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Group
Size:
Whole
Class
Lesson
Content
What
Standards
(national
or
state)
relate
to
this
lesson?
(You
should
include
ALL
applicable
standards.
Rarely
do
teachers
use
just
one:
theyd
never
get
through
them
all.)
Objectives-
What
are
you
teaching?
(Student-centered:
What
will
students
know
and
be
able
to
do
after
this
lesson?
Include
the
ABCDs
of
objectives:
action,
behavior,
condition,
and
degree
of
mastery,
i.e.,
"C:
Given
a
sentence
written
in
the
past
or
present
tense,
A:
the
student
B:
will
be
able
to
re-
write
the
sentence
in
future
tense
D:
with
no
errors
in
tense
or
tense
contradiction
(i.e.,
I
will
see
her
yesterday.)."
Note:
Degree
of
mastery
does
not
need
to
be
a
percentage.)
Evaluation
Plan-
How
will
you
know
students
have
mastered
your
objectives?
Address
the
following:
What
formative
evidence
will
you
use
to
document
student
learning
during
this
lesson?
What
summative
evidence
will
you
collect,
either
during
this
lesson
or
in
upcoming
lessons?
Given
a
worksheet
the
students
will
be
able
to
complete
each
problem
with
accuracy.
Formative:
Calling
students
up
to
the
SmartBoard
to
have
them
give
their
answer
and
explain
how
they
got
that
answer.
Exit
ticket:
is
5,296
greater
then,
less
than,
or
equal
to
5,298.
Group
Size:
Whole
Class
Step-by-Step
Plan
(What
exactly
do
you
plan
to
do
in
teaching
this
lesson?
Be
thorough.
Act
as
if
you
needed
a
substitute
to
carry
out
the
lesson
for
you.)
Where
applicable,
be
sure
to
address
the
following:
How
will
materials
be
distributed?
How
will
students
transition
between
activities?
What
will
you
as
the
teacher
do?
What
will
the
students
do?
What
student
data
will
be
collected
during
each
phase?
What
are
other
adults
in
the
room
doing?
How
are
they
supporting
students
learning?
What
model
of
co-teaching
are
you
using?
Time
1
Min
10
Min.
Lesson
Implementation
Who
is
Each
content
area
may
require
a
different
step-by-step
format.
Use
whichever
responsible
plan
is
appropriate
for
the
content
taught
in
this
lesson.
For
example,
in
science,
(Teacher
or
you
would
detail
the
5
Es
here
(Engage/Encountering
the
Idea;
Exploring
the
Students)?
Idea;
Explanation/Organizing
the
Idea;
Extend/Applying
the
Idea;
Evaluation).
Teacher
Go
over
CHAMPs
and
objective.
C
conversation
level
0
H
help
is
raising
your
hand
A
the
activity
is
listening
to
me
teach
about
comparing
3
and
4
digit
numbers
M
there
are
no
movement
options
P
participation
is
following
your
champs
and
answering
the
questions
when
they
are
asked
Objective:
Compare
3
and
4
digit
numbers.
Teacher
Teach
Lesson
1. Who
has
ever
looked
up
a
word
in
the
dictionary,
or
put
words
in
order
alphabetically?
Put
4
students
name
in
alphabetical
order,
noting
that
you
look
at
the
first
letter
first
and
if
theyre
the
same,
then
move
to
the
second,
and
so
on.
2. Just
like
putting
words
together
in
alphabetical
order,
the
same
can
be
done
with
numbers.
Just
like
we
did
with
the
names,
you
look
at
the
first
number
and
use
that
to
gauge
which
is
greater
than
the
other
Ask
students
to
come
up
to
the
board
to
show
how
they
know
which
number
is
greater
by
underlining
ect.
Group
Size:
Whole
Class
Differentiationbased
on
the
needs
of
your
students
how
will
you
take
individual
and
group
learning
differences
into
account.
3. Word
problem
#1:
Despite
Zayne
recently
leaving
One
Direction,
he
went
to
the
mall
with
Harry
to
go
shopping.
Harry
bought
$1,907
worth
of
clothes,
and
Zayne
bought
$970
worth
of
shoes.
Use
<,
>,
or
=
to
show
who
spent
more
money.
4. Word
problem
#2:
If
Haley
is
7,897
days
old
and
Andy
is
7,879
days
old,
who
is
younger?
10
Min
Students
Students
complete
worksheet
and
start
homework
If
applicable,
how
does
this
lesson
connect
to
the
interests
and
cultural
backgrounds
of
your
students?
Process
Product
Content
Learning Styles
Readiness
Interest
Explain-
Relevant
Psychological
Theories
and
research
taken
in
consideration
when
planning
this
lesson