Lesson Plan (Direct Instruction)

Lesson Plan (Direct Instruction) Teacher: Miss M. (Miss Susan Moskowitz) Subject/Grade: Handwriting/Cursive: 3rd Grade (General Daily Handwriting Plan) Standard: n/a  Hopi Elementary has decided to utilize the continuation of cursive handwriting despite the lack of an Arizona State Standard. It is the understanding that the student is getting the ability to use skills that span both hemispheres of the brain. Objective (Explicit):  By the end of each lesson, students will have the ability to write the learned/taught letter on their own. Sub-objectives, SWBAT (Sequenced from basic to complex):  Students will be able to apply their newly learned letter to sight words or small words that incorporate each letter they have learned to that point.  By the end of the book, the student should be able to write in cursive, neatly.  Students will be able to write full, neat, letters to eliminate sloppy printing. Evidence of Mastery (Measurable, include variety of methods of checking for understanding):  Students will be able to write in cursive without the use of the teacher or alphabet banner in the front of the room.  Students will also be able to write complete pieces of writing in cursive. Key vocabulary: Cursive, bump, loop, “magic ‘c’”, Materials: “Handwriting Without Tears” alphabet, tracing handwriting book, highlighters, black flair tip pens, students and their hands and fingers and brains! Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life) Depends on the letter being learned, but some examples may include: “Many letters in the cursive alphabet start the same way. It is important that we start these letters in the same way, why is that? Please give me an example of something in your every day life that we do need to start the same way and what we don’t need to start the same way every time. Why is it we have to do those things in a particular way?”

“A lot of cursive letters are similar to their print counterparts (the letters we write in print). Why do you believe that is what happened?” t

u Teacher Will: Student Will: p n

I Introduce the letter for the day, detail how it Have their books opened to the letter for the

a correlates to the previous letters we have day, also have a highlighter and black flair-tip n o i

t learned. pen out. They will pay attention and ask c u

r relevant questions. t s

n Differentiation I The students will be standing up and writing the letter in the air. First the teacher will model and than the students will copy. thangoingfrom a-z the in alphabet. thewhystudentsfeelthe book has chosenlettersthey arethe learning such in a particular order rather have learnedcorrelate allonewith andanother what wordstheycanform. The teacher can also ask The lesson will conclude studentswithfinishing their work. They will discuss briefly the how letters they Closure/Lesson Summary: Independent Practice Guided Practice those those struggling thoseand excelling. studentsshowhowproperly tothe letters. Essentially this is an extension beneficialto both thosethatFor need the help, teacher haspreparedan page writing withextra guidelines to Differentiation needthat the individual attention. teacher will than walk around helpand those onpagesletterthey arethe working on. The the completeInstruct students to the entire2 Teacher Will: the have teacherhelp them on anindividualbasis. the without assistancethe teacher. ofHowever, need those that the extra will practice beable to pickingStudents upthethatletters quickly can workon andtheir own the completepages Differentiation favorite smile. and favorite smile a theirleastsad face next to the have students put face a happynext to their The teacher will the stop endateach of torow in firstone highlighter than blackand in pen. the letter thanandwritenew lineeach byone will thecompleteexample letters of to how write to exactly howthe write letter. the teacher First the andSmartboard for modelthe students Teacher will projectthehandwriting book onto Teacher Will:

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Lesson Plan (Direct Instruction) Teacher: Miss M. Subject/Grade: Science/Writing; 3rd Grade

Standard:  Strand 2: Writing Elements Concept 5: Sentence Fluency Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length. PO 1. Write simple and compound sentences.

PO 2. Write sentences that flow together and sound natural when read aloud. (Heavy emphasis from Hopi/Mentor Teacher on Transitional Sentences)

PO 3. Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.

Objective (Explicit):  Students will be able to incorporate transition sentences into their science report that they are currently working on. Sub-objectives, SWBAT (Sequenced from basic to complex):  Students will be able to identify what is a transitional sentence in other pieces of writing  Students will be able to help create transitional sentences with other students  Students will be able to formulate transitional sentences on their own.  In the future students will be able to incorporate transitional sentences into their writing Evidence of Mastery (Measurable, include variety of methods of checking for understanding):  As the students complete their science reports they will have properly utilized transition sentences in their reports. Key vocabulary: Transitions, fluency, smooth, choppy, Materials: Transition powerpoint, fluid Smartboard, Animal Reports students are working on Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life) “Each table give me an example of something you do in steps, but has to be done smoothly. Also tell me why we tie things together (waiting time for discussion and answers). Did you know that in writing we also have things that have to be strung together or it makes our writing very choppy? Transitions allow us to move in one fluid motion from one thing to the next, sort of like water… very smooth.” t

