EDU 105 Lesson Plan Fall 2017

Name: Maddison Farkas and Erin Gawlak Date: 11/13/17

Lesson Title: Using Slope in Word Problems Subject: Math
Age or Grade Level: 8th Grade Number of Student Involved in Lesson: about 18 Time Frame: 40min
Learning Central Focus

Central Focus
What is the central focus for the content in the Literacy learning segment?
- How to use the slope of lines to solve word problems
EdTPA Task 1 rubric 1

Common Core State Standards

What standard(s) are most relevant to the Literacy learning goals?
http://www.engageny.org/common-core-curriculum-assessments
http://www.corestandards.org/the-standards
CCSS.MATH.CONTENT.8.EE.B.5
EdTPA Task 1 rubric 4
Student Learning Objective(s)
Bloom’s Taxonomy link to action terms to imbed in your objectives where applicable.
http://buhlercc.wikispaces.com/Bloom%27s+Taxonomy
Bloom’s Action Verbs
Skills (up to 4)
What are the specific learning goal(s) for student in this lesson?
GO- Students will analyze the word problems and solve them with their knowledge of slope
SLO- Students will break down each part of the word problem
SLO- Students will differentiate between which lines on the graph correspond to each equation
SLO- students will identify what each axis represents
Evidence-Based Practices (2) – APA format and link
https://owl.english.purdue.edu/owl/resource/560/05/
What are the specific two strategies you chose for students in this lesson and why? (Summarize the strategy’s intended learning
outcomes)
Evidence Based Practice Link
https://docs.google.com/document/d/1_AnbKtjaEuvVGLkPk8Ubh3qoZloj39_YLaWx1d8Jeok/edit?usp=sharing
Greece reading strategies link http://www.greece.k12.ny.us/academics.cfm?subpage=930
-Guided Notes: Students will have the same sheet in front of them that is on the board so they can follow along with what is being
taught and so they will have the notes to help them with their homework
-Wait Time: Give students a chance to process each part of the question before calling on someone to answer or telling them the
answer. This way more students will understand what is being taught to them.
EdTPA Task 1 rubric 5
Linking Theory to Practice
Educational Theories
(pick a learning theory and theorist and define (may pick more than one), then tell why it applies to your lesson
implementation)
http://www.teachersgarden.com/professionalresources/learningtheorists.html
http://crescentok.com/staff/jaskew/isr/education/theories.htm
http://home.sprynet.com/~gkearsley/tip/theories.html

Theorist Link
https://docs.google.com/drawings/d/16ko-2-2dn5g99HBR7j9CVGVCIUniae_pdvssHqQofao/edit?usp=sharing
Why are the Literacy learning tasks for this lesson appropriate for your students?
Behaviorism
Key Theorists: Thorndike, Pavlov, Skinner
Main Concept: Learning occurs through reinforcement of response
Application: Learning Objectives, Programmed instruction- immediate feedback
-students will follow along in the lesson using notes that will meet specific objectives. Throughout the class, if students have
question they can ask them right away, or if they answer a question they can be told right away if that answer is correct or
incorrect.
EdTPA Task 1 rubric 2

Prior Academic Knowledge, Conceptions and Requisite Skills

What knowledge, skills, and concepts must students already know to be successful with this lesson? (see common core standards
that precede the ones chosen for this lesson)
What prior knowledge and/or gaps in knowledge do these students (in your classroom) have that are necessary to support the
learning of the skills and concepts for this lesson?
-Students have had a lot of experience with word problems in prior units
-Students have a lot of knowledge about slope and how it affects lines and graphs from previous lessons
(refer to your contextual factors assignment)
EdTPA Task 1 rubric 2 and 3
 Instructional Strategies and Learning Tasks
Description of what will you be doing and/or what the students will be doing.
Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s). Attach a copy of the assessment and the
evaluation criteria/rubric in the resources section at the end of the lesson plan. Add as many as needed.

Type of assessment Description of assessment(s) Modifications to the Evaluation Criteria - What

(Formative/ Summative or tools used– progress monitoring assessment so that all students evidence of student
Diagnostic could demonstrate their learning (related to the
Informal/ Formal) learning. learning objectives and
central focus) does the
assessment provide? State
specific criteria for success.

