Sample Lesson Plans

Lesson Title/Number

Lesson Number One/Math Test Review

Common Core Standards

21^st Century Skills

1.5A: Relate counting to addition and subtraction. (e.g. , by counting on two to add two)

Lesson Objectives

Acceptable Evidence

1. Students will be able to add to twelve.

Students will be able to demonstrate that they can add to twelve by showing they can play the game correctly, accurately answering the questions on the exit slip, and score where they need to be on their math test.

Procedure

 The teacher will explain the directions and as a class practice the example problem and enforce the game’s structure. (Directions) (Auditory, Visual, Kinesthetic) (Guided Practice)

The students will repeat the directions back to the class and teacher (CFU)

The teacher will subdivide the class into two even groups (red and yellow).

The students will put on their “counters” in order to identify which color they are, and divide themselves into two single file lines.

The teacher will present a math problem on the Smart Board and read it aloud.(Auditory)

The students will observe the problem on the Smart Board. (Visual)

The teacher will prompt the first group (red counters) to represent the first addend. 

The students will move to the carpet and identify themselves as the first addend by standing in the designated area on the rug. The red “counter” group will count aloud as the students move to the rug. (Visual, Auditory, and Kinesthetic)

The teacher will prompt the second group (yellow counters) to represent the second addend.

The students will move to the carpet and identify themselves as the second addend by standing in the designated area on the rug. The yellow “counter” group will then count aloud as the students move to the rug.  (Visual, Auditory, and Kinesthetic)

The teacher will prompt the students to count off as a whole class to identify the sum.

The students will count aloud the classmates on the rug as a class in order to calculate the sum.

The teacher will randomly select a student to write the sum on the Smart Board.

The student will write the sum on the Smart Board using the interactive pen.

The students will (red and yellow group) will then proceed to the back of the line and wait for their next turn to be a “counter”.

The teacher will repeat the procedure six times.

The teacher will hand out an exit slip and explain the directions. (Directions) (CFU) (Visual and Auditory) (Independent Practice)

The students will complete the exit slip and place it in the basket when finished. (CFU) (Visual)

Assessment/

Evaluation

Formative:

The teacher will conduct a review adding game.

The students will be able to provide an answer to the given problem on the Smart Board as well as demonstrate they can play the game independently.

The teacher will hand out an exit slip for the students to independently complete.

The students will complete the exit slip and place in basket.

The teacher will check for understanding by reviewing the exit slips.

Summative: Math test on adding number up to twelve. 

Technology

Smart Board utilizing interactive pen.

Closure

The exit slips

Accommodations

and/or Interactions with Co-Teachers and/or Support Staff

Lesson can be  Co- Taught.

Resources/

Materials

1.      Red and yellow counter necklaces

2.      Smart Board and interactive pen

3.      PowerPoint

4.      Exit slip

Time Required

35 minutes

Lesson

Objective:

Students will be able to identify the story as fantasy (rather than realism) and create their own sentence and illustrate that sentence.

Student/Class Profile

Lesson can be taught to a small group or the entire class.

Materials:

Alice in Wonderland story book, pencil, story/illustration template, and crayons.

Procedure:

Closure:

Homework/Assignments: 

The teacher will introduce the lesson.

The teacher will ask the students if they recall talking about realism and fantasy with Mrs. Bell.

The teacher will ask students what realism and fantasy mean.

The students will identify the difference of realism and fantasy. (Cognitive Engagement & Formative Assessment)

The teacher will read aloud Alice in Wonderland and ask the students question pertaining to realism vs. fantasy during the read aloud.

The students will answer the question providing evidence they understand.

The teacher will ask the students if the story Alice in Wonderland is realism or fantasy.

The students will answer fantasy. (Formative Assessment)

**IF NOT: The teacher will ask the one of the students who feels confident in the description of realism vs. fantasy to explain to their peers.

The students will explain realism and fantasy to their peers.

The teacher will provide instructions to construct a fantasy sentence about anything they want and illustrate that sentence.

The teacher will show an example of the assignment.

The teacher will then ask a student to explain the definition of fantasy to the group.

The students will provide the definition of fantasy to the teacher and small group.

The students will construct a fantasy sentence and illustrate that sentence. (Cognitive & Formative Assessment)

Students will share their silly sentences and corresponding illustration with the group if they choose to do so.

If students do not complete asssignment it, it will beocme homework due the next class day.

Lesson Objectives:

The students will be able to identify which fruit they like the best, create class tally chart, and individually create bar graph based on that information.

Students will be able to organize the data by creating a tally chart and use that data to create a bar graph.

Student/Class Profile

Lesson can be taught to full class or small group.

Materials:

Fruit, SmartBoard, pencil, paper, tally chart template, bar graph template.

The teacher will introduce the activity.

The students will taste the various fruits.

The teacher will write the four different fruits on the SmartBoard.

The teacher will ask the students fruit by fruit which they like the best.

The students will respond by raising their hands.

