Lesson Plan

Name:Rachael Seals Date of Observation :12/5/17 Cycle:1

Ages/Grades Number of Number of Number of Number of
of Students in Students Gifted Students
Students 6th grade Class 23 having IEP/504 8 Students 2 having ELL 0

Lesson Title:Station Rotations- 1) Test Analysis & All-year Review

2) Ratios & Unit Rate
3) test analysis
1. Context: Describe the Students for which this Lesson is Designed (1B)
Identify your students backgrounds, special needs, cultural differences, interests, and language proficiencies.
W ithin this class, there are students without disabilities and some with learning and/or behavior
disorders. Prior to the each lesson taught, the general education teacher and I review students'
individual needs based on progress monitoring and IEP accommodations. Student station groups
are heterogeneous. They are made up of two table groups which each contain one high, two
medium high, and one low achieving student. There is one student within the class that has
limited reading and writing abilities. His abilities are on a 1st or 2nd grade level in both reading
and writing. He will require a reader and extended time. About 50% of the class is from a lower
socioeconomic class. They require additional supports emotionally in order to succeed. A positive,
supportive, and accessible classroom environment is essential for their success. W ithin my
station, I am able to provide additional assistance to students individually because of the small
group setting. My station is a review of all skills learned so far this school year. Students have
the opportunity to be re-taught each target represented on the flashback as well as the targets
posted on the review task cards.

2. Lesson Learning Targets/Objectives (1A) (1C)

a. Previous lessons learning targets/objectives (connect each target/objective to the appropriate state curriculum/content
area standards.)
Test Analysis:
6.3 Number Systems
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each
operation.

Station Extension-
Review Task Cards:
6.SP.1.2.3.4.5.- Stastistics and Probability
6.NS.1.2.3.4.5.6.7. - Number Systems

b. Current lessons learning targets/objectives (connect each target/objective to the appropriate state curriculum/content
area standards.)
Mrs. Seals' & Mrs. Wesley's Station-
Flashback: Student test Analysis

Objective(s):
Through the use of small group station teaching and review, students will be able to independently
perform previously learned skills.
Throught the use of small group test analysis, students will be able to analyze their own test results to
make corrections on determine misconceptions/mistakes.
Mrs. Seals' Station Extension-
Review Task Cards:
6.SP.1.2.3.4.5.- Stastistics and Probability
6.NS.1.2.3.4.5.6.7. - Number Systems

Mrs. Preston's Station-

Standard 6.1 Ratio & Percents
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two
quantities. For example, The ratio of wings to beaks in the bird house at the zoo was 2:1, because
for every 2 wings there was 1 beak. For every vote candidate A received, candidate C received
nearly three votes.
Target:
6.RP.1.1 I can use ratio language to describe a ratio relationship between two quantities.
6.RP.1.2 I can describe a relationship by its ratio in all three ways.

Objective:
Through the use of small group instruction and guided practice, students will be able to use ratio
language to describe the relationship between to quantities in three different ways.

Standard 6.2 Ratio & Percents

Understand the concept of a unit rate a/b associated with a ratio a:b with b 0, and use rate language i
the context of a ratio relationship. For example, This recipe has a ratio of 3 cups of flour to 4 cups of
sugar, so there is 3/4 cup of flour for each cup of sugar. We paid $75 for 15 hamburgers, which is a
rate of $5 per hamburger.

Target:
6.RP.2.1 I can calculate a unit rate, a:b with b 0.

Objective:
Through the use of small group instruction and guided practice, students will be able to use ratio
language to describe the unit rate when comparing two quantities.

c. Next lessons learning targets/objectives (connect each target/objective to the appropriate state curriculum/content
area standards.)
Standard 6.2 Ratio & Percents
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two
quantities. For example, The ratio of wings to beaks in the bird house at the zoo was 2:1, because
for every 2 wings there was 1 beak. For every vote candidate A received, candidate C received
nearly three votes.
Target:
6.RP.2.2 I can apply the concept of unit rate to solve real-world problems involving unit pricing (note:
also RP3b).

Objective:
Through the use of small group instruction and guided practice, students will be able to apply the
 concept of unit rate to calculate the unit price.

3. Students Baseline Knowledge and Skills (1B) (1F)

Describe and include the pre-assessment(s) used to establish students baseline knowledge and skills for this lesson.
Students will have already learned and mastered the targets necessary through completion of the decimals test to complete
the test analysis. The analysis is meant to assess their ability to process through their own misconceptions and mistakes.
Any misconceptions will be reviewed within the station and individually with the teacher to allow students an opportuity to
gain more intervention on that target before moving on to the next unit.

4. Formative Assessment (1F)

Describe and include the formative assessments(s) to be used to measure student progress during this lesson.
The test analysis is being used a a formative assessment in this station. Students will have immediate feedback on gradecam
of their score on the multiple choice portion of the test. They will use the test analysis sheet to review their incorrect
answers and correct them.

5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students learning.
White board in hallway
student notes packet & test analysis
review task cards & answer sheets
individual student chromebooks
gradecam portal
6. Lesson Procedures (1E)
Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your
students, facilitate attainment of the lesson objective(s), and promote higher order thinking. Within this sequence, be
sure to describe how the instruction will be differentiated to meet your students needs, interests, and abilities.;
11:00-11:30 SSR
11:30 students will be dismissed to their first rotation group
Students will meet me in the hallway for my station
11:30-11:48 first rotation
- students will arrive and read the board for an order of directions
1. Log on to gradecam and open the decimals test.
2. Begin test analysis sheet independently
3. Review task cards (if finished with 1 & 2)
4. Whole group review of most missed test questions
* I will allow a student to come up and lead the teaching for some questions, while guiding
them through the questioning. This provides engagement and higher level questionin/thinking.
5. Individual- students will complete task review task cards until next rotation.
11:48-12:06 second rotation
*same as first
11:06-11:27 third rotation
* same as first and second.
However, this group will have the remaining time to work on their exit slip for the day's target (if
applicable)
 7. Watch For-------
Identify anything that you would like specifically observed during this lesson.
During this lesson I will be looking for any common misconceptions with
previously learned targets on the decimals test. I also like to allow my students to
"teach" the small groups themselves when teaching how to solve a problem. This
allows students to take ownership of their learning as well as provides a positve,
engaging, and safe environment for them to learn in. I would like to observe my
students skills explaining/working through a problem/mistake independently.

Guidelines for Developing Lesson Plan can be found on p 8 of the KTIP Handbook