1. Conceptual Framework Goal Statement, Action Plan, and Reflection: 

a. Identify the Framework Category to which your goal aligns:Knowledge of Pedagogy

b. Identify the specific Category Outcome you will use to determine your goal:Instructional Materials and Technology

c. Based on the outcome you selected, write a specific goal for this experience. After your goal statement, provide a brief narrative explaining the reasons as to why you chose this goal.I hope to strengthen my ability to use technology as an aide to facilitate the learning of my students. In my previous Junior Field Experience, I was given feedback from my University Supervisor that I could have used the classroom technology available to me to further enhance my lesson. I used the Doc Camera, but did not utilize the hands-on ability of the Smart Board. During this experience I hope to gain confidence working with such devices to capture the students’ attention and add to their educational experience.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:During my lesson and when I have other opportunities to lead the class, I will introduce concepts as well as practice with the Smart Board and Doc Camera. I will also use the Voice Amplification Device to aide my student with a hearing impairment.

e. Reflect on your progress/growth toward achieving this goal:I feel as though I made serious growth toward achieving my goal. Several times during my experience, I led lessons at the front of the classroom. Prior to these lessons, my cooperating teacher and I discuss the basis of the lesson and she would then give me the materials such as the teacher’s manual or worksheet. She did not give me any clear cut direction on how to present the lesson. She wanted to see how I would interpret the material and instruct it to the students. I really enjoy this opportunity because it forced me to come up with my own ideas. When I presented the lessons, I always made sure to incorporate the Smart Board and/or Doc Camera in my lesson. This practice provided me with ample time get comfortable with the technology. By doing so I was able to use the device with ease without any problems during my lesson.

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Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students

(All subcategories listed in this box are required.)

Students’ grade and developmental levels; the age range of students; the content area being taught; any other factors that are pertinent to understanding your class assignment

● 5th grade● 10-11 year olds● Reading and Writing● Math

Community

(e.g., whether the area is urban, suburban, or rural; socioeconomic information; census data for the community)

● Urban community (population of about 27,800)● 91% identifies as Caucasian. ● 3% identify as American Indian ● All other races account for less than 1%.

District

(e.g., enrollment; percent of students receiving free or reduced-priced lunches; graduation rates; ethnicities; percent of students with IEPs; percent of students who are ELLs; per-pupil expenditures)

● 4,377 PreK-12 enrollment● 13.2% Special Needs Students● 33.6% % Eligible for Free/Red. Lunch● 16 to 1 Student to Staff Ratio● 283 graduates● 1.5% dropout rate● 88.89% progressing schools (8/9)● 11.11% small school (1/9)

School

(e.g., enrollment; percent of students receiving free or reduced-priced lunches; ethnicities; percent of students with IEPs; percent of students who are ELLs; teacher-to-student ratio)

● 394 students● 21 teachers● 58% Free and Reduced Lunch● 82.5% Caucasian (325)● 4.3% Hispanic(17)● 7.8% American Indian (31)● 4.8% Asian (19)● 0.5% African American (2)● 14.2% on IEPs (56)● 4.8% ELL (19)● Teacher to student ratio: 19 to 1

Classroom Demographics

(e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students physical needs, and those due to cultural characteristics).

● 22 students (12 boys, 10 girls)● 5 students on IEPs

o Learning disability (Writing) and Hearing impairment

o Autistic (Math, Reading, Social Skills)o Learning disability (Reading, Math Support)o Other Health Impairment (Math, Reading)o Cognitive Disability (Reading, Writing, Math,

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Speech, Occupational Therapy)● 3 students leave classroom for Resource Room for

Math● 5 leave for Reading● 5 leave for Speech● 1 leaves for Occupational Therapy● No Identified Gifted Students● No Cultural Modifications● No ESL students

Knowledge of Students

(in terms of the whole class and individual students)

(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).

