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Lesson Plan TemplateSalem State UniversitySchool of EducationI.Setting the Stage: What are your measureable objectives and assessment?Curriculum Framework Standards: Which MA Curriculum Frameworks address your topic content and objectives?NS 6.5 - Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, debits/credits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. NS 6.6 - find and position integers, fractions, mixed numbers, and decimals (both positive and negative) on the number line. B.Generative Topic: What is the focal concept or skill of the lesson?What does a meteorologist, thermometers, and integers have in common?Measurable Objectives: What do you want students to know and be able to do?Students will read, write and graph integers on a number line.Students will compare and order integers using a number line.D.End of Lesson Assessment: How are you going to assess student’s understanding?Students will identify and accurately compare and order integers using a number.II.Content of the LessonA.Content and Skills: What do you know about what you are planning to teach?Integers are counting numbers, their opposites and zero. Students will identify positive and negative numbers on a number line.To avoid misconceptions it will be made clear that when a number has no sign it is understood that this number is positive. The number 6 is +6, positive 6.We will discuss that integers can be compared to degrees in temperature. When the temperature is below zero it is negative, above 0 is positive. The example I will use is; 60C is 60C warmer than 00C and -60C is 60C colder than 00C. Therefore the distance from 00C is the same.B.Rationale: Why teach the lesson?This lesson is an introduction for students to be able to understand how to make real-life connections. The application and comprehension of positive and negative numbers is critical to grasping the concepts of temperature, above and below sea level and elevation.III.Knowledge of Students: Why does knowing your students matter?The class is comprised of 19 students, 9 girls and 10 boys. This class included 6 students on IEP/504 plans. Two students have social emotional learning disabilities. There are two students diagnosed with ADHD disabilities and two have behavior 504 plans.Some students in this class struggle to remain focused and on task. To facilitate student learning I use cold calling often to help student stay attentive during the lesson. I attempt to reduce my talking time and work to have more students speaking and writing. IV.Preparation for the Procedures:Materials: What materials, resources, and technology will you need?Poster paperThermometer, Number line Student textbookSentence stripsGlue sticks/tapeV.Sequence of Teaching-ProceduresBeginning of the Lesson: How will you immediately engage all of your students in the content? Lesson begins with a Do Now. The Do now spirals questions from a prior lesson as spiral review and to check for understanding.Do Now and homework are reviewed and corrected whole class. Direct instruction: “What does a meteorologist, thermometers, and integers have in common?”Students turn and talk to neighbor, then share out with whole class.Content vocabulary will be introduced and class will discuss meaning of the words integer and absolute value.Frayer model will be used to clarify content vocabulary with examples and non-examples.Guided practice pg. 222, # 1 – 6, students will use thermometer worksheet to respond to questions about temperature.Checking for understanding will occur throughout lesson using thumbs up/down.Partner practice students work in pairs practicing pg. 222, # 10 – 15Independent practice Reteach 10-1 textbook.50 minutesMiddle of Lesson: What are your students doing (e.g., speaking, writing, drawing, performing, documenting, observing) to explore the content?Students will read and analyze sentence strips to identify positive and negative numbers.Students will post sentence strip on whiteboard for class review.Direct instruction: How can we use a number line to compare and order integers? Class will be divided into three groups. Each student will be given an index card with an integer written on it. Groups work together comparing and ordering integers by lining up in order from smallest to largest (no talking.)Teacher will cold call students to give their integers opposite and absolute value orallyGuided practice pg., 224 # 1-4Partner practice pg., 224 # 5 - 1930 minutesExtension and Enrichment Activities during Class Time: How will you extend the learning of students who finish tasks early?Independent practice pg. 224, # 20 – 28 (even)End of Lesson: How will you help all students process the experience?Students will display comprehension of topic by completing a writing exit slipWriting to Explain: Draw a number line and locate the following numbers on the number line (-1, 5, -6, 0, 2, -3.) Then explain how you can use the number line to compare and order integers from least to greatest, Students that need additional writing support will get to use sentence sequence strips as follows; First, draw a _____________. Next, mark the _____________ point. Then put the _________________ numbers on the number line. Finally, put the ________________ numbers on the number line.Whole class will discuss how to compare and order integers on a number line.15 minutesVI.Reflection after Teaching: What did you learn from teaching the lesson?A.Looking at Student PerformanceStudents were able to read, write and plot integers on a number line by the end of the lesson.Most students correctly stated that an effective method for plotting numbers on a number line would be to locate zero, plot positive integers, then plot negative integers.Students also understood that the farther away from zero going left number values got smaller, and going right from zero number values got greater.Initially students struggled identifying absolute value of negative integers. They would call |-2| = -2. Students did remember the rule that absolute value is always positive, however some continued to say |-2| = -2. By the end of the lesson all students could identify absolute values of both positive and negative integers on a more consistent basis. Students worked well in small groups during number line activity.Students were productive when identifying integers using various statements although there was excessive talking during this activity. All students completed the Writing to explain some gave more explanation than others.B.Looking at TeachingI needed to allow more time for students to complete the writing to explain. This part of the lesson felt rushed I believe we needed about 5 additional minutes to do a proper wrap up.I felt confident with my content knowledge. The lesson got bogged down at several points due to classroom talking and behavior.I learned from the Sentence strip activity that I need to be more purposeful when determining small groups. Some of the student mixtures were not as productive as they could be.I need to establish more control over the group and minimize the off topic talking.We have been struggling with this group since we combined two math groups into one. ................
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