like in
any other class, some students are more outgoing and talkative while other students are shy and quiet. I
have not observed any isolation of students in this class, which I think can be attributed to the group
seating arrangement. Students get comfortable with the few students that they talk to every day.
j. Emotional development factors that may influence instruction in this academic content area It
is a 7th grade class, so emotional development varies from student to student; some students are more
mature than others, but I haven't heard any inappropriate jokes or comments that can be somewhat
expected in a junior high class.
k. Interests/Aspirations (relevant to this academic area) Students want to remain in honors math, and
 they both encourage and challenge each other to get the answer correct as efficiently as possible. This
creates a high-achieving atmosphere where students push themselves to exceed expectations. I have heard
various aspirations for what they are hoping to pursue as a career. One girl, Giselle, wants to become a
doctor, a few of the boys want to be professional athletes, another boy wants to be a professional gamer,
and one of the girls wants to be fashion designer. I think that because they are in junior high, some of their
aspirations are based solely on their interests. This allows the teacher to utilize their interests in order to
keep them interested in math.

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs. )):
Although there are only redesginated English Learners in the class, I still need to focus on English literacy as well as
academic and content vocabulary. The only student with a disability does not require any special accommodations,
and she is well-liked by her classmates. Because the students are seated in groups, they often talk about things
unrelated to math; however, I think that the benefit of these groups during instruction outweighs the negative
consequences. This lesson was created in order to help students create their own research question for Symposium,
which is a school-wide requirement for honors students. Students are allowed to work on their own, in pairs, or in
groups of three, so although I'm teaching this to 7th grade honors students, their partner or group members may not
also be in this class. Students need to learn how to write a research question, but they will not actually be
formulating one in this class period.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs.)
There are no specific modifications or accommodations that I need to implement in this mini-lesson. We will be doing
some brainstorming and discussion as a group, and then students will be working in pairs during the think/pair/share
activity. This will allow for the quieter students to participate in the activity, and I am hoping that it will lower the
affective filter so that all students feel comfortable participating.

10. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson
(TPE1.5,3.3):
CommunicationStudents will need to discuss their ideas with their partner and actively listen to their questions in
order to share their partner's ideas with the class if I call on them to participate.
CreativityStudents will need to create their own research questions in class based on their prior knowledge and
interests. The topic they choose is up to them; it just needs to be something measurable and observable.
Critical ThinkingStudents will need to identify their topic, create, review, and adjust a research question, and
eventually collaborate with their group members to finalize their research question. The critical thinking aspect may
not happen for every student in this one class, but eventually they will all use the information presented in this mini-
lesson and apply it to their project.

11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
There is no technology used in the actual lesson, unless I use the ELMO or Smart Board. The students will be able to
access the research question handout on canvas any time after the lesson.

12. Visual and Performing Arts How will you provide the students with opportunities to access the
curriculum by incorporating the visual and performing arts? (TPE1.7)
There is no visual and performing arts aspect to this lesson.

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the
outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)
a. Formative:
After I explain what open-ended, observable and measurable questions are and model examples of each, the
students will participate in a think/pair/share activity with their elbow partner. This will hold them accountable to
writing and reviewing their questions. By having them share what their partner shared with them, it ensures active
listening, and randomly selecting students to share will make sure that everyone has something prepared before I
call on them. I will also ask students to write their favorite, most appropriate research question on a note card before
the end of the lesson in order to evaluate the depth of knowledge of the concepts that were introduced.
b. Summative (if applicable):
There is no summative assessment for this mini-lesson. The summative assessment will be their final Symposium
projects.
c. (Attach rubric here, if applicable):
There is no rubric for any of the formative assessments in this mini-lesson.
d. How do you plan to involve all students in self-assessment and reflection on their learning goals
and progress? (TPE5.3)
There is not a specific self-assessment activity in this lesson, but I think that the think/pair/share activity will
encourage that type of thinking. Also, students will need to reflect on their own work at the end of the lesson by
choosing the best research question they formulated.

Part V - INSTRUCTIONAL PROCEDURE

 14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning
This mini-lesson relies on teacher-centered instruction. All of the activities are explicitly explained and the
expectations are clear.

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
The only materials the students need are their notebooks and the handout that they will use during instruction. I will
also provide a handout on canvas that gives explicit instructions on how to write a research question which echoes
my mini-lesson. This way students have access to it when they are able to meet with their group members.

16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
0-5 min
I will begin by giving a brief introduction about Symposium and then explain to them that I will be giving a series of
mini lessons to help them with each step of the process. I will go over the schedule and emphasize that their
research question is due on 03/31 (I will be giving this lesson the week prior to the due date). Some students may
not have groups yet, and if they have groups they may not be in the same class. I will explain that everyone needs to
brainstorm some ideas for their research topic and try to create a possible research question even if they have not
decided on their final topic. They can discuss it later with their group and then decide which topic to proceed with.

I will then ask the whole class to brainstorm some topics that they may be interested in using for Symposium, and I
will write them down under the ELMO. I am using the ELMO so that I can sit and face all of the students rather than
turn around and face the board to write down all of the ideas. Then I will give them time to independently write down
3 of their favorite topics, which can be different than those we came up with together.

BODY:
5-25 min
I will then explain what open-ended "how" and "why" questions are. (Open-ended questions typically have more than
one answer and never have yes or no answers. "How" and "why" questions inspire critical thinking and often require
research to answer.) I will choose one of the topics from the ones we came up with together and ask if anyone in the
class can come up with a "how" or "why" question about it. We will evaluate each example to make sure that it is
open-ended (does not have only one answer, and is not a yes or no question), and if the students are struggling with
providing good examples, I will provide some and then explain further why they would be considered open-ended. I
will give the students 3 minutes to write 2 open-ended questions about each of their 3 favorite topics on the handout
that I provide them.

I will then introduce what it means to have a question that is observable and measurable and why that is so
important. I want to have the students participate in a small discussion about what they think it means when
something is said to be measurable or observable. After a few comments, I will ask them to provide some examples.
If no one volunteers, I will begin to randomly call on students. After they've provided a few examples, I provide a few
examples, some that are and some that are not measurable and observable, and see if they are able to tell me which
ones are and which ones are not.

Think/Pair/Share Activity: I will then have students review the open-ended questions that they wrote down for
each of their 3 favorite topics and make any changes necessary in order to make them measurable and observable. I
will then give them 5 minutes to talk about it with their elbow partner so that they can share the questions they
came up with and they can give each other feedback. Then I will call on a few students randomly and have them tell
me what their partner shared with them. This should lower the affective filter that can sometimes rise when
participating in front of the entire class by having them share someone else's research question instead of their own.
I will only call on 3-4 people, and then I will ask if anyone wants to voluntarily share what their partner's question
was.

CLOSE:
25-30 min
I will have students do an exit slip on a note card. I will ask them to choose their favorite open-ended, observable
research question that they came up with. I will also give them a little homework to do some research on each of
their topics so that they can at least solidify a topic before the following week when I go over what samples and
populations are. I will go over each of the groups' research questions within that week and a half with them so that I
can give them feedback. That will allow them to submit a solid research question when it is due.

Part VI REFLECTION (TPE6.1)

1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, & Student with
Special Needs

2. Were the students successful at achieving the lesson objective?

a) If so, explain which areas in which students were successful, according to your data analysis.

b) If not, explain which areas in which students were not successful, according to your data analysis. Why do
you think they were not able to achieve the lesson objective in these areas?

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific
pedagogical skills did you employ to help students be successful? (Reference TPE Part 2: Subject-Specific
Pedagogy)

4. What would you change about the lesson and why (according to your data analysis)?
Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.