LESSON PLAN FORMAT

Name: Andrew Morgan Date: 2/19/12 Grade Level: 6th

1. Content Objective(s)/State Standards: Math: I can practice problem solving using academic thinking Language: Use the academic language of Algebra in partner work. Behavioral Objective: Classroom Procedures and Code of Conduct. Proper use of the centimeter cubes and other resources (failure to do so will result in independent work and loss of manipulatives) 2. Instructional Focus: Algebraic problem solving via academic thinking 3. Interesting Texts/Materials for Instruction What text(s)/materials are you using for your lesson? Insect collections worksheet Centimeter cubes (manipulative) Colored pencils/crayons 4. Student Engagement: What engagement principle(s) are you choosing for this lesson? ____x____choice, ____x_____collaboration, ____x____building concepts, ___x____relevancereal world interaction I will engage students in this lesson by: Instructing them that we will be working with insects and other bugs to do our math today (they will soon find out the bugs are centimeter cubes) and that together in partners we will solve our math problems. I will then model for them an example from the worksheet. 5. Student Activity/Differentiation. What will your students be doing to meet the purpose of your lesson? (listening, reading, searching, writing, strategy instruction, group work, etc.) What my students are actually DOING: Before, During, and After. Before the lesson starts the students will be paired up in to partners (minor adjustments will be made to pair struggling students with advanced students) and each pair will get centimeter cubes from our math boxes. Students will be instructed that abuse of the manipulatives or inappropriate behavior during our work time will result in loss of manipulatives and to complete the work on your own. I will then model for them the first problem on the worksheet, and demonstrate my thinking from the document camera to show how I came up with the correct answer. During the activity the students will be working in groups to solve the algebraic problems. Students will need to use the centimeter cubes to represent the bugs. While working students need to work together to solve and make sure that each person understands the problem before they move on. If students need help I will be walking around the room to provide help when needed. After the activity students will create their own insect study box on a separate piece of paper they will rewrite one of the problems and recreate the centimeter cubes using crayons or markers to display their

understand of the subject.

How will you differentiate your instruction for struggling/gifted students? Struggling students will be carefully placed with students who are on a more advanced level and who work well with others. Modeling for the students how to do an assignment as well as demonstrating my thinking is also an adaptation for struggling students. The centimeter cube manipulatives is also an adaptation for struggling/ELL students. For gifted students (they are pre identified) they will need to write an algebraic equation in addition to working on the problem. 6. Writing/Communicating/Assessment: How will you know students have met the purpose of the lesson? What will students do to record their understanding? I will know the students have beet the purpose of this assignment by the product that they hand in. This will also be the process by which they record their understanding. 7. Reflection: Strengths? Improvements? Be specific.