lesson+plan+2

|||||| **General ED Teacher:** **Heather Bednar** **Shannon McElhaney** ||||||||||||||  **Subject:** **Math** ||||||  **Grade:** **4th** ||||||||||  **Lesson Plan Date** **From: 9/22/10 To: 9/22** || **Alternative teaching** || |||||||||| One Teach/One Observe Parallel Teaching || |||||||| One Teach/One Assist Team Teaching || |||| Station Teaching Alternative Teaching ||   N/A  || **How can we tell how big a decimal number is? What do we need to know about numbers in order to put decimal numbers in order?** || **be used to guide teaching and learning?** ||||||||||||||||||||||||||||||||||||||  **Assessment:**  || As circulating, asking questions about how they ordered decimal numbers. ||||||||||||||||||||  **Summative** (Briefly describe how “assessment of learning” will be conducted to determine students’ cumulative level of mastery of the content). || **Individual task** |||||| **Materials: “Field Day Fun recording sheet”, pencil**  ||||||||||||||  **Product:**  ||||||||  **Technology: Use Elmo during closing.**  ||||  **Other:**   || Student Questions:**  ||||||||||||||  **How can “he” be the winner? Who had the smallest number? Who had the largest number? How do we find the one that doesn’t have a number in it?** ||
 * Standards-Based Classroom Co-Teaching Lesson Plan Template & Co-Teacher Co-Planning Form**
 * **Special ED Teacher:**
 * **Please check applicable Models of Co-Teaching**
 * **Standard:M4N5 Students will further develop their understanding of the meaning of decimals and use them in computations. A. understand decimals are part of base ten. B. understand the relative size of numbers and order two digit decimals.**  ||||||||||||||||||||||||  **Essential Question(s):**
 * **Who? What? And How will the results**
 * ^  ||||||||||||||||||   **Formative** (Briefly describe how “assessment for learning” will be conducted to determine students’ level of mastery of the content and how the results will determine the next steps in the teaching and learning process).
 * ^  ||||||||||||||||||||||||||||||||||||||  **Thought Process:**   ||
 * ^  ||||||||||||||||||||||||||||||||||||||  **Accommodations/Differentiation: Describe the type of differentiation that will be used below and identify for whom: A=All S=Some F=Few**   ||
 * ^  ||||||  **Grouping:**
 * **Part 1: Opening (20% of instructional time): Identify who will do what with a check.**  |||||||| |||| ||
 * **Review GPS standard(s) and element(s) using LOTS (Language of the Standards)**  ||||||||  **General ED Teacher**  ||||  **Special ED Teacher**  ||
 * **How?**  ||||||||  **Present a problem on “solve it” and question students the order that they placed their numbers in.**  |||| ||
 * **Communicate expectations of the work/make clear what students will learn**  ||||||||  **General ED Teacher**  ||||  **Special ED Teacher**  ||
 * **How?**  ||||||||  **Present task and explain directions for task.**  |||| ||
 * **Discuss standards & elements/clarify and/or define vocabulary terms**  ||||||||  **General ED Teacher**  ||||  **Special ED Teacher**  ||
 * **How?**  ||||||||  **Refer to artifact from previous lessons.**  |||| ||
 * **Deliver mini-lesson to model strategies and/or scaffold instruction that connects to the work period**  ||||||||  **General ED Teacher**  ||||  **Special ED Teacher**  ||
 * **How?**  ||||||||  **Using two students to model 25 jumping jacks while teachers use timers to record their time. Discuss who finished first and evaluate times.**  ||||  **Using two students to model 25 jumping jacks while teachers use timers to record their time. Discuss who finished first and evaluate times.**  ||
 * **Set stage for learning/make a link to previous lessons**  ||||||||  **General ED Teacher**  ||||  **Special ED Teacher**  ||
 * **How?**  ||||||||  **See above.**  ||||  **See above.**  ||
 * **Provide feedback in the work session using formative assessment (e.g. questioning, First of 5, Pair/Share** ||||||||  **General ED Teacher**  ||||  **Special ED Teacher**  ||
 * **How?**  ||||||||  **Questioning and pair/share**  ||||  **Questioning and pair/share**  ||
 * **Teacher Questions (include higher order):** ||||||||||||||   **How will you organize your thinking in order to answer the question in this task? What do you know about decimal numbers that can help you put them in order? Can you think of a sport where the winner is determined by the largest number ?**    ||||||||   **Anticipated

|||||||| **Part 2: Work Period (60% of instructional time): Identify who will do what with a check.** Student Questions:**  ||||||  **Same as above**  || Student Questions:**  ||||||  **same as above**  ||
 * **Provide instruction by using differentiated instruction & best practices strategies** ||  **General ED Teacher**  ||   **Special ED Teacher**  ||
 * **How?**  ||  **Monitor completion of independent task.**  ||  **Will remediate by comparing whole numbers up to decimal place value up to tenths.**  ||
 * **Conferences & questions based on students’ thinking** ||  **General ED Teacher**  ||  **Special ED Teacher**  ||
 * **How?**  ||  **Monitoring one on one.**  ||  **Conferencing with small group.**  ||
 * **Provide specific feedback, written and oral, using LOTS** ||  **General ED Teacher**  ||  **Special ED Teacher**  ||
 * **How?**  ||  **Monitoring one on one oral.**  ||  **Conferencing with small group – oral.**  ||
 * **Lead small group guidance/monitor and/or facilitate student work groups** ||  **General ED Teacher**  ||  **Special ED Teacher**  ||
 * **How?**  ||  **Working with whole group.**  ||  **Conferencing with small group.**  ||
 * **Connect standard/elements to work** ||  **General ED Teacher**  ||  **Special ED Teacher**  ||
 * **How?**  ||  **Recording sheet provides for standard/element work.**  ||  **Recording sheet provides for standard/element work.**  ||
 * **Prepare for sharing/allow for practice time** ||  **General ED Teacher**  ||  **Special ED Teacher**  ||
 * **How?**  ||  **Highlight certain individual student’s work for preparation of closing.**  || ||
 * **Teacher Questions (include higher order):** ||   **Same as above**   ||   **Anticipated
 * **Teacher Questions (include higher order):** ||   **Same as above**   ||   **Anticipated
 * **Part 3: Closing (20% of instructional time): Identify who will do what with a check.**  || || ||
 * **Teacher Led?** **Student Led?**  **Both?**  **Both**  || || ||
 * **Summary/clarify learning goals/summarize the learning experience** ||  **General ED Teacher**  ||  **Special ED Teacher**  ||
 * **The students that were chosen to prepare their work for closing are asked to share their findings from their recording sheet by using the Elmo device in front of peers How?**  || || ||
 * **Identify misconceptions** ||  **General ED Teacher**  ||  **Special ED Teacher**  ||
 * **How?**  ||  **Will ask students to clarify misconceptions.**  || ||
 * **Assess students’ understanding/connect learning to the standard(s) and/or element(s)** ||  **General ED Teacher**  ||  **Special ED Teacher**  ||
 * **How?**  || || ||
 * **Provide specific feedback for students to successfully meet the standards**  ||  **General ED Teacher**  ||  **Special ED Teacher**  ||
 * **How?**  ||  **Individual written feedback on recording sheet.**  ||  **Individual written feedback on recording sheet.**  ||
 * **Teacher Questions (include higher order):** ||   **same as above**   ||   **Anticipated