Lesson Plan

Teacher: Lexi Farr

Date: November 19, 2014

Class: Secondary 1

Grade and Period: A 5/6 9th Grade

Strengths of the Class: This is an honors class. 12 males, 19 female, 2 Polynesian, 1 Asian, 3 Spanish. None are ELL
students.
Unique Needs of the Class: Students work well in groups as well as direct instruction.
Subject: Secondary 1
Curriculum Standards: A.SSE.1: Interpret expressions that represent a quantity in terms of its context
Lesson Topic: Linear and Exponential functions
Homework (if any) from previous day: Check in 4.7
Content Objectives for the Lesson: Interpret parts of an expression, such as terms, factors, and coefficients.
Learning Objectives for Students: SWBAT determine which equation form fits with each story by solving the
problems on page 48-50.
Language Objectives for Students: Students will be able to list all of the names of each form of equation and confirm
that they are all the same by listing them and showing that they are all equivalent
Starter: 4.2 Exponential Functions worksheet.
Class Procedures: Start the class of with the starter, check in homework, and then go into task 4.8 page 47. As a class
we will go over the names and equations of each linear equation: Slope Intercept Form, Point Slope Form, Standard
Form, Recursion Form and notice that they are all the same. I will then give the students about 10 minutes or so to
complete 4 problems in groups. Then come together and discuss those answers. After the students can work on part
B C and D to complete the problems. With 15 minutes left of class we will do class notes.
Class Work (Questions/Activities):
Plans for Assessment: Having the groups talk out their answers. Go around in the groups and see how they do in
completing the problems.
Homework assigned and due date: Homework Ready Set Go 4.8 due next class
Plans for Enrichment (i.e., What is my plan for students who finish early?): Work on homework that is due the next
day.
Plans for Remediation (i.e., What is my plan for students who need additional support?): Putting them in groups
gives those students the additional support that they need. I will also put answers up to part B C and D so they can
check and see if they got them right.
Plans for English Language Learners: Have the students work in groups, will give them a copy of the notes sheet so
they dont have to look back and forth. Work one on one while kids work in groups if needed.
Reflection on your preparation and execution, as well as on student learning and behavior, etc.: The lesson went well
but the class chatted a bit and it was hard to get their attention again when they were in their groups. After doing the
lesson yesterday I changed it up a bit and taught it again today. We went over the homework from the other day
before we started the task. That way we were able to take the rest of the class period and work on the task instead of
cutting it off. This way we were able to go over part A as a class like we planned and then have them complete part B

C D as a group and if they get done with time to spare they can work on the homework. The kids were more on task
and overall it seemed to work out much better.