You are on page 1of 23

Name: Rose Benge

Date:

Southwestern College-Educator Preparation Program


Unit Template with Lesson Plan format
Directions: Use the following template for unit and lesson planning.

Unit Title: Order of Operation


Grade level(s): 5th

Goals: In the space below, list standards that will be addressed in the unit. Use Common Core Standards for ELA and Math. Use state
standards for other disciplines.
Standards include:
For math useDomain: Operations and Algebraic Thinking

Code: 5.OA.1

Cluster: Write and interpret numerical expressions


Standard: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these
symbols.
For ELA useStrand:
Boxed Sub-heading:
Standard:
For all other subjects use-

Code:

Standard:

Code:

What will student know, understand, be able to do as a result of this unit?


Know (nouns)
Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this
context.

Make sense of problems and persevere in solving them.

Construct viable arguments and critique the reasoning of others.


Use appropriate tools strategically.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Be Able to Do (Verbs)

List the verbs that are key learning


targets, then determine the cognitive
demand level (Blooms) with verbs in
context by placing a checkmark in the
appropriate square:

Level I
Remember
Memorize
facts,
definitions, &
formulas

Level II

Level III

Level IV

Level V

Understand
Perform
Procedures

Apply
Demonstrate
understandin
g

Analyze
Conjecture
,
Generalize,
Prove

Evaluate/
Create Solve
non-routine
problems;
make
connections

Students will write expressions.

Students will Illustrate and


understanding of operations.

Students can solve expressions.

Students can create expressions.

Students will explain the order of


operations.
This standard means a student will know and be able to do(use your own student friendly words)

Students use values for variables to evaluate numerical or algebra expressions with three or more numbers and two
or more operations.
Essential Questions: What big idea question(s) focus this unit? Think: broad overarching question that can bridge subject
areas and units.-This unit wont end the learning on this question.

What is the Order of Operations?


Unit Questions: Guiding, open-ended, unit-specific question(s) that help build understanding of the Essential Question.

Why is it important to follow an order of operations?


What does PEMDAS stand for?

Summary: In the space below, write a brief summary for the unit. Provide a concise overview of your unit explaining what is to be learned
and how students will attain the learning goals.

The math unit is over order of operations. I taught a lesson on order of operations by first going over with the students PEMDAS. I list what each
letter stood for on the board. P- Parentheses, E- Exponents, M- Multiplication, D- Division, A- Addition, and S- Subtraction. Teacher also explains
that Multiplication and Division can be intertwined and Addition and Subtraction can be intertwined, for example if your expression only has
Multiplication and Division the problem can be worked from left to right. The teacher completes a couple of expressions on the white board. Then
we did some problems all together as a group, and then I had them do a few problems on their own. (I do, We do, You do). Students were given a
worksheet to assess understanding. The second lesson was over the same content but in a small group setting instead of the whole group
instruction. The students were given expressions to work out on white boards.

(Why are you teaching this? Why is it needed? How will students benefit from this lesson? How can you justify the time spent?)
Data
analysis: What data do you have showing the need for this unit/lesson(s)? How does the data indicate differences in learner needs?
Order of operations is one of those math objectives that students need to learn and practice. If there are several different operations in a project, students can easily get confused.
When
will these
be addressed
(small
group
differentiation
during
core,
Tier to
II-supplemental
III-intensive
We all know
if youdifferences
work the wrong
operation first,
you get
the wrong
answer. Students
need
to know
solve problems inintervention,
a certain orderTier
to generate
the correct answer. Students
intervention)?
will benefit from this lesson because it will teach them how to follow a process to reach an answer. I justify the time spent because students need this concept for everyday life.
Data type: The data I used was the completion of the work on the white board and then the work sheet.
Analysis details: The analysis will allow me to change the content if needed.

Assessment: (How will you know students have learned? It is important to think about your assessment before planning lesson(s). How will the
student(s) demonstrate they have met the objective? Formative Assessment should be conducted regularly throughout the lesson(s). Preassessment may be conducted prior to lesson(s). Summative assessment will generally be at the end of a unit or series of lessons on similar
learning goals. Assessment may be informal-teacher observation, checklist, journal entry, practice tasks. It may be formal-written task,
performance task, paper/pencil or computer based quiz/test. You may come back and make adjustments to the assessments as you progress
through planning or even after teaching the lesson to ensure objectives, instruction, and assessment are aligned and students are meeting the
objectives.
Performance Task(s):

Through what authentic performance tasks will students demonstrate the desired understandings?

