lesson+plan+1

|||| **General ED Teacher:** **Heather Bednar** **Shannon McElhaney** ||||||||||||  **Subject:** **Math** ||||  **Grade:** **4th** ||||||||||  **Lesson Plan Date** **From: 9/16/10 To:9/16** || **Method will be Alternative Teaching** || |||||||| One Teach/One Observe Parallel Teaching || |||||| One Teach/One Assist Team Teaching || |||| Station Teaching Alternative Teaching ||   N/A  || **a. place value names b. word, standard, expanded** ||||||||||||||||||||  **Essential Question(s):** **How do you write a decimal number in standard form and expanded form? Why is it so important to know the place value of decimal numbers?** || **be used to guide teaching and learning?** ||||||||||||||||||||||||||||||||  **Assessment:**  || Can students accurately match the model to standard form and word form? ||||||||||||||||||  **Summative** (Briefly describe how “assessment of learning” will be conducted to determine students’ cumulative level of mastery of the content). || **Partners - A** |||||| **Materials:** **Card sort, construction paper, scissors, glue, pencil** ||||||||||  **Product:** |||||||| **Technology:** **None** ||||  **Other:** **None** ||
 * Standards-Based Classroom Co-Teaching Lesson Plan Template & Co-Teacher Co-Planning Form**
 * **Special ED Teacher:**
 * **Please check applicable Models of Co-Teaching**
 * **Standard:M4N1 Students will further develop their understanding of how whole numbers are represented in the base-ten numeration system**
 * **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.” Discuss word form, model and standard form.**  |||| ||
 * **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?**  ||||||||  **Review of standard forms.**  |||| ||
 * **Deliver mini-lesson to model strategies and/or scaffold instruction that connects to the work period**  ||||||||  **General ED Teacher**  ||||  **Special ED Teacher**  ||
 * **How?**  ||||||||  **Revisit solve it problem and additional problems if necessary.**  |||| ||
 * **Set stage for learning/make a link to previous lessons**  ||||||||  **General ED Teacher**  ||||  **Special ED Teacher**  ||
 * **How?**  ||||||||  **Using the previous days artifacts and background knowledge.**  |||| ||
 * **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**  ||||  **Questioning**  ||

Teacher Questions: Why do both cards go together? How would you change the standard form into expanded form? Anticipated Student questions: Common mistakes that will be made include: 2.1 = 2.01

|||||||| **Part 2: Work Period (60% of instructional time): Identify who will do what with a check.** Student Questions:**  ||||||  **same questions as above**  ||
 * **Provide instruction by using differentiated instruction & best practices strategies** ||  **General ED Teacher**  ||   **Special ED Teacher**  ||
 * **How?**  ||  **Will take higher thinkers and have them create expanded form for their matches.**  ||  **Will remediate by bringing manipulatives to partners.**  ||
 * **Conferences & questions based on students’ thinking** ||  **General ED Teacher**  ||  **Special ED Teacher**  ||
 * **How?**  ||  **Monitoring one on one as needed.**  ||  **Monitoring one on one as needed.**  ||
 * **Provide specific feedback, written and oral, using LOTS** ||  **General ED Teacher**  ||  **Special ED Teacher**  ||
 * **How?**  ||  **As needed with one on one monitoring and revisiting the previous days artifacts.**  ||  **As needed with one on one monitoring and revisiting the previous days artifacts.**  ||
 * **Lead small group guidance/monitor and/or facilitate student work groups** ||  **General ED Teacher**  ||  **Special ED Teacher**  ||
 * **How?**  ||  **Same as above**  ||  **Same as above**  ||
 * **Connect standard/elements to work** ||  **General ED Teacher**  ||  **Special ED Teacher**  ||
 * **How?**  ||  **Students will glue card stock and label their card sock with their form names.**  ||  **Students will glue card stock and label it with their form names.**  ||
 * **Prepare for sharing/allow for practice time** ||  **General ED Teacher**  ||  **Special ED Teacher**  ||
 * **How?**  ||  **Highlight certain individual student’s work to prepare them for sharing in closing.**  || ||
 * **Teacher Questions (include higher order):** ||   **same questionss**   ||   **Anticipated
 * **Teacher Questions (include higher order):** ||   **same questionss**   ||   **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 are asked to present before the class their final card sort match, explaining why they made the choices they did. .How?**  || || ||
 * **Identify misconceptions** ||  **General ED Teacher**  ||  **Special ED Teacher**  ||
 * **How?**  ||  **Ask students to clarify misconceptions.Redirect whole class to card sort chart**   || ||
 * **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 feedback on finished chart.**  ||  **Individual feedback on individual chart.**  ||