Lesson Plan (5 pages 1500 words )

INSTRUCTION,

THE ROBERT CASE, THE MODEL YOU HAVE TO FOLLOW

AND

3 DIFFERENT EXAMPLES OF HOW IT SHOULD COME OUT AT THE END

maximum time allowed is 8 hours from now

max price offered is $20

MAJOR ASSIGNMENT II – FINAL

EDSE 640 OL and OP

The Assignment
Title: Simulated Implementation of Curriculum Based Dynamic Assessment

Date Due: April 30, 2015

Marks Allocated: 17% of Total

Description: The Assignment will involve the planning, and simulated implementation of a curriculum based dynamic assessment.You should devise a scenario in which you would conduct pre-testing, mediation (teaching) and post-testing, on a child who has special needs, or difficulty/difference in an area of academic, psychological or linguistic functioning.

You should base this on:

The case of Robert (Read the case of Robert on page 101 of Salvia et al. (2013) (which you could probably find online)EXACT BOOK NAME IS BELOW
Salvia, J, Ysseldyke J E, & Bolt, S (2013) Assessment in Special and Inclusive Education. 12th Edition. Belmont, CA: Wadsworth. ISBN: 13: 978-1-111-83341-92.
You should base your plan on the test-teach-test format of DA, and include additions/changes that have been proposed, or that you contribute, to render the plan a more suitable illustration of curriculum based dynamic assessment

(1) The Lesson Plan Component (Planning for Instruction and Assessment)
A Lesson Plan Model is attached hereto, which you may use as a guide in developing your own plan for the test-teach-test lesson that you will devise. (TPA Preparation – Optional).

(2) The Test-Teach-Test Component (Instructing and Engaging the Focus Learner)

(3) The Assessment Component
You will explain, reflect upon, and evaluate your planning, instruction, and assessment. This will be contained in a commentary, and should emphasize how you developed strategies to address the disabilities of the student with whom you worked.

In particular, your commentary should includethe following

(a)an analysis of the child’s strengths and weaknesses

(b)the area(s) of assessment and mediation that you selected for the child

(d) the student’s strengths and the obstacles to her functioning in the particular area targeted

(e) yourinstructional/mediational strategies;

(f)the degree and areas of success achieved with these, as reflected on a post-test;

(g) plans for intervention based on the dynamic assessment

(f) an evaluation of your execution of the project and the dynamic assessment.

TPA Preparation (Optional)

In compiling your commentary, you should refer to the five rubrics provided in the edTPA Special Education Manual for the evaluation of assessment, (Rubrics 11 to 15). Simply evaluate your dynamic assessment by indicating which level (1-5) you achieved on each of the rubrics.

Materials Attached
(1) Lesson Plan Model

(2) Special Education TPA Handbook

(3) Examples of a previously made lesson

Summary of the Project, its Implementation and its Products
(1) below is a case on which to base your TPA, from

(2) Devise a Lesson Plan of the above, loosely based on the Lesson Plan Model attached, (or another of your choice)

(3) Produce a videotape illustrating the test-teach-test planned in (2) above

(4) Write a commentary explaining and evaluating your plan, the intervention, and its intended outcome

1.Submit

(a) Your Lesson Plan – about 500 words

(b) A Commentary of about 750-1000 words

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

TPA Example Lesson I Nequassa

2 The lesson plan template is intended to be used as a formative process prior to a candidate’s submission of edTPA materials. 3 The template offers an opportunity for candidates to practice documenting their thinking when planning lessons leading up to the learning segment they will teach for edTPA. Lesson plans with this level of detail are not necessary and should not be submitted as part of edTPA. 4 It is intended to prepare candidates to articulate their thinking and justification for plans when responding to the Planning Task commentary prompts]

Lesson Title/#: Reading Comprehension

Grade Level: 4 Learning Central Focus Content Standard

4 What standard(s) are most relevant to the learning goals?

RF.4. 4 Read with sufficient accuracy and fluency to support comprehension.

Read grade level text with purpose and understanding.
Use context to confirm or self-correct word recognition and understanding, and re-reading as necessary.
4 Student Learning Goal(s)/ Objective(s)

Skills/procedures What are the specific learning goal(s) for student in this lesson?

To increase fluency and comprehension in reading by teaching student to identify story elements and 5W’s as well as underlining and note-taking techniques.

4 Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings

What are common errors or misunderstandings of students related to the central focus of this lesson?

2 How will you address them for this group of students?

The student fails to fluently read and comprehend grade level texts. Has problems identifying story elements.

I will address these issues through Dynamic Assessment.

3 Instructional Strategies and Learning Tasks Description of what the teacher (you) will be doing and/or what the students will be doing.

Launch

4 How will you start the lesson to engage and motivate students in learning?

Pre-Test- I will express to the student that they will be reading a short passage than answer questions based on what was read. The student will read MOSL Baseline Assessment Passage, A Tall Day.

Instruction/procedure

4 What will you do to engage students in developing understanding of the lesson objective(s)?

3 What will you say and do? What questions will you ask?

2 How will you engage students to help them understand the concepts?

What will students do?

3 How will you determine if students are meeting the intended learning objectives?

Explain to students that reading comprehension is about reading to understand and there are a few things that readers can do to understand better.

I will tell the student that we will read a short story together and stop frequently to ask ourselves important questions about the text.