● Many students leave for different reasons throughout the day

● Class often missing students● Teacher must be flexible to changing schedules● 3 students have preferential seating close to teacher● Teacher uses voice amplification device for 1 student● 1 student has laptop to help with cognitive

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Millicent Atkins School of Education: Common Lesson Plan TemplateTeacher Candidate Name: Hallee Cronin

Grade Level: 5th grade

Subject: Math

Date: 9/20/16

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson:

CCSS.MATH.CONTENT.5.OA.A.1

Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

CCSS.MATH.CONTENT.5.OA.A.2

Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

List the Learning Objective(s) to be addressed in this lesson. Use the following format: “Student’s will be able to…”

Students will be able to:

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● Solve problems using the order of operations.● Write and interpret expressions involving grouping symbols.

Describe how the objective is relevant to students’ lives.

When students encounter a real life math problem in which they will need to solve several steps, they will need to apply the order of operations. For example: Johnny had four boxes 12 cookies each. His sister ate two. He needs to divide the cookies evenly between his 6 friends. How many cookies does each person get?

This problem would be simpler to solve as one expression: (4X12-2)/6=7 cookies each

List the words relevant to the content area that you will either introduce and/or review during your lesson.

● order of operations● grouping symbols● parentheses● brackets● braces

List the materials you will need to teach the lesson.

● Smart Board● Math Workbook● Doc Camera

ASSESSMENTPre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.

Two days prior to my lesson I will write an equation on the board with several operations present. I will instruct

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students to write their first step in solving the problem. I will ask them whether they would add, subtract, or multiply first, and most importantly why. I will not give them any answers. I will tell them that I would like to see how they approach the problem. There are no right answers, I just want to see their work, their process. I will also ask what the symbols are called and what they do.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Describe the timeline as to when you plan to administer the pre-assessment?

(Recommended timeline is a minimum of two days prior to teaching your lesson).

I will administer these short problems one day prior to teaching my lesson.

Create and insert a table/chart/graph that shows the pre-assessment data results. (if applicable)

Because the pre-assessment was more of a discussion, I did not have much data. From the discussion I learned that the students did not know how to perform the operations by using the grouping symbols. Many of the students wrote that they did not know what to do for the first step. Others said that there first would be to add, but only because it was the easiest of operations. They knew how to perform it so it was comfortable for them. Below is an example of one student’s pres-assessment.

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Describe how the results of the pre-assessment (what the students have demonstrated they know) will

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be used to design the lesson objectives, instruction, and post-assessment.

The results of the pre-assessment show that the students know how to perform algebraic expressions, but have no previous knowledge of the correct order of operations. This helped me tailor the objectives to include introducing key vocabulary such as order of operations, parentheses, braces, and brackets. I will include much practice so that students feel comfortable with the concepts before I ask them to complete any post-assessment.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model of the desired outcome.

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TECHNOLOGYDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson to enhance instruction and student learning.

I plan to use the Smart Board in all areas of my lesson. To begin, I will show a video to the students on the board. I will also write equations on the board to introduce the concept. When it is time for the practice portion of the lesson I will choose students to come up to the board and complete a step of the problem using the interactive pens. This gives students a chance to get comfortable with the concepts and use the technology handily. I will also use a Voice Amplification Device when teaching the class so that all students can clearly hear my instructions, especially those with hearing impairments.

ACCOMMODATIONSDescribe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Be sure that these accommodations are based on what you identified/described in your contextual information (Task II).

I will use a Voice Amplification Device when teaching the class, so the student with a hearing impairment can clearly understand me and follow the lesson.

Some students may be overwhelmed by by equations with many operations and grouping symbols. For these students I will give them simpler equations with no more than three operations and one parenthese.

MANAGEMENTIdentify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.

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To motivate students with behavioral needs I will remind them of class dojo goals. I will also ask for volunteers throughout the lesson so that students stay engaged.

LESSON IMPLEMENTATION“I Do”

(Teacher introduces lesson and models expected outcome of learning objectives)

Describe how you will activate student interest and present the learning objective in an engaging way (this is your lesson opening).

1. I will play the “Order of Operations Study Jam” song to capture the students’ attention while also introducing them to the vocabulary and concepts we will be encountering in the lesson.

2. I will then write 4+3x6= on the board. I would say to the students, “Explain how you would solve this equation.”

3. I would let students come to the board and explain themselves and we would discuss both options as a class.

4. I would then say to students, “To avoid having more than one possible answer for equations like these, mathematicians have agreed on the following order of operations.”

