Generic Lesson Plan Form

Subject: __Math_____ Activity:__Lesson 1-3___Setting:_Emily Ks Classroom______________# of Students:_27_____

Statement of Objective: *Observable/Measurable (A,B,C,D) *GLCE/IEP Materials: *Prepared and organized *Available for all

GLCE: N.ME.04.01 Objective: Given worksheets P and R, the class will finish the worksheets and have a success rate of 80% or higher. Teacher: Teacher curriculum book, projector, empty projector sheet, number cubes, dry erase marker. Student: Whiteboards, markers, erasers, workbooks, scrap paper, pencils Good Afternoon students, please get out your whiteboards, markers, and erasers and join me at the front of the classroom. Who can tell me what we learned yesterday? o We learned about numbers in the thousands o How to write it in standard, expanded, and word form o We used place-value blocks and number lines to help us see the number. Great! Now in order to help us remember all the forms and what they are supposed to look like were going to make a little cheat book. o Create cheat book with Mrs. K.

Accommodations

Opening: *Gain attention/motivate *Activate prior knowledge ~link/relate; assess; prepare for new learning (e.g. vocabulary) *State goals/set purpose ~explain task: why, what, how, and when for strategies *Clear directions

Cam: During this part of the lesson Cam will be doing the activity with us with me writing the words and him writing the numbers Cullen: Cullen can do this activity independently but I will closely monitor to make sure he stays on task. Brandon: Brandon will be close to me to stay on task, he will also be sitting at his desk which is close to me. 20 min time limit!! Cam: Cam will be with Mrs. Smith at this time. Cullen: Cullen will be at his desk and paying attention by writing everything down on his white board and having me type it later. Brandon: Brandon will also being writing things down on his white board and I will call him up for volunteering.

Presentation: Teacher: *Variety of learning (T/S, S/S, S/T) *Organizational framework ~construct, clarify, and link concepts in a meaningful context *Present visually, verbally, kinesthetically, real world (e.g. LESH) *Model and think aloud to make visible ~language practices/processes ~learning strategies and adaptations (how, when and why) ~organization, relationships, and clues *Transfer of control ~students explain, justify, clarify, etc. *Clear directions *Check for understanding ~appropriate feedback: praise, prompt probe/question (in ZPD) ~assess/error drill ~monitor and adjust instruction Students: *Participation ~overt and active ~instructional dialogue, think aloud, explain, justify, evaluate, etc. Guided Practice: *Activity related to presentation/objectives *Active student participation ~provide rationale for assignment ~multi-sensory and real world ~instructional dialogue *Transfer of control

Now that we have our handy cheat sheet we are going to think about how our place values are related. Ask 4 students to come up to the board. o Student 1 draws 10 small blocks o Student 2 draws a skinny o Student 3 draws a 100 block o Student 4 draws a 1,000 block. Now we have these 4 place values demonstrated by pictures but how do they go together? o How many small blocks does it take to make a skinny? 10 o How many skinnies does it take to make 100? 10 o How many 100 blocks does it take to make 1000? 10 o How many little blocks does it take to make 1000? 1000 o How many skinnies does it take to make 1000? 100 Do you see the pattern?

If I have the number 700; show me 2 different ways to name the number? o Seven hundred o Seventy tens 1700 o one thousand, seven hundred; o seventeen hundreds Have students start on page R n the book. Have them do partner work before

During this time I need to make sure I keep an eye on Kylie, Abby, Brandon, and Cullen to make sure they are

~students explain, justify, clarify, think aloud *Check for understanding ~ensure high success rate ~appropriate feedback: praise, prompt, probe/question (in ZPD) Individual Practice: ~assess/error drill ~monitor and adjust instruction *Management/monitoring ~scan, circulate, assess, support, praise Closing: *Adequate time *Students summarize content and accomplishments *Assess/identify new goals *Link to future learning

recess and go over the answers. Assign page P for homework if students are doing ok.

staying on task and getting the correct answers, and help them understand.

o o

Ok students now that we are doing ok with place value what do you think we should learn about tomorrow? Gather answers. What if I gave you this number 200,000,000+ 80,000,000 + 1,000,000 + 400,000 + 20,000, how would you write that in standard form? Think about the answer and you will find out tomorrow!

Make sure students who dont finish the worksheet put it in their traveling folder.

Reflection: __________________________________________________________________________________________________ ___________________________________________________________________________________________________