Essential Components for Instruction (C-2)

DIRECTIONS: With your support provider, discuss and record information to ensure all essential components for instruction are
considered when designing your lesson series.

Participating Teacher: Jordan Vargas Support Provider: Vicente Washington

Content Area: Mathematics Beginning Date: 3/13/17

Grade/Period: 6th Ending Date: 3/20/17

1. COMMON CORE AND OR CONTENT STANDARDS
What Common Core State Standards and/or Content Standards will be addressed in this lesson series?
(This may be addressed through Assessment Claims, Target-Standards Bundle language, SBAC)

6.EE.5 - Understand solving an equation or inequality as a process of answering a question:

which values from a specified set, if any, make the equation or inequality true? Use
substitution to determine whether a given number in a specified set makes an equation or
inequality true.

6.EE.7 - Solve real-world and mathematical problems by writing and solving equations of the
form x + p = q and px for cases in which p, q and x are all nonnegative rational numbers.

What are the ELD Standards that are integrated into this lesson series? Please write out the Standard(s).

Interacting in Meaningful Ways

A. Collaborative
SL.6.1, 6; L.6.3, 6
Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics

W.6.6; WHST.6.6; SL.6.2; L.6.3, 6

Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia)

B. Interpretive
l SL.6.1, 3, 6; L.6.1, 3, 6
Listening actively to spoken English in a range of social and academic contexts

C. Productive
l W.6.45; WHST.6.45; SL.6.4, 6; L.6.1, 3, 56
Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Learning About How English Works

A. Structuring Cohesive Texts
RL.6.5; RI.6.5; RH.6.5; RST.6.5; W.6.15, 10; WHST.6.12, 45, 10; SL.6.4
Understanding text structure

B, Expanding and Enriching Ideas

l W.6.45; WHST.6.45; SL.6.6; L.6.1, 36
Modifying to add details

C. Connecting and Condensing Ideas

W.6.15; WHST.6.12, 45; SL.6.4, 6; L.6.1, 36
Connecting ideas

2. ASSESSMENT FOR LEARNING

Describe the planned entry-level assessment that will be used to measure the skills necessary for mastery of the standard(s).

Students will be introduced to a real-world word problem involving an algebraic equation. They will, first, attempt to recognize
pertinent information within the text while documenting vocabulary, relevant details, key numbers/variables, and potential
solutions (value/values that make the equality true) on a separate graphic organizer.

The process will then be repeated involving a real-world word problem involving an algebraic inequality.

Students will then be asked to share and compare documented findings from the two problems with elbow partners.

We will then reconvene as an entire class to share student responses and work towards finding/organizing key information
from the problem in order to expand interpretations into both visual and justifiable solutions.

3. FOUR ATTRIBUTES OF FORMATIVE ASSESSMENT (SBAC)

Clarify the intended learning targets with learner friendly language and success criteria which will indicate measurable growth.

Students will be able to recognize algebraic equations/inequalities involving variables, coefficients, and constants.

Students will understand stated comparisons in terms of symbol information( <, >, = , etc.) and the items found on
both the right and left side of the given symbol.

Students will learn how to effectively manipulate equations/inequalities with the idea of maintaining balance
(whatever you do to one side, you must do to the other side).

With variables representing unknown values, students will be able use operations to isolate variables for discovering
reasonable solutions.

Students will be able to model real-world situations using written equations involving unknowns (variables),
addition, and/or subtraction; solutions are gathered from their written information.

Describe some of the ways (e.g ., teacher tools, self-assessment, peer assessment, etc.) you will elicit evidence throughout
the lesson series. Include where and how you will take opportunities to interpret evidence and act on evidence in order to
adjust instruction.

Students will be asked to complete self-assessments in various capacities (goal-setting, 3-2-1 reflections,
performance ratings, journal entry in interactive notebook, entry/exit tickets).

I will read through student responses to gather student feedback and self-evaluation; this information will be used to
determine how students compare their own understandings in alignment with content standards. If necessary, I can
then adjust to allow for more time/focus emphasizing individual concepts from within the lesson.

Students will be asked to participate in peer assessment (clock partner tasks, compliments/suggestions based on
shared student responses to bell work problems, elbow partner discussion, elbow partner challenges, group
collaboration w/ student presentations, partner practice quiz).

These assessments for learning will help students give and receive feedback pertaining to content acquisition and
the development of critical-thinking/communication/creativity/collaboration skills. I will use collected evidence for
finding methods/strategies that will increase engagement and increase comprehension for future lesson planning.

