CEP Lesson Plan Form

Teacher: Sierra Londenberg, Megan Campain Date: October 31, 2019

School: Boltz Middle School Grade Level: 7/8 Content Area: Algebra 1

Title: Linear Equations and Inequalities Lesson #: 1

Lesson Idea/Topic and This lesson is about graphs of linear systems, student will be learning how to interpret functions in four different ways, and how
Rational/Relevance: compare functions in real world examples.

Student Profile: The classroom consists of 28 students, 2 students are on an IEP and 1 student has a 504. The only accommodations needed are two
pre-printed sets of notes for the students.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
HAS-CED.A.1 – Create equations that describe numbers or relationships.
8.EE.C.8 – Analyze and solve linear equations and pairs of simultaneous linear equations.

Understandings: (Big Ideas)

Understand that there are four faces of a function, that a system of equations has a point of intersection and a solution, and that graphs are approximations to
real world problems.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
• What situations call for systems of linear equations and related inequalities?
• How do we write systems of linear equations and related inequalities?
• How do we use graphs to estimate solutions to systems of linear inequalities?

Evidence Outcomes: (Learning Targets)

Every student will be able to: Set equations equal and solve for a coordinate pair and interpret graphs as an estimate to solutions of systems of equations and
linear inequalities.
I can: Set equations equal and solve for a coordinate pair and interpret graphs as estimations to solutions of systems of equations and linear inequalities.
This means: I can determine when to set equations equal and when to use a graph provided to solve a system of equations and linear inequalities.

List of Assessments: (Write the number of the learning targets associated with each assessment)
Learning Target: Identify situations with linear equations and inequalities, write systems of linear equations, and graph these systems.

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Planned Lesson Activities

Name and Purpose of Lesson Graphs of Linear Systems

Purpose: Identify situations with linear equations and inequalities, write systems of linear equations,
and graph these systems.
Co-Teaching Which model(s) will be used?
Will co-teaching models be utilized in this lesson? One Teach, One Assist
Yes Why did you choose this model(s) and what are the teachers’ roles?
We chose this model to ensure that the students are fully grasping the information and benefit from
having both teachers in the room. Londenberg will be the main teacher, while Campain will observe and
add anything needed during the lesson.
Approx. Time and Materials Time: 8:05 am – 9:27 am. Approximately 82 minutes.
Materials: Students will need their INB, planner, tape, and The Shapes of Algebra textbook.
Anticipatory Set The strategy we intend to use is: Begin by having students get their desk ready, then write in their
planner, we will give the success criteria for the day, then start the warmup. This should take about 10
minutes leading to the warmup.
We are using this strategy here because: It will get students ready for the period and ease them into the
class.
Procedures The strategy I intend to use is: We intend to do a more interactive lecture with students leading the
conversation, then they will have time to work in their cooperative learning groups while the teachers
float around answer questions.
I am using this strategy here because: The flow of the lesson will allow time for students to work
independently, as a class, and in small groups. This allows all different learners to experience a piece of
class that they prefer.
Teacher Actions Student Actions Data Collected
Minutes 0-4 Getting settled into class, How are students feeling today?
getting their desks ready.
Minutes 4-8 Writing the nights How are the students feeling, general feel
homework in their for the class energy that day.
planners.
Minutes 8-10 Students are listening to No data is being collected at this point;
and reading on the board students are learning what the
their learning objective for expectations are.
the day.

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Minutes 10-17 Students are working in Data collected will be how the students
cooperative learning groups are processing the warmup and their level
on the warmup. of understanding.
Minutes 17-27 Students are participating Data collected will be how students
in reviewing the warmup. handled the warmup. We will get a feel for
how ready they are for the days lesson.
Minutes 27-37 Students are reading the Here we are giving students the tools that
launch of the lesson and they need to begin answering the
answering the questions questions in the lesson.
together.
Minutes 37-52 Students are working in Data collected here is how students are
their cooperative learning responding to the information and their
groups on problem 2.1 in level of understanding on the concepts.
their Shapes of Algebra
textbook.
Minutes 52-62 Students will be Data collected here is how well the
participating in reviewing students understood the concepts and
the work on problem 2.1 in their ability to move forward with the
their Shapes of Algebra topics.
textbook.
Minutes 62-72 Students will be taking No data is collected here, students are
notes in their INB that gathering information and summarizing
summarize the lesson from their learning from today.
the day.
Minutes 72-82 This time will either be There is no data collected here.
taken up by another time
slot above or students will
be working on the night’s
homework.
Closure The strategy I intend to use is: I intend to summarize the day’s lesson through having the students take
notes on what they learned.
I am using this strategy here because: It adequately puts into words what the students were doing
during the class period.

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Differentiation Content Process Product Environment

Modifications: N/A N/A Two students N/A
will get pre-
printed notes.
Extensions: N/A N/A N/A N/A

Assessment We will know that students met the learning targets for the day if they can set equations equal and
solve for a coordinate pair and interpret graphs as estimations to solutions of systems of equations and
linear inequalities.

The students will be formally assessed on this knowledge, but as this is the launch into the unit, that
assessment is still to be determined.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

I feel that the lesson objectives where achieved by the majority of the class by the end of this
lesson. The student’s main objective was to have students set equations equal to each other
and solve for a coordinate pair. After doing a problem and reviewing it as a class, I feel that the
students grasped this concept well.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

If I were to teach this lesson again, I would have found a different way to review the problem
that the students worked on. Participation was low for this class during the lesson, so maybe a
review game would have gotten more students participating.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

For the next lesson, I envision some more practice on setting equations equal and solving for a
coordinate pair, and then moving into solving systems of inequalities.

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

I would definitely use the same co-teaching strategy for this lesson if I were to teach it again
because it was nice to have some back up on behavioral issues and have a second teacher that
the students could ask questions of during the lesson. There weren’t any additional co-teaching
strategies used during the lesson that wasn’t originally planned for.

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CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
• To focus student attention on the lesson.
• To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
• teacher input
• modeling
• questioning strategies
• guided/unguided:
o whole-class practice
o group practice
o individual practice
• check for understanding
• other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
• To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
• To help organize student learning
• To help form a coherent picture and to consolidate.

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CEP Lesson Plan Form

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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