Section 1: Lesson Preparation
| Teacher Candidate Name: | Miss Stephanie Morris |
| Grade Level: | 3 rd grade |
| Date: | 4 th March 2019 |
| Unit/Subject: | Math and ELA |
| Instructional Plan Title: | Introduction to math and ELA |
| Lesson Summary and Focus: | The acquisition of math and ELA skills at the third-grade level is instrumental for the cognitive development of the learners in their future academic endeavors. The focus of this lesson plan will be to introduce the students to mathematics and ELA while promoting understanding and diversity of the content that is taught in class. The central focus on the introduction will also improve the communication skills of the students since they will be exposed to the various parts of learning English and Language Arts. |
| Classroom and Student Factors/Grouping: | The classroom has students coming from the different racial groups in the united states of America such as the whites, African American, Asians, and the Pacific Islanders. The students are also diverse and have various levels of gifts that would contribute to their learning in class. Parental involvement and the availability of the internet at home are some of the factors that motivate the students to perform In class while putting their behaviors and factors affecting their academic performance into consideration. |
| National/State Learning Standards: | The national standards in the teaching of math and ELA for the third-grade learners have various instructional areas that are critical and have to be addressed to enhance efficiency. The first critical area is the development of comprehension in the division and multiplication within 100. The other essential area is the development of understanding in the unit fractions. The other critical area that the students should have a grasp of is the description and the analysis of the two-dimensional shapes and figures. Lastly, the national standards require educators to have their learners understanding rectangular arrays and of the area. |
| Specific Learning Target(s)/Objectives: |
Given a mathematical problem involving the division and multiplication of numbers within the range of 100, the learners will handle it without any problems. The students will be In a position to handle the mathematical problems involving unit fractions where the numerator is 1 ( Shirvani, 2015) . The students will analyze two-dimensional shapes with ease. At the end of the learning period, the students will be in a position to develop a comprehension of rectangular arrays and area ( Shirvani, 2015) . The students will integrate new words and in their vocabulary and improve their grammar ( Barrett-Tatum & Dooley, 2015) . |
| Academic Language |
General academic vocabulary Multiplication - I will explain that multiplication is the act of finding an unknown product in a mathematical problem. Division - will make sure that the students have to understand that division is finding the unknown factor in a mathematical issue in question. Content-specific vocabulary Unit fraction - a unit fraction is a fraction whose numerator is 1. Two-dimensional figures - I will let the students understand what the two-dimensional shapes are. |
| Resources, Materials, Equipment, and Technology: |
For the math and ELA lesion for the third-grade students, the following items will be required. Whiteboard and markers Textbooks Images from the internet Illustrational charts Access to a stable internet connection Short videos explaining the two-dimensional figures and how to find out the area of the rectangular shapes. A computer or a laptop to source for the online information pertaining to the lesson A projector for use in viewing the videos that are sourced online. Memorization cards bearing English words. |
Section 2: Instructional Planning
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Anticipatory Set I will start the lesson by reactivating the learners’ prior knowledge in two-dimensional figures in the previous grades that they have been by exposing them briefly to the names of the shapes and then having them to draw the shapes in their books and then name them correctly. I will then link their past knowledge with the current one by having them learn new shapes. For multiplication and division, I will reintroduce them to the multiplication and division of numbers that are up to 10. After they indicate understanding in dealing with numbers up to 10, I will go ahead to introduce them to the multiplication and division for the numbers that are up to 100. I will introduce the learners to more complex words in the English language after testing their knowledge on the simpler ones. |
Time Needed 1 day |
Multiple Means of RepresentationI will issue the students with a teaching guide textbook to make them conversant with the meanings of the words that they will encounter in mathematics. I will draw a table on the whiteboard to illustrate the meanings of the various words and their use in math teaching. I will have memorization cards for the students to help them in the memorization of multiplication and division. • English language learners (ELL): I will have high expectations on the ELL regardless of their comprehension level so that I can motivate all the students to be at par with the leaning (Manship et al., 2016). • Students with special needs: I will personally help the students with special needs to grasp the content taught in class. I will have the students coached later after the classroom to identify their weaknesses In understanding and rectify them. • Students with gifted abilities: I will pre-expose the students with talented skills to the content I will teach so that they can share the content with the other learners before class time. That will capitalize on their abilities. • Early finishers I will add more work to the students who complete first in the class before the other students are done with the assigned task. |
Time Needed 1 week |
