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Complete this lesson plan in enough detail so that another teacher or substitute can replicate it. It must
represent your content and pedagogical knowledge.
Be sure to consider your learner as you plan this lesson: You are teaching young adolescents, so recall
information from EDUC 2130 and EDMG 3300.
Be mindful of your document presentation. Attend to the formatting. Save your document as YOUR NAME
Lesson Plan.
IV. Objectives
A. Lesson Objectives
Each objective should include a measurable verb (often a language function), a content/skill stem,
and support.
Students will create problems using integers.
Students will analyze positive and negative numbers with their relation to zero using
visual representations.
Students will seek structures to model with mathematics to justify their responses.
B. Interdisciplinary/Integrated Objectives
List standard(s) and create objectives from another content area that connect to your lesson.
Provide a brief description of what this cross-curricular lesson would involve.
Science/history lesson on the functions that a hot-air balloon entails.
V. Academic Language
A. Language Function
Solve/Create Problems- Define and represent a problem; determine solution
Receptive Skill- Students will read word problems and apply critical thinking
skills to solve problems.
Productive Skill- Students will write their own word problem in the
summative assessment portion that will require application of vocabulary
terms and utilize language skills.
Analyze- Separate whole into parts; identify relationships and patterns
Receptive Skill- Students will participate in partner reading and the three-
read strategy during the explore task.
Productive Skill- Students will demonstrate proper sentence structure when
solving problems; i.e. I know _____ because ______.
B. Vocabulary
List vocabulary in the lesson that has different meanings across subject areas.
o Opposite- Two integers are opposites if they are each the same distance
away from zero, but on opposite sides of the number line.
When these terms appear in the content, the students will turn to their elbow
partner, and through discourse, will determine the applied meaning of the term.
When these terms appear in the content, the students will turn to their elbow
partner, and through discourse, will determine the applied meaning of the term.
The teacher will provide guiding questions when the students are unclear.
C. Discourse
Describe how you will use or facilitate discourse/discussion in which your students participate in
reading, writing, listening, and/or speaking tasks that serve to demonstrate or increase an
understanding of content including the academic language you are teaching. Your description
should include reading, writing, listening, and/or speaking tasks that serve to demonstrate an
understanding of the academic language you are teaching.
By providing students with script questions, it can enhance the discussion between
students in the classroom. Open ended questions are positioned for optimum
discussion between group members, inferring for a conclusion. These questions either
have multiple answers or require an elaboration to answer. These questions ask the
student what they wonder, or what they notice. Students will respond to presented
script questions in a think-pair-share format. This will enhance the students
comprehension and ability to represent themselves to speak with a purpose. It is
important to facilitate discipline specific discourse. During the explore task, students
will complete the three-read strategy and discuss with their partner.
D. Syntax
Describe how you plan to teach the rules, special forms, conventions, and/or grammar associated
with (academic) writing or speaking in the content area.
The students will be introduced to the terms associated with the lesson activities as
they occur. When a vocabulary term appears, the students will discuss the possible
VI. Assessments
A. Pre-assessment/Assessment of Prior Knowledge
Describe potential misconceptions, partial understandings, or misunderstandings about the
lessons central focus that students may bring to the learning experience. Describe a pre-
assessment activity that will help you determine what skills need to be taught for this lesson. This
will be your pre-assessment and should not be included in sections B or C.
Pre-Assessment questionnaire Ticket out the Door given at the end of class.
Tell me three things you know or wonder about negative numbers?
Data collected assessed for prior knowledge of the class individually.
B. Formative Assessments
1. Informal Formative
During or at the conclusion of an activity or lesson, students respond individually or as a
group to a question or demonstrate a task. In your description, be specific in terms of what
you want students to demonstrate (must be measurable and connected to your listed
objectives) and how you will obtain the information you are seeking (oral, written response,
etc.). Informal assessments can be used to obtain individual or group results.
Think Pair Share and discussions from the three-read strategy; desired goals-
o Students correlate that the distance from start to finish represents
movement from 0 to x on a number line.
o That the equivalent movement in distance in two directions is equivalent
to |-x|=x.
o That -y < x.
Group discussions during small group task work observed by the teacher.
2. Formal Formative
Students respond individually verbally or in writing to a question or task. Typically, these
responses are graded. The key to a formal assessment is that the teacher is able to obtain
individual assessments results.
Formative assessment using online response tool (Kahoot!) or iResponders.
The teacher can use the individual data to collect on the classs understanding of
rational numbers.
Kahoot!
C. Summative Assessments
Evaluates student learning at the end of an instructional unit by comparing it against some
standard or benchmark (performance standard or objective). The purpose is to demonstrate
VII. Preparation
A. Materials Needed
List all materials needed by the teacher and the students for the lesson. You may assume that
students have writing paper and utensils.
Tape
Abacus
Multiple color markers
Smart Board
Technology access
B. Preparation
Describe all preparation that must occur before the lesson.
Create Number lines
C. Resources
List all resources used in the development of this lesson. Cite all sources appropriately, including
books, websites, and other teachers.
SMART notebook, georgiastandards.org, Kahoot!, Video Movie Maker, Discovery
Education, and Youtube.com.
C. Closure
An activity that helps students contextualize what they have learned. A student-centered
summary that engages students in discussion is an effective way to do this.
The students will participate in a rich, high-ceiling, assignment focusing on the big
ideas rather than the narrow details. Students will select a group or go rouge and
select a topic to research. Each group will create a video providing the basic
knowledge needed about the topic, an informative video clip, and an original problem
that relates/requires integers, absolute value, and inequalities. Students will be
applying their knowledge to the point of having the ability to creatively teach it to the
class.