USF Elementary Education Lesson Plan Template (S 2014)

Schwarz_________________________________
Grade Level Being Taught: Subject/Content: Math
3rd

What Standards (national

or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Evaluation Plan- How will
you know students have
mastered your objectives?

Name: ___Gabrielle
Group
Size:
Whole
Class

Date of Lesson: March 10th

2016

Lesson Content
MACC.3.0A.3.7: Fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division or properties of operations. By the end of
Grade 3, know all products of two one-digit numbers (Math Textbook).

1). Students will be able to divide by 9.

I will also have technology goals that I want to incorporate into my lesson. The main
focus of the technology I am incorporating into this lesson is to get good data, and using
the technology to assess my students in a unique way.
My technology integration fit the best with Goal Directed, Adoption from the technology
matrix USF has.

Formative:
1). KWL
2). Check N Go

USF Elementary Education Lesson Plan Template (S 2014)

Schwarz_________________________________
Grade Level Being Taught: Subject/Content: Math
3rd

Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Name: ___Gabrielle
Group
Size:
Whole
Class

Date of Lesson: March 10th

2016

3). Walking around classroom and observing student work.

Summative:
4). Workbook Pages.
5). Plicker

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Time

Where applicable, be sure to

address the following:
How will materials be
distributed?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?

5 min
5 min

5 min

10
min
10
min

Lesson Implementation
Who is
Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or
(Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Teacher
Introduction to what we will be working on today, introducing the
Students
essential question and the problem of the day
Students
Students will create a KWL and solve the problem of the day
Student will come up and present their answer to the class for the
Students
problem of the day.
Students will be asked to complete the Check N Go in which the
Students
student shows their work to the teacher.
Plicker (Technology Integration)

USF Elementary Education Lesson Plan Template (S 2014)

Schwarz_________________________________
Grade Level Being Taught: Subject/Content: Math
3rd

What student data will be

collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
Meeting your students
needs as people and as
learners

Name: ___Gabrielle
Group
Size:
Whole
Class

Date of Lesson: March 10th

2016

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
I am integrating technology into my lesson, which is definitely an interest of
my students.

Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.

There will be an enrichment worksheet available for students to work on if they

finish early, in order to prevent students from just sitting at their desk.
Students also rate where they are in terms of understanding, and get
additional help depending on that rating.

Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

I will be trying to incorporate metacognition which is something we learned a lot about

in our learn and development class. I want students to take the time to reflect on their
learning, and take note if they understand what is being presented to them.

USF Elementary Education Lesson Plan Template (S 2014)

Schwarz_________________________________
Grade Level Being Taught: Subject/Content: Math
3rd

Name: ___Gabrielle
Group
Size:
Whole
Class

Date of Lesson: March 10th

2016

Gabrielle Schwarz
University Supervisor/Peer Observation #2
This observation was a unique experience for me. I had the opportunity to be observed not only by my supervisor but also by a
peer. This allowed me a chance for feedback from two different people.
The lesson started out well. I had students engaged, and had pretty good classroom management. Students worked independently
and then partner talked for a moment about how they got their answer for the Problem of the Day. I walked around the classroom during
this time, and took notice of two students who both got the correct answer, but used different strategies. I had both these students come up
to the board and present their answers to the class, emphasizing their different strategies.
I felt as though in the beginning I was doing well at keeping time with the students. Not allowing for too much or to little time. This
is something I had previously struggled with at times.
At one point the classroom seemed to become a bit unorganized though. There was a part of the lesson where students needed to
get their check n go looked at, and once correct would go off and work with a partner, while a certain group of students would work in
small group with myself.
There was confusion at this time for certain students, which was surprising as this is how we usually break apart groups. This
confusion mostly occurred with small group, there is a group of students who is worked with on a regular basis, but one particular student

USF Elementary Education Lesson Plan Template (S 2014)

Schwarz_________________________________
Grade Level Being Taught: Subject/Content: Math
3rd