By what criteria will performances of understanding be judged?

During the lessons I plan to use formative assessment, by using observation, questioning, and worksheets. Given more
time I would have completed summative assessments by doing a complete unit review or test.
Other Evidence:

Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate
achievement of the desired results?
How will student reflect upon and self-assess their learning?

Formative1. Observations: walking through out the classroom to see what the students know.
2. White boards: students will work on expressions out on the white board and then hold them up to
show me the answer.
3. Worksheets: Students will work on a worksheet with a partner and complete a pair and share.
Summative1. If time allowed a unit test.
2.

Materials and Resources: In the space below, brainstorm any materials you might need to complete the lesson in your classroom. This
may include teacher and student books, guest speakers, technology, materials/supplies needed for demonstration and instruction or
needed by students to complete tasks, etc. As you continue to work on your lessons, you will likely add to this list.

Students notebook
Pencil
Teacher book
White board
Dry erase marker
Eraser
Worksheet

Unit Outline-Lesson Segments: Provide a brief description of each session in the unit sequence.
Session
1
2

Instruction and Learning Experience


PEMDAS Introduction-Going over the importance of order of operation and explain PEMDAS.
Review session one- Complete more expressions using order of operations.

3
4
cont

Lesson 1
Lesson title: PEMDAS
Objective (s):

The student will be able to define variables, order of operations, algebraic expressions,
term, coefficient, constant, and matrices.
The students will be able to identify the order of operations.
The student will be able to construct a poster of their own mnemonic deice to remember
PEMDAS.
The student will be able to identify algebraic expressions.
The student will be able to solve algebraic expressions using the order of operations.

Assessment:
The assessment will be formative.
Observation-walk around the classroom and assess the students work on their white boards.
Questioning-Ask the students questions about the content.
Meeting the needs of various learners/accommodations:

The teacher will provide additional assistance to any student who is struggling during
any part of the instruction.
Teach lesson in chunks.
Use varying teaching/instructional methods.
Modify standard assessment, per IEP.
Provide para support.

Instructional Plan- after detailing each plan component, indicate the approximate time
allocated to carry out that part.
Opening:
Start by choosing a student to go over CHAMPs the classroom management technique. The
lesson the Conversation level will be at a zero, Help will be raise your hand, Activity is working
on PEMDAS, Movement will be take care of your needs, Participation will change throughout
the lesson.
The teacher will then have the students get all of their materials needed out.
Tell the students that everything you write on the white board should be put in their math
notebooks for future reference.
Instruction:
Write on the white board
P- Parentheses
E-Exponents
M-Multiplication
D-Division
A-Addition
S-Subtraction

Explain that you can remember it by Please Excuse My Dear Aunt Sally.
Put an expression on the board such as; 5+7-(6-4)+3x6/2 ask the students according to
PEMDAS what is the first thing they will complete? Wait for a response. Complete the step in
parentheses 6-4=2 then re-write the expression with the first step completed 5+7-2+3x6/2,
ask the students what comes next 3x6=18 then once again re-write the expression, 5+72+18/2; ask the students the next step? 18/2. Ask them why you didnt do the division first?
Wait for their response. Then re-write the expression; 5+7-2+9. Explain to the students now
they can just work the problem left to right. 5+7=12; 12-2=10; 10+9=19. The answer to the
original expression is 19. Ask the students if they have any questions? Answer any questions
Tell the students Hands on Top Students respond with everything stops to transition to
practice.
Practice:
I Do: On the white board in the front of the class do 4 more problems with the students.
We Do: Have the students use their white boards and copy down some expressions that you
have written on the board. (Attached)
You Do: The students will complete two expressions on their white boards with their partner in
a think pair share type of activity and then they will complete the worksheet on their own for
homework.
Closing;
Do a review question of what is PEMDAS? Ask the students why it is important to use order of
operations?
After Assessment:

The after assessment is the worksheet that the students complete for homework.

Lesson 2
Lesson title: Small Group PEMDAS
Objective (s):

The student will be able to define variables, order of operations, algebraic expressions,
term, coefficient, constant, and matrices.
The students will be able to identify the order of operations.
The student will be able to construct a poster of their own mnemonic deice to remember
PEMDAS.
The student will be able to identify algebraic expressions.
The student will be able to solve algebraic expressions using the order of operations.