Formative Assessment We will continuously ask the Make sure to call on all the This assessment will
students questions throughout the students at some point allow us to know which
lesson and prompt them with a throughout the lesson, do not students are paying
response if they are very unsure. just let one student answer attention throughout the
At the end of class we will ask a every time class and it will also give us
few closing questions to insure an indication of what
they have an idea of how to do students really know and
their homework. what they might need to
have explained to them
again.
Differentiation/ Planned Whole Class: Ask many questions to make sure all students comprehend the lesson.
Support Groups of students with similar needs: The class periods are broken up between students who need
How will you differentiate extra help and a slower paced class, and students who understand the material relatively well. This
and provide students’ allows for one class to have a slower pace while the other has a faster pace.
access to learning based Individual students: If a student does not seem to understand the lesson, one of us can go over an
on individual and group assist them while the other continues teaching.
needs? Students with IEP’s or 504 plans: The classroom aid is very helpful in making sure the students with
EdTPA Task 1 rubric 2 IEP’s or 504 plans are following along with the lesson and understand what is happening.
and 5 Strategies for responding to common errors and misunderstandings (where is the learning
breaking down?). Make a prediction and give an example of a possible student error and how
you might address that disconnect.

Academic Language Demand(s) – Discipline (Domain) Specific Language (ie Literacy, Math, Science ELA):
What are your students’ abilities with regard to the oral and written language associated with this lesson and how will you
address these needs?
See Tier 1,2,3 and 4 (common core handout on language on Angel)
Tier 1 •Words used in everyday speech • Students with a limited vocabulary will need support
Steepness, graph, point
Tier 2 • General academic words •Words found more often in written texts across disciplines
Rise over run, change in y over change in x, x-axis, y-axis
Tier 3 • Domain-specific words •Words found more often in written texts within a specific discipline
Slope, coordinate plane, coordinates
(refer to your contextual factors assignment)
EdTPA Task 1 rubric 2 and 4
Materials
What materials does the teacher need for this lesson?
SmartBoard
Filled in notes page
What materials do the students need for this lesson?
Notes packet
Ruler
Pencil
Eraser
EdTPA Task 1 rubric 1 and 3

Anticipatory Set
___10___ Minutes
How will you start the lesson to engage and motivate students in learning?
We will ring the bell to gain the students’ attention. Once they are listening, we will go over any questions on the homework
and review some of the harder homework questions
EdTPA Task 1 rubric 1 and 3

Instruction
____25____ Minutes
How will you determine if students are meeting the intended learning objectives?
We will know if students are meeting the objectives by asking questions, walking around the room to check their work, and
having them do a problem on their own that we will check.
EdTPA Task 1 rubric 1 and 3
 Re-Engage We will gain students attention by telling them the last question will be for a lottery ticket. Whoever
How will you revisit or is able to answer the question will receive a ticket that will be placed into a “lottery” for a chance for
review them to win a prize. This always gets their attention.

EdTPA Task 1 rubric 1

and 3

Closure Ask if they have any further questions and allow them to work on their homework until the bell rings.
____5__ Minutes
How will you end the
lesson?
EdTPA Task 1 rubric 1
and 3

Analysis and Reflection of Teaching

To be completed after the lesson has been taught *
 What worked? What didn’t? How did you re-engage?
EdTPA task 3
rubric 11 and task 4 rubric 18
Evidence of Student Learning (including data)
(be sure to imbed your charts and graphs here)
EdTPA task 3
rubric 11
Adjustments
What instructional changes do you need to make as you prepare for the lesson
tomorrow after analyzing the pre-test results?
How will you analyze students’ use of language to develop content understanding?
How will you explain and provide evidence of students’ use of the language
function, vocabulary, and additional language demand(s) in ways that develop
content understandings?
EdTPA Task 2 rubric 10 task 3 rubric 14 and 15
Proposed Changes.
If you could teach this lesson again to this group of students what
changes would you make to your assessment and instruction?
What next steps will you provide for targeted support to individuals and
groups to improve their learning relative to (a) the essential literacy
strategy (b) requisite skills?
EdTPA task 3 rubric 14 and 15
Resources:
*Link each assessment (pre-post tests format used) and associated evaluation criteria/rubric, student samples etc below:
The students responded very well to the lottery
tickets. However, next time we will tell them ahead of
time that tickets will only be given out to students
working quietly by themselves.
During review in the beginning of class, students were
not sure of the slope formula, however at the end of
class, they were all able to recite the formula.
Next time, we should allow students to get up and
move around by having one student at a time come
up to the board to answer a question. It will get the
students more engaged and excited for the lesson.
Whole class: Allow students to come up to the
board to answer a question when they are called
on.
Groups of students: Make sure when students are
doing the problem on their own that they are not
just letting others copy their answer.
Individual students: Make sure students
understand the slope formula completely before
starting the lesson. (It is very important in this
lesson)
Samples of Scored Student Assessments (NO NAMES)
Scan as PDF file or photograph.