Assignment 9: Field Experience: Lesson Plan Presentation/Delivery/Reflection (100

points):
Based on the information gathered during your observation(s), create a lesson plan for either a
classroom or small group. Deliver the lesson to the class. Reflect on the activity.
Follow the guidelines on the handout for the activity. You will present an overview of the lesson
in class for your peers first so that we as a team can work together to overcome any pitfalls or
answer any questions prior to delivering the lesson to students in the inclusive classroom (You
must observe the inclusive class prior to creating and presenting the lesson in front of your
peers and subsequently in front of the inclusive class). The peer presentation prior should be
approximately 5-8 minutes, leaving 5 minutes for class suggestions. Your lesson is to be based
on the information you gathered from the observation assignment. The lesson you create should
be approximately 20-30 minutes.
Suggestions, etc. will be recorded on a suggestion sheet while you are presenting in front of
your peers. You will be required to hand in the suggestion sheet with your completed Lesson
Plan w/ reflection on November 27. Appropriate suggestions from your peer delivery should be
incorporated into the final lesson you delivered for the students in the inclusive classroom.

Lesson Plan Assignment

Name: Lindsey Lash and Jessica Walton Grade: 7th Subject: Math/Algebra 1
*Must obtain approval from the classroom teacher prior to delivering the lesson
Classroom Teacher Name: Mrs. Lash
Classroom Teacher Signature of Approval: _______________________________
Behavioral Objective(s):
-Introduce and implement DRAW for algebra strategy
-Review two-step equations
-Practice two-step equations
-Participate in review game

Pennsylvania State Standard(s):

Standard Area- 2.2: Computation and Estimation
Grade Level- 2.2.7: GRADE 7
Standard- 2.2.7.B: Add, subtract, multiply, and divide whole numbers,
decimals, fractions, mixed numbers, or integers.
Standard M7.A.3.2: Compute accurately with and without use of a
calculator.
Standard- 2.2.7.C: Use the order of operations to evaluate numerical
expressions.
o Assessment Anchor- M7.A.2: Understand the meanings of operations,
use operations and understand how they relate to each other.
Anchor Descriptor- M7.A.2.1: Complete calculations by
applying the order of operations.
Standard Area- 2.8: Algebra and Functions
Grade Level- 2.8.7: GRADE 7
Standard- 2.8.7:A: Use the concept of equality to demonstrate understanding
of properties applied to rational numbers (e.g. identity, distributive,
associative, commutative).
o Assessment Anchor- M7.D.2: Represent and/or analyze mathematical
situations using numbers, symbols, words, tables and/or graphs.
Assessment Descriptor- M7.D.2.1: Select and/or use
appropriate strategies to solve or represent equations or
expressions.
M7.D.2.1.1: Select and/or use appropriate strategies to
solve one-step equations (no negative numbers).
M7.D.2.1.2: Use substitution of one and/or two variables
to simplify expressions (whole numbers only- use order
of operations).
o Anchor Descriptor- M7.D.2.2: Create and/or
interpret expressions, equations or inequalities
that model problem situations.
o M7.D.2.2.1: Identify expressions, equations or
inequalities that model mathematical situations

(using whole numbers or decimals, no more than

two operations and one variable).
II.
Materials and/or Equipment:
-iPad or iPhone
-Macbook
-White boards
-Markers for white boards
-Prizes
-DRAW for algebra handout
- Practice worksheet
- Translated Draw for algebra handout
- Translated daily activities
III.

Activities and Procedures

Introduction
In order to grab the students attention, start by showing 1-2-solve! The video is informative, but
also connects to the students generation.
http://www.youtube.com/watch?v=1HLGsKYoUU0
The video allows the students to think about the past material they learned. The video starts to
review the material for the students upcoming test next week. After the video is over ask the
students what they learned from the video, and how they can apply their knowledge to the
review session.
1.

Connection to previously learned material:

The lesson is focused on reviewing for the upcoming test. The previously learned material will
be connected through a video, handout, review game, and practice worksheet.
2. Focus of Attention (Check all that apply):
__X__Visual
__X__Verbal
__X__Kinesthetic (Hands On)
3.

Teacher says:
-

I need you all to answer a question.

Who here likes music?
Have you ever used music to help you learn something?
If you have, what was the song, and did you find it helpful?
Today we have a video that relates to what we have been working on, one and two-step
equations.

Development
1.

Input

-Start lesson by having students watch 1-2-solve! video.

-Pass out Draw for algebra handout.
-Introduce DRAW for algebra strategy to class.
-Review problems together as a class.
-Implementing the DRAW for algebra strategy.
-Ask students if they have any questions.
-Divide students into two teams by counting off in twos. (to keep with 1-2 theme)
-Explain the Bingo game to all students.
-Handout information sheet to Jah Jah, who is an English Language Learner.-Pass
out whiteboards and markers to all students.-Have two students go to the board, at a
time, to solve the two step equation.-The students in their seats will be solving the
equation on the marker board.-After solving the equation and circling the correct
answer on the board, have the student touch the correct answer on the teachers
iPad.-The students at the board are racing to earn three chips for their team.-The
team with the most chips at the end of the game period is the winning team.
-The game period ends when the Bingo game is won on the teachers iPad.-Pass out
prize to winning team.
2.