5. I will display the chart I prepared to show the order of operations.6. I will explain to students what grouping symbols are and clip up the key vocabulary words to the board.7. I will demonstrate for students, that when we correctly follow the order of operations, the answer is 22.8. I will write the correct answer after the equal sign on the board.9. I will write a few simple problems on the board and give students time to work through these before

moving onto more complex problems with multiple grouping symbols.

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Describe how you will communicate (to students) how the objective is relevant to their lives.

I will explain to students the mathematicians created order of operations so that we would all always get the same answers when solving expressions. If they had not agreed on this, people would constantly be fighting and we would never know what they write answer was.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. (cite theories/theorists)

1. I will demonstrate this reasoning in the context of real life. I will state “Tamira baked cookies for a bake sale. She put 6 cookies on each plate. She made 4 plates of oatmeal cookies and 3 plates of peanut butter cookies. How many did she bake in all?”

2. I will point out that if we add the 4 and the 3 we could find out how many plates of cookies Tamira made. I would then multiply by 6 to find the total number of cookies.

Describe how you will check for students’ understanding before moving on to guided practice.

I would check for understanding by asking students, “How could I write the equation to show that I need to add first, instead of multiply?” I anticipate that one of my students will say “put the 4+3 in parentheses”. I will then write (4+3) x 6=42.

“We Do”

(Teacher engages students in guided practice)

Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).

1. I will explain that some equations include other grouping symbols, such as brackets or braces. 2. I will write 2 x [(3+7) - (2+4)]= on the Smart Board.3. I will ask students what is different about this equation.4. I will explain that this equation had parentheses inside of brackets. If there are brackets, they are always

outside parentheses, and if there are braces they are always outside of brackets. You always do the operations inside of the parentheses first. Then if there are brackets, you do the operations in the bracket, and then you do the operations in the braces if there are braces. Then do the operations outside the grouping symbols. Another way to think about it is that you go from the inside to the outside. Unless grouping symbols tell you otherwise, you always do the multiplication and division before addition and subtraction.

5. I will instruct students to work on this problem with his or her elbow buddy for five minutes.6. I will pull name sticks and ask students to share their answers and provide explanation on the board. We

will discuss the problem and find the correct answer as a class.

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7. I will write the following equation on the board: 4 x {8-[(3+9) /2]} +3=.8. I will say to students “Here's an equation that also has braces. Work with your elbow buddy to solve the

equation. Write out each step as I just did for the problem that had parentheses and brackets remember you do the operations in the parentheses first then the brackets then the braces going from inside to the outside. Also in less there are some grouping symbols that tell you to do something different, did you multiplication and division first and then addition and subtraction, always moving from left to right.”

9. After several minutes I will pull sticks and ask students for the solution into writing on the board. I will instruct him to write each step of the solution and we will carefully discuss it together as a class.

10. I will write the equation 14-3+2 /3 =3.11. Ask students “How would you insert parentheses, brackets, and maybe even braces to make this

equation true? Work with your elbow buddy. Remember, but the operations you want done first and parentheses, the ones you want done next in brackets, then in braces, and finally the ones you want done last outside of the grouping symbols. multiplication and division will be done first if you do not indicate otherwise with grouping symbols. When you're done check to make sure that your placement of grouping symbols makes the equation correct.

12. I will pull a stick and have a student share their equation. I will ask the class if they agreed or disagree. We will agree on the correct answer together.

Describe how you will check for students’ understanding before moving on to independent practice.

I will tell students that they will work on more problems like these on page 35A and 35B. They are to work with an elbow body to begin to solve the equations using order of operations and showing their work. I will walk around the classroom and observe students working. I will help students who need extra assistance. I will ask students how they got their answers to ensure they are understanding and applying the content correctly. We will go over the answers to a few of the problems together before ending the lesson.

“You Do”

(Students engage in independent practice)

Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? (this is the post-assessment)

To reinforce the content of this lesson I would have students complete the rest of pages pages 35A and 35B from their Math workbooks. I will instruct them to work on these,alone, until it is time for Reading. If they do not finish, they are take it home and complete it.

APPENDIX: Include a blank copy of your post-assessment.

