KSDE Standard 4 artifact portion of KPTP Task 2 narrative of unit design and lesson plan

Table 2.2.2 Unit Design Narrative (limited to 2 pages) Why are the objectives appropriate? The objectives are appropriate because of two reasons. One, objectives one, two and three will measure students mastery of math concept. Two, objectives four, five, and six will help students gain a deeper understanding of using appropriate tools strategically, which is one of the seven math practices in the common core state standards. The lessons were sequenced in this manner because the districts instructional sequencing guide mandated it as such. The lessons were a review of second grade math concept and skills, and such sequencing is to ensure students remember previous skills taught before moving on to the next unit, which will be multiplication. Cooperative learning strategies such as numbered heads together and 4 corners were chosen because the class enjoys working cooperatively together and they benefit the students in the subgroup and student A and student B. Everyday math math journals and worksheets are chosen to be used toward the end of the unit because there is a need to informally assess if students are getting the concepts. The more important objectives for this unit are #1, #2, and #3 because we need to know whether students have mastered addition with multi-digit numbers (a skill taught in second grade) before we can move on to third grade skills. Therefore, the instructional activities chosen were focused on student demonstration of mastery. This was done in mainly two ways cooperative learning, such as Kagan structure number heads together, and worksheet/everyday math math journals. The more important objectives for this unit are #1, #2, and #3 because we need to know whether students have mastered addition with multi-digit numbers (a skill taught in second grade) before we can move on to third grade skills. Therefore, the Blooms taxonomy addressed were mostly focused on knowledge, comprehension, and application. For example, to demonstrate their mastery of traditional addition algorithm, the students needed to use numbers in carrying and the answers to help decode a message. In Kagan structure number heads together, students need to demonstrate their mastery by explaining to their team mates how they got their answer. Both of those examples are application. One reading strategy used was think aloud. This reading strategy was use during problem solving. The school as a whole are focused on problem solving in math, and the whole school are using R.I.D.E. (Read the problem, Identify the important parts, Determine the operation, Execute or explain your work) as a problem solving graphic organizer. To help determine the operation, the teacher uses think aloud to help

Why are the lessons sequenced in this manner?

Why were these instructional strategies/activities selected?

How do the instructional strategies/activities address the learning objectives for this unit?

How will a variety of levels of thinking skills be addressed (e.g., Blooms Taxonomy)? Give specific examples of use.

Explain the reading strategies that will be used throughout the unit. Give specific examples. (Remember that using text is not a reading strategy)

What resources will be needed for this unit (include school and community resources)?

How will technology be integrated within the unit? Explain both teacher use and student use.

How does the unit demonstrate integration of content across and within content fields?

How does the unit demonstrate both teachercentered and student-centered instructional strategies?

students comprehend the problem and determine the operation. For example, when using the start, change, result graphic organizer, the teacher will say Im visualizing in my head, the problem started with $67. A changed happened. I dont know what was the change, but I can tell by reading the problem it says now Tim has $79. I think to myself, hmm, it looks like Tims money increased, and I know from our math spiral notes that the word increase is a key word in addition problems. So now I know that in the change box I need to add some money to make $67 turn into $79. One resource will be the Special Education Teacher and the Special Education para-educator due to the number of students receiving services in the class. Another resource will be a teacher from the Kansas State University extension office, who is teaching a Health lesson on nutrition during this time. To help students understand why we use ballpark estimates in life, one resource is people in the community who can share how they use ballpark estimates in their jobs and daily lives. The teacher will use document camera to project math word problems to help students follow the lesson easier. The teacher will also use a video recording device such as a camera or an iPhone to interview people in the community about how they use ballpark estimates and basic math skills in their jobs and lives. Technology is not applicable to student activities other than watching the video the teacher made about math skills in careers and lives. Occasionally students may get opportunity to demonstrate their math skills in front of the whole class using the smart board tool, but this may not be applicable to all students depending on student behaviors. The unit will integrate with health and social studies. The unit will integrate with health by playing count up my calcium game provided by Ms. Bonnie Ahlstedt. Ms. Ahlstedt will be teaching this class a unit on nutrition at the same time the unit is being taught and the game will be a good way to integrate addition skills with health. The unit will integrate social studies by watching a video on how people at their jobs use math. The unit will use teacher centered instructional strategies mostly at the beginning of the lesson because the teacher need to give direct instruction to introduce or review skills. The teacher-centered strategies are mostly teacher-lead I do or teacher and student do together (guide practice). The student centered strategies are mostly during the second half of the lesson because students will need to practice skills taught. The student centered strategies are usually during the you do independent practice part.

Narrative 2.3.1 Lesson Plan Design (limited to 2 pages) Question What will the students entering this lesson already know about the topic? What type of assessment was chosen? Why? Lesson Plan 1 The start, change, result graphic organizer should have been taught in second grade, this is a review of second grade math skill. The assessment was informal observation because this was day 2 of the unit. Although the students already learned this graphic organizer the pre-assessment data suggests students are not fluent with using this graphic organizer with problem solving. Kagan structure number heads together is chosen specifically to help students A and B and students in subgroup because the structure will promote total participation response. This activity also allows the student from subgroup, student A and B to re-learn the skill from their higher students, and allow higher students to demonstrate mastery by teaching the skill. Think aloud during problem solving, because students need help comprehending the problem. During number heads together students have to communicate to each other how they got their answer. One of the important principals of number heads together is that if the team do not have one unanimous answer, they need to discuss and agree on one answer. Students will have to explain and justifiy their thinking to each other and to the whole class. Using the document camera and smartboard cuts down wasted time when teachers have to erase the white board to Lesson Plan 2 The students are already able to round to the nearest tens. Todays lesson is focused on rounding to the nearest hundreds. The students everyday math math journal will be a formal formative assessment because it goes very well with the lesson on rounding and ball park estimate.

How were the specific differentiated activities needed to adapt/accommodate for individual learning needs for the Whole Class, Subgroup, and Focus Students determined?

Why was the specific reading strategy(ies) identified in the plan chosen? How was critical thinking, problem solving, and higher level addressed thinking in the lesson plans?

during everyday math journal time teacher will utilize the other adults in the classroom to work with specific groups. Student A and B with some other students in the subgroup will work with me while two of the lowest students will work with the special education cooperating teacher. The special education paraeducator will circulate among the whole class to assist others as needed. during reading the book coyote all around the teacher uses prediction, and talks about character and setting. students will discuss and describe in their teams when are appropriate times to round and estimate, they will need to explain their thinking and justify their reason.

How does the technology utilized enhance student learning?

Providing video interviews of community members and how they use math skills in their work engages students and pique their

Discuss specific classroom routines and procedures that will be in place with this lesson to maximize instructional time.

make room for new information. The class hasnt played number heads together before, so I will make step by step poster to show them how to participate in the structure.

How will the active and equitable participation of all students during this lesson be ensured? How does the lesson demonstrate teacher-centered and studentcentered instructional strategies?

Kagan cooperative learning structure number heads together will help with equal participation and engagement. the teacher centered activity will be at the beginning of the lesson when I discuss with whole class why we use graphic organizers. The student centered activity will be number heads together.

interest. CHAMPS for read aloud: conversation zero, help raise hand, activity listen to teacher read aloud, movement stay in seat, participation actively listening and responding to teacher CHAMPS for video viewing: conversation zero, help raise hand, activity watch the video, movement stay in seat, participation actively listening and viewing video Utilizing other adults in the classroom helps to make sure all students are engaged in activity the teacher centered activity will be at the beginning of the lesson during the read aloud. The student centered activity will be working on everyday math journal.