Define Entry: Lesson Planning Project

POV madlib:
Mrs. Steeles 6th grade students need five days of engaging and accessible lessons that integrate the concepts of 6.SP and are
able to be differentiated because the students have various academic needs.
Laura and Christina need to create lessons that are able to be taught by someone else or provide supplemental work because
they are not able to teach their lesson in the classroom.

Define Entry Artist Statement:

Where does it fit in the process?

After empathizing with both the students and myself I realized that I had to also articulate the challenge in terms of
both. The challenges go hand in hand and I must balance both needs in order to create a meaningful lesson.

Who did I collaborate with?

I collaborated with my MTH 323 classmates in order to define our challenge of creating a cohesive unit in order to meet
the students needs, and defining each persons role within the unit.

How did I do the work?

As a class we attended to the questions of when, who, how, which, what, and where in terms of our unit in order to
define our challenge. We addressed when the lessons would be taught, and the logical introduction of each concept,
who would teach each lesson, how we would logically introduce each concept in 6.SP to create a cohesive unit, which
parts of the standards we could realistically attend to, and what our ultimate purpose was for the unit.

What did I learn?

I learned that we must clearly define our challenge in order to be intentional with our instruction. There is a big focus
on teachers being intentional with their instruction in education, with research to support its effectiveness. The design
thinking process helps teachers to achieve this goal and leads them through a process that will produce a focused and
holistically made product. Defining the challenge is one of the crucial aspects of being an intentional teacher.