1 Revised 2018 Critical Components of Lesson Design Template Directions: Download the document to your computer. Save it as Your Name Lesson X (replace X for the number of the lesson, i.e., 1, 2, or 3). Fill in each section. Each textbox will expand to allow you to enter as much text as needed. SAVE the document and upload it to your instructor using the assignment link within the lesson. Planning Author Include names of all creators of this activity, including your own. Less N. Planninghan Subject(s) Math Topic or Unit of Study To what topic or unit does this lesson belong? Be as succinct as possible (e.g., The Civil War, Density, Short Stories, The Post Office, etc.) Systematic Listing and Counting, Pizza Topping Combinations (lesson #2 of 3) Grade/Level 4 th Grade Materials and Media Materials include any materials (text, colored paper, visuals, manipulatives, whiteboards, graphic organizers, etc.). It is important to have all materials ready to go for the delivery of the lesson. Media would include any technology/media devices (Smartboard, document camera, iPad, iPod, electronic keyboard, clickers, YouTube video, etc.). If this lesson plan is used to fulfill technology requirement students must be actively engaged with the technology tool. ● Whiteboard
Transcript
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Critical Components of Lesson Design Template
Directions: Download the document to your computer. Save it as Your Name Lesson X (replace X for the
number of the lesson, i.e., 1, 2, or 3). Fill in each section. Each textbox will expand to allow you to enter as much
text as needed. SAVE the document and upload it to your instructor using the assignment link within the lesson.
Planning
Author
Include names of all creators of this activity, including your own.
Less N. Planninghan
Subject(s)
Math
Topic or Unit of Study
To what topic or unit does this lesson belong? Be as succinct as possible (e.g., The Civil War, Density, Short Stories, The Post Office, etc.) Systematic Listing and Counting, Pizza Topping Combinations (lesson #2 of 3)
Grade/Level 4th Grade
Materials and Media
Materials include any materials (text, colored paper, visuals, manipulatives, whiteboards, graphic organizers, etc.). It is important to have all materials ready to go for the delivery of the lesson. Media would include any technology/media devices (Smartboard, document camera, iPad, iPod, electronic keyboard, clickers, YouTube video, etc.). If this lesson plan is used to fulfill technology requirement students must be actively engaged with the technology tool.
● Whiteboard
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● whiteboard marker
● construction paper
● scissors, marker/pencil
● paper
Standards
AZ- Common Core State Standards (2012) Subject: Mathematics Grade: Grade 4
Domain: Operations and Algebraic Thinking (OA) Use the four operations with whole numbers to solve problems. Area: Use the four operations with whole numbers to solve problems. Standard: AZ.4.OA.A.3.1 Solve a variety of problems based on the multiplication principle of counting. a. Represent a variety of counting problems using arrays, charts, and systematic lists, e.g., tree diagram.
Analyze relationships among representations and make connections to the multiplication principle of counting.
Measurable Objectives
Measurable objectives identify what the student will know and be able to do by the end of the lesson. Objectives include references to expected performance/behavior and specific criteria for mastery. The measurable objectives should be aligned to the standards selected.
All students will work in groups of 6 to create a systematic list showing 12 of the possible 15 (80%) 2- topping
pizza combinations when given 6 different ingredients.
Summary
Provide a brief overview of your activity.
Students will learn about and practice how to make different “combinations”.
Differentiation
How will you meet the needs of all your students (variables could include readiness, rate of learning, interest, learning styles, flexible groups, products demonstrating mastery).
Once I check for understanding, and I have identified students who are struggling, I can work with them individually or as a small group. All students have an “open invitation” to sit at the back table for a little bit of extra teacher help. Students who complete the activity quickly, may want to engage in an extension activity by visiting our “Math Lab” station and engaging in independent or peer practice.
Remediation Re-teaching of the content using a multi-sensory approach or different method. Adapting and modifying instructional practices to deliver appropriate, responsive instruction for students.
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Teacher will work with struggling students at back table offering multiple examples (modeling) and manipulatives (fruit picture cards).
Teacher will work with struggling students at back table offering multiple examples (modeling) and manipulatives
(topping picture cards).
Extensions
Enhancement of the content (Bloom’s Taxonomy/Webb’s Depth of Knowledge) that will go above and beyond
the measurable goals.
Create a systematic list from possible McDonald’s Happy Meal choices(ex. Hamburger- fries-apples- juice,
This includes the data collected prior to this lesson that drives instruction. This could include teacher-made tests, DIBELS, progress monitoring, state/district assessments, etc. Include a summary of the data collected to inform your instructions.
Beginning of the year STAR assessment (includes skills-based test items and in-depth reports for screening, instructional planning, progress monitoring, and standards benchmarking) indicated all students need additional instruction and practice with combinations.
Post-Assessment
Post-Assessment: Data collected which demonstrates student proficiency and student mastery of measurable lesson objective(s). Summative assessment may include; skill based checklist, rubric, developmental scale, answer key for test, essay, worksheet, or quiz. Formative assessment may include; a question and answer session, performance observation, individual contributions to collaborative group projects in order to guide future lesson planning.
Teacher checklist will indicate student mastery 12 out of 15 correct combinations.
Assessment/Rubrics
You can paste your rubric here, or (if too long) write the title here and upload it to your instructor when you submit this lesson.
