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Melanie Thibodeaux: Lesson Plan Template (Inquiry)
Melanie Thibodeaux: Lesson Plan Template (Inquiry)
Central Focus Describe the TSW be learning how to use place value to
important
understandings and determine the relationship of numbers and
core concepts that how to use mathematical symbols to show
you want students to
develop over the that representation.
course of the learning
segment/lesson.
What are they
learning?
Sub-Objectives: How will you connect Connection to past learning (previous TEKS)
to past learning? 1.2G represent the comparison of two numbers
What key vocabulary
and/or academic to 100 using the symbols >, <, or =
language needs to be 1.2F order whole numbers up to 120 using place
reviewed or
introduced? value and open number lines; and
If applicable: What
images will you use for Key Vocabulary/Academic Vocabulary to include in the lesson:
key vocabulary? What Compare
sentence starters
might be helpful? Digit
Equal
greater than >
Less than <
Place value
Whole numbers
ELPS, If applicable - Put Include #s, letters and ELPS
NA if Not Applicable full-verbiage Include SW use comparative language to discuss numbers
#s, letters and full-
verbiage given.
https://ipsi.utexas.edu ___ is greater than ____.
/EST/files/standards/
ELPS/ELPS.pdf _____ is less than ___.
____ is equal to/same as ___
Language Objective based Use the format: “ I I can …
on ELPS: (TSWBAT…), If can…” N/A
applicable - Put NA, if not
applicable.
Assessments: How will you Formal Assessment - Exit Ticket with the same questions as the
formally and pre-assessment
informally assess
student mastery? For
Informal Assessment- I will be walking around the room talking
informal assessment,
just generally with small groups/individual students.
describe what you
will be doing. Specific Plan for Adjusting Pacing - Struggling learners will be put into
questions will be flex small groups with other students at the same level of learning
included later in the to scaffold that learning.
lesson plan. What are
your plans for
adjusting the pacing
of the unit for
struggling learners?
❏ Formal
Assessmen
t:
❏ Informal
Assessmen
t:
❏ Plan for
adjusting
pacing for
struggling
learners
Materials/Technology/Re Describe the Materials: PVB, Expo markers, White boards, pencils, worksheets,
sources needed for the materials, clipboards
lesson: technology, and
resources needed Technology: smart board/projector
for the lesson
Other Resources:
Managing Student ❏ When and Behavior Expectations for the Lesson: Students will be reminded
Behavior Can’t teach how will you throughout the lesson of how we mode throughout the classroom as
them if you can’t reach establish the teacher gives transition directions. “I’m watching for what
them! norms for student can model for me how we walk to the carpet” “I love how
learning _____ is sitting/walking/raising their hand”
and
behavior How engagement will look and sound
during the During whole group instruction students are at voice level 0 unless
lesson? being called on. During small group,
❏ Differentia
tion -
Enrichmen
t and
Remediati
on: What
opportuniti
es do
students
need to
strengthen
their
understand
ing of the
strategy or
skill
presented?
❏ Accommo
dations
and
Modificati
ons: What
accommod
ations and
modificatio
ns do you
have to
make for
ELL, SPED,
504, and
struggling
students?
How will
these
accommod
ations and
modificatio
ns support
mastery of
the
objective?
Questioning Questions:
“Explore”: What type “What’s the difference between this number and this number?”
of questions can you
ask students to “What number would you have to change to change my
overcome their answer?”....”How would I have to change that number?”
mistakes? What
misconceptions do “What place is this number in [Hundreds, Tens. Ones]?”
you anticipate
students might have?
(Using Bloom’s
Taxonomy or Costa’s
Levels of Thinking,
plan some questions
you will ask student)
Academic Feedback Academic feedback stems:
What type of support “Excellent Job on….”
or academic “I am confused by…”
feedback do they “How does….”
need to overcome
such challenges? How
do you plan to reteach
if students are not
mastering content?
Plan at least 3
academic feedback
stems that are aligned
to the learning goal so
that they can easily
identify students who
are meeting those
goals.
