Non-SLO Lesson Plan Template

LESSON PLAN TEMPLATE

*If used independent of a Unit Plan or SLO*
Monday, March 4st 2019
Lesson Day
6th grade Level 1 Mathematics (1st and 3rd periods)
48 minute period, whole class instruction

Students will have the opportunity to apply their previous knowledge of simplifying
Goal Statement
expressions with positive and negative terms through different activities and games.
A description of the enduring understanding or big ideas that
students will possess at the end of the Learning plan based on
grade level content standards and curriculum.
This lesson allows students to apply their new content knowledge of simplifying
How will this lesson support the learning goal?
expressions by adding and subtracting integers through a simplifying expressions card
(1c: Setting Instructional Outcomes)
game and dice activity. These activities incorporate student collaboration, as students will
support each other through the two different activities.

M06.B-E.1.1.3: Identify parts of an expression using mathematical terms (e.g., sum, term,
PA Standards product, factor, quotient, coefficient, quantity).
List the Pennsylvania Standard(s) relevant for this lesson.
M06.B-E.1.1.5: Apply the properties of operations to generate equivalent expressions.

 Variable
Academic Language
What language will students be expected to utilize by the end of  Constant
the lesson? Consider Language function and language demands  Coefficient
(see Lesson Plan User Guide).  Algebraic Expression
What key terms are essential?  Simplify
What key terms are essential to develop and extend students’  Distribute/Expand
academic language?
What opportunities will you provide for students to practice the
new language and develop fluency, both written and oral?

I can apply my knowledge of simplifying and expanding to a simplifying expressions card

