1

CCSU Lesson Plan Template

Student Teacher: Megan Kelly and Ashley Tetreault

Grade Level: 1

Lesson Date: TBD Name of Lesson: Tell a Story (addition, Subtraction)

Common Core State Standard(s)

CCSS.Math.Content.1.OA.A.1Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem

Student Learning Objective(s)What is the intended learning outcome of this lesson? Be sure it is observable and includes clear criteria.Consider if there are students who will require an accommodation or modification to meet thislesson’s objective.

By the end of this lesson, students will be able to act out and represent addition and subtraction equations using the link chain manipulatives. This lesson supports many of Gardener’s multiple intelligences which allows for differentiation.

Rationale for Objective: How does this lesson support previous and subsequent learning?Students have been working on their subtraction and addition facts, but seem to be struggling. The goal for this lesson is to extend the previous learning and strategies students have been working on. By the end of this lesson the goal is that students have a better understanding or are more comfortable with their addition and subtraction facts/strategies.

AssessmentState the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e., essays, projects, quizzes, exit slip, worksheet, etc.). Are there students who will require an accommodation or modification to this lesson’s assessment?Students will be assessed by completing a two-sided worksheet. One side will be addition problems, and the other side will be subtraction problems. They will be given a pile of linking chain manipulatives to complete this worksheet. Teacher will support students when needed to complete the assessment. By doing this and by allowing students to use manipulatives, the lesson already incorporates differentiation. No further accommodations or modifications are needed.

Classroom Learning Environment FocusNormal classroom routines and expectations should be followed. Students will be expected to participate with their group by actively speaking, listening, and sharing their ideas.

2

Instructional Model/Strategy(i.e., concept formation, concept development, direct instruction, cooperative learning, inquiry, discussion model). Explain how you will best facilitate student learning through a specific model of instruction. Be sure to include a rationale for the chosen model(s). You may use more than one:

For this lesson, students will be taught through direct instruction, cooperative learning, and discussion models. They will be explicitly taught how the activity is done, they will have opportunity to work cooperatively in their groups, work in pairs, and participate in discussion.

These models were chosen for scaffolding and differentiation purposes. The lesson supports both because students will be guided, both by the teacher and by helping one another in heterogeneously mixed groups

3

Materials/Resources needed for this lesson

- Pencils- White Boards/Dry Erase Markers/ White Board Erasers- Link Chain Manipulatives- Grades K-3 Link and Learn Activity Book By Carol A. Thorton & Judith K. Wells

(Worksheets: Tell a Bug Story p. 64, Tell a Story p. 73)

Daily Formative AssessmentHow will you check for understanding and student achievement during the lesson?

Students will be assessed by the completion of the worksheets that were started (for scaffolding purposes) during the lesson. They will be asked to individually complete 3 problems from both the subtraction and addition centers on their own, after 2 were explicitly taught by the teachers and 1 was done in pairs. (They will complete 3 of the 6 problems on their own for assessment)

Differentiating InstructionHow will you differentiate to meet the needs of your learners (i.e., what you teach, how you teach, or how you will assess). Explain:

This lesson supports differentiation because of the various models of instruction used and also the use of manipulatives. Students will be guided through the learning process by first being explicitly taught and then by working and pairs, before they are asked to work individually. For those students who are struggling to complete the 3 problems on their own, the teacher who leads the group will be there to support them further.

InitiationCite how you will engage and motivate learners, activate prior learning and present the lesson’sobjective.Explain: A) What they will be doing and learning in the lesson; B) How they will demonstrate learning;C) Why it is important to their everyday lives.

- To start the lesson, students will be asked to complete 4 problems on white boards. There will be two addition problems and two subtraction problems. The purpose of this is to review prior learning and to clarify any misconceptions.

- After going over and discussing the daily review problems, students will be told that they will practice their math facts by using manipulatives.

- Students will be presented the Link Chain manipulatives and allowed to play with them for a few minutes before instruction begins. This is to help alleviate students’ desire to play and get them ready to use the manipulatives in a more purposeful way.

4

- Students will also be told that the reason for this lesson is for them to practice their math problems in a fun way. Using manipulatives is another strategy to assist them in math.

- Students will then be divided into 2 groups that will each be teacher lead. One group will start with addition problems, and the other group will start with subtraction problems. They will be told that midway through the lesson, they will switch.

5

Lesson DevelopmentCite how you will provide opportunities for the students to construct meaning. List the steps/process you will follow. Be sure to identify how you will check for understanding and collect formative data. Differentiate for students who will require an accommodation or modification in order to be active participants in this lesson and state these strategies in the differentiation section above.

The following steps will be done exactly the same by both teachers leading each group, addition and subtraction. Groups will be asked to switch centers midway through the allotted math time so they are exposed to both addition and subtraction.

- Once in their groups, teachers will explain to students that now that they have had the opportunity to play with the manipulatives, they will be asked to use them solely for learning. This expectation must be set with the understanding that playing will affect their learning.

- Teachers will then pass out the double-sided worksheet. One side is for the addition center and the other side is for the subtraction center.

- Teachers will explain to students that they will be creating little stories with the given problems. Students will be asked to use the Chain Links to “act out” the problem.

- Teachers will model the first two problems on the worksheet. For example, if the problem is 3+2, the teacher will say “Ms. Tetreault has 3 pencils (linking 3 manipulatives to make a chain while saying this). Ms. Kelly gives Ms. Tetreault 2 more pencils for her birthday (adding 3 more links to the chain). How many pencils does Ms. Tetreault have now?”

- Students will turn and talk to a partner to share their ideas and answers. Discussion will follow. Students will be asked for the answers they came up with and have to explain why or how they came to that conclusion.

- Teacher will also ask students which of the numbers in the equations are the “partners” and which number is the “total.” (this is a review of prior learning)

- Teacher will then do the 2nd problem on the worksheet, modeling the strategy and how to come up with a quick story. Discussion will then take place, just as it did with the first problem.

- For the 3rd problem, students will be asked to work in pairs to come up with a story to represent the problem. They will use the Chain Links, just as the teacher modeled.

- Students will then share their stories and rational. They will be asked to identify the partners and total.

- For assessment, students will then be asked to complete the remaining 3 problems individually, using the manipulatives in the same way that was modeled and done in pairs for the previous problems. Teachers will remain with the group to support and guide any struggling students.

6

ClosureHow will you question students in order to evaluate if the objective(s) was met? How will you question students to connect this lesson to previous and subsequent lessons as well as connect to their own lives? How will you question students to see the relevancy of the lesson by understanding the purpose/importance of the learning?

- After completing the work individually, and teachers assess student learning through observation and by their completion of the remaining 3 problems, students come back together as a whole class.

- Teachers will ask students to share what they learned in the centers that day.- Volunteers will be asked to share a quick math story they heard in the lesson, using the

Link Chains to “act” the story out for the class.- Students will then be asked about using manipulatives as a strategy for math facts. Were

they helpful? Would they use them in the future for their math facts? Did they have fun learning math in this way?

Reflection on PracticeStudent Achievement – Evaluate student learning based on collected data for each SLO for each group of learners. Identify how each group met the stated criteria in the SLO, including specific data for each SLO. Based on your analysis what would you continue or change about your teaching for the next lesson?

Common Core of Teaching Connection – Choose an attribute from an indicator from Domains1-4. Choose an attribute that was effective in your lesson. What specific evidence from the lesson supports this?Choose an attribute that you would like to focus on. What specific evidence from the lesson supports the need to focus on the specific attribute? Suggest a strategy that you will try for the next lesson to address this need.