EDU 105 Lesson Plan Fall 2017

Name: Madison Farkas and Erin Gawlak Date:

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

Central Focus
What is the central focus for the content in the Literacy learning segment?
● How to graph a straight line
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.C.7
CCSS.MATH.CONTENT.8.EE.C.7.A
CCSS.MATH.CONTENT.8.EE.C.7.B
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?
Analysis:
● GO: The students will analyze the equation and graph the line.
● SLO: According to the worksheet students will differentiate each part of the equation
● SLO: According to the worksheet students will identify the slope
● SLO: According to the worksheet students will differentiate between the slope and the y-intercept
● SLO: According to the worksheet students will illustrate the equation on a graph
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- Notes are given to students ahead of time and we help guide them to fill them in
● Wait Time- Give students the opportunity to process a question on their own before calling on a student to answer

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: Thorndike, Pavlov, Skinner
○ Learning occurs through reinforcement of response
● Learning Objectives- there are specific objectives that must be met throughout this lesson
● Immediate Feedback- we ask students questions out loud during class about the lesson and wait for raised hands to
answer

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?
(refer to your contextual factors assignment)
● Solve linear equations with rational number coefficients, including equations whose solutions require expanding
expressions using the distributive property and collecting like terms.
● Students will have already had one day of introduction to this specific topic
● Our lesson will be an expansion of the previous lesson

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

Formative Ask questions in the Make sure to call on Allows us to know if students are
beginning of class to different students so that retaining the information they have
review what they already everyone is paying attention been taught. If a student can
and has the chance to define that m represents slope in
know (prior knowledge).
answer the equation y=mx+b, then they
Ask questions throughout are comprehending the material.
the lesson to make sure
students are understanding
the topic.
Differentiation/ Planned Whole Class: Continuously ask questions to make sure all students are understanding the material
Support Groups of students with similar needs: between the two class periods, the first period is a slower paced class for
How will you differentiate their similar needs
and provide students’ Individual students: While working on homework, we will walk around the room and answer student’s
access to learning based individual questions
on individual and group Students with IEP’s or 504 plans: The classroom aid will help the individual student with an IEP to better
needs? understand the material and follow along with the lesson
EdTPA Task 1 rubric 2 Strategies for responding to common errors and misunderstandings (where is the learning
and 5 breaking down?). Make a prediction and give an example of a possible student error and how
you might address that disconnect.
Common Error: Trying to plot to slope before the y-intercept
Explain to students that the slope is the pattern that the line travels and they need a starting point for
that pattern. That starting point is the y-intercept then using that point, they can plot the pattern

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
Line, straight, graph
Tier 2 • General academic words •Words found more often in written texts across disciplines
Linear, y=mx+b, coordinates
Tier 3 • Domain-specific words •Words found more often in written texts within a specific discipline
Domain, slope, y-intercept
(refer to your contextual factors assignment)
EdTPA Task 1 rubric 2 and 4
Materials
What materials does the teacher need for this lesson?
● SmartBoard
● Note Sheet
What materials do the students need for this lesson?
● Note Sheet
● Pencil
EdTPA Task 1 rubric 1 and 3

Anticipatory Set
____5___ Minutes
How will you start the lesson to engage and motivate students in learning?
•The bell that the teacher uses at the start of each class to get their attention and show them that it’s time to start class, then go
over homework
EdTPA Task 1 rubric 1 and 3

Instruction
___30__ Minutes
How will you determine if students are meeting the intended learning objectives?
● Ask students review questions about the lesson that was just taught to see if they are meeting the learning objectives
● Formative Assessment
EdTPA Task 1 rubric 1 and 3
 Re-Engage ● Tell students that we will hand out lottery tickets if they answer number 4 on the notes sheet
How will you revisit or correctly on their own. The tickets will then be put into a drawing at the end of the week for a
review chance to win prizes
● At the end of the unit, there will be a review sheet to help the students prepare for the test
EdTPA Task 1 rubric 1
and 3

Closure ● We will end the class by asking students if they have any questions about the topic
____5___ Minutes ● Tell them their homework will be due and checked tomorrow
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? ● Starting the lesson with review was a good way to recap what
EdTPA task 3 they already know and a way for them to gauge what the lesson
rubric 11 and task 4 rubric 18 would be about.
● We tried to have the students finish one of the examples on
their own but there was still some confusion on certain parts so
we had to intervene to make sure students stayed on track with
the problem. It probably would have been better for us to do
the example with them from the beginning but we caught our
mistake and fixed it quickly.
● There was also a time towards the end of both periods where
the students became talkative. We used lottery tickets to re-
engage the students and make them want to participate.

Evidence of Student Learning (including data) ● Students were able to answer the questions that we asked while
(be sure to imbed your charts and graphs here) teaching the lesson
EdTPA task 3 ● There will be a test at the end of the unit to asses how much
rubric 11 students have learned
Resources
● Notes sheet our cooperating teacher gave to us to use for the
lesson

Adjustments ● Start class by reviewing what each component of y=mx+b

What instructional changes do you need to make as you represents
prepare for the lesson tomorrow after analyzing the pre-test
● Have a few example problems for how to to solve for y to
results?
How will you analyze students’ use of language to develop change an equation into the form y=mx+b
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. Whole class: Make sure not only 2 or 3 students are answering all of
If you could teach this lesson again to this group of the questions
students what changes would you make to your Groups of students: stress that the y-intercept goes on the y-axis
assessment and instruction? Individual students: Make sure students divide to every term on both
What next steps will you provide for targeted support to sides when solving an equation for y=mx+b
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:

Samples of Scored Student Assessments (NO NAMES)

Scan as PDF file or photograph.