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Lesson Closing

Describe how you will reemphasize the lesson objective and any skills/content that were taught in an interactive manner (whole/small group, etc.).

As students begin working on their post-assessment I will refer back to the chart I have made. I will explain to students that they may look back at it to remember the correct order of the operations to be completed.

ANALYZE(This portion may only be done after the post assessment is collected/scored.)

Describe the results of the Post-Assessment and be sure to address the following:

✓ Students’ progress from pre-to-post assessment. (if applicable)

✓ Factors that may have influenced the post assessment results.

✓ How the results of the post assessment highlight what areas of the lesson will require re-teaching (if any).

If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you used the same document for both the pre and post assessments, it is strongly encouraged that you show the comparison.

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As a whole the class showed extreme improvement from the pre-assessment to the post-assessment. In the pre-assessment students showed that they did not have have any knowledge on a correct order or way to approach equations. I was able to see this through answers such as “I don't know what to do” or “I added first because it is the easiest.” Students performed extremely well on the post-assessment. Almost every student was able to perform the operations in order to the solve the problem and get the correct answer on very problem.

A factor that may have influenced the post assessment results would be the time I allowed them to work with their buddy. Students that may have been confused at first or even gotten the wrong answer to begin were able to compare answers and discuss. This helped those identify what they did incorrectly, in order to correct the problem. I encouraged this interaction because I believe some students are able to understand better from peers than from me.

An area that I would spend more time on would be adding the grouping symbols into equations to make them correct. This type of problem requires a lot of experimentation so I think it would be helpful to have more time to practice this experimenting as a class before students are required to do so on their own.

REFLECTList and describe two things you feel you did well to plan, implement, or assess instruction (successes).

1. I was up and moving and walking through checking the work of my students throughout the entire lesson. I was able to gauge which students were understanding. Not only did this benefit me, but it also showed the students that I cared. I was there to help them if they needed it. I was not going to let them get frustrated and struggle. I aided several students with the more complicated problems involving order of operations. I simply went through each step with them very slowly. By walking around the class and observing students as they worked through the practice problems, I was able to see which students needed this, and which did not.

2. My pre-assessment was very successful. I was able to use it as an instrument to measure how much the students knew before the lesson. I had students write in their notebooks what their first step in solving the equation would be and why. They used their own phrases and words to explain their thinking which was very helpful to me. I gathered that they knew what parentheses were called but did not know their significance. They also had never heard of the order of operations. This told me I would need to spend

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serious time instructing the students on the steps and more importantly, why they were so necessary.

List and describe two things you feel were challenges during the planning, implementation and/or assessment of the lesson.

1. A challenge I faced was not having more access to the classroom. Because I was only there for 3 hours in the morning, I did not get much time to experiment with the Smart Board. When I was at school I was being working with my cooperating teacher and with the students. If I had more time during the school day or was at the school for a longer period of time, I could have incorporated Smart Notebook templates into my lesson.

2. Another challenged I faced was trying to work through some of the more complicated equations, with the whole class at one time. Most of the class understood the concepts I had instructed. They were able to recite the order of operations, but applying all of them at once was difficult for some. As I was writing each step on the board and asking for answers, I could see that not everyone was on the same page. There were a few students who needed one-on-one assistance. The challenge was that I could not just abandon my entire class, I had to try to work through it so that everyone could try to understand, and then work with certain students more intensely later on.

List and describe two ideas for redesign you would make if you were to teach this lesson again.

1. If I were to teach this lesson again I would added more life to the lesson. During the lesson I gave an example word problem involving plates of cookies. I believe that if I had real plates with paper cookies or if I had a Smart Board application in which students could drag the cookies, they would have been even more interested. This would hopefully prevent students from becoming bored.

2. I would also end my lesson with a stronger closing to reinforce the content of the lesson and also leave on a positive note. I would use a beach ball with certain prompts written on it. Students would pass around the ball and whatever prompt there finger landed on, they would answer. Some examples of the statements would be:

One connection I made today was _______.

The best part of today’s class was ______.

Something I need more practice with is ______.

This activity would be an excellent way to wrap up the lesson while giving the students to reflect.

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