UMF Unit-Wide Lesson Plan Template

Name: Program: Course:

Makayla Frost ECH Student
Teaching
Lesson Topic / Title: TWS Day #2

Lesson Date: 10/10/2018 Lesson Length: 30 minutes Grade/Age: 3rd Grade

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

● Students will self-correct their own 3.NBT.2 Students will be given a different color
assessment. marker or pencil to correct their work
● Each student will identify where they are having from yesterday. This way I can see
trouble with 3-digit addition and subtraction. their changes. I think it is important
that the students see these problems
modeled out in front of them. I also feel
that it is important that they get a
chance to correct their mistakes. It is a
new standard to many children in the
class and I want to see how they
identify their challenges with the
standard before I split them up into
math groups.

If a student made many errors on their

paper I want to work with them to try
to identify a pattern themselves. Maybe
they were struggling with the tens
place, or the hundreds. Whatever it is I
want to help them identify it so we can
help to correct it.

Content Standard(s) Instructional Decisions / Reasoning

3.NBT.2
Fluently add and subtract within 1000 using strategies This standard is really going to be all of
and algorithms based on place value, properties of our focus in this lesson. Once I am able
operations, and/or the relationship between addition and to take a look at their pre assessment
subtraction. and differentiate the instruction, I will
likely be working with the second and
fourth grade equivalent to this
stadnard.
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
Observation- I will be walking around the room to watch At this point I am really just trying to
how students are correcting their work, and what they gather any information I can about the
need to correct. way the students react to this standard.
Correcting the assessment is a good
Participation - By having students come up and complete opportunity for me to observe the
problems on the board it will help to assess their learning students. Are they participating? Are
and potentially identify common mistakes or the confident in their answers? Can
misconceptions. they even correct their answers
correctly?
Assessment Paper- The assessment will be handed in after
it is corrected and used as a piece of evidence and a After they have finished I will have a
starting point for math groups. photo of their pre assessment before
correction and I will have their
corrected copy.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

● ELMO The ELMO and the projector will allow

● Overhead projector me to put the brain teaser on the
● Assessment paper board. It also allows me to project the
● White board assessment onto the board so that we
● Markers for students to correct can correct it all together.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

10:10-10:20
● Project brain teaser Brain teasers are a fun way to start the
● Give students at least 5 minutes to work on it math block. It also has really helped me
● Go over brain teaser learn about the students as learner.
They have showed how they all have
10:20-10:25 very unique learning styles just by the
● Go Noodle way that they approach these brain
teasers. Allowing the students this time
10:25- 10:40 to think out of the box is very
● Explain that the importance is to learn and we important to me. I have also found that
need to work on finding our own errors students have done a great job of
● Ask different students to come up and do explaining answers to one another.
problems on the board
 ● Ask students if anyone notices any patterns in Go Noodle is an important opportunity
their errors for students to move around before we
begin any activity requiring a lot of
focus.

My mentor suggested having the

students correct the assessment all
together and I really liked this idea. I
think it will be a great opportunity to
see how well students do with fixing
their mistakes. I would rather do it this
way where students can see where
they went wrong, instead of just
correcting their paper and handing it
back to them with markings that they
will never look at.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)
AP-- Has recently been showing that he
AP-- Keep on task, he may need multiple redirections is very easily distracted. He is also
AD-- Make sure he is wearing his glasses extremely fidgety and will often stray
far from what the directions are. It
important that he stays on task.

AD-- A parent has asked us to make

sure he is wearing his glasses.

Field Courses Only – Post lesson

Reflection

The lesson actually went almost as planned. The only portion of the lesson that we
had to change was the Gonoodle dance. My mentor was called to help out with a
behavior issue in another classroom and I did not have access to the Gonoodle log
in. This was no problem and actually just gave us more time to correct our
assessment from yesterday. Students did extremely well being engaged with the
lesson on the board and sharing their ideas. Students were also very supportive of
their classmates sharing their ideas. They earned two tokens in the “Token Tub” for
their behavior during this time. Something that became evident while students were
demonstrating their learning on the board was that “regrouping/carrying” and
“borrowing” is going to be even more challenging to teach than I thought. Often
students would add “one” to their new place value after borrowing, when they
really were “borrowing” ten. It is hard to explain that even though you only borrow
one, it is actually equal to ten or one hundred, depending on which place value we
are borrowing from. It is going to take some time, and I am going to have to find
multiple ways to express this one idea.