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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE


(1/25/13)
Teacher Candidate __Meegan Demke__ Grade Level _1__ Title ____Comparing Groups____
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
18 students, 10 girls, 8 boys
4 ELL students All WIDA level B (Diana, Alexa, Christopher, Evelyn , Alan)
1 Emerging ELL student (Evelyn)
1 SPED referral (Alexa)
2 Behavior students (Talon- restless, moves around a lot)
2 High level learners( Ryne, Jaxon)
0 IEP

Classroom environment:
There are five tables with 3-4 students are each table. There is a rug in from of the tables and a small group table in the
front right corner of the room. The Teachers desk is in the left front corner. There is a small class library by on the back
left side of the room by the door. There are also some computers in the back of the classroom. The class has a computer,
Elmo, smart board, and white board.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Operations and Algebraic Thinking
1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with
a symbol for the unknown number to represent the problem.
Content Walk-Away:
I can compare two groups and identify how many more are left over.
Language Walk-Away:
I can compare two groups and write how many more are left over.
Vocabulary: How many more are left over, compare

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)


Formative Evidence (checking for understanding throughout the lesson):
The students are engaged, and using their whiteboards to compare groups and identify
how many more are left over. The students can answer questions and share their
answers with their partners.
Content Walk-Away Evidence (Summative):
The students complete a worksheet that compares two groups and each can identify
how many more are left over.
Language Walk-Away Evidence (Summative):
The students complete a worksheet that compares two groups and each can write how
many more are left over.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Formative Evidence:

ELL students: Have manipulates


in front of them while they work
on problems with their white
boards.
SPED referral: Ask Alexa a specific
question, and prompt if needed.
Seat her next to me on the rug.
Behavior students: Allow Talon to
help me pass out the markers.

Summative Evidence:

ELL students: Have manipulates


in front of them while they work
on their worksheets. Ask Evelyn a
specific question to determine
understanding.

SPED referral: Shadow Alexa help


her with the first step in the
worksheet
Behavior students: Allow Talon to
stand at his desk and wiggle
around.
High level learners: Have an
extending worksheet and game
that they can move onto when
they have finished.

Approx.
Time

ACTIVE LEARNING PLAN


Activate/Building Background Knowledge
Good morning class, I am very excited to teach all of you today. But in order for us to all learn what we need to
I need all of you to be good listeners. What should your eyes be doing while I am teaching? Wait time. SIOP 18
Yes, and what should your hands be doing? Wait time. SIOP 18 Very good, what should your mouths be
doing? Wait time. SIOP 18
Okay before we start our lesson lets read our goal for todays lesson. I can compare two groups and write
how many more are left over. SIOP 1, 2 I heard some words in there that were a little confusing. What does it
mean to compare? Wait time. SIOP 18 To compare means to look at two things and find what is the same or
different. When we compare apples and oranges we look at what is the same and what is different. SIOP
9,10,11 Turn to your shoulder partner and tell them that compare means to look at two things and find what is
the same or different. SIOP 16 Wait time. SIOP 18
In todays lesson we want to look at two numbers and find what is different about them. We are going to call
this how many more are left over. When we eat our favorite food, we want to know how much more is leftover
dont we? SIOP 7,10,11 When we compare groups of numbers today we want to look for how much more is left
over.
I want to ask Mrs. Capel to come over and help me with this next activity. (Have me and Mrs. Capel line up
back to back) Now when we are comparing our groups today we want to know how much more is left over in
the big group. Out of Mrs. Capel and I, who is taller? Wait time. SIOP 18 Yes, Mrs. Capel is taller so how much
more is left over her head compared to mine? Is it a small amount or a big amount? Yes, it is a big amount.
We just compared two groups and found how much more was left over. SIOP 5, 6 Is it okay that some people
are short and some are tall? Yes, we are all different and that is what makes us special. Now I am looking for
two students who are being good listeners, to come up and have us compare their heights, to see how much
more is left over. SIOP 6, 3,10,11, 12,25 (Compare a couple of students, and stress the concept of how much
more is left over.)
Formative assessment:
Learning Goal
The students will understand
what the words, compare and
much more is left over mean.

Success Criteria
The students can compare the
two different heights and say how
much more is left over.

Assessment Strategy
The students will say how much
more is left over.

Modification/accommodations: (ELL, IEP, GATE, etc.)


ELL Students: Have a picture next to the vocabulary words.
SPED Referral: Have a picture next to the vocabulary words.
Focus Lesson (I do it)
Okay class now that we have an understanding of what to look for when we compare groups, we are going to
start working with numbers. However, the same way that we compared the two heights is what we are going
to do with two different groups of numbers. In this lesson there are three rules that we need to remember. The
first rule is that you need to line up the two groups back to back like we did with Mrs. Capel and me. SIOP 8
What is the first rule again class? Share it with your shoulder partner. SIOP 16,17 Wait time. SIOP 18 Yes, the
first rule is to line up the two groups back to back. The second rule we need to remember is to cross out

