My students will come into the classroom right around 1:40.

They will walk in sign

in the book, have snack, and then we will start working. Hopefully they will not
coming with too much additional homework, if they do I will work with them on
homework for 15 minutes and then start my skills lesson. If they dont have any
additional work we will start the lesson right away. This week their homework
packets contained some introduction to fractions work so I decided to reinforce that
idea with a mini lesson introducing fractions and then some work that will go along
with it.

Mild Moderate Program Lesson Plan/Reflection Format (Spring 2017)

(To be completed and sent to U. Supervisor at least 24 hours prior to observation)

Name: Lily Kanefield Subjects: Math Skills

Setting/Grade Level: 3rd grade
Resource room
School: JB Wright Elementary
Theme/Title: Introduction to Fractions
Cooperating Teacher: Maria Peterson
Date and Time: Thursday January 3,
2017
Composite of Class: Three 3rd grade
students, with specific learning
disabilities and Autism.

1. Learning Goals/Objectives
What student learning goals/objectives do Which indicators of the Arizona content
you have for this lesson? standards does this lesson address?

3.NF.A.1. Understand a fraction 1/b as

By the end of the lesson students will have
a good understanding of what fractions
represent.
Give a picture representing fraction
students will be able to write the numerical
expression for the fraction.
the quantity formed by 1 part when a
whole is partitioned into b equal parts;
understand a fraction a/b as the quantity
formed by a parts of size 1/b.
Connections: ET03-S1C2-02; ET03-S1C4-
02

2. Methodology
What instructional strategies will you use?
Constructions Library Research
Cooperative Learning Peer Editing
X Discussion/Questioning Practicum
Problem Solving Field Study
X Reflection/Response Graphic Organizers
Independent Learning Role Playing
Laboratory X Viewing/Listening/Answering
X Practice/Drill Experiment
X Lecture Discovery
Reporting Journal
Simulation Other:

Why did you choose these strategies/methods?

I feel with math the combination of lecture, practicing and drilling skills, and talking
about what we are learning and how it applies to real life situations is the best approach
for developing the highest understanding of each concept and learning them to the best
ability.

How will you group students for instruction?

Students will be taught as a whole, will work on problems together, and will do
independent work to show completion of knowledge at the end of the lesson.

List below your activities/steps including 1. HOW you activate background knowledge,
2. GAIN student attention (set induction), 3. DEMONSTRATE processes and desired
outcomes (a. modeling, b. guided practice, c. independent practice), and 4. BRING
closure to the lesson. Finally, 5. ARTICULATE how you will evaluate your
lesson/determine if student learning occurred. PLEASE MAKE SURE YOU INCLUDE
EACH OF THESE FIVE COMPONENTS IN THE ACTIVITIES/STEPS OF YOUR
LESSON.
 Activity/Step Time Allocated
(Explain each step)

1. How you activate background

knowledge.
(10 minutes)
I will activate prior knowledge by starting
the lesson with having the students take out
their homework packets that have
introduction to fraction problems. We will
have a short discussion on What are
fractions? What is a numerator?
Denominator? How do we represent
fractions?

2. Gain student attention.

Using the pie and Hershey bar fraction

manipulative I will have students make (5 minutes)
different fractions with the manipulative
and as a group we will say how much of
the whole the students are making with
those portions.

3. Demonstrate..
a. modeling.
I will model writing out fractions by using (10 minutes)
problems provided in their homework and
other provided worksheets to show how
you will show the numerical value of
fractions.

b. guided practice..

The students will work on practice

problems using white boards, with the help (5 minutes)
of manipulative and guidance from myself.

c. independent practice..

The students will do a 5-minute exercise

evaluating their skills of fractions thus far. (5 minutes)
4. Bring closure to lesson

Students will grade their 5-minute exercise (5 minutes)

and we will go over the answers together.

5. Articulate how you will evaluate how

Learning has occurred..

The 5-minute exercises will be reviewed

and I will see where I think the students
still need more direction. I will also
observe how they are doing during practice
problems, and as always I will have the
students rate how they are feeling on the
subject with a thumbs up, thumbs down
self check.

3. Materials
What materials will you use? Technology Utilized
Teacher Student Cassettes/CDs CD-ROM
Overhead Computer
White Board White Boards Slides Distance
Fraction Markers Learning/Webcast
Manipulative Homework Tape Recorder Internet
Worksheets Worksheets TV/VCR/DVD Laser Disk
Pencils Assistive Tech. Smart Board
Fraction Digital/Video Other
Manipulative Camera
 4. Assessment/Evaluation
Assessment Alternatives
(Check=process, x=product)
X Application Objective Test
Exam
Concept X Observation
Mapping
Parent Contract
Evaluation
Peer Checklist
Evaluation
X Self-Evaluation Performance
Inventories Portfolio
Quantitative Rating Scales
Scales
Rubric Scored
Discussion
Journals Problem-
Solving
Assessment
Other

5. Reflection after Lesson Implementation:

Note: Please complete these questions AFTER your debrief with your Supervisor,
And email them with your responses back to your Supervisor within 48 hours of
your observation.

1. To what extent did students learn what you intended? How do you know?

2. Did you do anything differently than what you planned? If so, why?

3. If you were going to teach this lesson again to the same students, what would you do
the same? Differently?

4. How much time did you actually use? Were transitions smooth?
5. Identify a group or individual who did well with the lesson. How do you account for
this? What might you do in the future to ensure their continued success?

6. Identify a group or individual who had difficulty with this lesson. How do you account
for this? What interventions could you use so that they achieve the learning goals?

7. Are there any other comments, reactions, or questions about the lesson? Was there
anything you felt especially good, frustrated, or confused about?