Then, have student read the first few sentences of Up in the Rigging, A short passage from MOSL Baseline Assessment. After every couple of sentences, I will tell the student to stop reading, after which I will ask, “who or what were those sentences about?” I will teach the student how to record his understanding of text in the margins of the paper. I will tell him to underline important bits of information in the passage related to Theme, Characters, Plot, Setting and Main Event. Student will answer multiple-choice questions at the end of story, re-reading and looking back in the text when necessary.

5 Structured Practice and Application

4 How will you give students the opportunity to practice so you can provide feedback?

3 How will you determine if students are meeting the intended learning objectives?

Post test- Student will read A Tall Day again while incorporating questioning, note taking and underlining techniques learned from mediated learning.

6 Student will answer multiple choice questions to test comprehension

Closure __________ Minutes

4 How will you end the lesson?

“Thank you for your cooperation and remember to use the techniques you learned every time you read”

4 Theoretical Principles and/or Research–Based Best Practices

Why are the learning tasks for this lesson appropriate for your students?

The learning tasks for this lesson is appropriate because they help the reader to recall important information that he might have forgotten while reading.

Materials

7 What materials does the teacher need for this lesson?

2 What materials do the students need for this lesson?

MOSL Baseline Assessment Two pencils

3 Academic Language Demand(s):

4 What content specific terms (vocabulary) do students need to support learning of the learning objective for this lesson

Students need to understand words related to story elements: Plot, Main Idea, Character, Setting

8 What specific way(s) will students need to use language (reading, writing, listening and/or speaking) to participate in learning tasks and demonstrate their learning for this lesson?

Student will need to understand these words as I ask him questions using these words. The student will need to use these words when answering questions that I will ask him related to the text

Assessments:

3 Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the resources section at the end of the lesson plan.

Type of assessment (Informal or Formal) Description of assessment Modifications to the assessment so that all students could demonstrate their learning.

Evaluation Criteria – What evidence of student learning (related to the learning objectives and central focus) does the assessment provide?

Pre-test and Post test MOSL Baseline Assessment story #1

6 Short passage and multiple-choice questions to measure comprehension.

No Modifications Evidence is based on the difference between pre test and post-test.

Link to video:

Commentary

a) The student’s strengths are that he can read and exhibits phonics skills while reading, however he fails to comprehend material because of his inability to remember details from what he just read. He also has trouble recognizing story elements because he reads with the intention to finish but not to understand. This is probably because he is distracted and finds more interest in play and socialization.
b) The areas of assessment and mediation that I selected for the child are reading comprehension, identifying who, what, when, why and how of the text as well as underlining and note taking of key details in the passage. This is a very important skill to have as it will be useful during exams and hopefully cause him to achieve higher scores.
c) The extent to which the students functioning deviates from grade expectations is significant because it hinders him from participating in class during ELA lessons and performing on or close to grade level on ELA exams or tests both formal and informal.
d) The student’s strengths are that he can read. The obstacles is that short term memory is not being put to use by the student, therefore he fails to recall key details that will help him to properly answer questions that test his reading comprehension. Reading comprehension skills and techniques will allow the student to grow considerably in this area.
e) The instructional meditational strategies I used started with the student reading the first few sentences of the passage out loud while I listened. After reading about 3 to 5 sentences I stopped him to ask who or what were those few sentences about. As he continued to read, I stopped him to ask when, what, why or how things happened in the passage. When the student identified the answer to those questions, I asked him to go back, locate what he just told me, in the story and underline it. We repeated this procedure for every 3 to 5 sentences until the he read through the entire passage. I also instructed him to underline story elements as he read.
Also, as he read, I asked him to make notations next to each paragraph stating what the paragraph was about in as few words a possible. These strategies are purposed to help the student recall important details as they relate to the passage and multiple-choice questions

f) As reflected on the posttest, the student got 10 out of 12 multiple-choice questions correct. This was 4 more than what he got on the pre-test. His scores were proof that the strategy worked and he should continue to implement these strategies during all ELA assignments.
g) Plans for intervention are to add an extra day of resource room to the students IEP as well as allowing him time to implement the reading comprehension strategies during ELA lessons. The continuous implementation of this strategy will result in the student becoming more fluent in using the strategy. Therefore, it is important that the student be encouraged every chance he get, to implement the strategy.
f) I believe that my planning was appropriate and aligned itself with levels 4 and 5 on the rubric. My lesson objectives were clearly defined and logically sequenced. In the lesson plan I detailed the strategy that needed to be used in order to meet the objective. The mediated instruction included my strategies to move the student toward achieving learning objectives. I ended the lesson encouraging the student to continue to use strategies for future ELA assignments.
The student was pleased with the strategies he learned and can now implement for a better understanding of reading material.

TPA Example Lesson II Elizabeth

1 Lesson Plan Model[footnoteRef:1] [1: 2 The lesson plan template is intended to be used as a formative process prior to a candidate’s submission of edTPA materials. 3The template offers an opportunity for candidates to practice documenting their thinking when planning lessons leading up to the learning segment they will teach for edTPA. Lesson plans with this level of detail are not necessary and should not be submitted as part of edTPA. 4 It is intended to prepare candidates to articulate their thinking and justification for plans when responding to the Planning Task commentary prompts]

Lesson Title/#: All About Dolphins

Video Link: https://www.youtube.com/watch?v=IfsquSjLisU

Grade Level: 5 1st Grade Learning Central Focus Central Focus

4 What is the central focus for the content in the learning segment?

Learning about Dolphins from sample passages from book- “Dolphins!”

Content Standard

4 What standard(s) are most relevant to the learning goals?

Student Learning Goal(s)/ Objective(s)

Skills/procedures What are the specific learning goal(s) for student in this lesson?