everything that the two groups have in common. Okay what is the second rule class? Share it with your
shoulder partner. SIOP 16, 17. Yes, we cross out what the two groups have in common. The third and last rule
we need to remember is to circle how much more is left over. So what is the third rule class? Tell your
shoulder partner. SIOP 16, 17 Wait time SIOP 18
Okay lets do one together, I am going to need your help to remind me of the three rules. I am going to draw
four apples and next to this group I will draw two apples. Okay as a class tell me what the first rule is. Wait
time. SIOP 18 (Line up the apples.) Yes line up the two groups. Okay as a class tell me what the second rule is.
Wait time. SIOP 18 Good cross out what they have in common. (Cross out the apples in common.) Now what
is third and last rule class? Wait time SIOP 18, 25 Yes circle how much more is left over. (Circle how much is
left over.) Okay our new numbers are six and three, I will choose some students who are being very good
listener to come up and show us all the three rules. What is rule number one class? Wait time. SIOP 18 Yes,
very good line up the groups. (Line up the groups.) Alexa will you come up and line up the two groups? (Help
her if needed.) Very good, what is rule number two class? Yes, cross out what they have in common. Evelyn
will you come up and show us how to cross out what they have in common? Thank you, now what is rule three
class? Yes, to circle how much is left over. Talon will you come up and circle how much more is left over?
Thank you. SIOP 23, 24
Formative Assessment:
Learning Goal
The students will say the three
rules, and apply them to the two
groups.

Success Criteria
The students will say the three
rules to their shoulder partners
and to me.

Assessment Strategy
I can hear the students saying the
three rules.

Modification/accommodations:
ELL: Have Evelyn come up and show us how to do the second rule. Help if needed by having cubes.
SPED Referral: Have Alexa come up and show us how to do the first rule. Help if needed by having cubes.
Behavior Student: Have Talon come up and show us how to do the third rule. Help if needed.
Guided Instruction (We do it)
Okay now it is time for all of us to work on these three rules together. I am going to give each of you a
whiteboard. (Explain the rules of using a whiteboard.) Okay outside, outside go, go, go. Talon will you help me
pass out the markers? Thank you. I need two helpers to sit right next to me. (Ask Alexa and Evelyn, because
they struggle the most, so I can facilitate their learning.) Okay I need everyone to stay with me, because I need
to know who understands and who doesnt. Lets compare a group together. There is a group of four circles, I
want everyone to draw a group of four circles. Then hold up your whiteboards so I can see. Wait time. SIOP
18, 22, 4Very good, now we have a group of three. Before we draw our group we have to remember our first
rule what is it class? Yes, line up the two groups. Show me when you have finished. SIOP 20,21,4 (Keep going
in this same way until we have gone through all three rules.) If you finish before we are ready to move one I
want you to try it again, because it is good practice. SIOP 23, 24,25
Formative Assessment:
Learning Goal
The students will know how to
apply the three rules to the two
groups.

Success Criteria
The students can successfully
apply the three rules to the two
groups.

Assessment Strategy
I can see on their answers on
their whiteboards if they
understand it or not.

Modification/accommodations:
ELL students: Seat Evelyn next to me, and have manipulatives next to here to make the concept more
concrete.
SPED Referral: Seat Alexa next to me, and have manipulatives next to here to make the concept more
concrete.
Behavior student: Let Talon pass out markers to help him move around.
Collaborative/Cooperative (You do it together)
Okay now I want you all to work with your shoulder partner, you are going to work on the problem together.
Each of you are going to have a job. One of you is going to be the writer and the other is going to tell your
partner the three steps. I want you all to be talking to your partner and help him/her remember the next step.
The first problem is a group of seven and a group of two. I will be walking around making sure you are talking
with each other. SIOP 16, 17, 20, 19, 21, 26,25 Hold up your whiteboard when you have finished. Wait time.

SIOP 18, 4 Good job class, now I want you to switch jobs with your shoulder partner. So if you have the
marker give it to your partner. Okay the new problem is a group of six and a group of five. (Walk around and
facilitate) SIOP 16, 17, 20, 19, 21, 26,25
Formative Assessment:
Learning Goal
The students can apply the three
rules with their partners.

Success Criteria
The students have applied the
three rules with their partners.

Assessment Strategy
I can see their answers on their
whiteboard, and hear their
responses as I am walking
around.

Modification/accommodations:
ELL Student: Seat Evelyn next to Alexa so she can use L1.
SPED Referral: Seat Alexa next to Evelyn so she can use L1.
Independent (You do it alone)
Okay now it is time for you all to work on your own. Lets look at what your assignment says to do. You are
supposed to use the three rules just like we have been using this whole time. Okay, I will be walking around if
you need my help raise your hand and Mrs. Capel or I will come around and help you. Lets go over our three
rules one more time. (Ask students about rules, and have them go to their seats.) Remember when you are
done to raise your hand and I will stamp your paper, then you go and pick up your fluency paper and keep
working. SIOP 26
Summative Assessment:
The students complete a worksheet that compares groups and each can write how many more are left over.
Modification/accommodations:
ELL Students: Give them manipulatives to help them make the concept concrete.
SPED referral: Shadow Alexa and help her with the first step in the worksheet.
Behavior students: Allow Talon to stand at his desk and wiggle around.
High level learners: Have an extending worksheet and game that they can move onto when they have finished.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Okay everyone come back to the rug. Lets review our goal for today. I can compare two groups and write
how many more are left over. SIOP 28 Were we able to do this? Yes, what does it mean to compare class?
Wait time SIOP 18 Yes to find what is the same and different between two groups. SIOP 27 Now I want us to
go over the three steps that we learned. I am going to do one last problem and I want you all to teach me the
three steps. (Have students tell me the three steps as I write them down) SIOP 29, 30 You were all amazing
students and good listeners thank you.

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Have whiteboards and markers ready
About 30 minutes.

REFLECTION AFTER LESSON


How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?

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