Office of Field Placement and Partnership Outreach

Pre-Practicum Lesson Template

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to
how this lesson fits into the “big picture” of the students’ long-term learning, which MA
framework does the lesson most clearly address? Select 2 to 3 focal standards that will be key to
your instruction and assessment.

OA.2.1 Represent and solve problems involving addition and subtraction. Use addition and subtraction
within 100 to solve one- and two-step word problems involving situations of adding to, taking from,
putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem

OA.2.2 Add and subtract within 20. Fluently add and subtract within 20 using mental strategies.9 By end
of grade 2, know from memory all sums of two single-digit numbers and related differences.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

The student will be able to subtract, using a counting strip for assistance when necessary, within
20 and label their answers accurately with 83% accuracy (5/6).

Assessment: What specific, tangible evidence will show that each student has met this
objective?

The student will be given a worksheet with 3 subtraction problems. They will need to compute
the subtraction equation and attach the correct label to the final answer.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown
(2002) as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

The student will be able to define the vocabulary words: “subtract”, “minus (sign)”, and “label”
with generally 100% accuracy.

Assessment: What specific, tangible evidence will show that each student has met this
objective?

The student will participate in the lesson by proving his identification skills with the vocabulary
words (i.e. knowing where the minus sign is in the equation or knowing what qualifies as a label
for each question); accuracy in comprehension will be monitored orally by the instructor.
Content: What are the specific details of the lesson’s content knowledge?

The lesson’s content knowledge requires the student to be slightly familiar with the concept of
subtraction. This includes the basic foundation of counting and knowing how to use a
counting/number strip.

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (5 minutes): How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?

1. Greet the individual student by asking how their day is going

2. Lay out the materials (counting strip, subtraction snake, counters)
a. Explain that these are going to be what we will use in today’s lesson and ask if he
has any ideas on what we might be doing
3. Refresh him on his past few math lessons and prompt him to remember the general
content they have been learning (subtraction)
a. Goal: Try to connect back to main class lessons to feel less detached
4. Give him the opportunity to share what he already knows about subtraction and/or
counting strips
5. Look over vocabulary words briefly (using slides)

During Lesson (11 minutes): How will you direct, guide, and/or facilitate the learning process to
support the students in working toward meeting the instructional objectives?

1. Introduce Sam the Subtraction Snake as a very hungry snake who helps us with our
subtraction by eating all sorts of funny things
2. Review identity subtraction fact where subtracting a number from itself will always give
you zero
a. Example Problem: We have 3 markers but Sam the Subtraction Snake eats 3 of
them. How many markers do we have left?
b. Example Problem: We have 7 markers and Sam the Subtraction Snake eats 7 of
them. How many markers do we have left?
3. Highlight the commonality in both problems above and simplify to the rule that “any
number minus the same number give you zero”
4. Move on to more general suubtration problems and establish a pattern of how to use the
counting strip
a. Example Problem: I have 14 Pokemon cards and I give 5 to my friend. How many
Pokemon cards do I have left?
b. Example Problem: I have 11 Pokemon cards and I give 4 to my mom. How many
Pokemon cards do I have left?
 5. Pause here to talk about the strategy we used. We start with the bigger number and then
let Sam the Subtraction Snake eat as much as the small number says.
6. Introduce the idea of labels: What did I have? What were we counting? Strawberries?
Dogs? Zombies? NO! We were Pokemon cards, so we need to make sure that we say
what we are counting as part of our answer
7. Present one more problem and allow student to take the lead
a. Example Problem: I have 17 band-aids and I give 7 to you. How many bandaids
do I have left?
i. If the student is still struggling by the time we get to this step, first ask him
what our big (starting) number is, what our small (Sam eats) number is,
and what our label is

Closing (8 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?

1. Present the short worksheet and explain how we don’t always have a big counting strip to
help us but for the time being, we can use the smaller one at the top of this sheet
2. Give the student 5 minutes to work on the 3 problems and help when needed but it should
be mostly independent work. (Remind the student about labels!)
3. Wrap up: Time for any questions or comments
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL) and utilize resources at the following links:

UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0
Guidelines:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson planning: http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Especially consider the
needs of students on Individual Education Plans (IEP), English language learners (at a variety of
English language levels), and students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another, you or the reading or the same text Use Braille or large report
focus of instruction at varying reading print
levels Extend time
Pair students Use manipulatives
Provide on-level Use assistive devices
reading
Technology
Give verbal cues to Use interpreter
emphasize main ideas Give students copy of
directions Give more breaks
Increase number of
review activities Allow use of computer
Hand out copies of
notes

Re-read directions

Use page markers

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation. P1s choose 1 level of support to explain, P2s choose 2 levels of support to
explain and P3s and Grad P1s choose 3 levels of support to explain.

Support #1: The student will be given various manipulatives to use throughout the lesson. This
will help focus their attention as the more real-life aspect of the work keeps them engaged and
also focus their movement/energy as they are required to physically move pieces around.
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

At the beginning of the lesson, I will let students know that I am expecting their best listening
behavior so that we can have fun learning not only a new greeting but a new activity as well.

Technology: How did you incorporate technology into the lesson?

I used my laptop to present a few anchor charts of big ideas as support for my verbal explanations.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?

- Counting strip
- Counter manipulatives (14 Pokemon cards, 7 markers, 17 band-aids)
- Worksheet
- Laptop (presentation slides)

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?

The student can keep Sam the Subtraction Snake if he finds it to be a useful reminder of the
strategy taught in the lesson.

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Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley