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Teacher Candidate: Madeline Cho

Date: 1/29/17

MS 2016-2017 UCI LESSON PLANNER

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Grade: 2

Group Size: 25

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Student Context:

Part 1: Classroom Information

Content Area: Mathematics

Lesson Length: 45 minutes

Identified Student Needs

Accommodations During Instruction to Support Student Needs

Students with Special Needs (IEP and/or 504)

N/A

N/A

Students with Specific Language Needs (ELL)

need language support

-provide sentence frames -show visuals -use simple and straightforward language -speak clearly and enunciate -use wait time for processing questions/information

-use wait time for processing questions/information Students with Other Learning Needs (Behavior, Struggling
-use wait time for processing questions/information Students with Other Learning Needs (Behavior, Struggling
-use wait time for processing questions/information Students with Other Learning Needs (Behavior, Struggling

Students with Other Learning Needs (Behavior, Struggling Reader, Struggling Math)

-struggling reader: need support in reading -struggling math: need support in math

-read directions/questions aloud for struggling readers -give students additional time to complete work -some students struggling in math get pulled to work in small groups with an aide

! Part 1: Planning for the Lesson ! A: Standards !
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Part 1: Planning for the Lesson
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A: Standards
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i. Key Content Standard:

CCSS.MATH.CONTENT.2.NBT.B.7

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

ii.

Math Practice Standard or ELA Capacity: CCSS-M Standards for Mathematical Practice, or NGSS Science and Engineering Practices, CCSS-ELA Capacity of Literate Individuals

CCSS.ELA-LITERACY.SL.2.4

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

iii. Related ELD Standard (must be included when using an ELA Standard):

 

Second Grade: Productive 9. Expressing information and ideas in formal oral presentations on academic topics 12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

B.

Objectives

 
 

i.

Learning Objective/Goal: The students will (DO

)

to (LEARN

).

Students will solve various addition problems by regrouping the ones to make a multiple of 10 in order to understand how to regroup in addition.

 

ii.

Language Objective (transfer this from "Incorporating Academic Language"):

The students will explain how they solved an addition problem with regrouping using the syntax,

ones from the

and adding it to the

to make a multiple of 10.

“I regrouped by taking Then I ended up with

tens and

ones to make a total of

 

C.

Assessments:

 

i. Informal assessment strategies you will use during class (What informal assessment strategies will you use, what specific evidence will you see and/or hear and how will you note it?)

Assessment Strategy

Evidence of Student Learning

Walk around when students are completing the worksheet and having partner discussions to monitor their progress.

Students are appropriately filling in their worksheet with a quick draw, clear regrouping, correct amount of tens and ones, and correct total. Students are using the sentence frame to explain how they solved the problem.

the sentence frame to explain how they solved the problem. Ask the students questions as I
the sentence frame to explain how they solved the problem. Ask the students questions as I

Ask the students questions as I guide them through the sample problem and some of the problems on their worksheet.

Students are correctly answering my questions such as which addend do they want to make into a multiple of 10, how many ones need to be borrowed to make a multiple of ten, how many tens and ones there are, and what is the total.

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ii. Written assessment you will use to determine, for each individual student, to what extent they have met your learning objectives. (What evidence will you collect?)

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The students will complete the Addition with Regrouping handout that requires them to solve addition problems by regrouping. The students must do a quick draw to represent each addend in the addition problem and then regroup the ones to make a multiple of 10. They must also record the total number of tens and ones as well as the total for each addition problem The students will have met the learning objective when they have appropriately completed this handout with a quick draw, clear regrouping, correct amount of tens and ones, and correct total.

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D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages, special supplies) Attach copies of any student handouts or worksheets:

Addition with Regrouping (Worksheet at the end of this document)

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Optional: Starter and/or Homework Discussion (

min.)

N/A

Introduction (3 min.): Describe how you will 1) make connections to prior knowledge, tap into their experiences and interests or use a “hook”, AND 2) let students know what the objective of the lesson is.

Remind the students that they have been working on adding two-digit numbers by regrouping (ELL support - Write regroup on the board to provide a visual.)

Tell the students the lesson objective, which is that they are going to solve addition problems by regrouping.

Body of the Lesson (

students will be doing during the lesson.

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40

minutes): Describe step-by-step what the teacher and the

Make sure that you include the specific academic language strategies you will use to support your students in using academic language to talk/write about the math they are learning.

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Make sure you identify the specific assessment you are using in the Body of the Lesson.

Launch (5 min.)

Direct students to the sample problem on the white board: 57 + 28

Ask the students to help you do a quick draw of the two addends.

Ask the students which addend they would like to make into a multiple of 10.

Prompt a think-pair-share. (ELL support - Use wait time for processing question.)

Select a student to share out the answer, 28.

Ask the students how many ones do they need to borrow from the 7 to make a multiple of 10. (ELL support - Use wait time for processing question.)