I Present the powerpoint presentation on Follow along with the powerpoint and

a transitions to the students. She will try to participate when the teacher requests it of n o i

t encourage students to keep creating examples them. They will ask questions and focus on c u

r as the powerpoint proceeds. what the teacher is saying. t s

n Differentiation I The teacher can create “off-the-cuff” scenarios to further explain to those that are struggling if they are still uncertain as to what a transitional sentence is within writing. The teacher can ask students that are understanding the topic to try and create one or two for those that need the extra help. willhelp better you write essaysfor Now,school. go tolet’s lunch.” ourin we life real must also on them work ourwriting.in is an importantIt writing elementlearn to and anisn’t buteasy transitionwe are working on our transitions As daily.workwedaily onour transitions Closure/Lesson weSummary: our“As throughmove transitionday we topicto topic. from Sometimesit Independent Practice Guided Practice help othershelp the in room). understand those thatto create transitions othertopics teacherfor the to creates (or ask them The teacher will be giving one-on-one for instruction those that the needhelp challengingand Differentiation struggling the withconceptat hand. roomWalk around the helpand those still Teacher Will: forcreate transitionsanother.one moreAs students understand what is happeninglevels allof learningwill participate and help areunderstandingthat help a create thesis for those not understanding. thosethatFor are struggling the teacherwill pick share some to their animal and those have Differentiation report. whatmodel transitiona good would be for that learnedhave about the The animal.teacherwill theiranimal afromspecific report, they fact teacher will selectstudentsto sharetheir sentencesfor another.one “Randomly” the the Havehelpclass transitional create Teacher Will:

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Lesson Plan (Direct Instruction) Teacher: Miss M. Subject/Grade: Math: Addition Properties of Math, 3rd Grade

Standard:  Objective (Explicit):  By the completion of the lesson the students will have a better understanding of the 3 different addition properites of math (the identity property, commutative, and associative).  Students will be able to also apply the newly learned properties in different problems from the text book, the homework, and the unit test. Sub-objectives, SWBAT (Sequenced from basic to complex):  Students will be able to identify the 3 different properties  Students will be able to apply the properties without being provided guidelines to specifically apply said property to an addition problem.  Students will be able to differentiate one property from another and create their own problems that highlight the different properties. Evidence of Mastery (Measurable, include variety of methods of checking for understanding):  Students will be able to apply the different properties without having to ask the teacher for assistance or having to consult a resource giving the answer. Key vocabulary: Addition Properties, Identity Property, Materials: Math Connects by Macmillan and Associative Property, Commutative Property, McGraw-Hill, pencil, Smartboard and Parenthesis, Numerical Order projector, each student has a math spiral, 30 extra copies of homework from MacMillan and McGraw Hill blackline masters (accompanies the textbook) Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life) “Just like everything we do there are specific rules for how we label and solve our math addition problems. It is important to learn these rules in order to be able to solve a problem more easily. Who can give me examples of rules we must follow in order to get something done properly?” (examples may include following a recipe, rules for making a sandwich, tying shoes, etc.) t

I Introduce the 3 properties to the students, with Follow along with the teacher and ask

a given examples from the text. She will try to questions. They will be asked to participate in n o i

t give other examples to highlight the differences, a “live” example if need be. c u

r specifically between associative and t s

n commutative. I Differentiation For those that are struggling the teacher will create “on the spot” examples. For example: including themselves, they will pick 7 students, 4 boys, 3 girls (or vice versa) and ask the class to count. The students will than represent the numbers and groupings common to the different properties. For Identity it could be the teacher plus 0 students leaves the teacher. Or we have 3 girls and 4 boys and 1 teacher, that is 8 in total… etc.

