Lesson Delivery Plan

Dario Osorio 3-18-23

Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.
(C)By the end of the lesson, in a 10 minute time frame, students (in pairs) will be able to A:
use self designed illustrations to illustrate 1 expanded number of up to 120 when given a "base
10" block "object", B; be able to create a base 10 block model of an expanded and standard
form number, and C: be able to write a standard or expanded form number (less than 120)
when given a "place value chart”

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2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the
thinking and emotional level?
• What will you do to open the lesson to motivate and engage the students’ interest in the
content? As students enter the room, they will encounter my Conversation Starters
activity: Objects on a desk when students walk in; students brainstorm the subject of the
new unit based on the objects(objects are a ziplock bags with 1 small cube, 1 small ball,
and 8 paperclips. Students will discuss in pairs what they think the lesson might be about
while I provide hints. When both students in the pair have taken a guess they will raise
their hands. When all hands are raised I will call on a few and put their answers up on the
board along a “hot and cold” timeline, so students can see how close their guesses are
getting to the truth! I’ll take the closest guess and then explain what we’re going to be
doing!
• How will you help students make connections to prior knowledge?
Students will already have learnt about standard and expanded forms of numbers from
TEK1(A,B), so I will ask them to share with their partners 2 things they remember from the
previous classes.
• How will you identify and present your essential questions, Central focus, and Learning
Targets (I CAN statements)? I will say that we are going to use our imagination (and elicit
examples of what imagination is), then present the Essential Question. From there I will
write out the I CAN statements on the board, asking students to read them to their
partners.
• How will you identify / teach / assess language demands? 1 Students match hundreds, tens
and ones base 10 blocks to flash cards/white board prompts with 100, 10, and 1 on them.
2 Students should identify with a hands up vote which numbers are in standard or expanded
form.

• How will you introduce language supports? I will model a Freyer Model of 100s and
students can then choose which to fill in in pairs, 100s, 10s, and 1s. I will also refer them
to previous matching activities we have done to remind them (as well as model) how we
fill in matching activities.
• Is your opening congruent to the objective? yes

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3. Teacher Input (Relevance) – What information is needed for the students to gain the knowledge/skill in the objective? (Be
sure you have done a task analysis to break the information/skill into small manageable steps). How will you use strategies,
technology, learning styles? What vocabulary and skills do the students need to master the material? Are the strategies you
plan to use congruent to the objective? Students need to understand 100s, 10s, 1s, standard form, expanded form. Students will
use chromebooks to research drawing ideas, and use sentence stems to master academic language. Strategies are congruent to
objective.
• Model (Routing) – Outline your I DO activities. Be sure to model strategies and
academic language supports needed.
1. Model taking a 3 digit number prompt and separating out into expanded form using a place value chart
(multiple numbers for advanced students). Teacher models academic language as he tells his “imaginary
partner” how many 100s, 10s and 1s there are.
2. Model taking that same number and (using the PVC as a reference) constructing a base 10 block structure to
represent that number (multiple numbers for advanced learners).
3. Model taking that same number and drawing a tree to represent the number (118= 1 trunk, 1 limb, 8 branches).
Teacher models academic language as he tells his “imaginary partner” how many 100s, 10s and 1s there are.
4. If students seem unsure about 100s, 10s and 1s, I will (with student input) create a very quick Freyer Model of
each one up on the board.
• Guided Practice – Students demonstrate a grasp of new learning under the
teacher’s direct supervision. The teacher moves around the room to provide individual
remediation as needed. “Praise, prompt, and leave” is an excellent strategy to
use.  Outline your WE DO activities. Be sure to incorporate strategies and academic language
supports that are needed.
5. Students fill out PVC in pairs, explaining to each other how many 100s, 10s and 1s there are (sentence stems
for scaffolded instruction if needed). They then fill out a graphic organizer used for creating as many examples
of expanded numbers as they can in 1 minute, fun!
2. Students change partners and construct a base 10 block object to represent their number. Students explain their
object to each other using sentence stems written on the board “ This object represents 118 because it has x
hundred blocks, x tens blocks, and x 1s blocks”. They then practice “deciphering” base10 block models shown by
the teacher (prepared ahead of time and photographed).
3. Individually, students copy the teacher’s tree model, then in pairs “present” the drawing with
sentence stems “ This drawing represents the standard number xxx by expanding it into x 100s, x 10s
and x 1s”.
• Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent
application of new skill. Outline your YOU DO activities. Students demonstrate an independent
application of new skill. Be sure to praise and assess strategies and academic language supports that are
being used.
Teacher models Chromebook search of drawing ideas.
This is the assessment portion, as it is a longer project that involves Chromebook research and time to draw and
redraw.
Poster presentation of “created” graphic representation of an expanded number less than 120 (eg a tree with 1
trunk, 1 limb and 4 twigs would equal 114, or a hot dog with 1 sausage, 1 line of mustard and 4 pickle slices
would also equal 114). The poster will also have the explicit standard from number and the expanded form
number written on it.

At the end of the assessment, teacher chooses 2 drawings and all students help the teacher create a Venn
diagram (Marzano) to Compare and Contrast (Marzano) the 2 drawings.
• Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes permanent.
So, make sure the students understand how to proceed before moving to the practice phase of the lesson.
You may need to stop and reteach, so students practice correctly. How do you plan to assess
understanding? What HOTQs will you ask? List at least 3 I will be formally assessing the students as
they work to assess understanding.
1. How does drawing something help us understand it better?
2. Why is it easier to understand numbers when we split them into expanded form?
3. Why do we need to do an assessment after a learning lesson?

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4. Assessment – How will we know that the students have individually mastered
the objective? What evidence will be collected? What will be an acceptable score? What
evidence will be collected to demonstrate mastery of language demands?
Poster presentation of “created” graphic representation of an expanded number less than 120 (eg a tree
with 1 trunk, 1 limb and 4 twigs would equal 114, or a hot dog with 1 sausage, 1 line of mustard and 4
pickle slices would also equal 114). The poster will also have the explicit standard from number and the
expanded form number written on it.
Poster presentation will include many words from the language demands in pictorial form, students
must present their posters while being guided to use the appropriate vocabulary with prompts from the
teacher.
I will be talking to each student, asking them questions about what is being represented by
each element of the drawing. I will ask each student a what if question: “right now you have 8
branches, that’s the number 8. What if I wanted the number 7? How many branches would you
draw?” Since this class represents the 3rd element of the first TEK of 1st grade, I will be
accepting a wide range of understanding to constitute “a good grade”. Students will use the
sentence stems provided to demonstrate mastery of language demands.
5. Resources - What materials will you need for a successful lesson?
Chrome books, pencils, paper, base 10 blocks, PVC copies, standard/expanded form matching
worksheet for struggling learners, Graphic organizer copies (for generating numbers in 1 minute game).
For “conversation starters” hook activity: ziplock bags with 1 small cube, 1 small ball, and 8 paperclips.

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what
was learned?
Pair-Share: Students tell their desk buddies 3 things they learnt, and what their favorite part of the
lesson was.

NOTES: I don’t really get this Delivery Plan, I feel like I’m just copy-pasting everything I
already wrote in my LPG.