Your culminating assignment for this semester will be a revision of one lesson plan with reflection over the process. Using the feedback from peers and in

Name: Length of Lesson: minutes

Grade and Topic: Lesson Date :

The ICL Lesson Plan format has explanatory descriptions or questions in red font and a few examples in blue font. You may see descriptions of typical learners at the end.

Your lesson may run 3-4 pages, but that way, I know what you are thinking. I cannot see inside your head!

CENTRAL FOCUS :

· List the unit goals/objectives for which this lesson is part. This is likely a few sentences here (can be bullets) that tells what the lesson is about. When you write your edTPA , you will write a short paragraph giving a short synopsis noting the focus of the 3-5 lessons, collectively.

· Requisite skills (skills necessary to achieve your objectives). Determine what the students will DO at the end of this lesson, and then note what they need to know BEFORE this lesson begins?

STANDARDS ADDRESSED:

List the State/District and/or Common Core standards addressed in the lesson(s). Copy and Paste the whole standard(s) from the official standards you find online. This means the number and text that applies to your lesson.

LESSON OBJECTIVE(S): These are not “I CAN” statements. These should include a learning condition, an observable action, and a measurable way to determine success. Your objectives must be observable and measurable. Many poorly written objectives use the word “understand”, as in “the students will understand…..” I cannot open a child’s head to see what they understand. I must observe or measure something that they do to determine if they understand something. Sample objectives for a lesson on equivalent fractions:

· After exploring patterns using fraction squares, students will list four (4) fractions equivalent to each of the following: 1/2, 2/3, 3/4, 3/5, and 4/5 with 80% accuracy.

· After exploring fractions, the advanced students will correctly explain and justify, using graphics, why 1/2 of an apple is the same fractional part as $0.50.

· List the specific content INSTRUCTIONAL objectives for the lesson.

· Note any expectations related to student participation in the lesson. What will students DO?

MONITORING STUDENT LEARNING – FORMATIVE AND SUMMATIVE ASSESSMENTS: You must answer each of the bullets.

· List the formative and summative assessments that will be used in this lesson. Indicate the summative (end of lesson or unit) AND formative (exit tickets, thumbs up, fist of five, etc.) assessments you plan. What questions will you ask in the formative assessments? How will you document each assessment?

· Explain the link between the assessment(s) and the objectives. How are the assessments related to the objectives? How does each assessments provide evidence that the objective was met?

· Assessment Accommodations for this lesson (e.g. IEP, 504 students, gifted, ESL, other). How will you modify the assessments so that you can assess all of your students? See the list at the end if you do not have students to discuss right now.

MATERIALS: You must answer each of the bullets.

· List of all materials you will use as part of the lesson. Tell me everything you will need.

· Provide the charts, tables, assessments, rubrics, or worksheets you will use. Show what you will use.

· Identify how and why technology will be integrated. Technology should be more than simply watching a video, BrainPop, or moving things on the ELMO, or using the Promethean Board. How will students USE technology to further THEIR learning?

BACKGROUND and RATIONALE: You must answer each of the bullets.

· What are the key concepts/ideas for the lesson? What will students learn today?

· What is the academic language of this lesson?

· Content vocabulary (e.g., suffix, verb, multiply, ratio, force, gravity, economy, money) AND

· Language function (e.g., compare, list, describe, analyze, simplify, categorize,) AND

· Discourse (student discussions USING content vocabulary OR language function) What questions will you expect to hear or what comments will you expect students to make as you listen to student-to-student conversations? How will students USE the content vocabulary OR language function ?

· How does this lesson connect with and build on the previous lesson(s)? What did students learn previously that sets the stage for today’s lesson?

· How do you expect to build on this lesson in subsequent lessons? What will students learn today that provides a foundation for tomorrow’s lesson?

· Why will you need to plan differentiated activities or assessments? What SPECIFIC needs are presented by the students in your classroom that will need specific assessments, activities, or something else? See the last page if you need a list of “students.”

