Step 1: Create the LP using this template and share with your CMT (in advance of your teaching).

Step 2: Implement
the LP and write a short reflection (see prompts at the bottom of your LP template).

Date: 3/1 Teacher Name & CMT: Teresa Dold, CMT: Angie Miller Class: Period 5

Grade Level: 6 Unit Name/Topic: Algebraic Expressions Lesson Number: 1 Length: 45 minutes

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s):

6.AF.1: Evaluate expressions for specific values of their variables, including expressions with whole-number exponents and those
that arise from formulas used in geometry and other real-world problems.

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand . . . that words can be translated into algebraic Students will keep considering . . . how to apply what they already know to
expressions, each of these expressions should have a variable, and how to translating these expressions.
translate these expressions. This skill is important because it will later be
built upon to create and solve algebraic equations which are applicable in
many areas.
Questions to elicit deeper thinking or build upon about the topic...
How can I use what I already know about order of operations to help me?
What key words are in these sentences that I can pull out?
What are the important parts of the sentences?
Resource for Backward Design:
https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/UbD_Whi
tePaper0312.pdf

Student (SMART) Objectives(s):

Outcome(s) students will be able to demonstrate . . .
Students will be able to convert written words into an algebraic expression including variables.

SMART objectives are:

 Specific: Concrete, detailed, and well defined so that you know where you are going and what to expect when you arrive
 Measurable: Numbers and quantities provide means of measurement and comparison
 Achievable: feasible and easy to put into action
 Realistic: Considers constraints such as resources, personnel, cost, and time frame
 Time-Bound: A time frame helps to set boundaries around the objective

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence
Students will show their learning by . . . completing the notes and the Formative: Participation in class and filling out the crossword
crossword. puzzle

Evaluative Criteria:
Students success would look like. . .having notes fully filled out and Summative (if any beyond the performance task): Test at the
correctly complete at least 14 /17 on the crossword. end of the unit

Stage 3: Learning Plan

General Methods for Instruction:

(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation Cooperative Learning Lab Learning

Stations Writing to Learn Inquiry Learning Independent Learning Small Group Direct Instruction Workshop Role Play Game

Other:

Where will this lesson take place? General Education Classroom Resource Room or Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Provide notes to follow along with and fill out. This helps all PowerPoint presentation to project problems on the board
learners stay on task as well as offering something for students  Spend less time writing out problems and more time
to look back at later if they do not remember or get stuck on a solving them.
problem.  Projector points toward the whiteboard, so when the
screen is up, students or teacher can interact with the
Specific Support and Who will provide that problem via markers and show their work on the
Why? What’s the intention board.
Needed (Special support?
Education Support (support be provided? and/or accommodations
and modifications):

Intentional Co-Teaching or Grouping Strategies:

❏ 1 Teach 1 Observe (gather specific data)
❏ 1 Teach 1 Assist (float to support/engage)
❏ Parallel Teaching (same material/smaller groupings)
❏ Station Teaching (divide content, repeat to groups)
❏ Alternative Teaching (grouping specialized
attention)
❏ Team Teaching (delivering lesson together)
 Lesson Agenda with Discipline-Specific Learning Activities

Time: Teacher Will Be (Planned Supports tied to objectives Students Will Be (Learning Tasks Rationale: (Based on
& build in checks for understanding) connect to prior knowledge & assets): Research/theory)

10 minutes Asking the attendance question and taking attendance Answering the attendance question on their Provide time for students to transition
turn, getting situated and ready to learn from their previous classes into this
class. Students are given time to
regulate themselves and ready
themselves for class instead of being
disruptive during a larger portion of
class

5 minutes Hand out notes (see Appendix A) and have students put the Getting notebooks if they have not already, and Providing a note sheet or outline helps
notes into notebooks putting notes into notebook (using tape) all students stay on task during the
lesson because they have something to
do that is directly in front of them
instead of purely listening to and
watching the teacher. This also gives
them something to look back at later if
they do not remember something or
they get stuck on a problem.

15 minutes I do, we do, you do: Copy work from the board, ask questions if Teacher first models the new learning
Work the first problem slowly on the board, explaining each needed. through guided instruction. Having the
step. Help answer each step of the problem if teacher go through the first problem as
Have students volunteer answers for the second problem and comfortable, continue to fill out notes. a reminder of the process puts less
allow them to help solve the problem. Solve the remaining problems by themselves, pressure on students to answer
Have students complete the next two problems on their own. ask questions if needed, work problems on the correctly right away. This also may fill
Walk around the room to answer questions, then go through board. in gaps from what was missed in
the two problems together on the board. previous days or reinforces what has
already been taught.
Extra examples and practice problems are available if students Students then get to work on the
need more guided practice before independent work. problem with a lot of guidance to make
(See Appendix B) sure they understand the concepts and
can demonstrate them successfully.
Once students feel confident, they are
ready for independent work.

15 minutes Explain and hand out crossword. Walk around and help students Complete crossword as much as possible. May Independent work gives students time
as needed. work with other students, ask questions as to ask questions on things they are still
needed. May use whiteboard or extra sheet of confused about. Crossword is a fun way
(See Appendix C) paper to show work. to show learning in a different format
than doing a traditional worksheet that
many students are not motivated for.
Students can also work together or ask
each other questions to fill in gaps in
their learning.
 Data-Driven Reflection and Decisions
Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How well did the
class do collectively on meeting the objective at the level you expected? Were there any patterns, collective misconceptions/gaps? Who needs
specific support/reteach? Now, justify your next step in planning. What will you do next? Why (research-based)? What do you anticipate the
result to be?

Overall, the class met the objective for the lesson. Many students saw the patterns that are used to translate words into algebraic
expressions right away, while others took more time and examples to understand. Different levels of understanding are common in
classrooms, especially math classrooms so this was to be expected. Some students still needed extra help once we went into independent
work time on the crossword puzzle, however after more one-on-one instruction, they also appeared to understand the objective for the day.
Students had also seen similar problems on the previous day, so we were building on some of their skills. There were not any collective
misconceptions during the lesson, however some students such as Helen, Ella, and Ada needed some additional help on the more difficult
problems. With guidance, they were able to solve those problems.

In future lessons, I would plan more activities for students who learn quickly and get through material fast. This is something I talked about
with my CMT. I will also go through more examples on the board before sending students off to do independent work. This was also
discussed with my CMT; the students who understood the material were the ones speaking up and telling me that they were ready to move
on while the slower learning students did not want to admit aloud that they did not understand or needed more examples. Another
improvement I would make would be organizing my examples, so they got increasingly more difficult. My original thought process was to
put some challenging problems with some easier problems mixed in so as to not overwhelm students and have them shut down because
they did not understand. This was a good strategy; however, I now think it would have been more effective to be able to skip ahead to
whichever slide matched their skill level thank constantly jumping around. With these improvements, I would expect all students to be
challenged, a clearer understanding for all students before going into independent work, and all students would feel more supported during
the lesson.
Appendix A
Five times the number of books in the library

Three more than a number

Two more than seven times the number of apples

15 divided by the sum of two and a number

Appendix B
file:///C:/Users/tdold/OneDrive/Documents/2022-2023/ED%20327/Lesson%201.pdf
Appendix C