For those that understand the properties more easily they will most likely be asked to be part of the human example. They may be asked to provide their own examples of the different properties. not retainingfrom the lesson. They will ask what the properties whatare anddefinitions the are. Closure/Lesson Summary: The teacher will pickbrieflyrandom at students to see what they are or are Independent Practice Guided Practice the students can ask questions. the movehomeworkforward to doainand littlethose that class. For the needextra assistance, The teacher will havethe ability to the extend time allowand thosestudentsthat comprehend Differentiation lingering questions. the problems theanswerwith students toany outthe Handhomework and go over a few of Teacher Will: determine to orhow not groupgroup the completestudents to the tasks. Depending wellon howthe studentsare comprehending material, the the teacher can Differentiation themselves. them doproblems16-19by 2. Ifstudentsfinishearlyhave in smallgroups 1.Have studentsdoproblems12-15 Guided Practice2: 3. Doproblem21asclass (7-11) problems 1-3;onpage71doodds 2. Onpage70(aswholegroup)do world” context associative propertysome“real “Real-World Example”togivethe 1. Studentbookpage70:lookat Practice Guided 1: work. will walkbe free to around as the students guided practices(see Then thebelow).teacher afewofModel the each problems the from of Teacher Will:

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Lesson Plan (Direct Instruction) Teacher: Miss M. Subject/Grade: Math, 3rd Grade

Standard:  Objective (Explicit):  By the end of the lesson students will be able to decide whether an estimate or an exact answer is needed to solve a problem Sub-objectives, SWBAT (Sequenced from basic to complex):  Evidence of Mastery (Measurable, include variety of methods of checking for understanding):  Key vocabulary: Materials: Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life) t

l a n o i t c u r t

s Differentiation n I e

c Teacher Will: Student Will: i t

c Guided Practice A: a r P

e 1. In small groups have students d i do evens u

G 2. Do number 11 individually and talk about as whole class (leads into Monday’s pre- assignment before the next lesson).

Guided Practice B:

1. Pages 15-16, and page 18 blackline master (dependent on class they can either do it in small groups, individually, or as a whole class). Differentiation

c Independent Practice B: Ask pertinent and needed questions to ensure a r

P they further understand what is happening on

n Homework: pages 9-11 blackline the homework. They will than file it away to do e

d master

n later at home. e p e d n I Hand out the homework and go over a few of the problems with the students to answer any lingering questions.

Differentiation The teacher will have the ability to extend the time and allow those students that comprehend the homework to move forward and do a little in class. For those that need the extra assistance, the students can ask questions. Closure/Lesson Summary:

Lesson Plan (Direct Instruction) Teacher: Miss M. Subject/Grade: Math; 3rd Grade

Standard:  Objective (Explicit):  By the end of the lesson students will be able to estimate sums using rounding and compatible numbers Sub-objectives, SWBAT (Sequenced from basic to complex):  Evidence of Mastery (Measurable, include variety of methods of checking for understanding):  Key vocabulary: estimate, compatible numbers, front- Materials: end estimation Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life) t

a Whole group instruction: n o i t c u

r 1. Have students (in groups) t

s create a tree map or discuss n I at their tables when it is necessary to use estimation and when it is necessary to use exact. Each table will share out their best answer. 2. Review Rounding (specifically the principles behind rounding) 3. Teach the concept of using mental math to than add the numbers (pages 74 and 75 in the student math book).

Differentiation

e 1. Do numbers 9-15 as a class, d i teacher can model numbers 9-11 u

G 2. Students can do numbers 18-26 (teacher can cut down based on class abilities) Guided Practice B:

1. Teacher has students do numbers 28 and 30 and than have students attempt 31, but can be done as an entire class.

Differentiation

c Hand out the homework and go over a few of Ask pertinent and needed questions to ensure a r

P the problems with the students to answer any they further understand what is happening on

n lingering questions. the homework. They will than file it away to do e d

n Independent Practice B: later at home. e p e

d Homework: pages 18, 19, and 20 of n I blackline masters

Standard:  Objective (Explicit):  By the end of the lesson students will be able to regroup ones to add two-digit numbers. Sub-objectives, SWBAT (Sequenced from basic to complex):  Evidence of Mastery (Measurable, include variety of methods of checking for understanding):  Key vocabulary: regroup Materials: Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life) t

I 1. Have the students take out

a their homework and go over it n o

i as a class, they can see what t

c needs correction and teacher u r t can ensure they are s n

I understanding. 2. Do the 5-minute check from page 78A in the teacher’s edition 3. Have students re-explain what it means to have specific place value in numbers 4. Introduce the concept of two- digit addition, have students give examples of two digits and model how to do the addition for the entire class.