Select a student to share out the answer, 2.

Model how to regroup to make a multiple of 10.

Ask the students how many tens and ones are left. (ELL support - Use wait time for processing question.)

Ask the students what the total is, which is 85.

Remind the students that what they just did in this problem was regrouping.

Direct the students to the sentence frame: “I regrouped by taking

and adding it to the 8 to make a multiple of 10. Then I ended up with

ones from the 7

tens and

ones to make a total of

(Answer: 2, 8, 5, 85) (ELL support - Provide sentence

frames.)

Read the sentence frame aloud and guide the students to fill in the blanks. (Struggling Reader support - Read directions aloud.)

Explore (25 min.)

Pass out the Addition with Regrouping handout.

Do the first two problems from the handout with the students on the board.

Gauge whether or not the students need more guided support. If they do, consider doing another problem with them.

Let the students work independently or with a partner to finish the rest of the handout.

Walk around and monitor students as they complete the worksheet.

Summarize (10 min.)

Prompt the students to share how they solved number 5 and number 6 on their handout with a partner.

Remind students to use the sentence frame provided on the handout to help them communicate their thinking to their partner.

Walk around and listen in on student discussions to monitor their understanding.

Select a student to show their work on the document camera to explain their work and thinking when solving the addition problem.

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Homework (if you are assigning homework, what will it be?):

N/A

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Closure (

and restate the learning objective. Ask the students what they learned today. (ELL support - Use wait time for processing question.)

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2

minutes):

Describe how you will prompt the students to summarize the lesson

Part 3: Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)

1. Describe the rich learning task(s) related to the content learning objective.

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The students will complete the Addition with Regrouping handout that requires them to solve addition problems by regrouping. The students must do a quick draw to represent each addend in the addition problem and then regroup the ones to make a multiple of 10. They must also record the total number of tens and ones as well as the total for each addition problem. The students will also engage in a partner discussion where they will explain how they solved a problem using the sentence frame provided on their worksheet to assist them.

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2. Language Function: How will students be communicating in relation to the content in the learning task(s)? Identify the specific function (purpose or genre) you want to systematically address in your lesson plan that will scaffold students to stronger disciplinary discourse. The language function will always be a verb. Some examples are: describe, identify, explain, justify, analyze, construct, compare, or argue.

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Explain

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3. Language Demands: Looking at the specific function (purpose or genre) your students will be using, what are the language demands that you will systematically address in this lesson? Vocabulary: regroup, addend, addition, tens, ones, addition sentence, total Key to this lesson: +, =

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1

Syntax : I regrouped by taking multiple of 10. Then I ended up with

ones from the tens and

and adding it to the ones to make a total of

to make a

1 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

2

Discourse : oral discussion

4.

Language Objective: What is/are the language objective(s) for your lesson?

(The students

will (FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE) For example: The students will compare different types of parallelograms using transition words such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of the lesson planner.

The students will explain how they solved an addition problem with regrouping using the syntax,

“I regrouped by taking Then I ended up with

ones from the

and adding it to the

 

to make a multiple of 10.

tens and

ones to make a total of

5. What does your language objective sound like/look like for different levels of language learners? Ask yourself, “What would the students say/write when using the language function.” Remember to consider the language demands while creating sample language that the students might use.

 

Emerging

 

Expanding

 

Bridging

 

I solved this problem by regrouping.

 

I solved this problem by regrouping. My total was

   

I

regrouped by taking

ones from the adding it to the

and

   

to

make a multiple of 10. Then I ended up with

tens and

ones to make

a

total of

6. Language Support: What instructional strategies will you use during your lesson to teach the specific language skill and provide support and opportunities for guided and independent practice?

Instruction

 

Guided Practice

Independent Practice

Model how to explain how they solved a problem when speaking.

Filling in the sentence frame as a whole class.

Share explanations with partner. (Pair-share)

2 Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and participate in knowledge construction.

7.

Be sure to incorporate your ideas in #6 above into your actual lesson plan!

Assessment Notes:

* Be sure to incorporate assessment items of your targeted academic language into your assessments. * Be sure to review any assessments you are going to use, and consider what modifications you may need to make for your language learners.

Name:

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1. 37 + 25 =

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Addition with Regrouping!

2. 48 + 35 !

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Tens
Ones
Tens
Ones
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Total
3. 39 + 14 =
Total
4. 23 + 58 !
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Tens

Ones

Tens

Ones

 

Total

Total

5.

17 + 59 =

6. 44 + 38 !

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Tens
Ones
Tens
Ones
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Total
Total
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7.
66 + 34 =
8. 27 + 65 !
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Tens

Ones

Tens

Ones

 

Total

Total

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Sentence Frame: I regrouped by taking

ones from the

to the

ones to make a total of

to make a multiple of 10. Then I ended up with

and adding it tens and