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Description of Classroom Population: There are 20 students in my class. For most of the
students, English is their first language, while the rest are ELLs. Three students in particular
that are ELLs are of varying levels. One girl, who is from Colombia, is a level 1 ELL. She
came to the U.S. almost two months ago. She was held back a grade due to her struggles with
the English language. We have a boy who is from Honduras who came to the U.S. a little over
a year ago. He is a level 3 ELL that is making great strides. When it comes to his speaking, he
still hesitates and worries that hes going to say something wrong. I think the confidence level
needs to be built up a bit. Our last ELL is from Brazil and hes been in the U.S. now for about
4 years. His conversational English is advanced and he enjoys helping out the other ELLs in
the class. With him helping them, he sometimes catches his own mistakes and makes sure the
others dont do the same.
Brief Description of the Lesson Instructional Context We will have just finished talking
about operating on expressions and how they can be equal. Then, we will be using this
knowledge to operate on expressions to make them equivalent. This allows students to use
prior knowledge theyve learned and apply it to new ideas while allowing them to figure out
how to manipulate different expressions into forms accessible to them.
PREPARATION
(SIOP 1)
Curriculum Standards Addressed by this Lesson (SIOP 1.3):
A.REI.1
Students will understand how to operate on equations and what equivalent equations are.
How will you know if students got it? Today? Later? I plan on having the students keep
journals throughout the year about their responses to the classes. I plan on collecting them from
time to time to check on their progress and see where their personal troubles lie. If I feel that
there is an overwhelming amount of students that need more instruction on a topic, I will revisit
it another time.
What will you ask students to do for homework? I will ask them to take five of the
expressions from our Find Your Match game and have the students come up with expressions
that are also equivalent to those ones. In the end, they will have 5 sets of 3 equivalent
expressions. In addition to this, I will have them write in their journals about their thoughts and
feedback to the class.
How will this lesson support the next lessons objective in the unit sequence? Students will
be able to use this information to continue working with equivalent expressions in further
lessons.