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Full Practicum Lesson Template 9 2015 2

By the end of the lesson, students will learn to add and subtract two-digit numbers and demonstrate their understanding by writing about their thought processes in their math journals. The teacher will introduce the lesson objective, work through example problems with students, have students practice independently, and review what was learned. Support for all learners includes grouping students strategically, providing alternate response formats, and giving verbal cues to emphasize key ideas. The teacher will positively reinforce good behavior and use student work to evaluate the lesson's effectiveness.

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79 views

Full Practicum Lesson Template 9 2015 2

By the end of the lesson, students will learn to add and subtract two-digit numbers and demonstrate their understanding by writing about their thought processes in their math journals. The teacher will introduce the lesson objective, work through example problems with students, have students practice independently, and review what was learned. Support for all learners includes grouping students strategically, providing alternate response formats, and giving verbal cues to emphasize key ideas. The teacher will positively reinforce good behavior and use student work to evaluate the lesson's effectiveness.

Uploaded by

api-336028113
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Full Practicum Lesson Template

Megan ODonnell
Name: _______________________________

November 10, 2016


Date: ________________

Jackson Mann Elementary


School: ______________________________

2nd
Grade: _______________

11:30
10:30 to ____
Starting and Ending Time: ____
OVERVIEW OF THE LESSON
MA Curriculum Frameworks incorporating the Common Core State 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?
CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.
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?
By the end of the lesson, students will be able to add and subtract two digit numbers in their
math journal and write using math language about their thought process.
Assessment: What specific, tangible evidence will show that each student has met this
objective?
Each student will produce at least two math journals where they write about how they
completed the problem.
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.
By the end of the lesson, SWBAT use the words, addition and put together in their math journals.

Assessment: What specific, tangible evidence will show that each student has met this
objective?
Each student will complete at least two of their own math journal pages.
Content: What are the specific details of the lessons content knowledge?
Before this lesson, my Supervising Practitioner will have introduced the idea of the math journal
and have touched on the idea of two digit addition in order to be prepared for this lesson.

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.
5 minutes): How will you introduce the instructional objective to the students,
Opening (__
activate learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?
"Who can tell me what Mrs. DJ has been working on with you guys in math class? Have we
been talking about math journals and how to write about math?"
"Well, we are going to try some new problems to put in our math journals!
Have paper helpers pass out the math journals at the desks.
Before we look at the papers that they are passing out, let's all come sit on the rug to do
a problem together.

45 minutes): How will you direct, guide, and/or facilitate the learning process to
During Lesson (__
support the students in working toward meeting the instructional objectives?
Ok, let's read the problem together.Example problem #1 on first page. Work through problem
as group, calling on kids to answer the questions such as "What's the equation?" "What are two
ways to solve the problem" "How did you do that?" "Can someone explain their thinking behind
the problem" and making sure appropriate prompting is being used.
Great job guys! Let's do one more problem together! Repeat process from equation 1.
Ok, now I want everyone to go back to their table and do the two problems that we passed
out earlier. Remember what we did as a group!
Send students back to their tables and walk around making sure to check on students that
need more support than others. If some students finish before the others, give them the "challenge
problem".
10 minutes): How will you bring closure to the lesson and, by doing so, review and
Closing (__
determine what students have learned?
Ok, I see some great work going on! Can anyone tell me their thought process for the bird
question. Wait for answers and try to have the student answer all parts of the question, i.e. the
equation, 2 ways to solve and explaining their thinking. Prompting the student to
get to the answer
Ok, let's go over the next one! Do the same thing as before.
Great job guys! I'm super proud of the work you have done. Let's make sure that our
papers go in our math journal!