Some teacher tools that will be used for progress monitoring during the lesson series include homework, homework
correction/explanation, entry/exit slips, station rotations to create time for intimate instruction, bell work problems &
discussion, quizizz (online assessment software), ALEKS (online, math learning platform) work/data, kinesthetic
learning strategies, guided notes and practice, and clock partner activities).

Student responses, data, and results will be used to determine which students can be challenged with higher-order
thinking tasks related to lesson concepts and which students require more intervention in the development of skills
needed to achieve related content standards.
4. ASSESSMENT OF LEARNING
Describe the summative assessment that will be used to measure the skills necessary for mastery of the standard(s).

Small group presentation of a real-world word problem involving an equation with the
addition/subtraction property of equality. Small groups will be given the problem in the form of a
Depth & Complexity Picture Frame (graphic organizer) to assist in extracting important
information from the text while developing methods/systems that work towards problem
solutions. Small groups then have the option to present solutions using butcher paper or brief
Prezi presentation. A rubric will be provided to assess group achievement from both the
students' and teacher's end.

Individual, mid-chapter quiz on paper. Teacher will create the questions/problems and use
the Gradecam software to evaluate student responses. With the software, the teacher has the
ability to attach content standards to each question. After grading, the software provides a
detailed report of student/class performances based on individual questions and content
standards. This information will then be used to inform/enhance instruction as the course
begins to move into equations with the multiplication and division property of equality.

Select the item type(s) that will be used to assess student learning: Please describe at least 2 of the 4 you will use
during the lesson series.

Selected Response Constructed Response Computer Adaptive Testing (CAT) Performance Task

Constructed Response - Small group presentation of a real-world problem involving equations with the addition/subtraction
property of equality. Small groups will be given the problem in the form of a Depth & Complexity Picture Frame (graphic
organizer) to assist in extracting important information from the text while developing methods/systems that work towards
problem solutions. Small groups then have the option to present solutions using butcher paper or brief Prezi presentation. A
rubric will be provided to assess student achievement from both the students' and teacher's end.

Performance Task - Individual, mid-chapter quiz on paper. Teacher will create the questions/problems and use the
Gradecam software to evaluate student responses. With the software, the teacher has the ability to attach content standards
to each question. After grading, the software provides a detailed report of student/class performances based on individual
questions and content standards. This information will then be used to inform/enhance instruction as the course begins to
move into equations with the multiplication and division property of equality.

5. ESSENTIAL QUESTIONS
Developing essential questions helps students transfer knowledge and learning within disciplines. Essential questions should
be:

Timeless or important
Universal in nature
Elemental or foundation inquiries within a discipline
Vital or necessary to personal understanding

Develop an essential question(s) that will guide the focus of your unit.

The overarching essential question for the chapter of study (Equations) is found as follows:

How do you determine if two numbers or expressions are equal?

Within this particular lesson series, we will also explore the following essential questions:

How do you solve an equation?

 How can the Subtraction Property of Equality be used to solve addition equations?

How can the Addition Property of Equality be used to solve subtraction problems?

Essential Components for Instruction (C-2) continued

6. RELEVANCE
How will students apply the learning to real world situations?

Several contexts will be given for when students can model real-world situations using equations. Some of these contexts
include real-world world problems (financial literacy, engineering, fashion design, computers/technology, science, etc.),
exploration of related, professional work via media (YouTube, wolframalpha, online articles, news paper articles,
mathematical text, etc.), and individual/group research to gather information and find applications/solutions using
resources from both online and classroom platforms.

Later on, students will also be exploring a chapter (equations) project that applies mathematics to problems that arise in the
sound engineering workplace.

How will other subjects or subject matter be integrated in this lesson series?

Every lesson within the series is an opportunity for English Language Development; we will be practicing reading, writing,
speaking and listening techniques with the language via various activities/strategies. Since a majority of the mathematical
content is embedded within the English language, it is important that we emphasize text recognition/dissection, listening to
interpretation of text, listening to enact response promotion of academic language while speaking and writing, formulating
coherent thoughts/reasoning (written & verbalized).

Other sciences incorporated into class discourse, especially related to computer science (students have been working hard
in their computer class with code.org; they have some familiarity with basic coding and the idea that computers can use
equations to execute user prompts).

Algebra history, especially related to variables and equations, will also be integrated by using a related YouTube video as an
anticipatory set in one of the lessons.

7. TECHNOLOGY
During this lesson series, how will students interact with technology to enhance and/or publish their understanding of the
content?