Differentiation

e 1. Page 77 in student book, d i problems 32-34. u

G 2. Go over problems 37-41 for review to see what the students are retaining 3. Students can do problems 7-18 on their own, as well as problems 21 and 22; from page 80 in their student book

Guided Practice B:

1. Students can redo problems 7-18 odds, but now they must estimate the answers and write out how that would be done.

2. Start homework with class, do problem 1 (or all)

Differentiation

c Ask pertinent and needed questions to ensure a r

P Independent Practice B: they further understand what is happening on

n the homework. They will than file it away to do e

d Homework: page 25-27 of blackline

n later at home. e

p masters e d n I Hand out the homework and go over a few of the problems with the students to answer any lingering questions.

Standard:  Objective (Explicit):  By the end of the lesson students will be able to add money as dollars and cents. Sub-objectives, SWBAT (Sequenced from basic to complex):  Evidence of Mastery (Measurable, include variety of methods of checking for understanding):  Key vocabulary: cent sign Materials: Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life) t

I 1. Teacher will re-introduce the

a concept of money brought up in n o

i lesson 1-10, have students t

c list out as a group the u r t amounts of each coin and s n

I dollar type. 2. Real-World example on page 83 (of student text) is an excellent example of the day’s lesson 3. Have students discuss in groups a time they needed to add up their money to pay for something (page 85 of student text, problem 35) and have each explain how they knew how to add it all together.

Differentiation

Closure/Lesson Summary: Independent Practice Guided Practice the students can ask questions. the movehomeworkforward to doainand littlethose that class. For the needextra assistance, The teacher will havethe ability to the extend time allowand thosestudentsthat comprehend Differentiation lingering questions. the problems theanswerwith students toany outthe Handhomework and go over a few of Independent PracticeB: Teacher Will: Differentiation Guided PracticeA: Teacher Will: 1. 3. 2. 1. masters Pages 29-31ofblackline based onclassabilities individually orinpartners student textisdone 2-26 evensonpage84of lesson. digit columnsfromprevious Remind studentshowweaddtwo class. book. Andalsoproblem9asa odds onpage83ofstudent As aclassdoproblems1-8

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Standard:  Objective (Explicit):  By the end of the lesson students will be able to use the four-step plan to solve a problem Sub-objectives, SWBAT (Sequenced from basic to complex):  Evidence of Mastery (Measurable, include variety of methods of checking for understanding):  Key vocabulary: Materials: Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life) t

I 1. Re-introduce the 4-step

a plan from chapter 1 (understand, n o i

t plan, solve, check) c u

r 2. Explain that in real life we t

s may have to use our math n I skills. Than complete the real world math on pages 86-87 as a group (great for map skills and practicing what they have learned).

Differentiation

Closure/Lesson Summary: Independent Practice Guided Practice the students can ask questions. the movehomeworkforward to doainand littlethose that class. For the needextra assistance, The teacher will havethe ability to the extend time allowand thosestudentsthat comprehend Differentiation lingering questions. the problems theanswerwith students toany outthe Handhomework and go over a few of and 36fromblacklinemasters 1. Studentswillcompletepages35 Homework: None Independent PracticeB: Teacher Will: Differentiation Guided PracticeA: Teacher Will: 2. 1. student textbook class needs)onpage89ofthe base offwhatyoufeelthe (either all,oddsorevens, As aclassdoproblems1-11 class). in math(besides to usethese4stepslearned in reallifetheywouldhave discuss insmallgroupswhen the textandhavestudents Look asaclassatpage88of

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Standard:  Objective (Explicit):  By the end of the lesson students will be able to add three-digit numbers and use estimation to check for reasonableness. Sub-objectives, SWBAT (Sequenced from basic to complex):  Evidence of Mastery (Measurable, include variety of methods of checking for understanding):  Key vocabulary: Materials: Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life) t

a 1. 5-Minute Check from page 92A n o i of teacher’s addition t c

u 2. Review the concept of two- r t

s digit addition to get the n I students thinking about carrying and adding larger numbers 3. Introduce Three-Digit Addition to the students, have them look at page 92 of their books as you model the problem on the board/have them help you through it. Or create your own three-digit addition problem as a class explaining each step along the way.

Differentiation

e 1. Do the Check on the bottom of d i page 93 in the text together u

G as a class excluding #8.

Guided Practice B:

1. Students will complete the problems on page 94: 9-27 odds; 28-31 2. Do problem 33 as a class

Differentiation

c Independent Practice B: Ask pertinent and needed questions to ensure a r

P they further understand what is happening on

n Homework: pages 39-41 of blackline the homework. They will than file it away to do e

d masters

n later at home. e p e

d Hand out the homework and go over a few of n I the problems with the students to answer any lingering questions.