‘Explain’ : 5-10 minutes Explain(modeling): Have students return to the carpet. The students will
During this part of the
Estimated time to complete lesson, the students take turns raising their hands and discussing what
‘Explain’’:5-10 minutes should be discussing they discovered as well as any questions they may
Structure (whole class, what they learned in have. TTW record any relevant information given by
collaborative, individual, the explore portion..
etc): Whole group, Carpet This is the time when the students on the board.
the teacher/students
will model the
strategy or skill they
are learning. What
content knowledge
are you teaching
students based on
your own
understanding? You
Differentiation or the students are
For Differentiation during literally thinking
the “Explain” portion, aloud. Consider
consider if you have any including both Tier 1
accommodations/ (examples) and Tier 2
modifications/ supports (think aloud)
that need to be addressed in
the lesson based on student Differentiation for Grouping of students, if applicable:
need. If not, put NA ‘Explain”: N/A
❏ Grouping
(Enrichment and of Differentiation: Enrichment and Remediation: N/A
remediation): Tailoring students:
instruction to meet What
individual needs; opportuniti Accommodations and Modifications: N/A
differentiating the content, es do
process, and/or product. students
Consider cultural have to
diversity, gifted, etc. work
independe
Accommodation(s)- (A ntly or
change that helps a student together?
overcome or work around How are
the disability): these
groups
Modification(s)- (A change designed to
in what is being taught or increase
what is expected from the mastery of
student): objective?
Remember, an
accommodation is not ❏ Differentia
lowering expectations or tion -
teaching below grade level Enrichmen
content/objectives. t and
Remediati
ESL Strategies Document on: What
opportuniti
ESL Strategies Matrix es do
students
need to
strengthen
their
understand
ing of the
strategy or
skill
presented?
❏ Accommo
dations
and
Modificati
ons: What
accommod
ations and
modificatio
ns do you
have to
make for
ELL, SPED,
504, and
struggling
students?
How will
these
accommod
ations and
modificatio
ns support
mastery of
the
objective?
‘Elaborate’ (Describe the Elaborate: During TTW will play this Go noodle to give students a brain break while
Activity) this part of the lesson, keeping them engaged in math. Once
students are back onto
the teacher will
Estimated time to complete monitor students’ the carpet. TTW call on students to choose numbers 1-
‘Elaborate’’:5-10 minutes understanding. 4 and 1-9 to create an inequality and will have the
Structure ( collaborative) Students extend or class decide what the answer would be. TTW then
elaborate on what
they’ve learned or change some numbers in the equation to check for
apply what they have misconceptions (0’s location, looking in the 1’s instead
learned to a new
setting. Like the
of 100’s) etc.
Explore, this stage
Differentiation should also be active,
(Enrichment and collaborative, and
remediation): Tailoring hands-on.
instruction to meet
individual needs;
differentiating the content, Differentiation Grouping of students: n/a
process, and/or product. “Elaborate”:
Consider cultural What instructional Differentiation - Enrichment and Remediation:
diversity, gifted, etc. strategies and
planned supports will Accommodations and Modifications:
Accommodation(s)- (A you employ to meet
change that helps a student the needs of each
overcome or work around student in order for
the disability): each student to
demonstrate learning
Modification(s)- (A change and move towards
in what is being taught or mastery regarding the
what is expected from the learning target(s)?
student): ❏ Grouping
of
Remember, an students:
accommodation is not What
lowering expectations or opportuniti
teaching below grade level es do
content/objectives. students
have to
ESL Strategies Document work
together?
ESL Strategies Matrix How are
these
groups
designed to
increase
mastery of
objectives?
❏ Differentia
tion -
Enrichmen
t and
Remediati
on: What
opportuniti
es do
students
need to
strengthen
their
understand
ing of the
strategy or
skill
presented?
❏ Accommo
dations
and
Modificati
ons: What
accommod
ations and
modificatio
ns do you
have to
make for
ELL, SPED,
504, and
struggling
students?
How will
these
accommod
ations and
modificatio
ns support
mastery of
the
objective?
Questioning Questions:
“Elaborate”: What Check for 0 placement understanding, what number we check first
type of questions can for the answer.
you ask students to
overcome their Describe your plan for calling on students:
mistakes? What Have students raise hands, Give thumbs up/down, call on each
misconceptions do student once before calling on a student a 2nd time
you anticipate
students might have?
(Using Bloom’s
Taxonomy or Costa’s
Levels of Thinking,
plan some questions
you will ask student)