DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 4th SEMESTER & STUDENT TEACHING LESSON PLAN TEMPLATE (1/25/13)

) Teacher Candidate ______Stephanie Leffler____________ Grade Level ________1st______________ Title _______Writing Count On Fact Families ____TWS L4 10.5_____________________________ CONTEXTUAL FACTORS (classroom factors)
Contextual Factors of Classroom: 16 Students 9 Boys 7 Girls 6 Students with IEPs 3 Severe Special Ed Students , 3 Developmentally Delayed Students 2 ELL Students 1 German (WIDA level 4), 1 Native American (WIDA level 3) Ethnicity - 14 Caucasian, 1 Native American, 1 Black Classroom environment: Students desks are in groups of 3 5 students (see attached seating chart), Color Blocked rug is below the SmartBoard (see attached seating chart for rug assignments), 4 tables for Small Group Work, Guided Reading, interventions, and Art. Students are excited to learn and are well-trained in the classroom routine. The classroom rules are: Be Kind, Be Safe, Be Respectful, Be a Thinker, and Be Ready. Technology available: SmartBoard, Elmo, and 5 computers.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: (SIOP 1 & 2) Number & Operations Understanding meanings of operations and how they relate to one another. Understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations. Understand the effects of adding and subtracting whole numbers. Content Walk-Away: Students will explain a fact family when given the total and one part. Language Walk-Away: Students will write a family of facts when given the total and one part. Vocabulary: Add, addition, subtract, subtraction, fact, fact family, number sentence, count back. (SIOP 9)

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Observation of student responses, questioning, and making ten and fact family extension activities. Content Walk-Away Evidence (Summative): Growing With Mathematics Student Book page 231 & 232 End of Unit Assessment Language Walk-Away Evidence (Summative): Growing With Mathematics Student Book page 231 & 232 End of Unit Assessment (SIOP 30)

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Shaina and Caleb will work with an aide during class to make sure they understand the lesson. Tommy, Lola, Kirra, and Taylor, will receive small group intervention during class time and may also be pulled out individually to work with a teacher to make sure they understand the lesson. (SIOP 17, 18)

Approx. Time
1 minute

ACTIVE LEARNING PLAN

Transition The Line Leader calls students down to color block rug by quiet rows. Activate/Building Background Knowledge

3 minutes

Display a domino under the Elmo. Ask Who can tell me what we did with dominos last week during math? What is a fact family? How could we write a fact family using a domino? What are some other things we could use to represent fact families? (SIOP 7, 8, 18) Today we are going to learn more about fact families. (SIOP 3) Display objectives and vocabulary words. Reveiw. (SIOP 1, 2, 9) Formative assessment: Learning Goal Activating background knowledge. Success Criteria Students are able to correctly answer questions about what we did our last math lesson. Assessment Strategy Questioning for understanding by observation and listening to student responses.

Modification/accommodations: (ELL, IEP, GATE, etc.) Caleb needs to sit on the front row so he can see. Try to call on Scotty and Caleb if they raise their hands to participate. Tap Kirra and Maya if they get distracted. Shaina is not allowed to sleep when she is sitting on the rug. Focus Lesson (I do it) 4 minutes Display a domino under the Elmo with 1 dot on one side and 8 dots on the other. Cover the side with 8 dots. Write 1 + ___ = ___ underneath the domino. Ask How many dots are behind this cover? Why cant you tell? What extra information do you need? If I tell you to total number of dots on the domino, will you be able to figure it out? (SIOP 15, 18) Write 9 in the appropriate space of the number sentence. (1 + ___ = 9) We have 9 dots in all. Ask How many dots are hidden? How do you know? (Complete the number sentence 1 + 8 = 9) If we know that 1 plus 8 is 9, what other facts do we know? What is this fact family? (SIOP 13, 14, 15) Pull sticks to call on students to state the other number sentences we know for this fact family. 1+8=9 98=1 8+1=9 91=8 Formative Assessment: Learning Goal Students appropriately identify the fact family 1, 8, & 9 from the domino. Success Criteria Students are able to complete the correct number sentences for the fact family 1, 8, & 9. Assessment Strategy Questioning for understanding by observation and listening to student responses.