· What connections will you make to the cultural, personal, and community assets of your students? MOST IMPORTANT. How will you make your lesson relevant to the personal, cultural, community, and developmental assets of your students? Some of your students may be from a lower/higher income level, non-English speakers, non-readers, a lower/higher achievement level or homeless. How will you make your lesson relevant for all students?

PROCEDURES AND TIMELINE:

· Introduction : What will you do to help the students become focused or motivated to learn in this lesson or teaching segment (motivation to learn)? Be creative here.

· Procedures :

· Provide a bulleted sequential description of the procedures and activities for the lesson. What will you do and what will the students do?

· Include approximate times with each bullet.

· For each activity, include directions you may need to give or key questions you intend to ask, possible alternatives to the activity, or examples. Write the questions ahead of time. You might not ask all, but you have some from which to choose.

· Include the higher order thinking questions you will ask. Write these, too.

· Describe the type of feedback you will give students during the lesson. What will you say or do?

· Describe how you will differentiate for students with specific learning needs (i.e., non-English speakers, non-readers, a lower/higher achievement level) or backgrounds (i.e., lower/higher income level, homeless).

· Closure: How will you have students summarize what they learned ? How will students reflect on their own learning? How will you connect what they have currently learned to the next lesson?

ASSESSMENT EVIDENCE:

· Provide the formative and/or summative assessments that are part of this lesson. What are these? Provide the actual assessment you will use or a clear description of what students will do on the assessment. The assessment should be listed as part of the materials section and provided at the end. (i.e., Students will answer 6 comprehension questions about the story read. Students will correctly name the parts of speech represented by the highlighted words in each sentence.)

· Make sure there is a clear link between the Central Focus, the Objectives and the Assessments. How does each assessment question, segment, or project relate to the objectives stated earlier?

MODIFICATIONS:

· List specific future modifications/accommodations for students who did not master the objectives. Do NOT say re-teach or imply such. Be clear about what you will do. Include the SPECIFIC activities and materials that you will use with specific students who are below the median.

· List specific modifications for students who are ready for enrichment activities. Be clear about what you will do. Include the SPECIFIC activities and materials that you will use with specific students who are above the median. Do NOT say anything about peer tutoring or having a student who mastered the objective to tutor those who did not reach the objective. This is YOUR job. How will you stretch the student who is ready for advancement?

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Lesson Plan Guide

Grade and Topic: Lesson Date: Co-Teaching Strategy: Length of Lesson:

CENTRAL FOCUS:

· List the unit goals/objectives for which this lesson is part.

· Requisite skills (skills necessary to achieve your objectives)

STANDARDS ADDRESSED:

List the State/District standards addressed in the lesson.

LESSON OBJECTIVE(S):

· List the specific content learning objectives for the lesson.

· Note any expectations related to student participation in the lesson.

MONITORING STUDENT LEARNING – FORMATIVE AND SUMMATIVE ASSESSMENTS:

· List the types of formative and summative assessments that will be used in this lesson.

· Explain the link between the assessment(s) and the objectives.

· Assessment Accommodations for this lesson (e.g. IEP, 504 students, gifted, ESL, other).

MATERIALS:

· List of all materials you will use as part of the lesson.

· Identify how and why technology will be integrated.

BACKGROUND and RATIONALE:

· What are the key concepts/ideas for the lesson?

· What is the academic language (e.g. vocabulary, language functions, and discourse) that must be considered in this lesson?

· How does this lesson connect with and build on the previous lesson(s)?

· How do you expect to build on this lesson in subsequent lessons?

· Why will you need to plan differentiated activities or assessments?

· What connections will you make to the cultural, personal, and community assets of your students?

PROCEDURES AND TIMELINE:

· Introduction : What will you do to help the students become focused or motivated to learn in this teaching segment (motivation to learn)?

· Procedures : Provide a bulleted sequential description of the procedures and activities for the lesson.

Include approximate times with each bullet.

For each activity, include directions you may need to give or key questions you intend to ask, possible alternatives to the activity, or examples.

Identify higher order thinking questions.

Type of feedback you will give back to the students during the lesson.

Describe how you will differentiate for students with different learning needs or backgrounds.

