Pre- Observation Reflection: Designing Lessons to Meet Student Learning Needs

Learning Objectives and Goals

 How do you plan to communicate the learning objectives to students? Be specific include teacher talk and exact language you
might use.
At the beginning of the lesson, I will include a slide presenting to the students what our learning objective of the day will be.
During this slide, I will share with the students that “our learning goal for today will be to use the <, >, or = symbols to compare
two fractions with the same denominator or numerator”. This will aid students in recognizing what that should be able to do by the
end of today’s lesson.
Using Data
 What sources of student data did you use to determine student performance levels for these learning objectives? What did you learn
from this data?
I chose to use students’ formative data and assessment results to determine whether or not they have the necessary prior knowledge
before beginning this lesson. I am also using these formative results as a means of determining whether students are understanding
the concepts as we as completing the lesson, as well as after we have finished the lesson for the day.
Assessment
 How do you expect students to respond to questions? Whole class? Individually? Why?
Since students will be participating in a Nearpod presentation for this lesson, they are able to share their answers in a variety of
ways. Students are able to explain their thinking to the whole group or by typing their responses on their own submission pages.
This allows for differentiation in how students choose to demonstrate their understanding, as well as share their work.
Instruction
 How will you know when it is time to move from one activity to the next?
As the teacher, I will know when it is time to move from one activity or question to the next, when students have participated in the
Nearpod page presented in front of them and demonstrated their understanding through the use of models, numbers, words, or other
forms of demonstration. This is helpful for me, as I can see when students may need more time on an aspect of the lesson, or when
students understand something quickly and are ready to move on.
Observation Focus
 Using the actionable feedback from your most recent formal observations, how will you address those goals in this particular
lesson? Which new FEAPs do you intend to demonstrate during this lesson?
In this lesson, I am addressing the Higher Order Thinking question format from last observation, and my goal to ensure I circle
back to the question at the end of the lesson to ensure students’ growth and understanding throughout the lesson. In this lesson, I
intend to demonstrate FEAP 1f: Develops learning experiences that require students to demonstrate a variety of applicable skills
and competencies.
Supervisor Observation #2- Final Internship Lesson Plan
Dowling___________________________________
Grade Level Being Taught: 3rd
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL
applicable standards.)
Understanding the standards
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Name: _Sydney
Subject/Content: Math Group Size: Date of Lesson: 2/23/21
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Part 1: Lesson Content
*Equity*
Greater than, Less than, or Equal to- Nearpod Edition
How does this lesson connect to the interests and cultural backgrounds of your students?
This lesson connects to the interests and cultural backgrounds of the students, by providing them with
real-world examples based on their interests- and applying them to concepts we are discussing in
math.
How does this lesson connect to/reflect the local community?
This lesson connects to and reflects the local community in the sense that students are able to apply
their knowledge learned in class to the real-world and do so by utilizing the technology made
available to them by their community through e-learning platforms.
MAFS.3.NF.1.3:
Explain equivalence of fractions in special cases and compare fractions by reasoning about their size.
a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a
number line.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why
the fractions are equivalent, e.g., by using a visual fraction model.
c. Express whole numbers as fractions and recognize fractions that are equivalent to whole
numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at
the same point of a number line diagram.
d. Compare two fractions with the same numerator or the same denominator by reasoning about
their size. Recognize that comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with the symbols >, =, or <, and justify the
conclusions, e.g., by using a visual fraction model.
Trace the standard to the previous grade level. What have students already learned or been exposed to
Supervisor Observation #2- Final Internship Lesson Plan
Dowling___________________________________
Grade Level Being Taught: 3rd
over time
What misconceptions might
students have about this
content?
Objectives- What students will
know or be able to do after the
instruction – the learning
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Name: _Sydney
Subject/Content: Math Group Size: Date of Lesson: 2/23/21
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related to this standard?
This standard is not included within the third-grade requirements, but students will have touched on
fractions previously within third grade lessons, as well as discussed, the language of “greater than”,
“less than”, and “equal to” prior to learning these symbols.
Trace the standard to the next grade level. What will students learn next related to this standard?
This standard is not included within the fourth-grade requirements, however, within this cluster,