Objective(s)
game and dice activity.
(1c: Setting Instructional Outcomes)
I can simplify an algebraic expression my combining like terms.
Taking into consideration the learning goal what is the
I can expand an algebraic expression by multiplying my term to both terms in the
objective(s) of this lesson that will support the progress toward
parenthesis.
the learning goal?
I can simplify an algebraic expression with negative terms.
The statement should be directly observable (use verbs that can be
measured).
Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
What texts, digital resources, & materials will be used in this
lesson? How do the materials align with the learning
objective/outcomes? If appropriate, what educational technology
will be used to support the learning outcomes of this lesson? How
do the resources support the learning objectives?
Cite publications and any web resources.
Anticipatory Set (8 minutes)
(1a: Demonstrating Knowledge of Content and Pedagogy)
10 minutes
How will you set the purpose and help students learn why today’s
lesson is important to them as learners?
How will you pique the interest or curiosity regarding the lesson
topic?
How will you build on students’ prior knowledge?
How will you introduce and explain the strategy/concept or skill?
Provide detailed steps.
Instructional Activities (35 minutes)
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e:
Designing Coherent Instruction)
Exploration (Model): How will students explore the new
concepts? How will you model or provide explicit instruction?
Guided Practice: How will you provide support to students as they
apply the new concept? How will you allow them to practice (with
teacher support)?
Independent practice: How will students review and solidify these
concepts to be able to use this new knowledge? How will you
monitor and provide feedback?
-Rolling For Algebraic Expressions Worksheet
-Dice
-Pencil
-Whiteboard
-Simplifying Expressions Card Game
Prior to this lesson, students have been taught and tested on simplifying expressions. After
reviewing the Chapter 7 tests, one major mistake that was made was simplifying
expressions with integers (or negative numbers). The lesson taught the day prior was
taught on the conceptual understanding of addition and subtraction of integer on a number
line, so this lesson ties both ideas together by creating more difficult expressions to
simplify using negatives.
The anticipatory set will consist of giving the layout of the class period. This lesson will be
parallel co-taught by my mentor and I, each of us facilitating an activity on our side of the
room. Students will be grouped into two different groups, as my mentor and I will each
take a group to begin an activity
The goal behind this anticipatory set is to set the rules and expectations for the class
period. This lesson is more student-led, as students will take ownership in their learning
and challenge themselves, so being an active participant is crucial.
As mentioned previously, there are two different activities being completed by students in
class. Below describes the layout and directions of each activity.
Rolling For Algebraic Expressions
My mentor will be facilitating this activity. Students will each receive a die and worksheet
to record their work. The worksheet consists of different algebraic expression with blank
boxes. Students will work with a partner or two by filling in the boxes with the numbers
rolled on their dice. There will be different levels of questions, levels 1-3 (1 being more
basic and 3 being very challenging). My mentor teacher will explain the directions to
students, clarify any questions students may have, and then let students complete the
activity. If students are doing well with level 1 problems, my mentor teacher will challenge
them to complete level 2 or 3 problems. My mentor will facilitate student work by
questioning student work and giving guidance if need be.
Provide detailed steps.
Closure (5 minutes)
(1e: Designing Coherent Instruction)
5 minutes
How will students share or show what they have learned in this
lesson?
How will you restate the teaching point and clarify key concepts?
How will you provide opportunities to extend ideas and check for
understanding?
How will this lesson lead to the next lesson?
Differentiation
(1e: Designing Coherent Instruction)
What differentiated support will you provide for students whose
academic development is below or above the current grade level?
What specific differentiation of content, process, products, and/or
learning environment do you plan to employ to meet the needs
of all of your students?
How does your lesson support student differences with regard to
Simplifying Expressions Card Game
I will be facilitating this activity. Students will be placed into groups of 2-4 (3 is ideal, but
group size depends on the number of students in class). Each group will receive a deck of
cards consisting of the following: 3 operation cards (addition on one side, subtraction on
the other) along with 3 packs of term cards. The three term decks will be placed face down
in front of players, each integer card will be placed between each deck. Students will flip
over the top card on each deck and will mentally simplify the expressions. There are
several different levels of play as followed.
Level 1: 3 decks of terms with two + cards between each term
Level 2: 3 decks of terms with one + and – between each term
Level 3: 4 decks of terms with one + and – between each term
Level 4: 4 decks of terms with +, -, and • operations between each terms
I will facilitate how students are performing, and if they should move up a level. I will also
allow students to ask to move up a level to try out more difficult problems. I do not expect
students to complete all four levels, but providing that extra challenge for students who
may find simplifying with negatives to be a mastered skill. As my mentor will in the other
activity, I will facilitate student work by questioning student work and giving guidance if
need be.
At the halfway point of the class, my mentor and I will regain attention from our groups to
clean up their work station and then switch to the next activity. Students will have the
remainder of the period to complete the second activity
With about five minutes left in the period, my mentor and I will regain our groups’
attention and have students clean up the activity. After students are cleaned up and packed
up, I will ask for a few volunteers to share out what they thought about the activities and
give their input on the lesson.
For my above level students, I will challenge these students to think beyond the activities
at hand. For the Rolling for Algebraic Expressions Activity, students will be challenged to
simplify the level 3 expressions. If students have extra time, they are free to work with
other peers or assist any peers who may need extra support. They also may create their own
expressions by rolling dice and having their partner simplify the expression.
For my below level students, I will have students work with peers and use any simplifying
expression examples to support with each activity. I will be frequently checking on them to
ensure they are on task, understanding the concepts being applied, and have no questions. I
linguistic, academic, and cultural diversity?
How will your lesson actively build upon the resources that
linguistically and culturally diverse students bring to the
experience?
How will your lesson will be supportive for all students, including
English Language Learners, and build upon the linguistic,
cultural, and experiential resources that they bring to their
learning?
How will your lesson is designed to promote creative and critical
thinking and inventiveness?
Accommodations
(1e: Designing Coherent Instruction)
What classroom accommodations do you plan to employ to
increase curriculum access for students identified with special
education needs or 504?
Describe how these accommodations align with the current
Individualized Education Plan (IEP) for each student as
applicable (avoid using actual names of students).
Modifications
(1e: Designing Coherent Instruction)
What curricular modifications and/or changes in performance
standards, if any, do you plan to employ to facilitate the
participation of students identified with special education needs?
Assessment (Formal or Informal).
(1f: Assessing Student Learning)
How will you and the students assess where the learning
objectives, listed above, were met?
Each formal or informal assessment should describe how it is
aligned to the above objective(s).
will provide as much one on one support I can for these students, but if I need to help other
students I will ask these students to work with their table members.
For my English Language Learners, I will allow them to practice their BICS (Basic
Interpersonal Communicative Skills) when working with classmates and receiving support
from the teacher. They will also practice CALPS (Cognitive Academic Language
Proficiency) when completing the Rolling for Algebraic Expressions activity and
Simplifying Expressions Card Game by collaboration with peers. If my students struggle
with CALPS, I will provide the student with the modeled practice problems to use as a
resource when completing the problems.
For my students with ADHD and attention difficulty, I will ensure they are seated close to
instruction and prompt these students to stay on task, especially when working in groups. I
will also ensure the group of students they work with will not be a distraction, but rather a
resource for them if they need guidance or clarification and a teacher is not available. I will
also allow these students to vocalize their thoughts through discussion with group members
during the completion of the two activities. This also gives students the opportunity to
rephrase and repeat the content to fully understand the concepts and content being taught in
the lesson.
Students who require additional aids, such as a multiplication chart or completed notes,
may use such items to help when completing classwork and class activities. If students are
given these materials and are not using them, I will prompt them to use such items during
the lesson, as they will be a great resource for students to progress their learning
throughout the lesson.
Students with specific modifications may only complete certain parts of the activity (only
so many problems etc.) This way, students only need to complete problems that will best
guide their thinking through the activity, without hindering their progression of learning.
Throughout the lesson, students complete two informal assessments. When students
complete the Rolling for Algebraic Expressions activity, students are demonstrating their
knowledge of simplifying algebraic expressions with negative terms. Students are able to
discuss and share idea with classmates about how they approach simplifying each
expression. When students complete the Simplifying Expressions Card Game, students are
also demonstrating their knowledge of simplifying algebraic expressions with negative
terms, only in a faster pace way. In this activity, students are showing their understanding
in a game-setting. Both activities are great for students to demonstrate their understanding
of simplifying expressions with negative terms in a relaxed and stress-free environment.
 Reflection on Instruction
What evidence did you collect to demonstrate that your students
have met or are progressing towards the learning outcome?
What changes or adjustments had to be made during the lesson
(justify those changes) to ensure students make adequate progress
in meeting the learning objective?
What changes will have to be made to the next lesson in order for
students to be on pace in meeting the overall goal of the Lesson or
Unit?
Taking good notes about each lesson will help as you develop a
formal reflective narrative at the end of the SLO.
This lesson was so fun to teach and plan! With the snow and my mentor out for a
day, the co-taught aspect of this lesson was tricky to maneuver. But, I was able to
have another math teacher in the class to co-teach the lesson with me. Watching
students interact in a positive way and learn from each other was so exciting and
having to quiet students because they were so excited about the activity was the
highlight to my day. One thing I love about being in the classroom for an extended
period of time is being able to see a need from students, and then addressing those
needs through activities and lessons to strengthen that particular skill. Today’s
lesson was just that. I also really appreciated the help I received when creating one
of the activities for today’s lesson. I had originally created a different layout, but
after consulting with other math teachers got some feedback and I worked to
change the activity so it would fit the needs of my particular classes. These types of
lessons are the lessons I want to teach in my future class, not countless days of
notes and quizzes and so on. This lesson was awesome, and I can’t wait to plan and
teach more lessons like this.