6 Concepts and reasoning/problem solving/thinking/strategies What are the specific learning goal(s) for students in this lesson?

The learner (Karen) will make letter-sound associations The learner will demonstrate a basic knowledge of phonetic rules, such as knowing when a word ends in “e” the preceding vowel is a “long” sound The learner will demonstrate an ability to pick up contextual cues from the passage

4 Prior Academic Knowledge and Conceptions

What knowledge, skills, and concepts must students already know to be successful with this lesson?

2 What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?

The learner should have mastered the basic reading concepts of a first grade level The learner should be familiar with some letter sound associations The learner should be familiar with basic phonetic rules

The learner is functioning below grade level in reading

4 Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings

What are common errors or misunderstandings of students related to the central focus of this lesson?

2 How will you address them for this group of students?

The learner sometimes confuses letter-sound combinations such as “ch”, “th”, “sh” , “ou”, “aw”, “ow”, “ph” and “ing”

The learner is not aware of phonetic rules enough to identify basic vowel sounds with an ‘e’ at the end a word

3 Instructional Strategies and Learning Tasks Description of what the teacher (you) will be doing and/or what the students will be doing.

5 Launch __________ Minutes 10

4 How will you start the lesson to engage and motivate students in learning?

The lesson will begin by showing Karen some pictures of Dolphins on the SmartBoard as well as a 2 min introductory video on the them. This will get her engaged and excited to read passages about the mammals.

5 Instruction __________ Minutes 15

4 What will you do to engage students in developing understanding of the lesson objective(s)?

3 How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?

What will you say and do? What questions will you ask?

2 How will you engage students to help them understand the concepts?

What will students do?

3 How will you determine if students are meeting the intended learning objectives?

Sitting down with Karen, we will work through 2 passages from the “Dolphins” book together.

Each passage is 2 pages long.

Karen will read the passages aloud while her progress is timed. (The timing mechanism will not be visible to Karen) At the end of each passage, Karen will describe what the passage was about and also identify 1 or 2 new facts that she’s learned about dolphins.

Her words and errors per minute will be calculated for each passage

By using the calculations of words and errors per minute for each passage as well as determining her reading comprehension understanding from picking up basic contextual clues, it will be determined if Karen is reading below or at grade level.

Her frustration level for each passage level will also be taken into account to determine if Karen is at ease when reading

7 Closure __________ Minutes 5

4 How will you end the lesson?

Karen will describe what her favorite thing that she read about dolphins is.

4 Differentiation/ Planned Support

How will you provide students access to learning based on individual and group needs?

2 How will you support students with gaps in the prior knowledge that is necessary to be successful in this lesson?

Karen does not have an IEP. The purpose of this lesson is to assess where Karen is deficient in her reading abilities.

4 Theoretical Principles and/or Research–Based Best Practices

Why are the learning tasks for this lesson appropriate for your students?

These tasks are necessary to assess Karen’s reading and comprehension abilities.

Materials

8 What materials does the teacher need for this lesson?

2 What materials do the students need for this lesson?

pictures of dolphins to show Karen prior to reading short clip of dolphins that Karen can watch prior to reading The book, Dolphins! by Sharon Bokoske timing mechanism

3 Academic Language Demand(s):

What language function do you want students to develop in this lesson? What must students understand in order to be intellectually engaged in the lesson?

Karen should demonstrate an ability to identify words on her grade level as well a 1st grade level reading comprehension ability

9 What specific way(s) will students need to use language (reading, writing, listening and/or speaking) to participate in learning tasks and demonstrate their learning for this lesson?

Karen will need to read aloud 2 passages and then describe back to the teacher what she read.

3 What are your students’ abilities with regard to the oral and written language associated with this lesson?

Prior to this lesson, her pre-test assessments showed that Karen is functioning below grade level for reading

Assessments:

Type of assessment (Informal or Formal) Description of assessment Modifications to the assessment so that all students could demonstrate their learning.

Evaluation Criteria – What evidence of student learning (related to the learning objectives and central focus) does the assessment provide?

Pre-Test

Woodcock-Johnson Test of Cognitive Ability (WJ-R) and the Wechsler Individual Achievement Test (WIAT)

WJ-R- revealed that Karen had lower than average scores in all areas of reading except Memory for Names and Picture Vocabulary WIAT- lower than average scores in all areas except listening comprehension

Lesson (CBDA) Karen reads aloud 2 passages from a 1st grade reader about Dolphins. Her initial words and errors per minute were calculated as well as her basic ability of reading comprehension The reader was based on a topic that Karen was already interested in to ensure that she was engaged and eager to read about the topic.

The curriculum-based assessment provided information that the pre-assessment tests could not. It was able to provide specific areas in reading that Karen needed improvement in. It determined that she had a frustration level of 38 words and 9 errors per minute but a talent of being able to compensate for her lack of word knowledge by using contextual clues from the book

Post-Test Through DA, Karen was taught to hone in on her reading comprehension skills and using contextual clues to decode unfamiliar words in reading passages. Karen also used flash cards at home to increase her automaticity with word recognition that included the sound combinations she was deficient in.

Karen was brought back to read 2 different passages again. Calculating words and errors per minute from Karen’s reading

In the DA post-test assessment, after mediation, Karen’s performance increased to an instructional 44 words and 2 errors per minute.

4 Analyzing Teaching To be completed after the lesson has be taught What worked?

What didn’t?

For whom?