Assessment:
The assessment will be formative.
Observation-walk around the classroom and assess the students work on their white boards.
Questioning-Ask the students questions about the content.
Meeting the needs of various learners/accommodations:

The teacher will provide additional assistance to any student who is struggling during
any part of the instruction.
Use varying teaching/instructional methods.
Modify standard assessment, per IEP.
Provide para support.

Instructional Plan- after detailing each plan component, indicate the approximate time
allocated to carry out that part.
Opening:
Go over the classroom management CHAMPs so that all the students know what the
expectations are during instruction and activities. Explain to the students that they will be
split up into small groups (centers). Students will work in center one with the teacher, center
two fact practices with a partner and then independent practice with iPads working on a
program Moby Max.
Instruction:
Tell the students who is in what group and then have them move to their center. Walk from
center to center to be sure that the students understand their roll in each center. In the Moby
Max center be sure the students are logged in and started, in the fact practice center be sure
the students are in appropriate practice position, which is shoulder to shoulder. Once they are
set up move on to the center with the students waiting for the teacher.
Instruct the students to get out their marker boards because today they will be working on
more order of operations.
Ask the students to recall the previous days lesson by reciting the meaning of PEMDAS and
why order of operations is important.
Practice:
The teacher will write a few expressions on her white board and complete them while asking
the students for clarification on what steps to take such; addition, subtraction, multiplication,
division, exponents, or parentheses. Once you have completed the expressions ask the

students if they need clarification on any part of order of operations. Answer any and all
questions before moving on.
Call out a few more expression and have the students complete them on their white boards.
Once the students have successfully completed each problem given allow each student in the
group to create their own expression to give to the group.
Once this is completed assign them 6 to 8 expressions to complete as homework.
Closing;
In closing ask the students if they have any questions? Ask them one more time to recite what
PEMDAS is and then have them switch centers. Start at the beginning of the lesson with the
new group of students.
After Assessment:
The after assessment is the homework assigned for the students. Once the entire unit is
complete have them complete a unit test.
Worksheet actually used
file:///C:/Users/Rose/SkyDrive/Documents/Math%20Order%20Of%20Operations.pdf
Example Worksheets.
http://www.homeschoolmath.net/worksheets/table_order_of_operations.php?
operadd=on&opersub=on&opermul=on&operdiv=on&operations=3&parenthesis=on&minadd
=1&maxadd=10&minmul=2&maxmul=8&mindiv=1&maxdiv=80&minbase=1&maxbase=5&min
exp=1&maxexp=3&decimaldigits=0&col=2&row=5&workspace=4&font=sansserif&FontSize=14pt&pad=11&border=on&ptitle=&Submit=Submit

http://worksheets.theteacherscorner.net/make-your-own/math-worksheets/algebra/order-ofoperations-worksheet.php

Name: Rose Benge


Date:

Southwestern College-Educator Preparation Program


Unit Template with Lesson Plan format
Directions: Use the following template for unit and lesson planning.

Unit Title: Social Studies Middle Colonies


(Pennsylvania)
Grade level(s): 5th

Goals: In the space below, list standards that will be addressed in the unit. Use Common Core Standards for ELA and Math. Use state
standards for other disciplines.
Standards include:
For math useDomain:
Cluster:
Standard:
For ELA useStrand: Reading Informational Text; Reading: Foundational Skills

Code:

Code: RI.5.3; RI.5.7;


RF.5.4

Boxed Sub-heading: Key Ideas and Details; Integration of Knowledge and Ideas; Fluency
Standard: Explain the relationships or interaction between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific information in the text.
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently.
Read with sufficient accuracy and Fluency to support comprehension.
For all other subjects useStandard:
Code:
Kansas History, Government, and Social Studies Standards
Standard #1 Choices have consequences. 1.1 The student will recognize and evaluate significant choices made by individuals,
communities, states, and nations that have impacted our lives and futures. Standard #2 Individuals have rights and
responsibilities. 2.1 The students will recognize and evaluate the rights and responsibilities of people living in societies. Standard
#3 Societies are shaped by beliefs, ideas, and diversity. 3.1 The student will recognize and evaluate significant beliefs,
contributions, and ideas of the many diverse peoples and groups and their impact on individuals, communities, states, and
notions. Standard #4 Societies experience continuity and change over time. 4.1 The student will recognize and evaluate
continuity and change over time and its impaction individuals, instructions, communities, states, and nations. Standard #5
Relationships among people, places, ideas, and environments are dynamic. 5.1 The student will recognize and evaluate dynamic
relationships that impact lives in communities, states, and nations.

