ETF Lesson Plan Template

Date: Friday 9-19-14

Unit Name: Introduction to algebra and problem solving (unique learning unit 1, lesson 19) Lesson Focus: Calculator basics and algebraic symbols practice.TEKS Standards: Alg1.1C, Alg1.1D *significant modifications for IEPs (math 5.2B, math 5.3k)Objectives: (Bloom’s verb…) What do I want students to be able to DO when the class is over? FormatSWBAT: Demonstrate understanding of how to use a calculator to solve basic word problems. SWBAT: Show understanding of algebraic symbols.Key Points: What, How, Why?

What: Practice using calculators to solve math problems, differentiated by their IEPs. (Addition/subtraction, multiplication/division and basic quantitative concepts).Why: To learn to solve algebra problems with real world applications and IEP mastery.

Materials: Unique leveled templates (attached) and calculators, scratch paper, math counting cubes (for differentiation).

Key Vocabulary: What key terms will my students need to understand? TO BE ADDED TO WORD WALL language Algebra More/less Add/Subtract Multiply/Divide Carryover/borrowing

Assessment Plan: How will I ENSURE alignment to assess that the students mastered the objective? What will I do if they haven’t? Writing/expressionStudents will complete their unique learning math word problem worksheets.

Lesson Cycle:Do Now: Spiral review? Formative assessment? 10 minTeacher Actions:

Written assessment with all math symbols, asking to identify the function (to get a baseline of prior knowledge)

“You will have 10 minutes to write your answers, raise your hand if you need help. We will popcorn out answers when time is up.”

“If you finish early, pencils down so I know we are ready to move on.”

Student Actions: Ss will match their symbols to the correct

mathematical function. Ss will take 10 minutes to write an

acceptable response. Ss will share out loud their responses. If finished early, Ss will put their pencils

down and silently wait for instruction.

ETF Lesson Plan Template

Introduce New Learning (I Do): Engage and Connect-the real world, schema, goals, assessment, etc.? CFU: How will I check for student understanding of the new learning?

20 min

Teacher Actions T will describe display the first unique

graphic organizer on quantitative concepts

T will show a calculator and have students point out the functions on the calculator buttons.

*significant alteration to the rest of the work due to students current IEPs, as they are not having prerequisite skill level for multiplication or division.

Student Actions Ss will participate by watching the power

point and answering CFUs by receptively pointing to the correct buttons on the calculator.

Guided Practice (We Do): How will I walk students step by step through what I want them to do? How will I balance teacher-led and student-led? (Gradual release: Model, Teach Back, partner/group practice) CFU: How will I know During the lesson that students are on track to master the objective? What are the anticipated misconceptions/misunderstandings and how will I address them? How will I emphasize key points?

30 min

Teacher Actions T will display the unique leveled

addition/subtraction worksheets and work through them as a class.

Student Actions Ss will imitate or compute the same

responses with their calculators Ss will record their numeric responses in

the blanks provided on the unique worksheets.

Independent Practice (You Do): How will I monitor student progress? How will I ensure there’s adequate time for practice? Behaviorally, what does this time look like and sound like? CFU: How will I circulate to among students to ensure everyone is on track towards mastery? How will I gauge mastery?

30-40 min

Teacher Actions “I am passing out a worksheet for you to

try some problems on your own. If you need assistance with your calculator raise your hand and I will assist you.”

“Once you are finished turn them into the top tray and get a library book or puzzle to work on silently until time is up.”

Student Actions Ss will work independently or with the

help of an aid and teacher 1:1 conferencing to fill in their math problems.

Students may complete this exercise by using calculators or alternatively manipulatives or scratch paper.

Ss may raise their hand if they require assistance.

Ss will turn in work to the top tray once work is completed.

Ss will choose a specified activity to work on if finished early.

Closing: How will I have students summarize what they’ve learned? How will I reinforce the objective’s importance and its link to past and future learning?

10 min

ETF Lesson Plan Template

Teacher Actions EXIT TICKET : Completed math

worksheets will serve as the exit ticket for this activity.

Student Actions Students will turn in their completed

math problems.

Differentiation: How will I scaffold and/or accelerate learning? For Whom? How will I group my students? Which strategies will I choose to make sure I engage every student on his/her ability level?Worksheets are from the unique learning curriculum. Q/T/JP will have level 3 (words only), while J/D/A will use the picture forms. A/D will need help receptively identifying their responses and will not be able to respond to verbal group questions or write.

Accommodations/Modifications: What supports will I provide students on an IEP or as needed? Individual teacher conferencing Extended time Peer tutoring Modified workCheck list provided Other (state below)

Frequent checks for understanding Shortened assignment Assessments read orally Learning Lab for extra help Preferential seating

Frequent 10 and 15 minutes breaks for Tatum, Jorge and Juan Pablo

Homework:N/A