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
Overview:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson Plan examples http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Specifically students on
individual education plans, English language learners (at a variety of English language levels), and
students who may need an extended challenge. Highlight all that apply.
Grouping Factors
Adjust grouping format

Content
Give additional
examples

Materials
Write homework list

Student Response
Alternate response
format (verbal/written)

Graphic organizers

Seat students
strategically near one
another

Provide alternate
reading

Pair students

Provide on-level
reading

Use Braille or large


print

Give daily progress


report
Extend time

Use manipulatives
Use assistive devices

Give verbal cues to


emphasize main ideas
Increase number of
review activities

Technology

Use interpreter

Give students copy of


directions

Give more breaks


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.
Support #1: Allowing the students to respond using different methods allows those students who
might not feel strong in writing to still respond verbally.
Support #2: The table groups that the classroom teacher has set up allows for modeling of both
behavior and learning examples to help those students who need a little more help.
Support #3: Giving verbal cues to the answers of the problem, or the method they are supposed
to take will give the children a path to get to the correct answer.

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.
In managing the classroom, I will focus mainly on positively reinforcing the good behavior
that is being portrayed by my students. Using phrases like "Thank you (student) for doing
your work", or "I see that some of you are doing exactly what you are supposed to". I think
that positively reinforcing the good behavior, helps other students who aren't behaving well to
have a model of what I expect.

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

Text
-Chart Paper with example question printed on it
-Copies of problems for students
-Markers
-Challenge questions for those students who get done quicker

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 lessons overarching goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?
The second grade teachers at Jackson Mann are attempting to introduce writing into all parts
of learning in the classroom. These math journals will continue to be used throughout the rest
of the year. Two digit addition will be something that the classroom teacher will review with the
students over and over again through the rest of the year.

Revised August 2015/Cass/Malley/Hagen


Venkatesh/Akoury/Malley

REFLECTING ON THE LESSON


& DEVELOPING AN INQUIRY STANCE IN DAILY PRACTICE
These questions and prompts are to be used to guide the post-lesson evaluation and critique.
Review the BC-CAP to see if this reflection can be used as a piece of evidence.
1. Student Learning/Classroom Management/Routines
a. What do you think the students learned? How did student learning differ from what
you were expecting? Identify specific examples of student work to answer #3
below.
b. Describe how your language objectives supported your English Language Learners in
meeting your instructional objective. Based on your experience with this lesson,
describe any changes you would make to the lesson if you were to teach it again.
c. Describe the levels of engagement of three different students in the class. How do you
account for these varying levels of engagement? Why might this have happened?
d. Which parts of classroom management were most and/or least effective? Why? In what
ways did instructional activities help or hinder the classroom management or routines?
2. Lesson Adaptations
a. What were some of the ways you adapted the lesson while teaching to address the
needs of various students in the class. Provide specific examples.
b. In hindsight, how might you have adapted or changed the lesson during the planning
stages?
c. What specific suggestions from your Program Supervisor or Supervising Practitioner
were implemented or not? What was the outcome? Were they beneficial? Why or why
not?
3. Student Learning/Assessing Student Work
a. Choose one or more examples of student work to review/analyze.
b. What were some specific misconceptions students had during the lesson? How do you
know? To what would you attribute the misconceptions?
c. How does analyzing student work inform your success with this lesson? Cite at least 3
examples from student work that either support your teaching, or indicate to you that
you should have approached the lesson differently.
d. Using the information from 3c, if you were to teach this lesson a second time:
What would you change about the lesson and why? This should include any
planning, delivery of instruction, or closing changes.
Be specific and cite the examples of student work that are informing your
changes.
What additional information about the students or subject matter would have
been helpful to you as you initially planned the lesson? Explain why.
4. Strengths and Areas Needing Improvement
a. In thinking about your lesson as a whole, what do you think were the most effective
and least effective parts of the lesson? What specific evidence do you have that
support these claims?
b. What do you see as your teaching strengths in the lesson? These can be in any areas
related to teaching such as planning, instruction, classroom management, assessment,
etc.
c. What areas of your teaching need improvement? Explain why.
d. If you were to teach this lesson again, what would you do differently? Why?
Revised August 2015/Cass/Malley/Hagen
Venkatesh/Akoury/Malley

Revised August 2015/Cass/Malley/Hagen


Venkatesh/Akoury/Malley

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