What will student know, understand, be able to do as a result of this unit?


Know (nouns)
Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this
context.

Make sense of problems and persevere in solving them.


Construct viable arguments and critique the reasoning of others.
Use appropriate tools strategically.
Read with understanding.

Be Able to Do (Verbs)

List the verbs that are key learning


targets, then determine the cognitive
demand level (Blooms) with verbs in
context by placing a checkmark in the
appropriate square:

Level I
Remember
Memorize
facts,
definitions, &
formulas

Level II
Understand
Perform
Procedures

Level III
Apply
Demonstrate
understandin
g

Level IV

Level V

Analyze
Conjecture,
Generalize,
Prove

Evaluate/
Create Solve
non-routine
problems;
make
connections

x
x

Write

compare

use

Identify

Choose
This standard means a student will know and be able to do(use your own student friendly words)

x
x

The student will recognize and evaluate significant choices made by individuals, communities, states, and nations
that have impacted our lives and futures.
Essential Questions: What big idea question(s) focus this unit? Think: broad overarching question that can bridge subject
areas and units.-This unit wont end the learning on this question.

How do societies develop?


Unit Questions: Guiding, open-ended, unit-specific question(s) that help build understanding of the Essential Question.

Describe how William Penn interacted with the Lenni Lenape


Compare and Contrast Pennsylvania and Connecticut

Summary: In the space below, write a brief summary for the unit. Provide a concise overview of your unit explaining what is to be learned
and how students will attain the learning goals.
The unit will begin with a reading of the text in the students text books. Read using a technique where you read a part of a sentence and then the
students finish this sentence, this allows the students to stay engaged. While reading ask guided questions. While students are reading, have the
students underline important information in the text. When finished with the reading have the students complete the compare and contrast foldable
to put in their notebooks. The second lesson of the unit is to do a review over all the information using Bottoms Up Heads Together.
(Why are you teaching this? Why is it needed? How will students benefit from this lesson? How can you justify the time spent?)
Data analysis: What data do you have showing the need for this unit/lesson(s)? How does the data indicate differences in learner needs?
This lesson is being taught because to meet standards. It is needed because students need to know how societies are created and how they should participate in societies. The
When
these
differences
be isaddressed
group
differentiation
core,
II-supplemental
time is will
justified
because
the lesson
needed and(small
once the
students
are assessed itduring
will show
thatTier
the time
was needed. intervention, Tier III-intensive
intervention)?
Data type: The data I used was the completion of the work in the students notebooks and the activity of Bottoms Up
Heads Together.
Analysis details: The analysis will allow me to change the content if needed.

Assessment: (How will you know students have learned? It is important to think about your assessment before planning lesson(s). How will the
student(s) demonstrate they have met the objective? Formative Assessment should be conducted regularly throughout the lesson(s). Preassessment may be conducted prior to lesson(s). Summative assessment will generally be at the end of a unit or series of lessons on similar
learning goals. Assessment may be informal-teacher observation, checklist, journal entry, practice tasks. It may be formal-written task,
performance task, paper/pencil or computer based quiz/test. You may come back and make adjustments to the assessments as you progress
through planning or even after teaching the lesson to ensure objectives, instruction, and assessment are aligned and students are meeting the
objectives.

Performance Task(s):

Through what authentic performance tasks will students demonstrate the desired understandings?

By what criteria will performances of understanding be judged?

During the lessons I plan to use formative assessment, by using observation, questioning, and worksheets. The
summative assessment is the Bottoms up Heads Together activity.
Other Evidence:

Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate
achievement of the desired results?
How will student reflect upon and self-assess their learning?

Formative1. Observations: walking through out the classroom to see what the students know.
2. Notebooks: students will work on the foldables in their notebooks.
3. Worksheets: Students will work on a worksheet with a partner and complete a pair and share.
Summative1. Bottoms up Heads Together quiz.
2.

Materials and Resources: In the space below, brainstorm any materials you might need to complete the lesson in your classroom. This
may include teacher and student books, guest speakers, technology, materials/supplies needed for demonstration and instruction or
needed by students to complete tasks, etc. As you continue to work on your lessons, you will likely add to this list.

Students notebook
Pencil
Teacher book
White board
Dry erase marker
Eraser
Worksheet

Unit Outline-Lesson Segments: Provide a brief description of each session in the unit sequence.

Session
1
2
3
4
cont

Instruction and Learning Experience


Compare and Contrast Pennsylvania and Connecticut.
Bottoms up Heads Together quiz over Middle Colonies.

