,re ,ractic m 1 - )esson "emplate

Name: ____Daltrey Abney___________ School: _____Winship Elementary_____ Date: ________11/22/11____ Grade: _____5th__14 st dents________

Startin! and Endin! "ime: _12___ to __12:45__

#$E%$&EW #' "(E )ESS#N #*erarchin! Goal: How do you see this lesson fitting into the big picture of the students long-term learning? Students have been learning about fractions over the course of the past week. hey have been identifying numerators and denominators! as well as finding e"uivalent fractions. he past few days their focus has been on comparing and order fractions using greater than and less than symbols. his lessons goal is to solidify this skill so that other concepts with fractions can be mastered as math learning continues.
4.2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols , !, or ", and #ustify the conclusions, e.g., by using a visual fraction model.

&nstr ctional #b+ecti*e: #y the end of the lesson! $%& what concept! information! skill! or strategy will the student$s& learn and $'& how will they demonstrate that knowledge? S(#) order fractions and *ustify their order through reasoning about fraction e"uivalents and relationships by working on workbook pg '% and by playing In Between. S(#) find and compare fractional parts of a whole or a group by completing workbook pg '' S(#) compare fractional parts of different-si+ed wholes by participating in whole class discussion about the topic.

)an! a!e #b+ecti*e%: #y the end of the lesson! $%& what language! relating to the lesson and lesson content! will the student$s& know or learn! and $'& how will they demonstrate that knowledge? Students will accurately state the words common denominator, greater and least as they discuss and write about comparing fractions throughout the lesson.

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Assessment: (hat specific! tangible evidence will show that each student has met the two types of ob*ectives? Assessment of the instructional objective1 Students will complete the problems on Student Activity Book, pages '%-''. (hile this is being completed! informal ongoing assessment occurs as 2 circulate around the room asking "uestions such as1 -3an you use a picture or a sketch to show me what is going on in the problem? -(hat so you know about this fraction? 2s it less than or more than 4? (hat fraction e"uivalents do you know for this fraction? -(hat do you know about the relationship of the fractions that can help you $e.g.! that %/5 is 4 of 6! or that %/7 8 %/9 :%/'&? Students will also complete the follow up pages '; $multi-digit addition review& < 7. $ordering fractions& in their Student Activity Book to solidify the skills and assess their understanding for homework.

Assessment of the language objective1

2nformal assessment as 2 listen in on students conversations! and whole group discussion. 3heck to make sure students refer to different parts of the fraction with the correct terminology. =or e>ample make sure the say numerator and not the top number or greater than and not bigger.

.ontent: (hat are the specific details of the lessons content knowledge? Students will spend the ma*ority of the class solidifying the skill of comparing and ordering fractions. he class will open with a review of what they went over the day before and they will play In Between, a previously introduced game about ordering fractions! with their seat partners $ hey will work in structured pairs based in their level of understanding and learning needs.&. hey will then complete Student Activity Book, pages '%-'' which they started working on yesterday. hey must be sure to complete problem 5 on page ''! because it will be the center of the class discussion later. 2f students complete this early they can move on the pages '?-'5 to work on fractions! another skill they have been working on. he class will end with a discussion on comparing fractions with different-si+ed wholes. Students may not understand that @ and 7/5 can actually be the same si+e! depending on the si+e of the whole. ) visual with different si+ed cups! with the same amount of li"uid will be made so that students can see how this is possible.

,lease re/er to any read alo d trainin! materials 0elementary12 academic lan! a!e trainin! materials 0secondary12 or any other co rse materials /or decisions re!ardin! 3hich tiers o/ *ocab lary to teach yo r st dent0s14 ,lease note that these materials can help yo to de*elop 3ell5in/ormed plannin! habits that support the effective teaching of language and lan! a!e concepts to all st dents4
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,%#.ED6%ES '#% "(E )ESS#N 2n this section! provide specific directions! e>planations! rationales! "uestions! potential vignettes/scenarios! strategies/methods! as well as step-by-step details that could allow someone else to effectively teach the lesson and meet the lesson ob*ectives. #penin! $'.-'A minutes 2&: How will you introduce the instructional ob*ective to the student$s&! pre-teach/ preview vocabulary! and prepare them to engage with the lesson content? 2 will begin the class by reviewing what was taught yesterday and engaging the students with "uestions so that they are the ones e>plaining it. i.e. 2 will point to 0s. Ba,ivieres e>amples and say How did she get from here to here? and 2 will choose a student to e>plain the steps as 2 write them on the board with the e>ample problem. 2 will tell the class that we are working on what we did yesterday! ordering fractions. hen students will be prompted to play In Between, a game about ordering fractions that they already know how to play to help them review the concepts. hey will play this for %A-'. minutes and then will be directed back to me as a class for further instructions. )s they are playing 2 will be circulating and providing support for those students who are still struggling making choices as where to place the cards. #ecause most of the students in this class are CBBs! special needs! or both! it is important to check in with every single child. 0ake sure that every child is using the correct terminology during the game such as this one is greater than this one. ,emind students that are still struggling with the concept to come to the back table during the ne>t activity.