Name: ___Gabrielle
Group
Size:
Whole
Class

Date of Lesson: March 10th

2016

who regularly works in small group, decided they did not want to work in small group. This was a bit of an issue, and it took time to get
this student to join small group.
At this time, the class also got a bit loud, which did not help with any of the confusion. I think I could have had better classroom
management. My supervisor also suggested myself or another teacher circulating the classroom with a roster, putting a plus or minus next
to a students name if they are engaged and working, or if they are goofing off. She thought this would better enforce the importance of
participation to students, and promote the students to work more efficiently. Which I think is a great idea and strategy, and I definitely want
to use it in the future.
I used v-note, which is software my supervisor recommended to better reflect on my performance. I noticed from this reflection on
v-note that I could of tried to rephrase my directions at certain points, as I noticed that when providing clarification to students that I
tended to repeat myself sometimes.
This lesson was also supposed to integrate technology, which was going to be plicker. This was a bit difficult as we were a bit short
on time, and it was almost time for dismissal. My peer recommended passing out the plickers a different way next time, as it was a bit time
consuming. I will definitely do this, possibly passing them out in the beginning of the lesson, the only concern was that students may
play with them, and it could distract them. I would just make sure to watch for this.

USF Elementary Education Lesson Plan Template (S 2014)

Schwarz_________________________________
Grade Level Being Taught: Subject/Content: Math
3rd

Name: ___Gabrielle
Group
Size:
Whole
Class

Date of Lesson: March 10th

2016

I feel as though the use of plickers provided me a solid form of summative data at the conclusion of the lesson. I have data to look
back on and see whether students got the concept they were supposed to get from the lesson. This was also a less stressful, less pressure
way to assess my students. Some of my students may suffer from test anxiety and I believe this way of assessing is a great way to relieve
that anxiety.
The data from using the plickers informed me that about sixty-seven percent of my students got the concept. This is unacceptable to
me. I definitely want to go over this material again with my students. This is a way plickers and technology in general can be useful in the
classroom, as it can also double as a form of formative data in a way, as the data informed me that I would want to go over the material
again.
I was a bit nervous when I first decided to incorporate plickers into my lesson, but my CT had used them before and the students
were familiar with them, which made me feel a bit better. There were no real problems when students were actually utilizing plickers,
which was nice.
I would try to incorporate some of the strategies from above if I was to do a lesson with similar structure again. I want to continue
to work on improving my classroom management skills, and making sure that even If I am working with a small group that the rest of the
class is being productive and on task.

USF Elementary Education Lesson Plan Template (S 2014)

Schwarz_________________________________
Grade Level Being Taught: Subject/Content: Math
3rd

Name: ___Gabrielle
Group
Size:
Whole
Class

Date of Lesson: March 10th

2016

I learned a lot from this experience. This showed me how important it is to have good classroom management. My students need to
know that they are still expected to be working even if I am not standing next to them or looking at them. I look forward to continuing to
improve as a teacher.

USF Elementary Education Lesson Plan Template (S 2014)

Schwarz_________________________________
Grade Level Being Taught: Subject/Content: Math
3rd

Figure 1: V-Note

Name: ___Gabrielle
Group
Size:
Whole
Class

Date of Lesson: March 10th

2016

USF Elementary Education Lesson Plan Template (S 2014)

Schwarz_________________________________
Grade Level Being Taught: Subject/Content: Math
3rd

Figure 2: V-Note

Name: ___Gabrielle
Group
Size:
Whole
Class

Date of Lesson: March 10th

2016

USF Elementary Education Lesson Plan Template (S 2014)

Schwarz_________________________________
Grade Level Being Taught: Subject/Content: Math
3rd

Figure 3: V-Note

Name: ___Gabrielle
Group
Size:
Whole
Class

Date of Lesson: March 10th

2016

USF Elementary Education Lesson Plan Template (S 2014)

Schwarz_________________________________
Grade Level Being Taught: Subject/Content: Math
3rd

Figure 4: Plickers Data

Name: ___Gabrielle
Group
Size:
Whole
Class

Date of Lesson: March 10th

2016