Students will use chrome books to explore YouTube videos, wolframalpha, symbolab.com,
Khan Academy, ConnectEd (McGraw Hill), and ALEKS in order to inquire and practice with
solving equations/inequalities. The Quizziz software will be used as a formative
assessment providing real-time feedback and data related to student learning. Survey
monkey will help students provide self-reflection and individual/lesson evaluation.
Potentially, students may use Prezi to publish and present understanding of lesson
content.

How will the teacher use technology to enhance instruction?

Teacher will use projector, document camera, Apple TV, and iMac hook-ups to
display/implement relevant lesson content, media, student/teacher models, and
instructional strategies. Worksheets and activities will be acquired from online resources
like ConnectEd (McGraw Hill), Teaching Channel, and Teacher's Pay Teachers. Student
data that is collected from online sources, such as NWEA, Khan Academy, ALEKS, and
Quizziz will also be used to inform and enhance instruction. Lastly, Gradecam may also
be used to assess student learning after summative quiz (assessment) is given;
data/responses are synthesized based on overall performances and itemized according to
content standards that have been assigned to each question from the assessment.

8. DISCUSSION QUESTIONS
What materials will you consider for this lesson series?
Course Textbook (McGraw Hill) for HW and practice, ConnectEd (McGraw Hill's online resource hub) and TPT for
worksheets, Depth & Complexity Icons and Picture Frames, Butcher Paper, Practice Quiz and Summative Quiz (w/
personal, answer documents), chrome books, individual whiteboards and markers, graphic organizers (vocab, direct
instruction, practice, self-assessment, rubrics/feedback), and online resources (quizizz, Gradecam, Khan Academy,
Survey Monkey, Prezi, etc.)
How will you incorporate your Action Research (IIP) into this lesson series? (The research conducted during the Inquiry)

The research conducted in my inquiry was centered around comprehending and solving multi-layered, mathematical
word problems. We will be getting plenty of related reinforcement throughout the lesson series as we read and discuss
text, write problem-solving procedures, express written thoughts/reflections, extrapolate mathematical models from the
English language, and wrestle with real-world word problems (in both the entry-level and summative assessments) using
reading/discussion strategies like pair-share and Depth & Complexity Icons.

In addition, I want to be very intentional about the presentation and acquisition of corresponding mathematical
vocabulary for this lesson series. For this reason, we will complete (and place within our interactive notebooks) graphic
organizers that review previous terms, introduce/explore new terms, and demonstrate application of those terms.

In what ways might the learning goals be communicated to the students and families?

Students will be made aware of the learning goals of the lessons on a daily basis. Learning goals will be written on the front
whiteboard, shared at the beginning of class, and revisited at the end of class. Essential questions for the lessons will also be
copied into interactive notebooks and discussed, peer-to-peer and student/teacher-to-class. Assessment of learning goal
attainment will come from self-reflection, peer-to-peer evaluation, rubrics, homework feedback, and assessment results/data.

Families will be informed of learning goals via our school's Friday Flash on 3/10/17 (a weekly, email newsletter that allows
teachers to communicate classroom highlights, upcoming events/information, requests, and reminders to readers).

CoolSiS (our school's online grading and school management system) information will also be documented on a daily basis;
from Coolsis I can notify families, via email, of missing assignments/assessments, and upcoming assignments/assessments.
Families can also log into their personal Coolsis accounts to track grades, assignments/assessments, and behaviors.

How might you collaborate with resource specialists, paraeducators, and other personnel?
Resource specialists and/or paraprofessionals will actually be present in my class during a majority of my lesson series.
These educators (co-teachers) will assist in lesson preparation, accommodation, modification, execution, reflection, and
forward planning. In particular, one of the resource teachers who is in my class on a regular basis will be informed of this
lesson series at least one week before its implementation; acquiring her input will improve her personal, effectiveness in
my class and accessibility of content standards, for all, during this lesson series.
Based on structures for supporting English language acquisition, how might you support English learners?
English language learners are supported in a variety of manners from resource
specialists to differentiated instruction/activities/strategies. Content and comprehension
of content will be communicated using vehicles that access kinesthetic learning, daily
practice in writing/reading/speaking/listening for learning, visual models, examples,
explicit directives w/ modeling, graphic organizers, media sources, peer collaboration,
and some explanation in native languages.

Copyright Commission on Teacher Credentialing and the California Department of Education

Formative Assessment for California Teachers (FACT) 2015-16
Inquiry into Teaching and Learning Essential Components for Instruction