Modeling

-The DRAW for algebra strategy will be written on the board for students to reference.
-Also available as a handout to each individual student.
-As teachers, we will both model how the activity is to take place.
-One acting as the teacher, the other acting as a student.
-The teacher, Miss Walton, will recite the question aloud while writing the question on
the board. Miss Lash, posing as a student, will copy and solve the equation following
the correct process. (Modeling how the student at the board is to complete the
equation.)
-Showing the students to write out ALL work, and circle the final answer.
-When the answer is final on the board, the student at the board will find the correct answer on
the iPad.
-Miss Walton and Miss Lash will check for correct answers from the students not at the board by
looking at the answers on the white boards. (Mrs. Lash will also help check for correctness.)
-The team will gain three chips if the student at the board answers the question correctly before
the other student.
-A team will gain two chips if the question is answered at the board correctly, but after the first
student.
-A team will gain one chip if they have the most correct answers on the white boards.
-Tallies will be kept on the board.
-At the end of the game, the team with the most chips will be rewarded with a prize.
3.

Checking for Understanding

The review game is checking the student's understanding for their upcoming test next
week. The purpose of this lesson is to reinforce the previously learned material. Students will
have the opportunity at all times to ask questions about the lesson. In the introduction students
are being probed to recall their prior information while watching the video. Also, the DRAW for
algebra strategy has students think about the steps necessary to achieve the correct answer in
a two step equation.
In order to reinforce mastery of two-step equations, when going to the board the

teacher will correct any mistakes and make sure the student understands what they did wrong,
and how they can fix it. Meanwhile, the other teachers in the classroom will go around
answering any questions from students at their desks, making sure they are following the proper
processes to achieve success.
4.

Guided practice

The students will demonstrate their learning this lesson by participating in the review game. The
students will be under the supervision of all three teachers in the room. The teachers will
provide assistance if needed. The students will be praised for correct answers, but will also be
prompted to continue their excellence by completing as many problems as possible, correctly.
5.

Conclusion
-

6.

Declare a winner of the game.

o Circle winner on the board
Give winning team their prizes.
o Walk around to each student to pick from a bag.
Ask students what they took away from the game.
o Write down positives/negatives on board.
Thoughts on new DRAW for algebra strategy.
o Clarify any uncertainties.
Pass out worksheet to be completed for the next class period.
o Time to work on in class until bell rings.
Modification for Individual Differences

- Translated Draw for algebra handout

- Translated daily activities
- Google Translate (if necessary--to help ask/answer questions)
Note: The student is very intelligent and excels in math. The numbers are universal to her;
therefore, she does not need translation of numbers, only words.
- The student will be able to participate in the class activity because anything that needs to be
translated for her use will be taken care of.
- Notes, worksheets, and information will be available and accessible in the classroom for this
student as well as others. If the information needs to be translated, it can be done so using
Google Translate.
7.

Student Evaluation

The DRAW for algebra strategy will be represented on the board and on a handout. The
students will be engaged through a video, handout, and a review game. Student learning will be
evaluated through problem solving. The students will solve the problems on the chalkboard and
on the whiteboard.
Students will be evaluated on class participation, and the amount of problems answered
correctly. The evaluation will also be continued by the take-home assignment, where evaluation
will come from the amount of questions answered correctly, the research put into the
assignment, and the answer to the open-ended question.

8.

Independent Practice

Once the students have shown mastery of the content in the classroom, there will be a
worksheet to work on at the end of class until the bell rings, and whatever is not finished in class
will be for homework. This is to be checked by Mrs. Lash during the next class period.
The students will use the correct methods and strategies, as they did during the classroom
period, and complete the worksheet as reinforcement. The worksheet will also have information
as to where a child can implement two-step equations in the real world. As a wrap-up after the
student completes the equations, there will be an open-ended question to have the student find
a way they can use two-step equations in real life situations.
9.

Classroom Management

-The use of technology to have the students interested in the lesson to come.
- Video at the beginning of class.
- iPad to have an interactive class.
-The use of whiteboards to actively participate in the lesson and to gain practice with the
material.
-Having students go to board to set an example for how the problem is going to be solved.
- Maintaining the classroom rules already set by Mrs. Lash.
- Positive reinforcement and encouragement.
-Remind students to stay in seat, unless at board.
-Remind students to say done when completed with problem at board.

Lesson Plan Assignment

REQUIREMENT

INCLUDED

POSSIBLE
SCORE

Completed at least 2 observations of classroom prior

to lesson delivery

yes

no

Presented to ED208 Class and Incorporated

Suggestions/Necessary Changes (if any)

yes

no

Included Suggestion Sheet with Final Reflection

yes

no

Received Prior Approval for Lesson Delivery from

Classroom Teacher

yes

no

Delivered Lesson

yes

no

Behavioral Objective(s):

yes

no

Pennsylvania State Standard(s):

yes

no

Materials and/or Equipment:

yes

no

yes

no

Introduction

a)

b)

Connection to previously learned material:

Focus of Attention:

Development
a)

Input

yes

no

b)

Modeling

yes

no

c)

Checking for Understanding

yes

no

YOUR
SCORE

d)

Guided practice

yes

no

e)

Conclusion

yes

no

Modification for Individual Differences

15

Student Evaluation

yes

no

Independent Practice

yes

no

Classroom Management

yes

no

Reflection

yes

no

10

Demonstrates critical thinking, reflection

yes

no

10

Written in appropriate language, grammar and

spelling

yes

no

TOTAL:

100