Teacher candidates: Nicole Young, Kierstin Merritt, Stephanie Sparks

Date: 4/24/19
Lesson Title/Focus: Math through Danza/ adding and subtracting place value

Learning Targets (Content, Academic language objectives and Academic content

standards to which instruction aligned – list the number and relevant text of standard)

SWBAT add and subtract double digit numbers up to next place value

Aligned to Standard:

CCSS.MATH.CONTENT.2.NBT.B.5

Fluently add and subtract within 100 using strategies based on place value, properties
of operations, and/or the relationship between addition and subtraction.

SWBAT describe some ways that they are similar to and different from people who
share their identities and those who have other identities.

Aligned to Standard:

DI.K-2.7
I can describe some ways that I am similar to and different from people who share my
identities and those who have other identities.

SWBAT orally recount the story Danza determining its central message, lesson, or
moral.

Aligned to Standard:

CCSS.ELA-LITERACY.RL.2.2

Recount stories, including fables and folktales from diverse cultures, and determine
their central message, lesson, or moral.

Assessment Strategies (Informal and formal assessment tools for both teacher and
students to monitor student learning; formative: measures process/progress,
summative: measures outcomes; include rubrics)

Students will be asked to write down their math answers on their whiteboards and to
explain when everyone has finished. For the story, we will be asking students to
summarize the story or explain their favorite part, as well as what they have learned
from it. Before we begin reading, we will ask what they think they have in common/some
differences they may have with the main character based on the cover alone. After we
have finished, we will ask them the question again, and eventually ask how we should
treat people who are different. During this time, students will be assessed through the
use of teacher observation and a checklist based on whether or not they participated.

Student Voice Where appropriate, describe how you will gather information and data
from students that inform you of:
• Evidence that students know the learning targets and what is required to meet them.
• Evidence that students know how to monitor their progress toward the learning
target(s) using tools (checklists, rubrics, etc.)
• Evidence that students know how to access resources and additional support when
needed.

We will be doing check -ins, similar to how their teacher checks in with her class
periodically to gage how students are doing, feeling, and their understanding of the task
at hand. We will be using the class attention grabber and a show of a thumbs up or
thumbs down for student voice and giving students opportunities to raise their hands
and share their thoughts and opinions on their progress monitoring. Students will raise
their hands if they need additional help and assistance on the mastery of their learning
targets.

Instructional Strategies(Tasks to support student learning)

Students will be solving problems on their whiteboards relating to the story. An example
would be: Amalia took 45 dancers out of the 100 people in her dance company with her
to Europe. How many did she leave in Mexico?

Grouping of Students to Support Instruction

The students know how to work with those already in their groups. Since this classroom
does have some anxieties and there are certain students who cannot work together we
wanted to respect this. In order to make it the most productive learning environment
possible and make sure it is possible that everyone gets an equitable learning
experience for this reason we have chosen to leave things as they are.

Learning Experiences (For example, you might specify the following: introduction,
questions, learning activities, closure, and independent practice) See Instructional Plan
Template – edTPA aligned page 3 for suggestions to make adjustments for student
learning needs.

Introduction questions:

“What do you think this book will be about?”

“What experiences do you have with dance?”

“Do any of you enjoy dance, you don’t have to be good at it.”
After reading the book:

“What similarities do you have with Amalia?”

“What are some differences you have with Amalia?”

“What did you notice about the book, or the people in it.”

“What was the lesson of this story?”

“What did it focus on?”

“What was your favorite part?”

“What did you learn?”

Learning activities:

We will begin by talking about dance and have the students make a prediction about the
book based off of the cover. After reading we will be doing a Buzz session where
students will be able to contribute their thoughts about the based on the after the
reading the book questions. We will ask them out loud and let them discuss them as a
table. The teachers will be roaming around to make sure that they are staying on the
topic of the questions.

We will then move on and start the math problems. Once each student is ready with
their white boards we will be asking subtraction problems relating them to the book and
how many dancers will be needed, or other story problems. Students will show their
answers on their personal boards and we will write them on the actual board. We will
then ask for volunteers to explain their method on the given answer.

Closure students will fill out student voice sheet and give it to a teacher.

Instructional Materials, Resources, And Technology (Attach a copy of any materials

students will use during the lesson; e.g., handouts, questions to answer, and
worksheets)

● Personal white boards

● Danza! by Duncan Tonatiuh
● Closure Worksheet
● Checklist
Provide citations for all sources of materials that you did not create (e.g. published
texts, websites, other educators).
Tonatiuh, D. (2017). Danza!: Amalia Hernández and el Ballet Folklórico de México. New York:
Abrams Books for Young Readers.