Karen was very engaged and eager to read. This was especially true after mediation during the post-assessment. Picking a book about dolphins worked well because she was eager to read about a subject she was already interested in. Also, during mediation, Karen was especially responsive to her at-home work with her mother when they practiced flash cards and read together.

Adjustments

4 What instructional changes do you need to make as you prepare for the lesson tomorrow?

N/A

Proposed Changes.

2 If you could teach this lesson again to this group of students what changes would you make to your instruction?

I wouldn’t change anything about the lesson plan except for the reading content. When Karen is re-assessed again she should get a reading passage on different content, but also something that she is equally interested to read about.

Justification

4 Why will these changes improve student learning?

3 What research/ theory supports these changes?

This change will enable Karen to stay engaged and eager to read. Continually providing her with the same content will most likely increase her boredom.

You Tube Link:

Commentary:

Karen was 7 years old when she was first evaluated and provided with pre-testing of Woodcock-Johnson Test (WJ-R) and the Wechsler Individual Achievement Test (WIAT). She received below average scores on both exams in all areas except for Memory for Names and Picture Vocabulary, and reading comprehension. While the results showed that her reading ability was weak, it did not typically classify her as deficient. Due to these results, it was necessary to plan a lesson that would provide a curriculum-based assessment on Karen’s reading abilities. For this assessment, we determined that Karen should read 2 passages from a 1st grade reader on a topic that Karen had already showed a large interest in: dolphins. During the lesson, Karen was asked to read aloud and her words and errors per minute were calculated.

Karen was typically an easy child to work with and demonstrated that she was alert, friendly and motivated. She was already engaged in the topic of the passages and was eager to read them. While she struggled a bit during her readings, she persisted and worked hard to decipher words when provided with some encouragement.

The results of her CBDA showed that Karen was at a frustration level for the 2nd passage as it related to her grade level, and at an instructional level for the 1st passage. This indicated that she had not yet mastered the reading level for 1st grade. In fact, her skills were poor when it came to phonetic rules, such as understanding the concept of long and short vowel sounds. Furthermore, she lacked an awareness of letter sound combinations such as “th” and “sh”. On the other hand, Karen did show the ability to pick up contextual cues from the passage to help her in deciphering some words she was unfamiliar with.

As a result of her poor performance, at-home mediation was developed for Karen in order to improve her reading abilities. Her mother was asked to work with Karen every night with flash cards that would help Karen in faster word recognition for those that use the sound combinations she was unfamiliar with. Also, Karen’s mom read with her each night and worked with her to identify word grouping meanings to increase Karen’s ability to decipher clues from the story relating to comprehension.

Karen’s post-test was a mimic of the pre-test, in that she was asked to read 2 more passages from the dolphin reader. As with the first CBDA assessment, Karen was timed and her words and error rates were recorded. Karen’s post-test results showed an improvement from her first CBDA pre-test as her frustration level moved from 38 words and 9 errors per minute to an instructional level of 44 words and 2 errors per minute. As with the pre-test, Karen again showed an eagerness to read about dolphins and was motivated to show the assessor the improvements she made as a result of the mediation techniques that were used.

As a result of the CBDA, important information was gained about Karen’s reading abilities and the areas where she needed improvement. The CBDA highlighted that Karen was good at reading for meaning and picking up contextual clues to decode words she was unfamiliar with. This lead to an intervention strategy where Karen was asked to use her skill of picking up these clues to think about the basic messages of passages and sentences as she read. Asking Karen’s mother to work with her at home only reinforced this strategy and enabled Karen to increase her reading abilities and level more rapidly

______________________________________________

TPA Example Lesson III Robert _______________________________________

1 Lesson Plan Model[footnoteRef:1] [1:

Lesson Title/#:

Grade Level:

1 Learning Central Focus Central Focus

4 What is the central focus for the content in the learning segment?

By the end of this lesson we will be able to subtract expressions by recognizing and combining like term, after applying the distributive property.

Content Standard

4 What standard(s) are most relevant to the learning goals?

7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.

7.EE.A.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. 5 For example, means that “increase by ” is the same as “multiply by .” 6.EE.A.3 Apply the properties of operations to generate equivalent expressions. 6 For example, apply the distributive property to the expression to produce the equivalent expression; apply the distributive property to the expression to produce the equivalent expression; apply properties of operations to to produce the equivalent expression.

7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.

4 Student Learning Goal(s)/ Objective(s)

Skills/procedures What are the specific learning goal(s) for student in this lesson?

1 Concepts and reasoning/problem solving/thinking/strategies[footnoteRef:2] [2: 2The prompt provided here should be modified to reflect subject specific aspects of learning. 3 Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject specific components. ]

2 What are the specific learning goal(s) for students in this lesson?

Students generate equivalent expressions using the fact that addition and multiplication can be done in any order (commutative property) and any grouping (associative property).

Students recognize how any order, any grouping can be applied in a subtraction problem by using additive inverse relationships (adding the opposite) to form a sum and likewise with division problems by using the multiplicative inverse relationships (multiplying by the reciprocal) to form a product.

Students recognize that “any order” does not apply for expressions mixing addition and multiplication, leading to the need to follow the order of operations.

Students recognize that they are unable to combine terms that are not alike. For example, they are unable to combine 4x + 2 because they are not like term. The 4x is a term with a variable that effects its value and the 2 is a constant without a variable.

Students need to grasp the concept that they are unable to combine like terms that are in different quantities (parentheses). They need to master the skill of distributing the number outside the parentheses to get all of the terms out, so they can start combining.

