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Lupo 1

Cross Cat Program Lesson Plan/Reflection Format

Name: Layna Lupo Cooperating Teacher: Sarah


Setting/Grade Level: Functional Math Robison/Tami Scott
class 9-12th Subjects: Math
School: Empire High School Date and Time: 2/1/2017 11:30-12:40
Theme/Title: Order of operations Composite of Class: 10 students

1. Learning Goals/Objectives
What student learning goals/objectives do Which indicators of the Arizona content
you have for this lesson? standards does this lesson address?

Student will use addition to solve word 12.A-SSE.3- Choose and produce an
problem for joining two groups, using the equivalent form of an expression to
word sum. reveal and explain properties of the
quality represented by the expression.

2. Methodology
What instructional strategies will you use?
Constructions Library Research
Cooperative Learning Peer Editing
X Discussion/Questioning Practicum
X Problem Solving Field Study
X Reflection/Response Graphic Organizers
Independent Learning Role Playing
Laboratory X Viewing/Listening/Answering
X Practice/Drill Experiment
X Lecture Discovery
Reporting Journal
Simulation Other:

Why did you choose these strategies/methods?


I selected these strategies/ methods because it allows for different type of learners to
learn about word problems and practice defining the word sum.
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How will you group students for instruction?


Students will be sitting at their table with either a peer mentor, para professional, or
a classmate.

List below your activities/steps including 1. HOW you activate background knowledge,
2. GAIN student attention (set induction), 3. DEMONSTRATE processes and desired
outcomes (a. modeling, b. guided practice, c. independent practice), and 4. BRING
closure to the lesson. Finally, 5. ARTICULATE how you will evaluate your
lesson/determine if student learning occurred. PLEASE MAKE SURE YOU INCLUDE
EACH OF THESE FIVE COMPONENTS IN THE ACTIVITIES/STEPS OF YOUR
LESSON.
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Activity/Step Time Allocated


(Explain each step)

Bell work (work on IEP goals) 10 minutes

School announcement 2 minutes

1. How you activate background


knowledge.

By discussing what we did yesterday. 2 minutes

2. Gain student attention 3 minutes

Baseball Poster: Look at poster and


create a word problem based off the
picture. Students will identify objects
on the poster and count them aloud to
create a word problem. Teacher will
walk around and have students create a
math problem using the images on the
baseball poster Students will
determine the sum with their table
partner and share with class.

Brain Pop= 7 minutes


3. Demonstrate ...
a. modeling.

As the class is watching basic adding 2 minutes


Brain Pop video pause and find the
sum with class when addition
problems are presented.

b. guided practice...

As the class is watching Basic Adding 1 minute


Brain Pop video pause and have the
class find the sum of the problem
with their table partner.

c. independent practice...
5-10 minutes
Skill Drill differentiated worksheet from
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Ablenet curriculum levels 1 (severe) ,


2 (moderate), and 3 (mild) (chapter 7,
section B, lesson 1).

4. Bring closure to lesson


5 minutes
Reflect on the definition of sum with
your table partner and then blog about
the definition of sum.

5. Articulate how you will evaluate how


2 minutes
learning has occurred

If they can blog about the definition of


sum.

3. Materials
What materials will you use? Technology Utilized
Teacher Student Cassettes/CDs CD-ROM
-Computer -Skill Drill X Overhead X Computer
-Brain Pop worksheet Slides Distance
-Projector -Pencil Learning/Webcast
-Whiteboards Tape Recorder X Internet
(some students) TV/VCR/DVD Laser Disk
X Assistive Smart Board
Tech.
Digital/Video Other
Camera

4. Assessment/Evaluation
Assessment Alternatives
(*=process, x=product)
Application Objective
Exam Test
Concept * Observation
Mapping
Parent Contract
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Evaluation
Peer Checklist
Evaluation
* Self- Performance
Evaluation
Inventories Portfolio
Quantitative Rating
Scales Scales
Rubric Scored
Discussion
Journals X Problem-
Solving
Assessment
Other

5. Reflection after Lesson Implementation:

Note: Please complete these questions AFTER your debrief with your Supervisor,
and email them with your responses back to your Supervisor within 48 hours of
your observation.

1. To what extent did students learn what you intended? How do you know?
I think the students gained new knowledge on addition within a word math
problem. The reason my I feel it was successful is because the next day they were
able to retell what we discuss in class.

2. Did you do anything differently than what you planned? If so, why?
Yes, we had an unexpected fire dill during my lesson so I had to cut out blogging
and about 10 minutes of independent work. Overall, I was extremely impressed
with the students for getter back on track after the fire drill!

3. If you were going to teach this lesson again to the same students, what would
you do the same? Differently?
If I were to teach this lesson again to the same students, I would keep the scaffold
worksheets but I would try to do a more interactive lesson instead of the
BrainPop. I think it would have been nice to do a lecture or a direct instruction
game.

4. How much time did you actually use? Were transitions smooth?
I used all the time because we had a fire drill however, I was extremely impressed
with my students and their ability to smoothly transition from fire drill to class. I
think it helped that I had everything set up and ready to go so when they came
back into the class there was no down time. My take away from the fire drill that,
our inclusion team needs to practice where to go and the speed in which we need
to move in order to evacuate the building successfully.
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5. Identify a group or individual who did well with the lesson. How do you
account for this? What might you do in the future to ensure their continued
success?
I think Nathan did a phenomenal job with the lesson because he was engaged by
answering questions. The reason why I believe Nathan enjoyed the lesson is
because there was a BrainPop video and he enjoys watching them in his free time.
Nathan also loves learning and being challenged so this lesson proved him with a
little challenge.

6. Identify a group or individual who had difficulty with this lesson. How do
you account for this? What interventions could you use so that they achieve
the learning goals?
Out of everyone in my class I feel Netanya had the hardest time with the math
lesson. She uses an AAC device and I did not have the paraprofessional set up
some answers so Netanya could actively participate. Next time I would like to go
over the lesson with the paraprofessional so they can better support the student in
using their AAC device within the lesson.

7. Are there any other comments, reactions, or questions about the lesson? Was there
anything you felt especially good, frustrated, or confused about?
I personally feel for my first lesson it went pretty well but I know there is
always room for improvement. I would also like to have all the students AAC
devices in line with the lesson so they can actively participate.
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