TeacherCandidate:

HayoungYoo

Date:
1/23/15

THEUCILESSONPLANNER

Part1:ClassroomInformation

ContentArea/ClassTitle:
Mathematics

Grade:
2

School/MT:
Chaparral,MarieSykes
GroupSize:
31
LessonLength:
60
minutes

ClassroomContext:
Totalenrolled:
31
Secondlanguagelearners:Emerging___Expanding___Bridging
1
RFEP___
Specialneedsstudents(IEP,504,RSP,GATE):
o Describespecificaccommodationsforeachofthesestudents

Part2:PlanningfortheLearningSequence

CentralFocus:

Describewhatthestudentshavelearnedbeforethislessonandwhattheywilllearnafterthis
lesson.

Beforethislesson
Thislesson
Afterthislesson

TwodigitSCUwordproblems TwoandthreedigitSCUword Useefficientstrategiestosolve

problems
threedigitSCUproblems

Part3:PlanningfortheLesson

A:Standards

i.
KeyContentStandard
:

CCSS.MATH.CONTENT.2.NBT.B.7
Addandsubtractwithin1000,usingconcretemodelsordrawingsandstrategiesbasedonplace
value,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtractionrelatethe
strategytoawrittenmethod.Understandthatinaddingorsubtractingthreedigitnumbers,one
addsorsubtractshundredsandhundreds,tensandtens,onesandonesandsometimesitis
necessarytocomposeordecomposetensorhundreds.

ii.
PracticeStandardorCapacity:
CCSSMStandardsforMathematicalPractice
,or
NGSSScienceandEngineeringPractices
,
CCSSELACapacityofLiterateIndividuals

iii.
RelatedELDStandard
:

B.Objectives

i.
LearningObjective
:Thestudentswill(DO__)to(LEARN___).

Studentswilluseefficientstrategiestosolveaseparatechangeunknownproblem.

ii.
LanguageObjective
(transferthisfrom"IncorporatingAcademicLanguage"):

Studentswilljustifywhichstrategyismoreefficientthantheotherbyusingevidencefromtheirown
workandtheotherstudentswork.

C.Assessments:

i.
Informalassessmentstrategiesyouwilluseduringclass(Whatevidencewillyoucollect?)

Wewillmonitorstudentswhiletheyareworkingindividually

ii.
Writtenassessmentyouwillusetodetermine,
foreach
individualstudent,towhatextent
theyhavemetyourlearningobjectives.(Whatevidencewillyoucollect?)
Wewillcollecttheindividualhandouts.

D.LessonResources/Materials(e.g.,handouts,manipulatives,textpages,specialsupplies):
handouts

Part4:InstructionalSequenceEngagingStudentsintheLearningProcess

Optional:Starterand/orHomeworkDiscussion(___min.)

Introduction(_5_min.):
Describehowyouwillmakeconnectionstopriorknowledge,tapintotheir
experiencesandinterests,andletstudentsknowwhattheobjectiveofthelessonis.

SetthepurposewiththestudentsthatwewillbefocusingonMathematicalPractice#1
TeacherwillsayWhenweseeawordproblem,whatdoweneedtodofirst?
StudentswillsayUnderstandtheproblem,numbers,andstrategy.

BodyoftheLesson(___50___minutes)
:Describestepbystepwhattheteacher
and
thestudentswill
bedoingduringthelesson.

Launch:

WordProblem:Reneeandherfriendshave_____seashells.Reneelostsomeofherseashells.Now
Reneeandherfriendsonlyhave______seashells.HowmanyseashellsdidReneelose?
73,28293,139783,568

Leadthestudentsthroughunpackingtheproblem
Readthedirectionsandwordproblem

Whatquestionsdoyouhave?
Whatinformationdoweknow?,Whatinformationdowenotknow?
Whereistheunknown?,Whatistheunknown?
Teacherwillhavethestudentsbuddyshare.
Studentswillsaythattheunknowniswhatwesolveforandwhatwedonotknow.
Teacherwillaskfortheevidence.
TeacherwillthenaskWhatelsedoweknow?
Teacherwillthentalkaboutwhatitmeanstouseadifferentstrategy.(addingonandtaking
awayaredifferentstrategies)

Explore:
Teachersendsbackthestudentstoworkontheproblemindividually.
Duringindividualworktime,theteacherisgoingaroundtohelpstudentswhoarestrugglingby
askingprobingquestions(informalassessment).

*Ashareoutwilloccurthefollowingday.Teacherwillanalyzestudentworkanddecidewhich
studentsstrategiestosharewiththeclass.