4 Prior Academic Knowledge and Conceptions

What knowledge, skills, and concepts must students already know to be successful with this lesson?

2 What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?

4 Prior knowledge, skills , and concepts that students must already know to be successful with this lesson are:

Knowledge and definitions of variable, numerical expression, value of numerical expression, like terms, expression, equivalent expressions, expanded form of a expression, standard form of a expression, and how to apply the distributive property.

Students but be able to add and subtract Integers The students must be able to recognize like terms. Like terms have the same variable with the same exponent. For example, 4x – 8x (answer -4x), 3x²y + 3xy (are not like terms because the x’s have different exponents, so therefore the expression is in standard form) It is important to keep focusing on the concept of identifying and combining like terms because this concept will carry with students throughout High School.

4 Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings

What are common errors or misunderstandings of students related to the central focus of this lesson?

2 How will you address them for this group of students?

Many common errors that occur during this lesson is:

Students combine terms that are not alike. ( I.E. When given the expression 4y + 7 some students don’t grasp that concept that they are not like terms and it is in the simplest form already. Some students combine and say the answer is 11y or 11. They do this because they have been use to their answers being a finite numbers.)

When the students are asked to subtract two different quantity(parentheses) sets they combine terms before taking them out of the quantities ( I.E. When students are given (2x + 4) – (5x – 7) many students try to combine 2x and 5x but since they are in different quantities they can’t be combined. The 1 in front of each quantity needed to be distributed in to each term, before being able to combine)

When students need to distribute an integer into a quantity many times they distribute into only 1 of the terms. (I.E. When students needs to distribute 3(2x+5) they will state that after distributing the 3 in they will get 6x + 5. When they should get 6x + 15

A great way to positively address a group of students having this problem is to constantly practicing distributing. You can talk to them about “would it be fair if me (the teacher) came in and distributed bagels to only 1 group of kids?” and the kids respond “no”. And the teacher needs to respond “So is it fair for the number outside of the parentheses to only going to the first term?” and the students should respond “no”. Also it is a good habit to get the students to draw arrows of the number being distributed into each term to make sure they are distributing to each term.

When it comes to combining like term a good way for students to remember if they can combine the terms or not is to have big cut outs of variables and constants and have students make different combinations. The rest of the class needs to decide if the terms created can be combined or not and why or why. This is a nice visual and hands of for the students , and they also enjoy being creative and having fun.

3 Instructional Strategies and Learning Tasks Description of what the teacher (you) will be doing and/or what the students will be doing.

7 Launch _____5_____ Minutes

4 How will you start the lesson to engage and motivate students in learning?

The students enter the room, grab a packed from the blue bin where their daily packet is every day. Once seated I direct the students to the question on the board “What is an inverse?”. I have the class think about what they think an inverse is for 30 seconds. Then I open my wallet and hand a student $5, I have the student count the money and tell the class how much he/she has. Then I tell the class I’m going to add the inverse onto that and take the $5 away from him. I ask the class “What integer did I add onto his total of $5 for him to now have $0?”, the class should come up with the answer of “-5”. I do this several times to have the kids identify that adding inverses always adds to 0.

The class then fills out starting exercise sheet where they are given an expression and they need to fill in its inverse, and then prove it is its inverse by getting 0 as their sum.

8 Instruction _____15_____ Minutes

4 What will you do to engage students in developing understanding of the lesson objective(s)?

3 How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?

What will you say and do? What questions will you ask?

2 How will you engage students to help them understand the concepts?

What will students do?

3 How will you determine if students are meeting the intended learning objectives?

To engage students in developing an understanding of the lesson objectives first we must talk about the Aim for the day and talk about the concept of where the lesson is heading. Group discussions and group work will help engage students in the class lesson.

Students first recall on how to solve yesterday’s lesson on adding two quantities. We talk about how we solved the problems step by step.

The class is given a minute and solves the problem (7x – 5) + (10x – 10), together we go over the problem to get an answer of 17x -15. We converse about like terms and what we were able to combine and what we couldn’t The class is then given the problem (7x -5) – (10x – 10). The class discusses what the difference is between the new problem to the old problem is. The class discusses how instead of distributing a positive 1 into both quantities , in the second set we need to multiply by a negative 1 instead so we discuss how the signs in the second quantity will switch. We do it step by step together, combine like terms and get -3x +5 as our answer Questions that will constantly ask the students is “Are there like terms?”, “Can I combine these two terms?”, “How do I get the terms out of their quantities?”, “Why can I combine these terms?”, and “Why can we not combine these terms?” These questions are important because the students need to master what terms can be combined and what terms can’t To help engage students in this lesson they will work with their partner in the group they are in. The students are grouped according to their previous Math test scores.

Students will work cooperatively to answer questions. Then they will come up to the board to show their work, and also explain how they got their answer. As a class we will do over the work and check to make sure it is correct, and discuss how their classmates got their answer.

I will determine if students are meeting the intended learning objectives at this moment by circulating the room and observing discussions while the kids are working. I will ask specific questions to the students while they are at the board and to the class on the problems. The questioning to the students will be randomly drawn from a cup, so the class must be prepared to be called on at any moment.

1 Structured Practice and Application _______20___ Minutes

4 How will you give students the opportunity to practice so you can provide feedback?

3 How will students apply what they have learned?

How will you determine if students are meeting the intended learning objectives?