The teacher will record the number of hands raised next to the fruit on the SmartBoard.

The teacher will ask the students if they recall using tally marks.

The teacher will choose one student to answer.

The students will explain tally marks to the class.

The teacher will hand out a tally chart template.

The teacher will then complete a tally chart on the board that represents the data conveying which fruit is most popular.

The students will fill out their chart simultaneously.

The teacher will then ask the class if they recall bar graphing.

The students will respond.

The teacher will hand out a bar graph template and provide instruction to convert the information conveyed in the tally chart into a bar graph.

The teacher will ask a student to repeat the directions to the class. (CFU)

The student will repeat the directions to the class.

The students will complete their bar graphs and hand them in the basket. (formative assessment) (cognitive engagement)

*If the students do not finish they will complete it for homework for the following Wednesday when we return.

Closure:

Homework /Announcements:

Bar graphs will be completed and handed in for assesment. (CFU)

If students do not compete the bar graph they will complete it for homework for the following class day.

Common Core Standards

21^st Century Skills

 Social Studies Standard—History of the United States and NY

 Key Idea 4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

Performance Indicators--Students will:

Elementary

• consider different interpretations of key events and/or issues in history and understand the differences in these accounts
• explore different experiences, beliefs, motives, and traditions of people living in their neighborhoods, communities, and State
• view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.

Writing 5.W.3

        3. Write narratives to develop real or imagined experiences or events using effective technique, experiences or events using effective technique, descriptive details, and clear event sequences.

Math 5.NF.6

 Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Lesson Objectives

Acceptable Evidence

1.    Students will be able to determine the fraction of states in the U.S that had slavery and then practice multiplying and dividing fractions while also converting them to percents.

2.  Students will be able to explain how the poem The Negro Mother by Langston Hughes relates to slavery in the United States.

3.    Students will be able to construct their own poem about a time they felt enslaved or discouraged.

4.Students will be able to create an abstract work of art that directly reflects their personal poem.

1.    Use as a bell ringer. Have the map of the United States on a smart board with states that had slaves highlighted. Students will have to calculate the fraction of states with slaves and then states without slaves and have them multiply and convert to percents.

2.Students will identify words in the poem that strongly reflect the history of slavery and words that express the slave’s emotions.

3. Students will hand in a poem that demonstrates the accuracy of the task.

4.Students will display their artwork around the classroom for the gallery wall.

Procedure

1.The teacher will have a map of the United States on the smart board providing information regarding which states had slavery and which states did not.

The student will have to calculate the fraction of states with slaves and then states without slaves. Then they will add these numbers together. Also, the students will have to multiply the fractions to get the percentage of freed slave states and slave states. (Visual, Auditory, and Kinesthetic learning)

2. The teacher will read the students the poem, The Negro Mother by Langston Hughes. The teacher will facilitate a discussion about the poem and feelings of the poem.

The students will express their thoughts, feelings, and ideas about the poem. (auditory learning)

3.The teacher will instruct the students to read the poem independently and identify words that strongly reflect the history of slavery and the slave’s emotions.

The students will independently read through the poem and highlight the words they feel relate to the theme of slavery. (visual learning)

4. The teacher will facilitate a discussion around the chosen words and a class list will be constructed to ensure they understand.

The students will contribute to the discussion as well as write their words and ideas on the board. (check for understanding)

5.The teacher will facilitate a discussion around a time they have felt enslaved.

The students will contribute answers relating to a time they felt enslaved. (auditory learning)

6.The teacher will instruct the students to create a poem about a time they felt enslaved and demonstrate and example.

The students will create their own poem. (visual and kinesthetic learning)

7.The teacher will instruct the students to create an abstract piece of art that reflects their poem.

The students will create their artwork and it will be displayed throughout the classroom creating a gallery wall. (visual and kinesthetic learning)

Assessment/

Evaluation

 Assessment/ Evaluation:

 Formative: Individual Whiteboards

The teacher will ask the students to calculate the fraction of how many states had slaves, and how many did not. 

The student will write their answer on the whiteboard, and hold up his/her whiteboard to allow the teacher to see if they have understood and can move on. 

Summative: The poem and art work

The teacher will ask the students to write their own poem about a time they felt enslaved. Then they will construct an abstract piece of art that reflect their poem

The student will contract his/her own poem, along with their art work.  Then there will be a gallery walk where they can present their work and share some information about it. 

The students will be evaluated on how clearly they write their poem and their abstract art work reflecting that poem.  This activity will be evaluated out of 30 points.  We have attached a scoring guide that will demonstrate how we are going to grade the students.

Teachnology

Closure

SmartBoard

Students will walk around and look at their peer’s artwork which reflects each student’s poem.

Resources/

Materials

The Negro Mother by Langston Hughes

Teacher demonstrated poem and artwork

Map of the United States showing states with slaves and without slaves

Smart board

Worksheet for the Bell Ringer on fractions and percents

 Time Required

 Four to Five Days