Lesson 1

Lesson title: Compare and Contrast Pennsylvania and Connecticut


Objective (s):
Students will understand why societies are developed.
Student will recognize and evaluate significant choices made by individuals,
communities, states, and nations that have impacted our lives and futures.
Students will recognize and evaluate the rights and responsibilities of people living in
societies.
Student will recognize and evaluate significant beliefs, contributions, and ideas of the
many diverse peoples and groups and their impact on individuals, communities, states,
and notions.
Student will recognize and evaluate continuity and change over time and its impaction
individuals, instructions, communities, states, and nations.
Student will recognize and evaluate dynamic relationships that impact lives in
communities, states, and nations.
Assessment:
The assessment will be formative.
Observation-walk around the classroom and assess the students work on their white boards.
Questioning-Ask the students questions about the content.
Meeting the needs of various learners/accommodations:

The teacher will provide additional assistance to any student who is struggling during
any part of the instruction.
Use varying teaching/instructional methods.
Modify standard assessment, per IEP.
Provide para support.

Instructional Plan- after detailing each plan component, indicate the approximate time
allocated to carry out that part.
Opening:
Start by choosing a student to go over CHAMPs the classroom management technique. The
lesson the Conversation level will be at a zero, Help will be raise your hand, Activity is reading
and completing notes, Movement will be take care of your needs, Participation will change
throughout the lesson.
The teacher will then have the students get all of their materials needed out.
Tell the students that we will be reading the next section of content and that they need to
follow along and that the need to read together as a group where I leave off.
Instruction:
Start reading the content. Remember to read only part of the text so the students can finish.
While reading have the students underline what is important in the text and pause to ask
them guided questions. Once the reading is finished do a prompt to alert the students that you
are moving onto the next step. (I use hands on top everything stops) hand out the students
foldable to be completed and put in their notebook.
Practice:
Attached is the completed version of the foldable
Work together as a whole group to complete this foldable.
Read the topic sentence and call on the students to fill in each space.

Paste the foldable in the students notebooks.

Closing;
Instruct the students hands on top everything stops so that they stop working. Inform them
that if they have not completed the foldable it is now homework and that they need to clean
up all of their materials.
After Assessment:
The after assessment is the students interactive notebooks .

Lesson 2
Lesson title: Bottoms up Heads Together
Objective (s):
Students will understand why societies are developed.
Student will recognize and evaluate significant choices made by individuals,
communities, states, and nations that have impacted our lives and futures.
Students will recognize and evaluate the rights and responsibilities of people living in
societies.
Student will recognize and evaluate significant beliefs, contributions, and ideas of the
many diverse peoples and groups and their impact on individuals, communities, states,
and notions.
Student will recognize and evaluate continuity and change over time and its impaction
individuals, instructions, communities, states, and nations.
Student will recognize and evaluate dynamic relationships that impact lives in
communities, states, and nations.
Assessment:
The assessment will be formative and summative.
Observation-walk around the classroom and assess the students work on their white boards.
Questioning-Ask the students questions about the content.
Quiz- over Middle Colonies
Meeting the needs of various learners/accommodations:

The teacher will provide additional assistance to any student who is struggling during
any part of the instruction.
Use varying teaching/instructional methods.
Modify standard assessment, per IEP.
Provide para support.

Instructional Plan- after detailing each plan component, indicate the approximate time
allocated to carry out that part.
Opening:
Go over the classroom management CHAMPs so that all the students know what the
expectations are during instruction and activities. Explain to the students that they will be
playing a game called Bottoms up Heads Together
Instruction:
Instruct the students to get out their marker boards so they can put their answers down.
Tell the students that they will be completing a quiz over the Middle Colonies
Turn on the projector and have the question and answer choices on the board.
Practice:
Teacher will read the question aloud to the entire class.
Students will put the answer they want on their marker board.

Teacher will call out bottoms up heads together and the students will discuss the question and
answer with their team.
The teacher will spin to see who shares the teams answer.
Continue until the quiz is complete.
Closing;
In closing ask the students if they have any questions? Have the students clean up all of their
materials.
After Assessment:
The after assessment is the homework assigned for the students. Once the entire unit is
complete have them complete a unit test.
file:///C:/Users/Rose/SkyDrive/Documents/S.S.%20Text.pdf
file:///C:/Users/Rose/SkyDrive/Documents/S.S.%20Foldable.pdf

You might also like