Students will be given 20 minutes to answer 8 practice problems. These problems will range from easy to hard when it comes to distributing and combining like terms. The problems are geared to make the students think critically and logically. I will be able to provide feedback to the student by circulating the room and assisting the kids as they need some aid. If a student tells me they are finished before time is up I will make sure to direct them to double check their work, as could be called to the board to put up their work.

9 Students will apply what they have learned by answer the 8 independent practice problems and showing, and explaining their work in the front of the room. They will also have homework that night which will also range from easy to hard on the same topic.

I will determine if the students are meeting the intended learning objectives by asking proper questioning to the students about how they got their answer, and why they are able to combine certain terms, and why they can’t combine others.

Closure _____4_____ Minutes

4 How will you end the lesson?

Students will be administered an exit slip with 3 minutes left in the class, which will be collected at the door. There will be 2 questions on it. The first question will ask the students to combine like terms. The second will have the students subtract two quantities and then combine like terms. There exit slips will help show me who got a good grasp on the lesson and who is struggling.

4 Differentiation/ Planned Support

How will you provide students access to learning based on individual and group needs?

2 How will you support students with gaps in the prior knowledge that is necessary to be successful in this lesson?

Whole Class:

When the class is working independently they are working on building a foundation of distribution and combining like terms, with level 1 to level 3 questions. These types of questions will help build a good base knowledge for the students and help build their confidence.

When the class is working in groups the questions will range from level 1 to level 5 questions to really engage every level of learner. If the low kids in the group are struggling then the higher kids can help explain. Also, the kids can work together on solving the harder problems as a team. This will help bridge gaps in any lacking knowledge of adding or subtracting Integers from the previous Unit, which is extremely important in this Unit.

2 Groups of students with similar needs:

I will provide students access to learning based on individual and group needs by groups students appropriately where strong students can help weaker students with the work. Sometimes students can explain stuff in a way that a teacher can’t. This can help reduce the gap in the lesson and make a stronger connection between previous lessons and this new one.

Individual students:

When going over questions on the board, I will make sure to ask my lower student’s proper questions that I know they are capable of answering, hopefully this will help support prior knowledge of combining Integers and make the gap smaller. This will also help build their confidence in participating more often in class.

2 Students with IEP’s or 504 plans:

Anytime we have an informal or formal assessment in class I usually give a longer wait time for students who have slower processing speeds, students where there is a language barrier, students who receive double time, and students who get stuff read to them.

2 Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial understandings, and/or misunderstandings:

Sometime when combining Integers with different signs students make an error and add instead of subtracting. I always carry money on me, so I take out my wallet. Students always love seeing money and holding it so I will represent the money to a integers and then apply the second integer usually by taking it away, so they can then get the total sum. This is a nice hands on quick activity to help kids understand better.

Student Interactions

4 How will you structure opportunities for students to work with partners or in groups? 3 What criteria will you use when forming groups?

Since we are already in the second quarter at this moment I already know who my strong students and who my weaker students are. Also, you should know which students can work in groups and which students struggle with their behavior. Students will work in pairs of 2-3 in the classroom because anything above 3 you could just have 1 student doing all the work while the others watch. If there is 2-3 students then there is need for more 1:1 student aid and cooperation between each other. Students will be grouped upon their first quarters grades and behaviors.

What Ifs

4 What might not go as planned and how can you be ready to make adjustment?

What might not go as planned in the lesson is that my low students may struggling that 4x + 3 can’t be combined and for some period of time will keep writing 7x or just 7. Being prepared for this because it is a very common error amongst students is that I will keep visual props in the room that will represent a variable. I will have some students hold he prop to represent the variable so if 5 kids were holding a ball they would be 5x, and

4 Theoretical Principles and/or Research–Based Best Practices

Why are the learning tasks for this lesson appropriate for your students?

Learning tasks for this lesson are appropriate for my students because learning these strategies will enable students to deal more effectively and successfully with mathematical problems that will be present in the upcoming Unit, and throughout Algebra next year in 8th grade. These problem solving processes could be very useful in Math, Science, Social Studies and other subjects. It will also help their own problems solving strategies in life and useful for problem solving.

Materials

10 What materials does the teacher need for this lesson?

2 What materials do the students need for this lesson?

Materials necessary for this lesson are:

Props to help create a visual aspect of a variable for students. This can be a ball or a big cutout of a variable.

Smart Board Color dry erase markers to show variables, or box like terms In same color.

Students need:

Their binders/notebooks Colored High lighters/colored pencils by preference Calculator

3 Academic Language Demand(s):

What language function do you want students to develop in this lesson? What must students understand in order to be intellectually engaged in the lesson?

Important language that students must get accustomed to saying is:

We can combine them because they are “Like terms” We cannot combine them because they are “Not like terms” The word “variable”, and for them to understand that a variable stands for any integer in the world.

They need to master the word “quantity of” when reading a set of parentheses

4 What content specific terms (vocabulary) do students need to support learning of the learning objective for this lesson

Specific vocabulary students need from the learning objectives are:

Variable Constant Coefficient Like terms Not like terms Quantity of

11 What specific way(s) will students need to use language (reading, writing, listening and/or speaking) to participate in learning tasks and demonstrate their learning for this lesson?

Anytime students are reading a set of parentheses, such as 3(x+4), they must read it “3 times the quantity of x plus 4). Many students read it as “3 times x plus 4” which is actually 3x + 4, and they are not equivalent. So therefore wording in very important. Also when students are asked why they were able to combine certain terms they need to say “they are like terms because they both have the same variable and not “because they have the same letter”. The kids need to identify a letter as a variable, and not just a letter. The converse of that last statement is also true for not like terms.

