Supervisorob 1 Level 3

Supervisor Observation #1 – Level 3 Name: Hannah Bishop
Grade Level Being Taught: 1st Subject/Content: Math Group Size: Date of Lesson: 1/24/18
Whole
Part 1: Lesson Content

What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
MAFS.1.OA.4.8 – Determine the unknown number in an addition or subtraction
standards.) equation relating to three whole numbers
Objectives- What students will Some examples:
know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard)
Measure (HOW WELL they need to Students will be able to accurately solve for the unknown number in
do it) various positions in addition and subtraction.
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? Apply & Understand
Which level(s) of thinking is/are called for in your objective? Apply
Why did you choose this level(s) of thinking? The students are solving equations to find the
unknown, and that is applying the material to see if they actually understand it.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered As the students play the “missing number” game, I will be walking around with a checklist
your objectives? assessing the students as they play.
Is your assessment formative or summative? Why did you make that assessment decision? Formative
because the students will be taking their summative final test on the material the following day.
Whole
How does it align with your objective? It aligns with my objective because I am assessing the
students off the problems they will be solving during their final game.
Assessment Scoring/Rubric
What are the criteria for how you
will assess student Students either got the answer correct or incorrect and if any student needs additional help, then I will
learning/student work? If you’re pull another small group to reteach.
using a rubric, include your rubric
here.
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
Kindergarten: MAFS.K.OA.1.4 – For any number from 1 to 9 find the number that makes 10 when
added to the given number. By using objects, or drawings, and record the answer with a drawing
or equation.
Trace the standard to the next grade level. What will students learn next related to this standard?
2nd: MAFS.2.OA.1.a – Determine the unknown whole number in an equation relating four or more
whole numbers.
What misconceptions might Equal sign means an answer is followed.

