Required Lesson Plan Format: Snowden, P. L.

Teacher Candidate: Derrick Labombard, Annmarie McGonagle, Meghan Powers Content Area: Mathematics, Language Arts Fundamental Skills/Important Concept(s)/Essential Question(s)

Fall 2011

Grade Level: 7th grade

Math Vocabulary, Creative Writing and Thinking, Interest Builder for Math, Drawing Skills. Sharing Stories with Friends Lesson Title Lesson Focus math vocabulary, mathematical communication, drawings using the stories being told, and review 2. Students develop a unified understanding of number, recognizing fractions, decimals (that have a finite or a repeating decimal representation), and percent as different representations of rational numbers. Students extend addition, subtraction, multiplication, and division to all rational numbers, maintaining the properties of operations and the relationships between addition and subtraction, and multiplication and division. 3. Students continue their work with area from Grade 6, solving problems involving the area and circumference of a circle and surface area of threedimensional objects. In preparation for work on congruence and similarity in Grade 8 they reason about relationships among twodimensional figures using scale drawings and informal geometric constructions. Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Grade 7 Overview Ratios and Proportional Relationships Analyze proportional relationships and use them to solve real-world and mathematical problems. The Number System Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Ratios & Proportional Relationships 7.RP Analyze proportional relationships and use them to solve real-world and
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Core Curriculum Standards and/or NYS Standards and Performance Indicators ~~~~~~~~ (For Literacy-based lesson, can use NCTE/IRA Standards for the English Language Arts)

Required Lesson Plan Format: Snowden, P. L.

Fall 2011

mathematical problems. 2. Recognize and represent proportional relationships between quantities. The Number System 7.NS Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. a. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. b. Apply properties of operations as strategies to add and subtract rational numbers. 2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. 3. Solve real-world and mathematical problems involving the four operations with rational numbers.1 _________________ 1 Computations with rational numbers extend the rules for manipulating fractions to complex fractions. (All of these are possibilities during the time that the students write create their stories). taken from The Common Core Standards for Mathematics 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. Taken from the NCTE/IRA Standards (1996) Lesson Objectives
(Blooms Taxonomy; include behavior, conditions, and criteria)

1. The students will create a drawing of their partners story, based on their favorite number and the use mathematical terms. 2. The students will explain their stories to the class if they want to share their story. 3. The students will solve math problems from review worksheet. ----------------------------------------------------------------------------------1. Students will present their picture of their partners story to see if the story represents the picture. 2. Students will receive a review worksheet upon completion of the class discussions about the students pictures. They will be asked to work on the worksheet for the remainder of class and complete it by the next day. Students may ask the teacher or a partner for help on the worksheet if needed.

---------------------Acceptable Evidence (process and/or product)

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Required Lesson Plan Format: Snowden, P. L. Instructional Procedure(s) ___________ A. Bell Ringer and Prior Knowledge Activation
This can be together or separately. Also called: set induction, anticipatory set, introduction/review

Fall 2011

The teacher will write on the board, lecture to students, and involve the students by asking for volunteers to share their stories and/or drawings with the rest of the class. __________________________________ Students will be asked to find the area and perimeter of a square fence that has a length of 12 feet and a width of 12 feet. Then the students will be asked to find the price of the fence if the material costs $2 per foot. Students who get the question correct will receive a piece of candy of their choice. __________________________________________ 1. The teacher will ask the students to get together in pairs. 2. The teacher will then ask each student to read his or her partners story and then draw a picture that visually represents the story. 3. The teacher then will ask each student to share his or her picture with his or her partner. 4. The teacher will ask the students to post the pictures on the board to show all of the creative art that was produced by using simple stories. 5. The teacher will then ask students if any of them would like to share their stories with the class. Each student will then hand in his or her story with the rubric and picture. 6. The teacher will hand out a review worksheet and walk around to help students with exercises on the worksheet if needed.

_______________ B. Teacher input, explanation, & development 1. Specific

2. 3. 4. instructional method(s); Modeling; Guided practice; Check for understanding Independent practice

5.

Specific students actions

1. Students will come to class with their finished stories and blank rubrics from the previous class. 2. Students will then share their stories with partners. Each student will then draw a picture that represents the story he or she reads. 3. Students will post their pictures that they have created on the board. 4. Students may then voluntarily share stories if they choose to. 5. Students will finish class by working on a review worksheet. If they do not complete the worksheet, the rest will be assigned for homework. As students work with their partners, the teacher will walk around making sure students are reading their partners story and drawing a picture from that story. When students are working on the worksheet the
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Assessment

Required Lesson Plan Format: Snowden, P. L. (Type and purpose)

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Fall 2011

teacher will walk around helping students with difficulties and make sure students are working on the worksheet.
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Evaluation, if used

Each student will be evaluated on the picture drawn from their partner's story on a pass/fail basis. If a student attempts to draw a picture of a story, he or she will pass. The teacher will collect the stories and rubrics to grade the students stories. Students will receive a review worksheet to start in class and they will have to finish it for homework to prepare for upcoming material. Students will finish presenting their pictures and stories. Volunteers can share their stories with the class if they choose to. Finally, a worksheet will be handed out for homework due the next class. If one of the students in the class happens to have exceptional learning needs, this lesson can very easily be changed to accommodate the student and still include him or her in the class. For instance, if a student is deaf, we should accommodate him or her with sign language or have someone certified, who knows sign language, to translate information and communicate with the student. Also, the teacher should allow the student to have a desk close to the front of the classroom so that he or she is closer to the teacher. A teacher should always work to keep every student involved in the class no matter what. Pencil, paper, rubric handed out previous class, review worksheet, students stories, crayons/colored pencils/markers 50 minutes, (1) Class period Curriculum Map describes mathematical communication (while using mathematical vocabulary), which also connects to fractions.

Closure

Accommodations: 1. Students with exceptional learning needs (ELN); 2. Learning modalities & Learning Styles; 3. Multiple Intelligences Materials Duration (time) Curricular and/or Unit Connections

Adapted with permission by Snowden, P. L. (Fall, 2011) from: Hackett, Sarah. (2010). Enhanced lesson plan template. Plattsburgh, NY: SUNY-Plattsburgh.

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