3 What are your students’ abilities with regard to the oral and written language associated with this lesson?

The students abilities when it comes to this lesson is that each kid needs to be able to read an expression properly with all proper terminology. Also they need to properly read directions carefully to fully understand what the question is asking because it could be asking the expression be written in standard or expanded form

3 How will you support students so they can understand and use the language associated with the language function and other demands in meeting the learning objectives of the lesson?

I will support the students so they can understand and use the language by provident them with positive feedback when they participate. If a quiet student raises their hand to participate and its wrong you should never shoot them down. Give them praise for thinking so hard, and try to guide them in the direction of where the correct answer is, or proper wording. When combining like terms I always ask the students “Why are we able to combine their terms?” and many respond with “They both have an x”, and I responds with “and what do we call that x?”. I try to make sure that they always use the term “variable”

Assessments:

Type of assessment (Informal or Formal) Description of assessment Modifications to the assessment so that all students could demonstrate their learning.

Evaluation Criteria – What evidence of student learning (related to the learning objectives and central focus) does the assessment provide?

Informal Group questioning It is a group assessment The students are given an expression such as “5x +3”. They are asked “Can there two terms be combined?”. Then they all put their hands down and I ask “If they can be combined raise your hand”. I then observes the class of who thinks they can be combined and need more help/practice. And then I ask the class to “put their hands up if they can’t be combined”. This will help provide me with information on what students need more 1:1 with the topic

Informal

Quiz (After the 4th lesson in Unit)

Quiz will be 3 multiple choice and 2 simplifying the expression The evidence from the quiz will help show me which students can apply certain skills at certain moments. It shows me which students can recall information from the previous lesson/Unit

Informal Exit Slip Slip students are given at the end of a lesson with 1-3 problems on it The students will hand the exit slip to me at the door. I will analyze the slips to check to see which students understood and were able to apply the lesson for the day

4 Analyzing Teaching To be completed after the lesson has be taught What worked?

What didn’t?

For whom?

What worked well for the students high and low well was having them work in groups with specific seating. I was really able to see the kids help each other out and point out what they were doing wrong, and help their classmates What didn’t work was going into groups on the first day. Several students didn’t seem to grasp the concept of distributing the -1 though completely as fast as others

Adjustments

4 What instructional changes do you need to make as you prepare for the lesson tomorrow?

As I prepare for tomorrows lesson I am going to change going into groups so quickly. Reflecting back I will do more guided practice with them, and then slowly have them do more work on their own problem by problem. Then have them do independent practice to strengthen their own skills. Then the following day do group work with higher level problems since they will all have a nice foundation of the topic.

Proposed Changes.

2 If you could teach this lesson again to this group of students what changes would you make to your instruction?

Whole class:

With instruction to the whole class I would first start with bring in like 3-4 basketballs, 4-5 baseballs, distribute them out to the class, and have the kids stand on separate sides of the rooms who have the objects. Then tell anyone with a baseball to move to a certain location and then everyone with a basketball go to a different location. Then I will ask the students with a baseball questions as to “Why did you go with the basketballs?”, looking for the response “because I have a baseball”. Also, ask the kids with a basketball “Why didn’t you go stand with the baseballs?” looking for the response “because I have a basketball”. Then explain to them that this is also how expressions work. You have the same exact variable or you can’t combine them together.

2 Groups of students:

Next time I would group the students exactly the same, but have group work on the second day of instruction because this topic of combining like terms and distribution is extremely important. Students will use this knowledge of combining like terms all the way up to calculus.

Individual students:

Some changes I would make for individual students is have better differentiated instruction. The students first worksheet may be a basic smart board lesson where they come up to the board and move all the dogs under the dog section and elephants under the elephant section. Then after the lesson instead of going directly into expression I will give them just combining terms that are positives before going into negatives.

Justification

4 Why will these changes improve student learning?

3 What research/ theory supports these changes?

These changes will help the students because doing group work the second day instead of the first will help them build a foundation on combining like terms first. Going into groups on day one they could have just been fed answers from their classmates and too shy to ask questions because they were confused.

Resources:

3 Attach each assessment and associated evaluation criteria/rubric.

4 Adapted from University of Illinois

Assessment Component Robert Woods EdTPA- EdSE 640 Link to Commentary: Click Here to watch my Video Or copy paste the following:

My student Karen who started schooling until first grade does have several weaknesses but also some strengths. One of the weaknesses Karen possess is that even though the dominant language she is exposed to is English, at home another language is spoken. Also after she was took the WJ-R testing and WIAT testing is showed low average to average score in all areas This being a problem there may be a gap between the languages. Some of Karen’s strengths are that she very motivated to learn, friendly with her classmates, respectful to her teachers, alert to everything going on, and interactive in the classroom.

The pretest that was given to Karen was to test what knowledge she had already known, or knowledge she could apply to combining integers in a simple given expression. Karen was given a worksheet that had several problems on it. Problem 1 she was given an expression and asked to combine any like terms, the second problem Karen needed to show her distributing skills by finding the sum of two quantities, and the third problem where you had to read to set up the expression and then combine. This will show what her Math skills on this topic are at the moment. Karen not knowing will be times on how long it takes her to set up and answer the problems, along with counting how many mistakes she makes. The observation of the pretest showed that it took Karen 9min 34seconds to answer the 3 questions, and had 0 mistakes in problem 1, 1 mistake in problem 2, and problem 3 she just wrote the numbers that were in the problem down. She did not attempt to solve the problem.