students will be looking at these standards next:
MAFS.4.NF.1.1:
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models,
with attention to how the number and size of the parts differ even though the two fractions themselves
are the same size. Use this principle to recognize and generate equivalent fractions.
And
MAFS.4.NF.1.2:
Compare two fractions with different numerators and different denominators, e.g., by creating
common denominators or numerators, or by comparing to a benchmark fraction such as 1/2.
Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the
results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual
fraction model.
Students may believe that the way the greater than or less than symbol is pointing is not indicative of
the name of the symbol (ex. > is less than and < is greater than, whereas it is truly the opposite).
Students may have the misconception that fractions with the same numerator or denominator are
always equivalent.
Planning for students’ misconceptions ahead of time allows for me to plan for how I can ensure I am
prepared to counteract these misconceptions and ensure students are all learning/ understanding the
material.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between
potential and kinetic energy (content- what). 
Supervisor Observation #2- Final Internship Lesson Plan
Dowling___________________________________
Grade Level Being Taught: 3rd
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show
it- there might be clues in the
standard)
Measure (HOW WELL they need
to do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered
your objectives?
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Name: _Sydney
Subject/Content: Math Group Size: Date of Lesson: 2/23/21
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--Based on what they read in the first half of a fiction story, students will be able to write (action-
how) a reasonable (measure- how well) prediction (also part of the action) for how the main character
will respond to a challenge in the second half (content- what).
- Students will be able to compare two fractions by accurately using the symbols for greater
than, less than, and equal to.
- Students will be able to identify whether fractions are greater than, less than, or equal to one
another, given two fractions with either the same numerator or same denominator.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard? Strategic Thinking and Complex Reasoning
Which level(s) of thinking is/are called for in your objective? Thinking and Complex Reasoning
Why did you choose this level(s) of thinking?
I chose this level of thinking because it is the level in which the standard is based, and therefore, the
objectives of the lesson should meet this same standard of learning and thinking.
Describe your assessment plan:
There will be two main forms of assessment for this particular lesson:
- For the first assessment, students will complete the summary of learning question at the end of
our Nearpod lesson for the day. During this time, students will be asked to bubble-in the
corresponding letters to the symbol they think best completes the inequality statement. This
will determine whether students understand the concepts learned today, how to bubble-in this
type of question should it appear on a test, and if they are reading to move on to the exit ticket
and modular work before needing one last review of this material.
Using the Nearpod allows students to show their work in multiple ways- allowing for students
to make sense of the work in meaningful ways for them individually.
- The exit ticket will be the second form of assessment for this lesson. The exit ticket will
Supervisor Observation #2- Final Internship Lesson Plan
Dowling___________________________________
Grade Level Being Taught: 3rd
Assessment Scoring/Rubric
What are the criteria for how you
will assess student learning/student at the end of the lesson. Likewise, students will be given one point (one with partial credit if they
work? If you’re using a rubric,
include your rubric here.
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
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Name: _Sydney
Subject/Content: Math Group Size: Date of Lesson: 2/23/21
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consist of two questions, one asking students to identify the inequality statements that are true,
and the other where the students will match the symbols with their written forms.
Measuring students’ understanding a major part of any lesson/ exit ticket, as it informs me as
the educator how I can best tailor my teaching for the next lesson to meet students’ needs.
Is your assessment formative or summative? Why did you make that assessment decision?
These assessments are formative. The first is used to measure students’ need of a final review before
they begin their independent modular work for the day. The second, is formative to determine
students’ overall, independent understanding of the material learned today, and whether or not they
need a review before moving on to the next lesson or unit.
How does it align with your objective?
This assessment plan aligns with my objectives, as it assesses where students’ misconceptions may
lay still and how we can best counteract these before moving on to the next lesson or unit.
There will be no rubric for the assessments given for this lesson, however, students will be awarded
class Zoom points for participating in the Nearpod lesson, including the summary of learning question
select only two correct answers out of the three total correct responses) per question they answer
correctly on the exit ticket.
Part 2: Lesson Implementation