· Closure: How will you have students summarize what they learned? How will students reflect on their own learning? How will you connect what they have currently learned to the next lesson?

ASSESSMENT EVIDENCE:

· Provide the formative and/or summative assessments that are part of this lesson.

· Make sure there is a clear link between the Central Focus and Objectives and the Assessments.

MODIFICATIONS:

· List specific future modifications/accommodations for students who did not master the objectives. List specific modifications for students who are ready for enrichment activity

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Kia Benton

Dr. C

University of Memphis

3.20.25

Lesson Plan

Content Area: Mathematics (8th Grade)

Grade Level: 8th Grade

Learning Objective(s):

The level of the concept covered here involves solving different algebraic equations with more steps accomplished.

They will be able to solve algebra equations and relate the results to problems from real-world situations.

Instructional Strategies:

Integrative Model

Gallery Walk: The lesson starts with having the students move around the classroom to different locations where they will come across various field algebraic equations poster-sized. At each assigned station, they will work in groups in order to solve the equations and make some answers on the online document to be online. The actions that the groups will be asked to take are that they will be required to describe to the class how they came up with the answer to the problem.

Socratic Seminar: This will follow the gallery walk where students will engage in a Socratic Seminar. The teacher will guide the students and ask them to discuss the strategy that was applied in solving the equations. It will lead to the creation of questions that are higher in complexity, like “In an equation, which operation is performed first?” and “What does the answer to a particular problem indicate in real life?”

How was culturally responsive teaching addressed in this lesson?

This aspect of culturally responsive teaching was done by ensuring that problems that are used in the lesson are real and can be found in the students’ culture. For instance, the equations are going to be derived from budgetary, sporting, or travel-related contexts, which are bound to represent different cultures. That is why, during the Socratic Seminar, the students will be able to not only discuss the topic with their peers but also to share their experience and approaches for solving equations. Moreover, the lesson incorporates group work so that students with different experiences can discuss in a different section, as it will be helpful in the learning process.

How can/will technology enhance student learning?

Incorporation of technology will be done by the use of whiteboards, which the students will use in the demonstration of their steps in solving problems. For the gallery walk aspect of the activity, the students will take notes through Google Docs to write down the solutions of the group. In addition, during the Kahoot! which will be employed as a fun quiz following the Socratic Seminar discussion to ensure the mastery of topics through a game-like quiz format pertinent to the topics discussed.

Assessment Reflection

1.What assessment(s) will measure student learning and progress of learning objectives?

The main form of captivity assessment for this lesson shall involve a quiz after the Socratic Seminar section in which the students will solve other new numerical formative problems for the same lessons, which involves formulating algebraic equations from the problem-solving aspect of the lesson. Moreover, the conduct in the gallery walk and Socratic Seminar will also be rated based on the observation and self- check that the student will fill in to check his behaviors on the group work and discussion.

2.Through what authentic performance task(s) will students demonstrate the desired understandings?

In the end, the students will be expected to present in groups to portray their understanding of how they arrived at the solutions of the algebraic equations at their respective stations. They will write their descriptions and thinking process using mathematical terms and give examples of how one can apply these steps to concrete activities.

3. By what criteria will performances of understanding be judged?

The competitors’ performances will be evaluated by the following criteria:

Accuracy: Correctness of the solutions to the algebraic equations.

Mathematical Reasoning: Full disclosure of the strategies used throughout the solution procedures to the equation as well as the justification of the steps taken.

Engagement: With regards to the gallery walk and Socratic Seminar as well as students’ ability to respond and interact with their peers during the class.

4.Through what other evidence will students demonstrate achievement of learning objectives?

Students will also be assessed based on the reflections that they will have prepared in their respective groups, which will be handed in after the seminar. These reflections will be based on the approach to solving equations as well as the relation made with real-life situations.

5.How will students reflect upon and self-assess their learning?

At the end of the lesson plan, students are expected to fill in a reading in which the students will be required to assess their comprehension of the mathematical concepts taught, their contribution during the discussions, and the demonstration of strategies during the gallery walk. They will also be able to discuss the problem-solving activities and understand what can be done to enhance them.