Discussion:
Reviewwhatthestudentsworkedonthepreviousday
Whatdidwedowiththewordproblembeforewebegantoworkonit?
Studentanswers:understandtheproblem,chooseappropriatenumbers,choosestrategies

*AcademicLanguageInterval:Studentswillberequiredtojustifytheirresponsesusingevidencefrom
theirownworkandfromtheotherstudentswork.
StudentswillsayThisstrategyismoreefficientthantheotherbecause
Teacherwillencouragestudentstoagreeordisagreewiththejustificationofothers.
StudentswillsayIagreeordisagreebecause

Putstudent(s)workonthedocumentcamera
Studentswillcomparetwodifferentstrategies(onethatismoreefficient)
Whatquestionsdoyouhaveabouttheirstrategy?
Arethesestrategiesthesameordifferent?,Howso?
Whatdoyounoticeaboutwhatthispersondid?
Whydidthispersondothis?
Wheredidthesenumberscomefrom?,Howdidthispersongetthatnumber?
Checkforstudentunderstandingbyhavingstudentsbuddyshare

Teacherwillclarifysomemisconceptionsiftheyarise.

Homework(ifyouareassigninghomework,whatwillitbe?):

Closure(___5___minutes)
:
Describehowyouwillleadthestudentstosummarizethelessonand
restatethelearningobjective.

Askstudentshowtheywouldmakeefficientjumpsonthenumberlinewhendealingwith
biggernumbers

Part5:IncorporatingAcademicLanguage

(tobecompletedafteryouhaveplannedthecontentpartofyourlessonplan)

1. Describethelearningtask(s)relatedtothecontentlearningobjective.

Studentswillparticipateinadiscussionaboutefficientstrategies.

2. LanguageFunction:
Howwillstudentsbecommunicatinginrelationtothecontentinthelearning
task(s)?Identifythespecificfunction(purposeorgenre)youwantto
systematically
addressin
yourlessonplanthatwillscaffoldstudentstostrongerdisciplinarydiscourse.Someexamplesare:
describe,identify,explain,justify,interpret,analyze,construct,orargue.

Studentswilljustifywhichstrategyismoreefficientthantheother.

3. LanguageDemands
:Lookingatthespecificfunction(purposeorgenre)yourstudentswillbe
using,whatarethelanguagedemandsthatyouwillsystematicallyaddressinthislesson?
Vocabulary:
Newtothislesson:
Previouslytaughtbutneedcontinuedsupport:
Previouslylearned:efficient,evidence

1
Syntax
:
Thisstrategyismoreefficientthantheotherbecause.
2

Discourse
:
A:Thisstrategyismoreefficientthantheotherbecause.
B:Iagreebecause..,Idisagreebecause..

4. LanguageObjective:
Whatis/arethe
languageobjective(s)
foryourlesson?(Thestudentswill
(FUNCTION)(LANGUAGERELATEDTOCONTENT)(SYNTAXAND/ORDISCOURSE)
Forexample:Thestudentswillcomparedifferenttypesofparallelogramsusingtransitionwords
suchassimilarly,differentfromorbycontrast.
.Note:besuretocopyandpastethisintothetopofthelessonplanner.

Studentswilljustifywhichstrategyismoreefficientthantheotherbyusingevidencefromtheirown
workandtheotherstudentswork.

5. Whatdoesyourlanguageobjectivesoundlike/looklikefordifferentlevelsoflanguagelearners
Remembertoconsiderthelanguagedemandswhilecreatingsamplelanguagethatthestudents
mightuse.

1
2

Useofavarietyofsentencetypestoclarifyamessage,condenseinformation,andcombineideas,phrases,andclauses.

Discourseincludesthestructuresofwrittenandorallanguage,aswellashowmemberofthedisciplinetalk,write,and
participateinknowledgeconstruction.

Emerging
Thisstrategyismoreefficient.
Iagree.
Idisagree.

Expanding
Thisstrategyismore
efficientbecause.
Iagree/disagree
because

Bridging
Thisstrategyismore
efficientthantheother
because.
Iagree/disagreewiththis
personbecause

6. LanguageSupport:
Whatstrategieswillyouuseduringyourlessontoteachthespecificlanguageskilland
providesupportandopportunitiesforguidedandindependentpractice?

Instruction
Teacherwillremindstudents
thattheymustprovide
evidenceandreasoningfor
theirideas

GuidedPractice
Teacherwillaskstudentsto
provideevidenceforwhat
theysayduringthediscussion

IndependentPractice
Studentswillindividually
completeaworksheetthat
requiresthemtochoosewhich
oneoftheirstrategiesismore
importantandwhy