Lesson Ped activity 1 NS2 1 by 5UWtA6VF

VIEWS: 3 PAGES: 2

									                                                                      Lesson Design Template
             CA Content Standard(s):                                                  Content Objective:                                                   Language Objective:

NS 2.1                                                            To emphasize the meaning of numerals                                Students will be able to use the appropriate
Add, subtract, multiply and divide with                           representing quantities less than one and                           vocabulary when explaining their
                                                                                                                                      solutions/thinking.
decimals.                                                         between whole numbers; including
                                                                                                                                      Students will have at least two opportunities to
                                                                  fractions, decimals, and percents.                                  discus their work.


   Preparing the Learner                                     Interacting with Text/ information source                             Extend Learning/ Understanding
      Activate prior knowledge                               Students deconstruct, analyze, understand                            Create/recreate based on understanding
      Focus on key concepts                                  reconstruct and connect to larger objectives in meaningful ways      Application of newly-gained knowledge
      Introduce new terms in meaningful contexts             Students take a critical stance towards ideas emerging from          Connections to larger body of knowledge, taking a critical stance in
                                                               reading                                                               relationship to other ideas

    Lesson             Strategy and          Gradual Release                                                                     Strategies/Plan
   Sequence           Scaffolds Uses
                       Collaborative         □ Teacher does             □    Share content standard and objectives – 5 minutes
Task:                  poster                       (I Do)              □    Create groups – 2 groups of 30ish (more than and less than 1) – 8 groups of 3 or 4 (equivalence) – 10
                                                                            minutes
Coop. groups                                 □ Teacher-students         □    Assign each group a task to begin at – rotate after 3 minutes – a solution path may not be repeated for the
interact with                                  do (We Do)                   same task
several tasks.                                                          □    Stop after each group has solve 4 tasks – 15 minutes
(1-8)                                        □ Students do              □    Have groups return to their original tasks and analyze the different solution paths. – 5 minutes
                                                    collaboratively
                                                                                     - How are the solutions similar, and how are they different?
                                                (You do)                             - How could each solution path support our students’ learning?
Time:                                                                                - Which solution path would our students most likely use, and why?
60 minutes                                   □ Student does
                                                                        □    Choose a docent to stay and explain the groups thinking to others.
                                               individually (You
                                               do)                      □    The rest of the group will switch sides of the room and rotate to 4 tasks (2 minutes each) – 10 minutes
                                                                        □    Return to seats - Reflection/Evaluation – 5 minutes

Guiding Question(s):                         Sentence Frame(s):                                                                          Checking for Understanding:
How are amounts less than one and            □ While ___ and ___ both have ___, they are different because…                                 □ Physical_________________________________
amounts between numbers                      □ ___ supports student learning because…                                                       □ Verbal__________________________________
represented?                                 □ Students would most likely use the solution path ___ because…                                □ Written__________________________________
  Sweetwater Union High School District: OLA/ State & Federal Programs                                                                                                             11/4/2012

  I. Sanchez-Gutierrez, R. Robinson                                                                                                       072855f5-623e-4c46-b79f-88ed0ad7f07b.doc

  Tenets: Structured, Quality Interactions ● High Challenge - High Support ● Student Accountability for New and Meaningful Learnings
                                                              Lesson Design Template




Sweetwater Union High School District: OLA/ State & Federal Programs                                                                         11/4/2012

I. Sanchez-Gutierrez, R. Robinson                                                                            072855f5-623e-4c46-b79f-88ed0ad7f07b.doc

Tenets: Structured, Quality Interactions ● High Challenge - High Support ● Student Accountability for New and Meaningful Learnings

								
To top