SSCMS Lesson Plan Template
Top of Form
|Teachers |Miller, Drayton, Sullivan, Fambro, Colbert |Week of |10/13/14 |Total# Lessons > = DOK 3 |1 |
|Course |
|Phase 2: |Formative Assessment |
|Achieved |(Assessment “for” or “as” Learning) |
|Curriculu| |
|m | |
|Evidence | |
|of | |
|Learning | |
|Phase 3: |Bell-ringer |
|Delivered|(Warm Up to focus learners; should be an NGA item to review from previous lesson) |
|Curriculu| |
|m | |
|Process | |
|for | |
|Achieving| |
|the | |
|Intended | |
|Curriculu| |
|m | |
|(e.g. | |
|strategie| |
|s, | |
|activitie| |
|s) | |
| |
|Multiple Means of Representation |Multiple Means of |Multiple Means of |
| |Action and Expression |Engagement |
|How will I provide options for perception? |How will I provide options for physical action? |How will I provide options for recruiting interest? |
|Customize the display of information? | |Provide options that increase individual choice and autonomy? |
|Provide alternatives for auditory information? |Provide options in the mode of physical response? |Provide options that enhance relevance, value, and authenticity? |
|Provide alternatives for visual information? |Provide options in the means of navigation? |Provide options that reduce threats and distractions. |
| |Provide options for accessing tools and assistive technologies. | |
|How will I provide options for language and symbols? | |How will I provide options for sustaining effort and persistence? |
|Provide options that define vocabulary and symbols, clarify | |Provide options that heighten salience of goals and objectives? |
|syntax and structure, and decode text or mathematical |How will I provide options for expressive skills and fluency? |Provide options that vary levels of challenge and support? |
|notation? |Provide options in the media for communication? |Provide options that foster collaboration and communication? |
|Promote cross-linguistic understanding. |Provide options in the tools for composition and problem solving? |Provide options that increase mastery-oriented feedback? |
|Illustrate key concepts non-linguistically? |Provide options in the scaffolds for practice and performance? | |
| | |How will I provide options for self-regulation? |
|How will I provide options for comprehension? |How will I provide options for executive functions? |Options that guide personal goal setting and expectations? |
|Provide or activate background knowledge? |Provide options that guide effective goal setting? |Provide options that scaffold coping skills and strategies? |
|Highlight critical features, big ideas, and relationships? |Provide options that support planning and strategy development? |Provide options that develop self-assessment and reflection? |
|Options that guide information processing? |Provide options that facilitate managing information and resources? | |
|Options that support memory and transfer? |Options that enhance capacity for monitoring progress? | |
Bottom of Form
|Standards for Mathematical Practices - “Student Look-fors” |
|School: Teacher(s): Course/Period: Start/End |
|Times: |
|Mathematical Topic(s): |
|1. Make sense of problems and perseveres in solving |2. Reason abstractly and quantitatively |3. Construct viable arguments and critique the |4. Model with mathematics. |
|them | |reasoning of others | |
|☐ Understand the meaning of the problem and look for |☐ Make sense of quantities and relationships in |☐ Use definitions and previously established |☐ Apply prior knowledge to solve real world problems |
|entry points to its solution |problem situations |causes/effects (results) in constructing arguments |☐ Identify important quantities and map their |
|☐ Analyze information (givens, constrains, |☐Represent abstract situations symbolically and |☐ Make conjectures and use counterexamples to build a |relationships using such tools as diagrams, two-way |
|relationships, goals) |understand the meaning of quantities |logical progression of statements to explore and |tables, graphs, flowcharts and formulas |
|☐ Make conjectures and plan a solution pathway |☐Create a coherent representation of the problem at |support their ideas |☐ Make assumptions and approximations to make a |
|☐ Monitor and evaluate the progress and change course |hand |☐ Communicate and defend mathematical reasoning using |problem simpler |
|as necessary |☐ Consider the units involved |objects, drawings, diagrams, actions |☐ Check to see if an answer makes sense within the |
|☐ Check answers to problems and ask, “Does this make |☐ Flexibly use properties of operations |☐ Listen to or read the arguments of others |context of a situation and change a model when |
|sense?” |___________________________________________ |☐ Decide if the arguments of others make sense and ask|necessary |
|___________________________________________ | |probing questions to clarify or improve the arguments |___________________________________________ |
| |Comments: |___________________________________________ | |
|Comments: | | |Comments: |
| | |Comments: | |
|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 |
|☐ Make sound decisions about the use of specific |☐ Communicate precisely using clear definitions |☐ Look for patterns or structure, recognizing that |☐ Notice repeated calculations and look for general |
|tools. Examples might include: |☐State the meaning of symbols, carefully specifying |quantities can be represented in different ways |methods and shortcuts |
|☐ Calculator |units of measure, and providing accurate labels |☐ Recognize the significance in concepts and models |☐ Continually evaluate the reasonableness of |
|☐ Concrete models |☐Calculate accurately and efficiently, expressing |and use the patterns or structure for solving related |intermediate results (comparing estimates) while |
|☐ Digital Technology |numerical answers with a degree of precision |problems |attending to details and make generalizations based |
|☐ Pencil/paper |☐Provide carefully formulated explanations |☐ View complicated quantities both as single objects |on findings |
|☐ Ruler, compass, protractor |☐Label accurately when measuring and graphing |or compositions of several objects and use operations |___________________________________________ |
|☐ Use technological tools to visualize the results of |___________________________________________ |to make sense of problems | |
|assumptions, explore consequences and compare | |___________________________________________ |Comments: |
|predications with data |Comments: | | |
|☐ Identify relevant external math resources (digital | |Comments: | |
|content on a website) and use them to pose or solve | | | |
|problems | | | |
|☐ Use technological tools to explore and deepen | | | |
|understanding of concepts | | | |
|______________________________________ | | | |
| | | | |
|Comments: | | | |
|DRAFT 5/2011 Adapted from Common Core State Standards for Mathematics: Standards for Mathematical Practice |
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