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# Revised 6-29-16 1

## Lesson Plan 1/Day 1

Secondary Lesson Plan Format

Part II. Lesson Plan (components required by EdTPA are noted below with a *.
coursethese will be designated with a ***.)

## GOALS/ DESIRED RESULTS

In the spaces below, articulate your specific learning goals for your lesson. Through each
section, you should be addressing the question: what do you want students to KNOW and
BE ABLE TO DO as a result of this lesson?

in this specific lesson.
The philosophy behind this lesson is to get students to make the connection
between the equations that they have been writing so far (mostly using the slope-
intercept form y = mx + b) and how that relates to writing a function. Students will
be introduced to the concept of a function during this lesson.

2. Standards *
State adopted student academic content standards and/ or Common Core State Standards
that are the target of student learning (List the number AND text of each standard that is
being addressed. If only a portion of a standard is being addressed, then only list or bold
the part or parts that are relevant.)
F.BF.1 Write a function that describes a relationship between two quantities.
a. Determine an explicit expression, a recursive process, or steps for
calculation from a context.
b. Combine standard function types using arithmetic operations. For
example, build a function that models the temperature of a cooling body
by adding a constant function to a decaying exponential, and relate
these functions to the model.
F.LE.2: Construct linear functions given a graph, a description of a
relationship, or two input-output pairs (include reading these from a table).
o This standard has been cut down to only include what we are looking
for during this lesson. Only looking for students to construct linear
functions based on the relationship between the patterns (the data
from the patterns is put into a table)

3. Learning Objectives *
Learning Objectives associated with the content standards. These should be clear, specific,
and measurable.
Students will be able to write a function given a sequence of patterns or a
table of values.

4. Essential Questions
What provocative, central question will foster inquiry and understandingand serve as the
focus for this lesson? What big ideas do you want students to understand from this lesson?
Lessons within the same unit will typically have the same Essential Question(s).
How are functions different from what weve been working with and how are
Revised 6-29-16 2

they similar?
Can we use what we already know about writing equations to write our
function rules?

ASSESSMENT
In this section, articulate the task or evidence through which students will demonstrate the
desired understandings. In other words, how will you know students got it by the end of
the lesson?

5. Assessments *
Informal and formal assessments used to monitor student learning, including type(s) of
assessment, both formative and summative, and what is being assessed
Bell ringer at the beginning of class
Worksheet to be completed during partner work time

LEARNING PLAN
In this section, articulate the materials/ resources necessary to implement the lesson and
the step-by-step sequence of the lesson.

## 6. Instructional Resources and Materials *

Instructional resources and materials (including technology) used to engage students in
learning. If technology is used, be sure to indicate how it enhances the lesson.
Paper
Pencils
Worksheet on Pile Patterns

## 7. Instructional Strategies/ Learning Tasks *

Instructional strategies and learning tasks (including what you and the students will be
doing) that support diverse student needs. This step-by-step process should indicate how
much time you intend each segment to take and should be detailed enough that a
substitute teacher could teach your lesson as you intended.
(There are particular lesson models that might guide your thinking further here, such as the
5E model; POE; etc.)

## Introduction: How will you introduce the lesson and engage

students (how will you get them interested, help them see the
relevance and purpose of the lesson)?
(10 minutes) Bell ringer
Start off the lesson with a bell ringer
While students are completing the bell ringer, I will
go around and check homework

## Lesson: What are the specific steps and sequence of the

lesson? How long do you anticipate each lesson segment
taking?
(25 minutes)
Discuss with students how a function is like a Large group discussion
machine, taking an input and an output
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## Go through the first pile pattern as a whole class

o Have students make the connections
between slope-intercept form and how that Think/pair/share
relates to the table of values that has been partner work
created
Have students work with a partner to figure out the
equation for the second pile pattern
o Call students up to explain their work and
point out any differences that are seen in
different students work

Closure: How will you conclude the lesson? How will you bring
bigger purpose and big ideas of the lesson?
(<10 minutes)
Relate how the pile patterns worksheet relates to
the first differences worksheet that students will
see in their packets
Examine how our function rules compare and
contrast with writing equations when given two
points
8. References *
List citations for materials used.
https://www.montanamath.org/lessons/pilepatterns.pdf
9. Alignment
Reflect on how the lesson goals, assessment, and learning plan are aligned. How does the
learning plan provide students with opportunities to meet the lesson goals? How do
assessments enable students to demonstrate that they have met the lesson goals?
Students have multiple opportunities to meet the lesson goals. Students working in
their groups should help each other to meet the learning goals by helping each
other and working together. The assessments provide students with the
opportunity to communicate their thoughts and prove that they have met the
learning goals, both through speech and written work. The bell ringer will serve as
a written assessment. There will also be homework related to this lesson that
students can complete as a formative assessment.