When it came to the pretest Karen was able to identify the pictures that were to be put together, and also some like terms in problem two. But in the last problem on the pretest Karen wasn’t able to understand what it was asking her to do. She was able to point out the numbers but didn’t know what was happening in the problem. The area that Karen deviates from her grade level is reading comprehension. This gap did cause frustration in Karen and would cause her to get frigidity.

One of Karen’s strengths is that she is not deficient with her Math ability, she is an average math student. Her struggles comes in reading comprehension and now with all the changes in New York State taking in the common core. The state wants kids to not just be able to solve problems but understand what they are solving, and become critical thinkers. Students need to understand key words in a word problem question and be able to set up an equation or expression and evaluate it. This will prove that they are comprehending and understanding the questioning. Karen can conquer this obstacle because at times she can set up the equation by using contextual cues to help her set up the problem. She just needs to strengthen her fluency which will help her understanding and comprehension.

Some instruction strategies used to help Karen within this lesson is to have her think about the message or questioning of the sentences and paragraph that she read as she reads. Then she is to go back and underline or highlight important information and what it pertains to. Another helping strategy is to contact home and have her guardian work with her at home. I will send home sentences that they can put on flash cards and mom can show the cards 1 at a time to Karen, and she can practice reading them (fluency), and then describing what they mean. (I.E. Card reads Jim hits (3x +5) baseballs, while Joey hits (2x +2) baseballs. How many more baseballs did Jim hit than Joeys?). Karen is to read the card out loud and then describe it and practice setting it up.

These instruction strategies will help Karen’s fluency with reading. She will gain confidence in her reading ability, she will participate more in class, and get less frustrated with the Math problems. After the strategies were applied for several weeks Karen took a post test. The post test was compiled of 4 problems. The first problem had Karen just combine like terms (-7x +3 +5x -2). The second problem asked Karen to simplify the expression. Here she needed to demonstrate her distribution skills ( 3(2x-5) – (7x + 6) ). The third problem Karen had to read several sentences, set up the expression and then simplify. The test took Karen 9 minutes and 48 seconds total with 3 mistakes. The first problem Karen was able to combine like terms by boxing like terms. The second problem Karen showed her distributing skills by distributing properly, but made a small mistake in combining. She forgot to keep the negative sign when she combined 6x and -7x. That mistake goes back to the previous Unit lesson and that skill can be mastered with more practice. For the last problem Karen showed her new skills by highlighting the important information, she was following along with the words as she read with her pencil and talking about loud about what was happening. She then set up the expression, but set it up backwards (second mistake), and then she combined her like terms properly but added the expression together instead of subtracting (third mistake). So even though it took Karen a bit longer to answer the problems, she took her time and was able to find the important information in the question, set it up and simplify with few mistakes that can be fixed.

Based on the dynamic assessment the next step for intervention is to have Karen stay for extra help on Tuesday to practice word problems and get help within a smaller group setting. Also, mom was ecstatic to see Karen’s growth with her reading that she is going to continue to work with Karen at home. I will continue to set home work to mom that they can work on. When I talk to mom I will emphasize the importance of sum is adding the expression and difference is subtracting expression.

Reflecting back on the execution of the dynamic assessment based on Karen was a success. The lesson was well driven and incorporated visual, auditory, and kinesthetic learners. There was good probing questions, and the work scaled properly starting with basic to build their skills and then progressively got harder. The group work was a good way for the kids to work cooperatively and help each other out. The pretest on Karen really showed her struggles in reading comprehension. With the proper strategies and moms cooperation working at home. Karen speed on the posttest didn’t increase but her understanding and skills were demonstrated by setting up the work in the proper form and combined the proper terms. The posttest also showed up that Karen needed more work on identifying Math Vocab such as sum and difference in the problems to tell herself what operation she will be using.

Name_____________________________________ Date___________________

Exit Slip Directions: Solve each problem and hand in at the door on your way out

1) Combine any like terms (Box like terms first)

3x + 5 – 10 + 7x

2) Subtract the two quantities

(8x +5) – (6x – 10)

Name____________________________________ Date_______________ PreTest Directions: Combine like terms 1) 4y + 5 +7 – 5y + 10x

Directions: Simplify the expression 2) (4x + 4) + (-2x – 10)

Directions: Set up the expression and then simplify Kenny works at a suit store over the summer so he can by a new Bike. Kenny sold (4y +7) black suits in the first month and then sold (6y -2) black suits in the second month. What is the sum of the total amount of suits Kenny sold in the first two months?

Name____________________________________ Date_______________ PostTest Directions: Combine like terms 1) (-7x +3 + 5x -2 + 15y).

Directions: Simplify the expression 2) 3(2x-5) – (7x + 6)

Directions: Set up the expression and then simplify The homeschool baseball team is having a Baseball team this evening. The home team scored (5x +4) runs in the game, while the away team scored (3x+5) runs. Find the difference between how many more runs the home team scored than the away team.

Lesson Title:

Grade Level:

Central Focus

Content Standard

Student Learning Goal(s)/objective(s)

Launch

Instruction/Procedure

Differentiation/Planned Support for Student

Student Interactions

Theoretical Principles and/or Research Based Best practices

Materials

Linguistic Aim

Vocabulary

Assessment

Lesson Plan (5 pages 1500 words )

Lesson Plan (5 pages 1500 words )

Like this:

Related

Lesson Plan (5 pages 1500 words )

Lesson Plan (5 pages 1500 words )

Share this:

Like this:

Related