Teacher Education Program

Elementary Lesson Plan Template

Name: Daisy De La Cruz Date(s) of implementation: Monday 5/18/2022

Key Content Standards and CA ELD Standards (Integrated ELD): List the complete text of only the relevant parts of each content and
ELD standard. (TPE 3.1)
5.G.A.1 Graph points on the coordinate plane to solve real-world and mathematical problems.
Cross-Disciplinary Connection: (TPE 3.1, 3.3, 4.3) Incorporating Visual and Performing Arts: (TPE 1.7, 3.1, 3.3)
NA NA
Lesson Objective: What do you want students to know and be able to do? (TPE 3.1, 3.3)
SWBAT locate and name points on the coordinate grid.
SWBAT name coordinates by following the (x, y) rule.
Lesson Goals: What have you learned about students’ abilities that has informed the direction of your lesson (based on assessments,
learning experiences, IEPs)? (TPE 2.5, 3.2, 4.1, 4.2, 5.2, 5.7, 5.8)
Students are familiar with points on a grid. The goal of this lesson is to recognize the importance of attending to precision when naming
coordinates.
Prerequisite Skills: What do students need to know and be able to do in order to engage in the lesson? (TPE 3.2, 4.2, 4.4)
Students need to be able to be familiar with horizontal and vertical lines. Students know what a point is on a grid and how to describe its
location.

Pre-Assessment Strategies: How might you gain insight into students’ readiness for the lesson? (TPE 5.2, 5.8)
. Students know how to identify x- axis and y axis.
Backward Planning (Summative Assessment): What evidence will the students produce to show they have met the learning objective?
Students will be able Activity 3.1 What’s the Point activity #s 1 -4.
Checking for Understanding (Formative Assessments): How will you monitor student learning to make modifications during the lesson?
(TPE 1.5, 1.8, 3.3, 3.4, 4.7, 5.1)
I will assess the verbal interactions students have with their learning partner as they complete activity
Self-Assessment & Reflection: How will you involve students in assessing their own learning? (TPE 1.5, 5.3)
Students will work with their math partner

Connections Engaging All Learners

· Connections to Students’ Lives - experiences, interests, · Range of Communication Strategies & Activity Modes (TPE 3.4,
development, and social emotional learning needs (TPE 1.1, 4.7):
2.1, 4.2): Whole Group
NA Think-Pair Share
· Connections to Real Life Contexts (TPE 1.3) & Culturally Partner Talk
Responsive Practices (TPE 4.1, 4.4):
Collaboration
NA

· Promoting Multiple Perspectives (TPE 1.5, 2.2):

Explain their reasoning.
 Accommodations, Modifications, and Other Strategies to Support a Wide Range of Learners (UDL, MTSS, etc.): How will you
differentiate content, process, and/or product? (TPE 1.4, 3.2, 3.6, 4.4, 5.8):
Students are in math teams and partners based on levels of independence and support needed.

Technology: How will technology be used to facilitate students’ equitable access to content? (TPE 3.6, 3.7, 3.8, 4.4, 4.8)
I will project the slides of each warm-up problem on the white board.
Academic Language (Integrated ELD): What content-specific vocabulary, skill-specific vocabulary, text structures, and stylistic or
grammatical features will be explicitly taught? (TPE 1.6, 3.1, 3.5, 4.1, 5.7)
Coordinate grid
X-axis
Y-axis
Intersecting lines
Coordinates (x,y)
Origin (0,0)
Approaches to Support English Language Learners & Standard English Learners (TPE 1.6, 3.5, 4.4):

Name: Date(s) of implementation:

Instructional Learning Strategies to Support Student Learning:

How will you 1) engage/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning
outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, 5) build
metacognitive understanding, and 6) maintain a positive learning environment that is culturally responsive?

List what the teacher will be doing and what the students will be doing.
DAY 1 of 1__

Time Teacher Student Resources / Materials

12:15pm Buenas tardes matematicos, espero que Students are sitting at their desks facing Computer slides.
hayan tenido un almuerzo y buen the projected wall. Projector ON and white board.
descanso. Como pueden ver vamos a
empezar este calentamiento con estas
coordinadas . Tomen un momento para
pensar en que notan. Y que se Students take time to think of what they
preguntan? notice and wonder.

(Give students 1 minute to think) When ready with an answer, students

show a thumbs up.

Enséñeme un pulgar hacia arriba cuando

tenga una idea.

Gracias, tomen un momento para platicar Students turn to a partner and discuss
con la persona a la par sobre su idea. their answers and reasoning.

(Raise hand to call their attention) Students stop their conversation with
their partners and redirect their
attention.

Quien quiere compartir lo que platico con

su pareja. Students volunteer to share their
answer.
 (Pick student and write their reasoning on S share answer one at a time.
the boards)

(Analyze answers to add to anchor chart) Ss listen.

Thank you. What we are trying to do here

is to answer the question:
“How can we best describe the location of
the point?”
The coordinates of this point are (0,0).
Chart point (0,2)
What are the coordinates for this point? Anchor Chart

12:25pm Anchor Chart (Coordinate Plane)

Coordinates (0,0) are called the origin.
(add to chart)

Let’s review coordinates x,y pair.

A Point can be located on a coordinate
grid with coordinates.

We are going to build on what we know

about coordinates today through today's Ss find their partners.
activity. You will work with your partner like
S passes out materials
we have. Please find your partners and
take a pencil with you.

Please talk to your partner to choose who Ss discuss with their math partner.
will be partner A and partner B.

Partner A raise your hand, Partner B raise Ss raise their hand.

your hand.

You and your partner will complete a

different set of 4 problems independently.
Partner A locate your problems and circle Ss begin with # 1 and work
it. Partner B circles the problems you will independently.
work on. Once you are both done with
your problems, share it with your partner.

You may start, when you are done work

12:35pm on #s 2-4.