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Planning Tip: "o /acilitate the pacin! o/ yo r lesson2 try to estimate 0and then 3rite do3n1 the n mber o/ min tes /or each section.
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D rin! )esson $DE.D minutes&: How will you direct! guide! and/or facilitate the learning process to support the student$s& in working toward meeting the instructional ob*ectives?

Students will direct their attention to me as 2 give them instructions to take out Student Activity Book, pages '%-''. Students will be instructed to continue to work on this sheet. hose that feel they need e>tra assistance will be prompted to go to the back table. (hen students are finished their work will be checked and then they will move on to pages '?-'5 while waiting for everyone else to complete the work. hose who finish problem 5 on page '' with ease can solve the following problem1 2f 0ercedes original portion of yogurt was %9 ounces! how many ounces are in Foras original portion of yogurt if they ate the same mount of yogurt? (hile all this is happening 2 will circulate and/or help struggling students and ask the "uestions mentioned earlier in the assessment portion. -3an you use a picture or a sketch to show me what is going on in the problem? -(hat so you know about this fraction? 2s it less than or more than 4? (hat fraction e"uivalents do you know for this fraction? -(hat do you know about the relationship of the fractions that can help you $e.g.! that %/5 is 4 of 6! or that %/7 8 %/9 :%/'&? )fter about '. minutes everyone will come back together for a class discussion. Students will be asked to take out problem 5 from page ''. 2 will call of students asking them for their thoughts. 2 will call on someone who 2 know completed the problem incorrectly first and let them e>plain his or her reasoning. 2 do this because most students in the class will have this same answer. 2 will then ask students to raise their hands if they got the same answer. hen 2 will ask a students if its possible for 0ercedes and Fora to have different si+ed yogurt cups. 2 will then call on someone who got the right answer to e>plain his or her reasoning. 2 will then demonstrate this with water and two different si+ed cups. 2ll show how @ of one cup can hold the same amount of water as 7/5 of another cup. 2 will then ask how much bigger 0ercedes cup would have to be for this to be true. )s a class we will reach the conclusion of twice as large. 2 will then give another e>ample i.e. Barry ate half his candy bar and Sally ate %/5 of hers. 3ould they have eaten the same amount of candy? How much larger would Sallys candy bar be? 0any CBBs and/or special needs students may be confused by this concept still! so have the students do a turn and talk to e>plain the concept in more kid friendly terms.

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.losin! $DAD minutes&: How will you bring closure to the lesson and! by doing so! review and determine what students have learned? 2 would end the lesson by making sure that students know that this only applies when we know the conte>t of the fraction. 4 is still greater than %/5 on the number line always. (e should always check the conte>t though and make sure we are dealing with e"ual wholes. 2f no other information is given! it is assumed that we are. 2 will then ask the students what they learned today and call on at least two students. Students will then be told the homework assignment $pg. 7.& and 2 will ask for a weather report telling students to seek e>tra help if they need it ne>t week.

'&NA) DE"A&)S #' "(E )ESS#N .lassroom 7ana!ement: 2f teaching a small group! how will you use classroom routines! support appropriate behavior! and/or handle behavioral issues? Give one e>ample. -3lapping to gain the whole classs attention -Green! yellow! red card system -Fon-verbal cues with eyes -Herbal cues1 Io we call out during class?

7aterials: (hat are the materials that you will need to organi+e! prepare! and/or try-out before teaching the lesson? 3ups with marked fractions and water.

