Instructional Common Core Aligned Lesson Plan
Instructional Common Core Aligned Lesson Plan
| Contact Information
Name: School: Email: Date: |
| Title
Mathematics |
| Grade levels
Kindergarten-Grade 12 |
| Duration: 40-50 minutes |
| Class Information
Special need LEP Academically Average Low Achieving Others |
| ISTE Standards for Students
Critical thinking, decision making and problem solving (International Society for Technology in Education, 2007) |
| Objectives
Given appropriate digital tools and resources, students should be able to identify and define authentic problems and significant questions for investigation.
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| Technology and other Materials
Computers, eBooks, worksheet and text books. |
Teaching Procedure
The teacher will start the lesson by trying to make the students gain attention. For example the teacher might say, 1, 2, 3 all eyes on me. The act will tell the students to stop what they have doing, look and listen. Also, the teacher will try to motivate the students by telling them something that is interesting. For example, the teacher might ask the students to count from 0 to 40 in steps of 4.
The teacher will provide the relevant information to the students through lecture, films or pictures. The teacher will model to the students using the necessary materials and technology and show the students what they should expect at the end through example. After modeling the teacher will check if the students have understood the concepts. The teacher will provide an exercise to students under his/her supervision and will also move to determine their level of mastery.
Students will work in groups and accomplish a certain activity provided by the teacher. However, the students will be grouped according to their abilities to understand. The more able will work as one group while the less able will do the same.
The teacher will bring the whole class together. Similarly, he/she will refer to individual student’s activity and take some feedback on the questions they have written.
The teacher will provide individual work, homework or group work to students as a reinforcement practice (Kendall, 2011). Additionally, the students might use task as projects so that they apply what they have learned in class.
Given three oranges, how many do you require to make it ten? The first level is recall and reproduction. For instance, the students will portray this level by computing the basic math of addition and subtraction. The second level is working with skills and concepts. For example, the students will have to explain why they think the question is an addition or subtraction.
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| Lesson Extension
The teacher will ask the students to write one or two questions that they could ask about the math concept. |
| Assessment for Learning
Authentic formative assessment: The following rubric was used to assess the student’ listening ability, participation and application of the concepts.
The teacher might also provide quiz or exams to students and see how they perform. Moreover, the teacher will use the results to determine their understanding level.
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| Differentiation/modification
The teacher will use multiple ways to express understanding. The students have different ways of understanding and depending on their needs, they can respond through sketching, writing or verbally. Also, the teacher will differentiate rubrics. The rubric elements will be differentiated to meet the needs of all students present in the class. |
| Reflections
How can you differentiate between addition and subtraction? What are other real examples of addition and subtraction? What are the effects of brackets when adding or subtracting? |
Synopsis of my Lesson Plan
The mathematics lesson introduces the students to the concept of addition and subtraction. The teacher will provide the students with one example, and then the students will practice by themselves. The activity will impact knowledge to students on how to solve the problem of addition and subtraction. However, there are some areas that were difficult to show on the instructional plan. First, it was difficult to apply and show Webb’s Depth of Knowledge (DOK) to the various activities and also when assessing the students. The verbs used in DOK do not define the levels. For example, the verbs “describe or explain” could be used at any level. The teacher will find it difficult to choose where specifically to use those verbs, and this poses a challenge when designing the instructional plan. Also, sometimes the teacher might find some task falling between the levels. It would be hard for the teacher to know which level to assign the task. Lastly, level 4 is always complex, and it requires an extended period (Williamson, & Blackburn, 2013). The teacher will find it difficult to use level 4 since the time frame for the lesson is fixed.
The teacher is required to assess the students at each and every learning stage. First, the teacher will establish expectations. The teacher’s expectation will outline what the students should learn and how they should demonstrate their learning activities. Second, the teacher will select the appropriate method to use for the assessment process. Specifically, the teacher will use assessment methods like giving exams or quiz and authentic formative assessment practice. Lastly, the teacher will provide effective feedback to students. The teacher will use the feedback to identify the areas students are strong and also where they need improvement. If the information from the assessment process is negative, then the teacher is required to provide further instructions. Similarly, if 40% or more of the students’ understanding is not evident, the teacher will decide to reteach the lesson or provide individual guidance.
The technology that will be used is an eBook reader. The E-reader has been designed to help the students read digital books and printed materials. Moreover, the students would be able to use the technology to obtain, store and read the various publications that they find relevant. Also, the device offers more advantage to the students with learning disabilities. For example, the audio option provides the ability to define and even highlight words. Therefore, the technology provides the teachers with variety to meet the various needs of the students.
References
International Society for Technology in Education. (2007). National educational technology standards for students. Washington, D.C: International Society for Technology in Education.
Kendall, J. S. (2011). Understanding common core state standards. Alexandria, Va: ASCD.
Williamson, R., & Blackburn, B. (2013). Rigor in your school: A toolkit for leaders. Routledge.
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