students have about this EQUAL SIGN MEANS SAME AS
content?
Part 2: Lesson Implementation
Management & Environment
(integrated throughout your  The students will be together on the carpet with their math reviews on clipboards. I will be
step-by-step plan): directing the conversation during the review, then students will return to their seats in pairs to
 How will you arrange play the math review game.
yourself and the students  I will use attention getters as needed, use the behavior clip chart, and also reward groups on task
(location in the classroom, with Bellamy $$
Whole
seating)?  I will remind the students of rules and procedures at the beginning of the lesson as well as
 What processes & throughout the lesson to remind them what they should be doing.
procedures will you use?  When students are not meeting my expectations, they will lose privileges of playing the
How and when will you worksheet as a game and instead they will have to fill it in alone.
communicate those to  The partners will be pre-assigned to try and balance out the students with more extensive
students? management plans and partner them with students they work well with.
 What expectations will you  If the students complete the game early then they will pack up for lunch and sit on the carpet
have for the students? How when ready for lunch. There are only 3 questions on the game so the students should move
and when will you through it quickly.
communicate those to  If the students are done extremely early I will have them create their own problems on the back
students? and have their partners solve them.
 What strategies will you use  I will circulate throughout the whole lesson and my CT will as well.
if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do it
they complete the task
quickly?
Materials  Pencils
(What materials will you use? Why  Manipulatives (if needed)
did you choose these materials?  Worksheets
Include any resources you used.  Game pieces
This can also include people!)  CT
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:
The students will be placed into pairs that are beneficial to them based on their individual needs.
Students that need more practice are paired with students that understand it and want to assist their
peers. ELL students are paired with other students that speak Spanish.
Whole
On the carpet, students that benefit from sitting closer are moved to the front, and the students that need
more redirecting are sitting closer to me.
Students that distract others are moved toward the back to have their own space.
Which specific students will benefit, and why?
All students will benefit in their own learning.
Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual  Pre-Production Level: Will give a worksheet with visuals, and allow the student to circle answers.
students (initials), and then explain Also this student will be paired with a buddy of the same language.
the accommodation(s) you will  Early Production Level: Allow the student to answer the problems orally, one-two words
implement for these unique answers are accepted, as well as asking yes or no questions to understand their comprehension.
learners.)  Speech Emergence Level: Allow student to misspell words or use incorrect grammar without a
loss of points, but will correct.
 Intermediate Fluency Level: Will complete work as normal, but will still accept errors in writing.
What accommodations will you make for students who have an IEP or 504 plan?
Students who have an IEP or 504 plan will be able to choose the spot in the room that feels comfortable
for them to play the math game.
Based on their needs, I will allow other methods of writing or drawing out their answers.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
These students will often finish earlier, so I will have them create their own challenging problems for
their partners to answer.
These students will also be paired together to help challenge one another.
Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
 Students are paired with partners that will benefit them.
 My engage of the lesson is about picking flowers outside that many students have done
If applicable, how does this lesson connect to/reflect the local community?
 Picking flowers outside
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? Math
teaching this lesson? Be thorough.
Whole
Act as if you needed a substitute to 2. What is the expected lesson structure for a lesson taught within this content area? In other
carry out the lesson for you.) words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) Whole group to paired groups
Where applicable, be sure to
3. Step-by-step plan:
address the following:
 What Higher Order Thinking Time: Action Steps:
(H.O.T.) questions will you ask? 0-2min – on carpet
 How will materials be Explain expectations and rules for lesson, explain what we will be doing, objective, and then
distributed? 3-7min go into the engage word problem that we will be doing together on the board. (will have
 Who will work together in problem displayed but will read to student’s multiple times). Word Problem: Ms. Bishop picks 4 daisies,
groups and how will you then picks some roses & ends up with 9 flowers? How many roses did I pick in total? (will be pre-
determine the grouping? written on board while students are at PE)
 How will students transition I will ask students; “what information do we know from this problem?”
between activities? “How would we set the problem up to solve for the unknown number?”
 What will you as the teacher “Do we agree or disagree with that student’s answer? Thumbs up/down”
do? *we will solve the problem together on the carpet*
 What will you as the teacher 7-9min When solving this problem, I will allow the students to take turns explaining their thinking to the
say? class, I will have the class state if they agree or disagree and why then let the student fill in the answer on
 What will the students do? the board. I will do this for the entire problem.
 What student data will be 10min-15min – on carpet
collected during each phase? We will be finishing our review paper together from Wednesday, making sure the students have the
 What are other adults in the correct answers so they can take it from to study with their parents.
room doing? How are they The students will be on the carpet with their papers on clipboards, and I will be projecting the review on
supporting students’ learning? the board through the ELMO. I will be asking the students to answer out loud during the review as well
as turning to partners to share and discuss what they think the answer is.
16-18min
During this timeframe, I will allow students to write some of the answers into the review, and I will allow
the students to share their partner’s answers.
Students will be called on to share their methods of solving to show their peers.
I will only call on students sitting quietly raising their hands.
18-20min
*Turn knee to knee to your shoulder partner. To determine answer
Whole
*” Discuss with your partner what you think the answers is and why, be prepared to share your
PARTNERS answer out loud”
 I will be directing their conversations and facilitating the instruction, and my CT will be floating
and helping as well.
We want the answers in the review to be clean to read and correct because these are the answers they
will be studying for their test the following day.
20min-30min- in pairs around the room
Students will be playing a game called “what the missing number?” this game the students will be
flipping a deck of cards 0-10 trying to find the number that makes their problems on their worksheet
true before their partner gets the number they need.
Each student is trying to find 3 missing numbers to make their 3 equations true.
 I will be circulating with a checklist of the student’s name, checking off if they understand the
lesson or not based on the numbers they are filling into their game, and the conversations the
students are having.
 I will be spending 2 minutes with each partnership making sure they are playing on task, and
understand it. I will watch them each take multiple turns and I will formatively assess them
based on their answers and the conversation among each other.
 I will be looking for students helping each other, or talking it out when they are thinking.
 These are practiced to be mental math, so the students are to talk through the problems with
their partner to come up with the correct answer.
 I will remind students during this time that we need to play games fairly or else they will just fill
out the sheet individually without playing the actual game.
 If students finish extremely early I will have them create their own problems on the back and
have their partner solve them.
 If students are done but it is getting close to lunch, I will have the students pack up their desks
and sit on the carpet ready for lunch.
25-27min
I will hand out bobcat bucks for the students that have been paying attention during the lesson and are
properly playing the missing number math game.
This will hopefully redirect any students that were not on task as well.
 My CT will be circulating throughout the entire lesson, helping with behavior problems, as well as
directing the partnerships playing the game. I will be taking the lead on the lesson and directing
the students and managing the time of the lesson as well.
Whole
29-30min
 I will be repeating over what we did during this lesson, what they need to study, and just going
over the objective of the lesson one last time.
 I will then line up students for lunch by their shirt color.
I will keep the student’s worksheets and assess them as well to see all the answers students put as well
as their handwriting with their numbers.

Supervisorob 1 Level 3

Uploaded by

Copyright:

Available Formats

You might also like

Supervisorob 1 Level 3

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Supervisorob 1 Level 3

Uploaded by

Copyright:

Available Formats

Supervisor Observation #1 – Level 3 Name: Hannah Bishop

Part 1: Lesson Content

What misconceptions might Equal sign means an answer is followed.

Process Product Content Readiness Interest Learner Profile

You might also like