Multiple Means of EngagementI will issue the students with a dictionary to make them conversant with the meanings of the english words that they will encounter in ELA. I will have memorization cards for the students to help them in the memorization of english words and their use in the sentence. English language learners (ELL): I will maintain high expectations on the ELL oblivious of their comprehension level In ELA to motivate the students to increase their pace of learning ( Manship et al., 2016) . Students with special needs: I will personally help the students with special needs to understand and remember the content taught in class. I will make time for them after the classroom to identify their weaknesses In understanding and rectify them. Students with gifted abilities: I will pre-expose the students with gifted abilities to the content I will teach so that they can share the materials with the other learners before class time. That will capitalize on their abilities. Early finishers: I will assign more work to the students who finish early in the class before the other students are done with the assigned work. |
Time Needed 1 week |
Multiple Means of ExpressionStudents will submit ten sentences of the reflection regarding the new words they have learned in class and how they can use them in real life. Students will handle a few mathematical quizzes to demonstrate their knowledge. • English language learners (ELL): The ELL will be subjected to the same methods of evaluation as the other students in the classroom. • Students with special needs: The students with special needs will complete the same exercises though I will allow them to take longer than the rest of the class. • Students with gifted abilities: Students with gifted abilities will handle more quizzes that are mathematical. • Early finishers: The early finishers will tackle more questions that are mathematical. |
Time Needed |
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2 weeks |
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Extension Activity and HomeworkThe students will have extension activity and homework to demonstrate their understanding of what they have learned in math and ELA. The extension activity in ELA will enable the students to look up more words and create new sentences. The math homework will span the critical areas regarding the objectives of the lesson plan such as the understanding of multiplication and division, handling two-dimensional figures and the rectangular area calculations. |
Time Needed 3 weeks |
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Rationale/Reflection The use of memorization cards is instrumental in the memorization of new words and formulae, which ensures that the students make value of what they study. As the students use their memorization cards, collaboration is evident as they exchange the cards. Their creativity is maintained since I encourage the students to develop their memorization cards. The issuance of the teaching guide textbooks to the students promotes critical thinking among the learners as they attempt to decipher the information presented and how it can help their learning. The illustration of math and ELA using the technological learning such as the use of computers and projectors promotes collaboration among the students as they discuss the content of images and videos. The reflection of learning that they make later is part of the factors influencing their creativity. |
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Summative Assessment
The summative assessment designed to test the mathematical and ELA skills of the students will be a diverse tool that incorporates the specific needs of the various groups of students in the classroom. The students will be under the teacher’s directions as they learn mathematics in the classrooms. The summative assessments will be made similar to all the students regardless of their special needs or possession of special abilities. Nonetheless, students with special needs will be allowed to have more time with the tests.
Math
Short answer response items
2×2=_______
4×10=______
½ + ½ =_____
Multiple Choice Questions
20×5 = ______
A. 10
B. 20
C. 100
D. 50
1/3 + 1/3 =______
A. 2/3
B. 2/6
C. 1/6
D. 1/9
40÷8=_______
A. 5
B. 8
C. 20
D. 10
½ + ½ = _______
A. 1
B. 2/4
C. ¼
D. 1/8
1/8 + 1/8 = _______
A. 2/16
B. 2/8
C. 1/16
D. 1/8
5×5=
A. 25
B. 55
C. 10
D. 30
64÷8=
A. 16
B. 8
C. 4
D. 2
100÷10=
A. 90
B. 10
C. 5
D. 20
Restricted Essay Question
A classroom has 40 students. There are 10 textbooks in the class that the students are supposed to share. How many students will be using 1 text book?
ELA
Short answer questions
Insert the most appropriate articles in the sentences below.
I ate___ orange last night.
Have you been to _____Washington DC capitol?
I have_____ book in my bag.
Multiple-choice questions
Select the sentence that correctly uses quotation marks.
A. Tony asked "Do we have homework tonight?"
B. Tony asked, "do we have homework tonight?"
C. Tony asked, "Do we have homework tonight?"
D. Tony asked, "Do we have homework tonight"?
Select the correct verb to fill in the blank in the sentence below.
Zoe and Maggie __________ to school each day.
A. Walk
B. Walkes
C. Walking
D. walkies
Restricted essay question
Correct the capitalization errors in the following paragraph.
Last Saturday, tom and his mother went to the market to collect some groceries. As they passed the various stalls in the market, tom collected a hundred-dollar shillings note and hid it without telling his mother. An elderly woman walked hurriedly towards tom and his mother and requested tom to hand her the money he just collected since she had dropped it as she fished her handkerchief out of the pocket. Tom’s mother was dumbfounded since she had not seen a note on the ground. Her mouth was wide open as tom fished the hundred dollar-shilling note out of his pocket and gave to the old woman.
References
Barrett-Tatum, J., & Dooley, C. M. (2015). From Idealized to Actualized Instruction: Two
Elementary Teachers’ Enactment of the ELA Common Core State Standards in Instructional Scripts. Literacy Research and Instruction , 54 (4), 257-284.
Manship, K., Farber, J., Smith, C., & Drummond, K. (2016). Case Studies of Schools
Implementing Early Elementary Strategies: Preschool through Third Grade Alignment and Differentiated Instruction. Office of Planning, Evaluation and Policy Development, US Department of Education .
Shirvani, H. (2015). Pre-Service Elementary Teachers' Mathematics Content Knowledge: A
Predictor of Sixth Graders' Mathematics Performance. International Journal of Instruction , 8 (1), 133-142.
