Office of Field Placement and Partnership Outreach

Pre-Practicum Lesson Template

Name: ________Grace Foulis_____________ Date: _____11/2/20________

School: ____Fenway High School_________ Grade: ______9th_________

Starting and Ending Time: 11:35____ to __12:30__

OVERVIEW OF THE LESSON (​R​EFERENCE​ S​HEET​)

MA Curriculum Frameworks incorporating the Common Core Standards: ​With regard to
how this lesson fits into the “big picture” of the students’ long-term learning, which MA
framework does the lesson most clearly address? Select 2 to 3 focal standards that will be key to
your instruction and assessment.

F.LE.5, F.BF.1, F.BF.2, F.LE.1, F.LE.2

F.BF.2: Write arithmetic and geometric sequences both recursively and with an explicit formula,
use them to model situations, and translate between the two forms
F.LE.1: Distinguish between situations that can be modeled with linear functions and with
exponential functions.

Instructional Objective: ​By the end of the lesson, (1) ​what​ concept, information, skill, or
strategy will the student(s) learn and (2) ​how​ will they demonstrate that knowledge?

(1) The student will be able to identify arithmetic and geometric sequences using sequences,
equations, tables, and graphs and use the sequences to model situations
(2) Being able to solve the practice problems individually and in groups while they are split into
breakout rooms.

Assessment:​ What specific, tangible evidence will show that each student has met this
objective?

They will be putting their answers to practice problems and group work into their Google
Classroom worksheets for this lesson which they submit after they have completed it

Academic Language Objective: ​By the end of the lesson, (1) ​what​ ​language​, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) ​how​ will they demonstrate
that knowledge? Refer to ​WIDA Reference Sheet​ and ​Three Tiers of Vocabulary​ Beck, Kucan,
and McKeown (2002) as cited by Thaashida L. Hutton in ​Three Tiers of Vocabulary and
Education.​

(1) arithmetic sequence, geometric sequence, common difference, common ratio, decreasing
arithmetic sequence, increasing arithmetic sequence
(2) Answering questions using the language in class and using the terms in discussions with their
groups

Assessment:​ What specific, tangible evidence will show that each student has met this
objective?

Students will use that language in solving problems and when answering questions in class and
use the language when filling out notes on their Google Classroom worksheets

Content: ​What are the specific details of the lesson’s content knowledge?

This lesson is a review lesson for the unit on arithmetic and geometric sequences so there is a lot
of material to cover. The specific content covered is identifying geometric versus arithmetic
sequences, writing equations for geometric and arithmetic sequences, identifying sequences from
graphs and tables and putting sequences into graphs and tables, and using sequences to solve
word problems.

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to​ ​effectively teach the lesson and meet the lesson objectives.

Opening ​(_5_ minutes)​:​ How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?

Students will start class by independently doing the “Do Now” activity on their Google
Classroom worksheet which has them find the missing terms for geometric and arithmetic
sequences, identify what kind of sequence they are, and identify what the common difference or
ratio is for the sequence. This will get them thinking about the differences between the two types
of sequences and prepare them to engage in more problems involving sequences. They have
already learned all of this material, so they will be beginning to think of questions and areas they
want to specifically go over to prepare for their tests while doing the “Do Now.”

During​ ​Lesson ​(_50_ minutes)​:​ How will you direct, guide, and/or facilitate the learning process
to support the students in working toward meeting the instructional objectives?

I will start class by going over the Do Now activity by asking students for their answers to the
six questions that are in that section. I will go over necessary definitions for arithmetic and
geometric equations and do a quick practice problem, and then the students will be sent into
breakout rooms to do practice problems on arithmetic sequences for 10 minutes. Afterwards, we
will come back and do a word problem on arithmetic sequences as a whole class, and if we have
time, start a word problem on geometric sequences which they will be completing for homework.
Through doing the practice problems, the students should be going through which specific
content areas and problem types they are struggling with and reviewing them.

Closing ​(_5_ minutes)​: ​How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?

I will be working with the whole class on word problems at the end of the lesson and I will be
asking them to complete the Google Classroom worksheet for homework to determine what
students know. I will remind them that this is the type of material that will be showing up on
their test and telling them to study, as well as going over some different methods and resources
they can use to study for their test. I will remind them that if they have any questions they can
email or text Ms. Gerraughty or come to office hours at the end of the day.
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL) and utilize resources at the following links:
UDL​ at a glance: ​http://www.udlcenter.org/resource_library/videos/udlcenter/​udl​#video0
Overview:​http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson Plan examples​ ​http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: ​What will you do to ensure success from all students? Especially consider the
needs of students on Individual Education Plans (IEP), English language learners (at a variety of
English language levels), and students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping forma​t Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another, you or the reading or the same text Use Braille or large report
focus of instruction at varying reading print
levels Extend time
Pair students Use manipulatives
Provide on-level Use assistive devices
reading
Technology
Give verbal cues to Use interpreter
emphasize main ideas Give students copy of
directions Give more breaks
Increase number of
review activities Allow use of computer
Hand out copies of
notes

Re-read directions

Use page markers

Specific Examples​: Choose 3 examples of support from the list above and explain in detail the
differentiation. P1s choose 1 level of support to explain, P2s choose 2 levels of support to
explain and P3s and Grad P1s choose 3 levels of support to explain.

Support #1: ​I will alternate verbal and written response format by using verbal directions and
having directions written on the Google Classroom worksheet. I will both write down and
verbalize the steps I take and the reasoning for them when solving a problem and in breakout
groups I will be responding both verbally and writing in the chat.

Support #2: ​I will be using multiple forms of technology including Zoom, Zoom breakout
rooms, and Google Classroom. This is mainly because it is a remote learning classroom but they
also support learners by allowing them to use technology to help them solve math problems.

Support #3: ​We will be working in groups for a part of the class. The students have been
working in these groups for the entire unit and they have roles in every group to hold each other
accountable. I will be rotating through the groups as well to answer any questions that they may
have.
 FINAL DETAILS OF THE LESSON
Classroom Management:​ If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

Students may not be engaged during breakout room activities. When this happens, I will ask them
directly to answer questions, see what problem they are on, and remind them that they are
working collaboratively as a group and are being graded on their participation. I will also have the
support of both Ms. Gerraughty and Ms. Lucy in Zoom breakout rooms to keep all of the breakout
rooms engaged.

Technology: ​How did you incorporate technology into the lesson?

Google classroom worksheets for problems and class notes and Zoom breakout rooms for group
work

Materials: ​What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?

Google classroom worksheet, breakout rooms

Follow-up:​ How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching​ ​goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?

The following lesson will be another practice day for the students to work on arithmetic and
geometric sequences. That lesson’s structure will be more centered around group work for the
students to collaboratively study together and work through problems that are similar to what they
are being tested on.

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Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley