fax:lesson design template

Lesson Design Template ____________________________________________________________

1 Educator Development and Support: Teachers

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PART I – WHO are the students?

Class Composition Please record relevant student data below. Some categories may not be applicable to your class (these categories can be left blank). Most of this information can be found in MyData: http://achieve.lausd.net/getdata Teacher Name: Mr. Thompson

Subject/Grade Level: 3rd Grade Math

Lesson Date/Time:

Female Students: Male Students: General Student Data (1b1,1b3)

Record the number of students in each category Students with Disabilities: 4 RSP Students GATE Students: 0

English Learner Data (1b1) English Learners (EL): 24 ELD Levels In Your Class: Expanding, Bridging English Only (EO): 0 Reclassified Fluent English Proficient (RFEP): 0 Long Term English Learners (LTEL): 0 Standard English Learners (SEL): 0

Additional Student Information What other student data may be relevant or important to this lesson? (1b1, 1b3) 3 of my RSP students receive math support. The RSP teacher participates in the math lessons on Tuesdays and Wednesdays.

Considering the data above, list the strategies you use to help every student gain access to academic content (i.e., differentiation strategies, grouping of students, IEP requirements, etc.). (1a2, 1b1) -Sentence Frames-Use of realia-Pre-Teaching in small groups-Heterogeneous student groups

Part II – WHAT are they learning?

Instructional Goals and Objectives

1a1 Knowledge of Content and the Structure of the Discipline EFFECTIVE Teacher articulates a solid knowledge of the concepts in the discipline through the development of essential understandings and big ideas that are aligned to the standards. Teacher demonstrates knowledge of the progression of the content standards within and across adjacent grade levels. What key standards and instructional goals and objectives are being addressed in this lesson? (1d1) 3.NF.1 Understand a fraction 1/b as the quality formed by one part when a whole ispartitioned into b equal parts; understand a fraction a/b as the quantity formed by aparts of size 1/b3.NF.3b Recognize and generate simple equivalent fractions; explain why the fractionsare equivalent by using a visual fraction model.

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Mathematical Practices 1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.

How does this lesson connect to the big idea and to the overall unit? 3rd grade students need to develop an understanding of fractions as numbers.

What ELD Standards are incorporated in this lesson (if applicable)? Part 1.A.3 Offering Opinions: Negotiate with or persuade others in conversations using an expanded set of phrases (e.g., I agree with X, but …), as well as open ended responses, in order to gain and/or hold the floor, provide counter arguments, etc.

Language Objective: What text structures, language features, and vocabulary will students need to use to express their understanding of the content?

1. Students will support their mathematical arguments by using the following sentenceframes: I believe the answer is________because___________. Even though myclassmates answer is ___________, we are both correct because ___________.

2. Students will describe fractional values using their origami cube using descriptivelanguage and academic mathematical terms.

3. Students will use transitional words to describe changes in their thinking based onarguments made by other students.

Part III – HOW will they learn it?

Lesson Plan

1a2 Knowledge of Content Related Pedagogy / 1d1 Standards-Based Learning Activities

EFFECTIVE - 1a2 Knowledge of Content Related Pedagogy Teacher’s plan reflects effective research-based pedagogical approaches in the discipline, and is appropriate for the essential understandings and big ideas addressed in the lesson. Teacher plans appropriate use of technology and of 21st Century Skills. Teacher anticipates students’ misunderstandings.

EFFECTIVE –1d1 Standards-Based Learning Activities All of the learning activities are relevant, designed to cognitively engage students, are aligned to the instructional standards and represent awareness of 21st Century Skills. Learning activities are differentiated as appropriate to meet the needs of diverse student subgroups.

Include your instructional sequence (lesson plan) below. You may use a lesson plan format of your choice. Consider how your lesson plan will help you demonstrate EFFECTIVE practice in elements in Standard 3 when you teach your lesson. It is NOT necessary to respond to the items below.

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Ideas to consider when developing your lesson: • Purpose of the lesson (3a1)• Academic language (3a4)• Questions (3b1)• Discussion techniques (3b2)• Standards-based projects, activities, and assignments (3c1)• Grouping of students (3c2)• Feedback to Students (3d3)• 21st Century skills (Communication, Collaboration, Critical Thinking, Creativity)

Outline your instructional sequence (lesson plan) here: I will communicate to students that fractions are part of a whole number and that they contain a numerator and denominator. You get a fraction by dividing a whole number into parts. They will be exploring different ways of looking at part/whole relationships (fractions). We will continue to build on our knowledge base about fractions in future lessons, such as tomorrow’s about equivalent fractions.

1. I will ask students to look at their origami cube (that they made yesterday) andthink of the various parts that make up the cube in terms of parts and whole. I willask, “What fraction of the cube is yellow and how do you know?” 2 minutes ofindividual time to think and write.

2. One student will share their work under the document camera, and I will guidestudents to share the fraction they found by asking, “What fraction(s) do yousee?” and “How do you know?” (8/24 or 1/3 both of which are correct). I willguide students to respond using the sentence frame, so they’ll know what I’ll belooking for when I check in on their groups.

3. Repeating the same process with the red, green, and blue parts of their cube,students work in groups of 4, heterogeneously according to ability level. Mostgroups consist of one advanced, two proficient and one achieving below gradelevel.

4. In their groups, students will share their thinking with each other. I will instructthem to present their ideas and to listen for where they agree/disagree, using thesentence frames. Some students might talk about color and some will think either1/3, 2/5. 4/12. 8/24

5. I will go from group to group listening, providing feedback and asking questions,prompting them to use their sentence frames in response:- How do you know your fraction is correct?- You both think your answer is correct but you have different fractions, how

can that be?6. Students from different groups will share their answer and thinking publically,

using the sentence frames I provide. Students will be encouraged to agree ordisagree and state why.

7. I will summarize the different fraction answers put forth by the students and writethem on the board.

8. I will ask students to think about the color pattern they noticed yesterday whenthey built their origami cube.

9. Students will draw the color pattern (as one dimensional, as if the cube was flat)

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10. Using their drawing, students will further debate that fractional color portion of thewhole.

11. The lesson will end with some students still thinking of the different fractions asthe answer even though they have seen the geometrical value (representation)has not changed.

12. Tomorrow we continue this lesson and introduce the terms equivalent fraction.

Part IV – How will learning be assessed?

Assessment

1e2 Planning Assessment Criteria EFFECTIVE Teacher has developed criteria by which levels of student learning will be assessed. Teacher has planned how criteria will be communicated to students. What criteria will you use to assess your students’ learning?

The assessment will be a formative assessment. I will listen to students’ conversations in their groups to help me determine their understandings and their misconceptions regarding the fractional value of the colors of the cubes. I will use this evidence to inform me whether I need to follow the plan as written, or make some adjustments in the moment. Students should understand equivalent fractions and be able to make the comparisons and explain why fractions have the same value.

How will you communicate the criteria and ensure students understand the expected outcomes?

Based on the modeling that we did together and the use of the sentence frames, students will be clear about what I want them to grasp and communicate. I will prompt them with questions and guide them to use their sentence frames.

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