Aligned Lesson Plan Template for Observations

Associate Teacher

Teacher Name: Tyler Hair Subject: Math

Lesson Planning - “The What”

Class Information: Describe your - Overall, the students work well during our whole group instruction and are
class as a whole. Describe any unique familiar with the routine of our lessons.
characteristics of particular students.
- Students work well with their partners in quick partner talks as well as in small
groups on the practice problems.
- Some of my students have gaps in their understanding of overall number
sense, especially with multiplication and division facts.
- Some of my students use a multiplication chart and/or a calculator to assist
them with their calculations and in alignment to their IEP.
- I also have 1 student who is hybrid and typically does not do the at home
work and is behind during the whole group instruction. The student does have
the para in class for assistance.
Learning Target with Success Today we will:
- discover negative numbers on a number line and understand their values.
Criteria:
What will students know and be able to do So that we can: (do make say or write):
as a result of this lesson? How will - understand that integers, or numbers, have a set of positive and negative numbers to create opposites.
students know if they have it?
I’ll know I have it when:
- I can create a number line with negative numbers and identify opposite numbers to find a negative
number.
Inform Planning: In preparation for this new module, I have been using our small group time to evaluate
Describe your student’s current levels of students’ understanding of a number. Students are able to accurately draw and label
understanding of the content.
a number line with progressive counting as well as skip counting (such as 25, 50, 70,
Success Criteria:
100 increments)
• How will you check for student
understanding throughout the lesson?
During class I will ask students to rate their understanding from a scale of 1-4, 1 being
they are unsure of the concept to a 4 being very confident and able to teach someone
else.
Grouping Format: The first 25-35 minutes of my lesson will be whole group, tier 1 instruction. I will have a para in
Will this lesson be entirely whole group or the room with my SPED students to help them during this time.
will you be grouping students for a
portion of the lesson? After the whole group, I will have students work on the exit ticket individually. During this time, I
will pull a few students that have indicated they are still at a 2 or 1 with the concept and work
If you plan on grouping, describe how
you will determine the groups (how many
with them at the back table. After working with them and they are more confident with the
groups, students in each group, etc.) concept, I will have them work on the exit ticket independently.

After I finish with this group, and depending on time, I will either pull all students back or walk
the room. Students will complete exit ticket independently then will work through the practice
problems with partners of their choice so that they can help one another.
Materials: - Projector & Laptop
What materials will you be using for this - Chromebooks for students
lesson (handouts, computers, - individual whiteboards & expo markers for students
white-boards, markers, manipulatives, - Number line templates for low students.
etc.)
Vocabulary: - plot
What vocabulary words are related to the - integers
content of the lesson (science words, math - relationship
words, etc)? - value of the number
- units
What vocabulary words within your lesson
are related to being a successful student - create
(analyze, compare, justify, explain, etc.)? - explain

Anticipated Difficulties: What - I anticipate that a few of my students may incorrectly label their number line when
difficulties or possible misunderstanding do plotting the negative numbers. I will prevent this by frontloading what the value of the
you anticipate that students may encounter? numbers represent so that students can understand their value on the line rather than
How will you prevent them from occurring? just writing them down randomly.

Differentiating & Scaffolding: - I will support my SPED students by providing them with a reusable number line to help
How will I differentiate instruction for a variety with accuracy with building a number line
of learners (SPED, ELL, high achievers, - For my high students, I will extend them by having them plot fractions on the number
etc.)?
line and then finding their negative opposite.
How will I support…
How will I extend…

Lesson Implementation – “The How”

Tier I Time:
Duration of Lesson: ___60__ minutes
Lesson Introduction: - Students will read the learning targets out loud to the class.
How will I clearly communicate the Learning - In partners, students will use a number line to show an addition problem and also
Target? predict if the number is even or odd before solving. (students have learned in a
How will I connect today’s learning to what
previous lesson how to determine if an answer is even or odd without solving the
students have already learned?
equation.)
Direct Instruction - “I Do” - Students will first watch as I construct a number line with negative numbers on the
Describe how you will teach the concept to board.
students. - Draw a number line with 0 and plot a point at 3. Ask students which direction the arrow
Check for Understanding: is going in order to move from 0-3. Then as students how many units the plot has
What will students be doing during this part of moved. Finally, ask students if the numbers would be getting larger or smaller as you
the lesson? How will you know if they are
move from the plotted point to 0.
understanding?
- Show students a plotted point at a negative number. Ask students if the value of this
number is smaller or larger than 0.
- Describe the relationship between the negative and positive number in relation to 0.
Guided Practice – “We Do” - Students will now identify with their partner where 4 is on the number line. Working
Describe what this will look like. How will you together they need to determine where -4 would be.
gradually release the students toward - Partner talk: describe the relationship between the 2 numbers plotted on the number
independence?
line.
Check for Understanding: - Work through multiple problems with the same setup of giving the positive number and
How will you know and track who needs
additional support during the independent students have to find the negative number.
practice time? - Partner talk: where do you start when locating an integer on the number line?
- Partner talk: why are negative numbers located to the left of the 0?
- Repeat these examples but use a vertical number line.
- Partner talk: Describe the relationship between the positive & negative numbers.
- Partner talk: where are the negative numbers located on a vertical number line?
- Move into closing
Independent Practice - “You Do” - Students will complete the exit ticket individually on classkick. Students know that they
What will independent practice look like? How are required to show their work by either writing or typing directly on the classkick.
will they know your expectations? Students also take a picture of their whiteboard (or their number line for this lesson)
How will I support… and add it to the exit ticket.
How will I extend/do for fast finishers…
- After students will complete the practice problems either individually or with other if
they choose. The practice problems will tell them if the answers are correct so students
know to continue trying until they get the correct answer.
-
Closing - Before students move into independent practice we will read aloud the learning target.
How will you revisit the learning target? - Students will complete 1 more problem and after they get checked off will move onto
Check for Understanding: the chromebook for individual practice.
How will you know if the learning objective was - I will use both the checks for understanding and the exit ticket to evaluate student
met? (exit ticket, final product, verbal or written
understanding.
summary, etc.)
- If i’m able to pull all students for small groups, I will also use that problem as well to
check their understanding.

Lesson Reflection - “What Now”

Reflection of Learning:
What did students learn? (Use student data ____% Got It
from your final check for understanding as
evidence.) ____% Almost Got It (what was the misconception and why did it happen?)

____% Didn’t Get It (what was the misconception and why did it happen?)

Reflection of Teaching:
What did I learn? How can I use this to grow What components of the lesson went well?
and improve?
What components of the lesson will I modify?

Any other questions you want to reflect on…