Pizza Combinations Checklist
Teacher Facilitated Instruction
Anticipatory Set with Purpose
(Written in narrative form) The anticipatory set is to grab the students’ attention. The teacher actively engages and motivates the students about the lesson topic through conversation, visuals, read alouds, computer clip,
critical thinking questions, etc. The anticipatory set should be relevant to the lesson and link students' prior learning to the current lesson focus. It is important for the teacher to directly state the new concept/skills and/or strategies the students will be learning and how it will apply to their own lives (age appropriate).
“Who loves pizza?” Accept appropriate responses. “I love pizza and I love to make my own pizza dough at home and
make my family’s favorite pepperoni-mushroom. What my family likes even more than making our “family favorite”
pizza is to divide the pizza dough up into smaller pieces and everyone make their very own mini pizza. Has anyone ever
made their own mini pizza here?” Call on students who have their hand’s raised to share their favorite kind of mini pizza.
“Wow, you all have some great pizza topping combinations that sound really, really good! I can tell that a favorite pizza
is cheese! Well, for today’s activity you will need to pick 2 ingredients that you would put on your pizza and cheese can
be one of the ingredients, but you have to choose another! Turn to your neighbor and discuss what two ingredients that
you would choose to place on your own mini pizza.” Give students a minute to discuss the toppings they would choose.
“Now imagine that you are having a pizza party and you have asked each of your 5 guests (6 including you) to bring one
topping but make sure they have enough to share with the other guests. We are going to have fun planning our pizza
party here today.”
Instructional Sequence
This portion of the plan should include: direct instruction, modeling, guided practice, active engagement, checking for understanding, and an independent activity. In order to demonstrate your thorough knowledge of each critical component, you will insert an abbreviated indicator at the end of each content item. Direct Instruction: (DI) Modeling: (M) Guided Practice: (GP) Active Engagement (AE) Checking for Understanding: (CU) Independent Activity (IA) *Utilize the attachment tab at the top of the screen to attach your independent activity.
1. “Before we begin talking about our pizzas let me show you an example of a systematic list which is what you will be creating to share your pizza topping combinations. (DI)
2. Using the whiteboard show the students an example of a systematic list (the example will be of 4th grade teacher’s basketball teams) “Here is a list of the different 4th grade teams and the schedule that will begin next week. It is important for each class to play each other so that it is fair.” The teacher displays the schedule (ex. Wilson vs. Hart, Wilson vs. Stewart, Wilson vs. Sanders, Hart vs. Stewart, Hart vs. Sanders, Stewart vs. Saunders) (DI)
3. In the previous lesson we learned how to create an array chart to display our information when we were talking about smoothies. So let’s quickly take the 4th grade teams and see if we can create an array chart.” The teacher will quickly create a blank array chart with 7 columns. (DI, M)
4. “What are the 4 teams names that I will write in the left hand column?” Call on students to write the following names in the column; Wilson, Hart, Stewart, Saunders. “Ok, let’s look at this chart and since only 2 teams play at a time let’s quickly fill out the array chart as a class.” Continue filling out the chart. (AE, CU, M)
5. “We are organizing our data (team names) in an array chart, can anyone remember the name of the way we organized the team names at the beginning of the lesson?” Accept appropriate answers. “You are right, a systematic list which is a way of putting information in order. (AE, CU, M)
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6. “Next we are going to talk pizza! Once we break up into our teams of 6 students will work together to come up with 6 different toppings that students will bring to the pizza party. It is important that these are 6 different toppings and each student will have 5 minutes in groups to create a representation of their topping out of construction paper.” The teacher will hold up an example of a green pepper made out of green construction paper. (DI, M)
7. “Next, you will work together as a team to come up with as many 2 topping pizza combinations as you can. You will display your combinations in a systematic list, just like this one.” The teacher will point to the example from step number 2 from the basketball teams. (DI, M)
8. “Are there any questions before I break you into your groups?” Answer any questions students might have regarding the directions. “What is the first step in getting started?” Call on student. “Correct, each of you will come up with one topping and make sure that all 6 toppings are different. If someone already picked your favorite topping then come up with a new one.” The teacher will pass out paper for the students to create their systematic list. (CU)
9. “As you begin I will be walking around the room assisting any student who need help.” (GP, CU, AE)
Independent Activity
This is commonly called homework or seatwork. Unlike the guided practice, the teacher is not present to correct mistakes. The purpose of this practice is to help in the retention of the material that is covered.
(Similar to pizza toppings) Students will create a minimum of 8 different 2 topping dessert pizzas (80%) using 5 of
their favorite candies (ex. Snickers, M&M, Sour Patch, Starbust, Skittles)
Closure
(Written in narrative form) Revisiting or reflecting on the measurable goals here will help organize the information into a meaningful context in the students’ minds. Keep in mind that the closure portion of the lesson is not the end point of the skill or subject but a final "check for understanding" used at the end of the class period or before changing subjects. The information gathered during this portion of the lesson will help the teacher plan future instruction.
“First of all, who is hungry after all of this talk about pizza? I totally agree, I am ready for lunch, but before we go each
of the teams are going to come up front to share out their strategy for creating their systematic list.” Call on teams to
come up and share how they created their list. “ Great work today, now think about how easy it would be to take the
same information that we gathered here today to create an array chart. Does everyone agree that it would be easy?”
Accept appropriate answers. Based on the responses and if time allows the teacher could quickly create an array chart
