Special Education Teacher Preparation Daily Lesson Plan Format

ST/MT/SUP/Date/Time: Rebekah Hershey/Ms. Crist/Ms. Kearney/1/28/14/ 1:20 P.M. School/District/Grade/Subject(s): Fulton/PPS/5th/ Math Lesson Purpose: When given perimeter and area problems, the student will correctly find the answer, show work, and put the correct unit on the answer on 2/3 on skills practice and 1/1 on the problem of the day. Grouping/Arrangement: Students will be pulled out to the resource room. The room has two tables, and the students will be seated three to a table. Materials: Problem of the Day and Skills Practice worksheets, pencil, eraser, calculator, and times tables worksheet. Instructional Activities and Student Responses: Opening or Warm-Up- Students will be reminded of the expectations of behavior and procedure for the period (independent work then checking over answers). (They do a problem of the day and skills practice every day in class). Instructional Activities- Teacher will remind students of the equations to find perimeter and area. They will also practice finding the greatest common factor and simplify the fraction. While students are working independently on the problems, teacher will walk around and assist students where needed. Closing- Students will be chosen to put the problems on the board, and then the teacher will review the answers on the board with the students reminding them to check their work. Evidence-Based Practice Incorporated in Lesson (Highlight EBP in Instructional Activities and Specially Designed Instruction): State Standard(s): M6.A.1.3.1: Find the Greatest Common Factor (GCF) of two numbers (through 50) and/or use the GCF to simplify fractions.
M6.B.2.2.1: Find the perimeter of any polygon (may include regular polygons where only the measure of one side is given same units throughout).

Specially Designed Instruction for Individual Students

Student(s)

Lesson Objective(s) When given perimeter and area problems, the student will correctly find the answer, show work, and put the correct unit on the answer on 2/3 on skills practice and 1/1 on the problem of the day. When given perimeter and area problems, the student will correctly find the answer, show work, and put the correct unit on the answer on 2/3 on skills practice and 1/1 on the problem of the day.

(Add additional rows as needed) Individual Instructional Anticipated Prompts and Methods and Materials Corrections Multiplication Table Pencil Calculator Formula Sheet Worksheets SDI: Small group instruction, extended time. Multiplication Table Pencil Calculator Formula Sheet Worksheets SDI: Small group instruction, extended time. Student will mix up finding Perimeter and Area Make sure to check up on him because he may not ask for help Remind student to use times table worksheet Remind student of how to find GCF (He will get it after one example problem) He is doing well with area and perimeter.

Other

JT

Seemed to have a better grasp Confident in his answers Ready to answer the questions

JM

Very confident on paper, but can not explain his thinking finished first (solved POD correctly)

CW

When given perimeter and area problems, the student will correctly find the answer, show work, and put the correct unit on the answer on 2/3 on skills practice and 1/1 on the problem of the day. When given perimeter and area problems, the student will correctly find the answer, show work, and put the correct unit on the answer on 2/3 on skills practice and 1/1 on the problem of the day.

Multiplication Table Pencil Calculator Formula Sheet Worksheets SDI: Small group instruction, extended time. Multiplication Table Pencil Calculator Formula Sheet Worksheets SDI: Small group instruction, extended time.

Will ask for help even when she may not need it. Remind student about putting units on her answers Remind student to check her addition with a calculator He will work independently; just remind him to continue working. Gets distracted easily by others

Able to do well with units Find area and perimeter very well Still has difficulty with GCF

MJ

Slower to finish work, but has the concept down. Had trouble finding area and perimeter of the square boxes

TB

SDI: Small group instruction, extended time. Monitoring/Data Collected: Teacher will look at each students worksheet and write down what each student received and where they are struggling. Plan for Follow Up/Extension: If a student is continuing to struggle with area and/or perimeter, the student will receive one on one instruction from the teacher during a prep period.

When given perimeter and area problems, the student will correctly find the answer, show work, and put the correct unit on the answer on 2/3 on skills practice and 1/1 on the problem of the day.

Multiplication Table Pencil Calculator Formula Sheet Worksheets

Keep motivated: He gets a bad attitude easily and refuses to do work.

ABSENT

Reflection on Lesson Planning and Delivery: I thought the lesson went very well. At first, I was worried that the students would finish early and I would not have anything for them to do, but the time went well. We had a little bit of time at the end to review a concept that the students were struggling with during the lesson. The students seemed to have a solid grasp on perimeter and area. The idea of GCF was difficult for some of them because they could not find the bigger factors (bigger than 12). I think the students have gained more confidence working with area and perimeter. I also feel that they gained more confidence because the general education teacher who is rushed to keep up with the other students did not rush them.

Reflection on Student Outcomes I believe the students are doing much better with perimeter and area. Sometimes they forget the units, but by the end of class, I felt that they had a solid grip. I am looking forward to seeing their quiz grades tomorrow after they take the test. I really think they have a better understanding of the concept, and they have gained confidence in it.