 We will be meeting over Zoom. Therefore, the students will all be coming on to the Zoom
meeting space, with their cameras on, microphones muted, and ready with materials on hand.
Likewise, I will ask them to join the class’ Nearpod link in the lesson 11 module on Canvas.
 Since there are frequent opportunities to share during this lesson, students will be expected to
raise their little emoji hands and wait to be called on to share. To remind students of this, I will
clarify that I will be calling on friends that are raising their emoji hands/ little blue hands.
Students will also be expected to be remain muted while another student is sharing, therefore,
as we begin, I will remind students that I will call on a friend whose hand is raised and is
muted. Students will also be made aware of their participation points being awarded for their
Supervisor Observation #2- Final Internship Lesson Plan
Dowling___________________________________
Grade Level Being Taught: 3rd
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you
use 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 if
they complete the task
quickly?
Materials
(What materials will you use?
Why did you choose these
materials? Include any resources
you used. This can also include
people!)
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Name: _Sydney
Subject/Content: Math Group Size: Date of Lesson: 2/23/21
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participation in the Nearpod pages where they can write and share their thinking.
 The expectations for our class Zoom sessions are that students will keep their cameras on for
the entirety of the meeting, stay muted until called on, and have materials ready for class.
Students should know these expectations but will be reminded when they will need to be
writing in their math notebooks. Likewise, students will be expected to participate on the
Nearpod page and draw in/ complete the activities on each page presented to them for credit
for today’s lesson.
 If students are not meeting these expectations, I will begin by using positive reinforcement by
thanking students who do have their cameras on, are muted, are raising their hands, and are
participating in the Nearpod activities. If students continue to not meet the expectations after
this, I will message them privately in the chat to remind them of these expectations. If students
continue to not meet expectations after this, they will lose points for their Zoom participation
for the day.
 If students complete the task quickly, they can add to their Nearpod responses by typing an
explanation, drawing a model, or in general elaborating on their ideas. After the lesson,
students can get extra practice by going on to Greg Teng Xtra Math or completing an I-Ready
lesson from their path.
Providing alternative and extra opportunities for students’ to showcase their skills provide
equitable access to opportunities to growth when students feel ready to do so.
For this lesson, students will need to have access to a laptop or electronic device on which they can
Zoom, access Canvas, and join our class Nearpod. Students will also need their math notebooks and
pencils to share jot down any notes they may want to remember later. The students’ presence is also
required for this lesson to go smoothly!
I chose these materials because they are all vital resources to the success of this e-learning lesson
using Nearpod.
Supervisor Observation #2- Final Internship Lesson Plan
Dowling___________________________________
Grade Level Being Taught: 3rd
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
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Name: _Sydney
Subject/Content: Math Group Size: Date of Lesson: 2/23/21
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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:
For students who need differentiation in terms of process and product, this Nearpod lesson was chosen
as a means of meeting many types of learners’ needs. For those in need of differentiation in terms of
process, they can type or draw their responses on the Nearpod page and submit their responses, along
with any questions they have there. In terms of differentiating product, students are able to show their
work in multiple ways, for some, it may be using an area model or number line, for others it may be
typing words or sharing numbers- this allows for students to show work in ways that are meaningful
to them.
Which specific students will benefit, and why?
Process: LG, ZD, AP, JR, AR/ PC, AC, TR, MY
Product: HW, BJ, SP, ET
What accommodations will you make for students who are English Language Learners? (Refer
to your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level: I do not have students within the pre-production stage in my internship
classes, but for students within this stage it is important to consider the fact they may be in
their “silent period”. Therefore, these students may benefit from drawing pictures or modeling
with numbers rather than typing on the Nearpod pages. These students within the pre-
production level can write in their native language if needed.
 Early Production Level: I do not have students within the early production stage in my
internship classes, but these students may also draw or model their work in a way that is
meaningful to them. As the teacher, I can continue repeating important phrases to emphasize
the important parts of the lesson. Likewise, students may benefit from materials being
provided in their own language.
 Speech Emergence Level: I do not have any students in the speech emergent stage within my
Supervisor Observation #2- Final Internship Lesson Plan Name: _Sydney
Dowling___________________________________

Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Date of Lesson: 2/23/21
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internship classes, but these students may benefit from being provided with written
instructions, using simple language. Likewise, for this group, it is important to always validate
their speech, and limit corrections whenever possible, to build confidence.
 Intermediate Fluency Level: NC, PP, and AV- For students in this stage, modifications of
communication (can speak instead of type) may be necessary- but they will still be expected to
raise their hands. These students may need support in more cognitive academic language,
therefore providing terms and definitions whenever possible, will be useful in building this
terminology. For this lesson, it will be important to provide a written definition of “inequality
statements” to ensure understanding.

What accommodations will you make for students who have an IEP or 504 plan?
An aide works with these students in my internship class, however, for students with an IEP or 504
plan, it is important to work with and aid them in meeting the goals they and their team have outlined
for their growth. Therefore, for this lesson, if students’ goals are to participate more in class, or to
show growth within this unit, I can encourage their participation by praising them when they are
participating in the Nearpod and help clarify when they may have questions.

What accommodations will you make for students identified as gifted and have an EP
(education plan)?
All certified gifted students are in a different class at this time; however, some students are able to
grasp concepts for quickly than others. In this case, these students may benefit from serving as a peer-
tutor when other students may need to hear a concept explained in student language rather than
teacher language. Likewise, these students can also be asked to elaborate further on their models and
responses to the Nearpod questions by typing their explanations on the page as well.

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Supervisor Observation #2- Final Internship Lesson Plan
Dowling___________________________________
Grade Level Being Taught: 3rd
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
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.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you
ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher
do?
 What will you as the teacher
say?
 What will the students do?
 What student data will be
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Name: _Sydney
Subject/Content: Math Group Size: Date of Lesson: 2/23/21
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Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. (2020). Elementary and Middle School
Mathematics: Teaching Developmentally. Upper Saddle River: Pearson.
1. What is the content area for this lesson? Math
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) H.O.T. Questions/ Gradual Release
3. Step-by-step plan:
Time: Action Steps:
5 mins: Students will open the Nearpod for today’s lesson, during this time, I will introduce our
learning goal for the day:
Teacher Talk: “Today our learning goal will be to use the <, >, or = symbols to compare two
fractions with the same denominator or numerator”.
3 mins: We will begin our lesson with a game of true or false. Students will be presented with the
inequality statements: 1/8 is greater than 2/8, 1/3 is less than 2/2, and 4/8 is equal to 2/4. During this
discussion, I will have students circle the statements that they think are true, then I will have three
friends share, one for each question. I will also make sure to point out that just because a fraction has a
larger denominator, does not mean it is a larger fraction should it be compared to that of a fraction
with a smaller numerator- as we know that as the denominator gets larger in number, the pieces of the
whole get smaller.
5 mins: Next, I will introduce the Higher Order Thinking question for today: “For lunch, Logan at half
a bag of Lays potato chips. His friend, Sarah ate less than half of her same sized bag of Lays potato
chips for snack. What could be a possible fraction of potato chips that Sarah ate, if we know it is less
Supervisor Observation #2- Final Internship Lesson Plan
Dowling___________________________________
Grade Level Being Taught: 3rd
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
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Name: _Sydney
Subject/Content: Math Group Size: Date of Lesson: 2/23/21
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than 1/2? Show your answer using the words, greater than, less than, or equal to.” As students share
some of their fractions and inequality statements, I will share with the class, using fraction bars, some
examples of fractions less than 1/2 (i.e. 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, and/ or 1/12).
Teacher Talk: “We see that there are many different fractions that are less than 1/2. Let’s now
discuss how we can represent these using symbols of inequality”.
3 mins: Next, I will introduce students to the inequality symbols by showing this model:
Therefore, they understand that these symbols do not just show that “the
alligator eats the largest or greatest number or fraction,” they see that this symbol “>” means greater
than and this symbol “<” means less than. During this slide, I will also have students practice using
their hands to make these symbols to enhance their knowledge of their meaning. Likewise, I will
introduce the definition of inequality statements: “use the greater than or less than symbols to compare
quantities (numbers, fractions, groups…).” On this slide I will ask students to circle whether or not
they understand the definition of “inequality statements”.
3 mins: Students will then play a Nearpod matching game, where they can match the correct symbols
to their corresponding names (i.e. < to less than, etc.).
5 mins: Students will then play the Nearpod game, Time to Climb, as they fill in the correct symbol to
finish inequality statements: 3/6 is ___ ¾, 5/8 is ___ 3/8, and 4/5 is ___ 4/8. After this, we will go
through each example, the correct inequality symbol, as well as models to represent these fractions
and to compare their sizes.
2 mins: After this, we will circle back to the H.O.T. question, where students will replace the words,
Supervisor Observation #2- Final Internship Lesson Plan Name: _Sydney
Dowling___________________________________

Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Date of Lesson: 2/23/21
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they used to describe their original inequality statement, with the symbol that corresponds to their
statement.
3 mins: To sum it all up, students will complete their summary of learning question, where they will
be asked to bubble in the correct inequality symbol to complete the inequality statement:

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