Modification/accommodations: Allow students to ask a buddy if they need help answering a question. (SIOP 19)

Guided Instruction (We do it) 5 minutes Place another domino under the Elmo with 1 dot showing and 6 dots covered. Now the domino has a total of 7 dots. I want everyone to show me - How many dots are hidden? How do you know? In your square, write the fact family (1,6, 7) (SIOP 5, 6) Repeat for domino with 3 dots showing, 7 hidden, 10 dots in all. (3, 7, 10) Repeat for domino with 2 dots showing, 6 dots hidden, 8 dots in all. (2, 6, 8) Formative Assessment: Learning Goal Students will be able to identify the fact family from a part and the total.

Success Criteria Students will write the correct fact family on the rug.

Assessment Strategy Visually observe students using their finger to write the fact family in the rug.

Modification/accommodations: Remind Shaina, Kirra, Taylor, Maya, Scotty, Lola, and Tommy to write the fact families in the rug if needed. 1 minute Transition The Line Leader calls rows to return to their desks. Paper passes out workbook sheets. Independent (You do it alone) 10 15 minutes Post student workbook page 231 & 232 on the Smart Board. Read the directions. Do Question 1 together, writing the fact family and number sentences. (SIOP 18, 20, 21, 22) Students complete both sides of the worksheet independently. Summative Assessment: Student Book page 231 & 232 End of Unit Assessment. (SIOP 30) Modification/accommodations: Shaina and Caleb will work with Brenda (the aide) to complete their worksheet. Call Tommy, Lola, Taylor, and Kirra over to the round table to complete their worksheet. They will need more scaffolded instruction in small group. (SIOP 5, 16, 17, 19) 10 minutes Collaborative/Cooperative (You do it together) Extension Activities - Making Ten and Fact Families (SIOP 4, 6) When students are done with their seat work they may complete these extension activities with a partner. (SIOP 16, 17, 19) Making Ten Working in pairs, students pull a domino out of the bag. Students draw a picture that shows the total and one part (one part is hidden) then write the number sentences. (Work must be turned in) Fact Families Working in pairs, students roll a pair of dice and write the fact families and number sentences for each roll. (Work must be turned in) (SIOP 13, 14, 15, 20, 21, 22) Formative Assessment: Learning Goal Students are able to identify a fact family and all the number sentences from a representation. Success Criteria Students correctly write number sentences and fact families. Assessment Strategy Review written work submitted.

Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) 2 minutes Review vocabulary and objectives. (SIOP 27) What is a fact family? How many parts does it have? What is a number sentence? How do we find a fact family if one part is missing? How many number sentences can you make from a fact family? (SIOP 18, 28)

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking, Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? Pull up GWM Student Workbook on computer to post on Smart Board. What materials do I need to have ready? Have dominos 1 dot 8 dots, 1 dot 6 dots, 3 dots 7 dots, 2 dots 6 dots, and any other domino. Have extension activity supplies out. What is the approximate time needed for this lesson? 45 minutes

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? I was observed for this lesson. The students were having a very hard time paying attention. As I look back at this unit, we have done a lot of work with fact families using dominoes. The lesson was ok but the students were bored. There were 3 students that were having a difficult time paying attention and I was waiting, and waiting, and waiting, which made all the other students bored. I dont usually have that much wait time but this was for classroom management and it didnt work. I spoke with my supervising teacher about it and she said sometimes you just have to move on and hope that the kids will come back and/or speak with them if they are being a disruption. I am learning that 1st graders are not very aware if they are busy with a task or focused on something and I am trying to get their attention by looking at them. They havent developed that 6th sense yet where they can feel someone looking at them. The lesson wasnt bad, but it wasnt good either. We didnt end up having any time for the extension activities the whole group lesson took almost twice as long as it normally does. I forgot to have the students write in the rug during whole group as well, partly because I was focused on getting the students to pay attention. I was frustrated I couldnt get their attention. I should have just moved on with the lesson and pulled the students for small group instead of wasting time.