Part 3: Planning Instruction

Teacher Candidate: Sarah Rhoades

Grade Level 3rd Grade
Developmental Level: 11/4/17
Date:

Planning

1. Lesson overview or Students work together to learn about arrays, and how they can be a
summary: In a few useful tool in solving multiplication problems.
sentences, summarize this
lesson.

2. Class characteristics:
Describe the important
characteristics of the
students in the class

that need to be
considered in planning
and teaching to facilitate
learning for all students.
·​ ​Consider students'
prior knowledge,
language development,
social and emotional
developments, family,
and interests.
·​ ​Include how you will
use

your knowledge of
students to plan the lesson
activities, pacing, choices,
etc. (this can be a portion
of the commentary
instead).

3. Common Core Math 3.OA.A.1: ​Interpret products of whole numbers, e.g.,

Standards: Identify
interpret 5 × 7 as the total number of objects in 5 groups of 7
strand, grade, number-ex.
RI 4.3)

4. Learning
Targets/Objectives: What
should the students know
or be able to do after the
instruction? Use a
common format with a
measurable v​ erb ​that
matches the cognitive
domain of the
standard/GLE (see #11
below). Consider
including language
targets as well.
5. Instructional Materials,
Equipment and
Technology: ​Attach a copy
of ALL materials the teacher
and students will
objects each. ​For example, describe a context in which a
total number of objects can be expressed as 5 × 7​.
Students will be able to interpret products of whole numbers
Students will be able to understand arrays and how they can be used to
solve multiplication problems
Book: ​“One Hundred Angry Ants” by Elinor J. Pinczes
Paper/Journal:​ To write down ideas and possible definition of arrays
Pencil
Questions:
1. Can you figure out why this array from the book is called
a 10x10? Think about it, and then discuss with a partner.
2. Why is this an array, and this one is not? Compare and
contrast the two.
3. What are some similarities and differences between our
definitions of arrays?
 use during the lesson; e.g.,
handouts, questions to Assessment prompt:
answer, overheads,
PowerPoint slides,
worksheets. List equipment or
technology that needs to be
available.

Acknowledgements: Technology needed:​ Computer and projector, overhead projector

Acknowledge your ​sources.
Give credit to the person
who created the idea for the
instructional plan, including Acknowledgements: ​Instructional Plan adapted from Michelle
yourself. You might use Marcus and Sarah Rhoades.
language such as
"Instructional Plan adapted
from”

6. Academic Language: Observations

What literacy terms Predictions
will you use to help the Connections
students understand Compare/Contrast
reading strategies? Support
(e.g., predicting, Describe
connections, etc.) Defend

7. Key Vocabulary: List the Array

key content vocabulary Area
that will be covered. Rows
Columns
Product

Assessment

8. Assessment Strategies: Target-Assessment Alignment Table

Attach questions,
worksheets, tests or any Learning Assessment Strategies
additional Targets
documentation related to
your assessment Students will be Formative:
strategies. Also attach able to correctly Students should be able to solve this
appropriate marking use an array to problem correctly.
rubrics, criteria lists, display their
expectations, answer knowledge about
keys, multiplication.
 etc.
·​ ​Formative: measures
process/progress toward of
targets) t(s)
·​ ​Summative: measures
outcomes/achievement of
target(s) Summative:

Students will be given a test over the

material.

Test and Answer Key

Leaming/Teaching Experiences:

9. Introduction/Opening: I will read the book “One Hundred Angry Ants” to the
Identify how you are students. This book includes pictures of arrays, and describes
going to introduce the what they are. It also relates the concept to real life.
concept, skill or
I will then ask students questions that involve critical thinking
in regarding arrays, and multiplication (which they have
already been introduced to). They will think about it
independently, and then discuss with a partner.
Q:​ Can you figure out why this array from the book is called
a 10x10? Think about it, and then discuss with a partner.
Q​: Why is this an array, and this one is not? Compare and
contrast the two.
Q: ​What are some similarities and differences between our
definitions of arrays?
 task in a way that gains
students' attention and gets
them involved. How will this
lesson be meaningful to the
students and connect to their
lives.
·​ ​Connect this lesson to
previous lessons/ learning
(prior knowledge of students)
and students' lives.
·​ ​How is this introduction built
off of your knowledge of these
students?
10. Learning Activities: Give detailed,
step-by-step instructions on how you will
implement the instructional plan.
Describe exactly what students will do
during the lesson. Please use a
numbered/bulleted list. Think
about how you will use the gradual
release model for student learning
In planning your lesson, think about:
·​ ​transition statements ​you make throughout your lesson and
write them out
·​ ​write down the questions you want to ask
·​ ​ se note ​cards to guide you through the lesson
u
1. T: Today, we will be learning about arrays. Does anyone
know what an array is? ​Leave time for answers/thinking.
2. T: I am going to read this book to you called “One Hundred
Angry Ants”. Make a prediction about what you think this
book is going to be about, and remember arrays as we read.
3. After reading ​T: Now can someone tell me what they saw in
the book?
4. T: Can you figure out why this array from the book is called
a 10x10? Think about it, and then discuss with a partner.
5. T: Can I have some of you share what you discussed with the
class?
6. T: How about this now. Why is this an array, and this one is
not? Compare and contrast the two. Think pair and share
your ideas again.
7. T: Alright, now we are going to come up with some rules
together about what an array is and is not on the board.
8. T: Now work together in groups to come up with a definition
for an array.
9. T: Next, you will take out your journal/notebook, and create
your own definition of an array. Draw pictures to help
explain your definition as well.
10. T: Now that everyone is finished, I will have volunteers come
up to the projector to show and explain your work to the
class. Make sure you support your reasoning behind your
definition.

11.Independent Practice:
Describe how students will extend
their experiences with the content
and demonstrate
understanding beyond the scope of
the lesson outside the class.
12.Closure: Explain how you are going
to bring closure to the lesson.
a. Explain how students will share
what they have learned in the lesson.
(Identify 2 questions that you can ask
students to begin the conversation.)
b. ​Describe how you will connect this
content to students' lives and to future
lessons.
11. Thank you for sharing! Now I want you to look around and
see how many arrays you can find in the classroom.
12. T: Lastly, I will pass out a small assessment to see how much
you know about arrays!
After the discussion in groups, students will write their own
definitions of arrays in their journals, as well as draw pictures of
arrays that further support their reasoning.
a. I will have each student come up and share their results with the
class. They will use the overhead projector to display their work while
they explain.
Q:​ What is your definition of an array?
Q:​ How did you show this in your drawings?
b. I will connect this content by asking the students to find arrays in
the objects around the classroom.
Ex. floor tiles, lights on the ceiling