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'ollo35 p: How will you and/or your 3 reinforce the learning at a later time so that the student$s& continue to work toward the lessons overarching goal? Students will complete review worksheets and homework reviewing and building on these concepts that will lead the students to completing the goal.

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%E')E."&NG #N "(E )ESS#N These questions and prompts are to be used to guide the post-lesson evaluation and critique of yourself. Remember to look at the syllabus prompt as !ell "i.e. regarding the #PA$%. 14 What did the st dents learn8 What e*idence do & ha*e to s pport this claim8 Did the st dents9 learnin! di//er someho3 /rom 3hat & 3as e:pectin!8 E:plain4 24 (o3 do & ;no3 that all o/ the st dents 3ere acti*ely en!a!ed in the lesson8 What mi!ht & do to impro*e le*els o/ en!a!ement in the / t re8 <4 What 3ere some o/ the 3ays & modi/ied the lesson to address the needs o/ *ario s st dents in the class8 ,ro*ide speci/ic e:amples4 44 Did & ha*e to modi/y my ori!inal lesson plan by ma;in! adaptations 3hile teachin!8 &/ so2 e:plain4 54 What do & thin; 3ere the most and least e//ecti*e parts o/ the lesson8 'or e:ample2 ho3 did the lesson materials and/or instr ctional aids s pport the lesson8 =4 What do & see as my teachin! stren!ths in the lesson8 What areas o/ my teachin! need impro*ement or modi/ication8 >4 Which parts o/ the classroom mana!ement 3ere the most and/or least e//ecti*e8 Why8 (o3 mi!ht this lesson in/orm / rther e:plorations o/ classroom mana!ement8 ?4 What is my !oal /or the ne:t lesson8 What is one 3ay that my ." or s per*isor can s pport me in attainin! the !oal8

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,eflection

his lesson ended up looking a lot different when implemented. o start! the time of the lesson was change from before lunch to after lunch. his also was not *ust any lunch! but a hanksgiving feast inside the classroom. So a different transition into the class was necessary. #ecause some students switch classrooms for math! 2 had to somehow allow students currently in the room to transition into class mode! and allow the other students to transition into the classroom as well. So! 2 put a Io Fow problem about comparing fractions on the board for students to begin on their white boards. (hen all the students coming in from the other classroom were done 2 began the lesson as planned and asked students to e>plain how they solved it. he ne>t part of the lesson went as planned for the most part. Some students worked slower than anticipated on the worksheet though! and 2 had to ask all of the students to make sure they attempted problem 5 on pg '' because it was the basis of the discussion for the day. However! at this point my lesson got thrown way off. Students were called to get their school pictures taken! and only those from the other class or ones that werent taking their picture were left. his brought the class from %E kids to 9. 2 continued with my discussion as planned with who was still there! but it changed the dynamic from whole class to small group and the ad*ustment was not as smooth as 2 would have liked it to be. Jne student was unable to understand the concept of different si+ed wholes after 2 e>plained it in two different ways! and 2 had no clue how else to e>plain it. Formally in a whole class discussion! 2 would have told her to think about it some more! and then go back to the help table ne>t class if she was still confused! but that seemed like an odd thing to do with only 9 kids to cater to in the classroom. Fonetheless 2 moved on! because 2 had no idea what to do. $ he turn and talk idea was one suggested by my 3 after my lesson&. )t this point in the lesson! 2 had way too much time left! so 2 had the students continue to work on the workbook pages! work on the e>tra page! or play In Between. )s students trickled in from
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pictures 2 did a sort of mini lesson on problem 5 with them! showing them the water bottles etc. he transition to the ne>t class was a bit sloppy as well. 0y 3 had to shepherd me through it. She told me to have them do a partner pass to have them turn in their worksheets! but 2 was unfamiliar with what that was! and didnt e>ecute directions clearly. 2 then gave the ne>t instruction to have the kids in the other class collect their homework for tomorrow before they had finished the last instruction! which caused minor chaos! and then my 3 *ust took over. 2 reali+ed that planning and e>ecuting transitions is *ust as important as the lesson itself. )lso! 2 learned not to be afraid to take my time to ensure that students understand. )nd of course! fle>ibility is key! because your lesson will never go e>actly as written.

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