SSCMS Lesson Plan Templatewestsidemath.weebly.com/uploads/1/3/2/0/13200028/lp_… · Web...

Lesson Plan Template

Teachers DRAYTON, SULLIVAN, MILLER Week of 9/22/14 Total# Lessons > = DOK 3 3

Course

COORDINATE ALGEBRA Unit#

4: Data5: Geometry/Alg Course Unit#

Day 1 Day 2 Day 3 Day 4 Day 5

Phas

e 1:

Inte

nded

Cur

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um

Course Standard(s)

SID1, 2, 3, 6, 6a, 6b, 7, 8, 9 (All of Unit 4)

SID1, 2, 3, 6, 6a, 6b, 7, 8, 9 (All of Unit 4)

ILT and CLOSE READ UNIT 4 ASSESSMENTSID1, 2, 3, 6, 6a, 6b, 7, 8, 9 (All of Unit 4)

UNIT 5 Pre-TestGCO 1, 2, 3, 4, & 5

DOK Ceilings 4 4 4 3 2

Essential Question(s)

How can we describe, illustrate, and analyze/discuss illustrate gathered data in terms of center, spread, frequency, relative frequency, and correlation?

How can we describe, illustrate, and analyze/discuss illustrate gathered data in terms of center, spread, frequency, relative frequency, and correlation?

ILT = The essential question depends on each teacher's use of ILT

CLOSE READ = How do close read strategies assist me in properly responding to word problems in math?

How has my understanding of Unit 4 improved?

What are my expectations for Unit 5?

Learning Target (FIP)

I will know, understand, and/or be able to describe, illustrate, analyze, and discuss gathered data

I will know, understand, and/or be able to describe, illustrate, analyze, and discuss gathered data

I will know, understand, and/or be able to better describe, illustrate, analyze, and discuss gathered data . . . demonstrate a close reading strategy

I will know, understand, and/or be able to

I will know, understand, and/or be able to

TM2005. 2013. Curriculum, Assessment, & Instruction: Effective Pathways to Successful Continuous School Improvement®All Rights Reserved. Product of Pinnacle Performance Learning Group, LLC.

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Lesson Plan TemplateCo

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Stud

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Mus

t Do CCSS ELA-Literacy &

Advanced Organizer (check all that apply)

THIS IS ONLY FOR THE CLOSE-READ DAY.

Reading Information. Writing

Writing Text Structure Analysis . Cause/Effect Comparison-Contrast Definition Description Evaluation Problem-Solution Procedural-Sequential Synthesis




CLOSE READ ACTIVITY

Walch Book p. 139Teacher Guided









Text Selection(s)(Print, Digital, Audio, Video)



Print TextWalch Book, Unit 4Page 139"Good Cholesterol and Exercise"



Text-Dependent Essential Question(s)



What relationship exists, if any, between hours of exercise and HDL cholesterol.




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Tier 2 Vocabulary: Academic (from text)

RepresentUseCompareInterpretAccount forSummarizeInterpretRecognizeFitSolveChooseEmphasizeInformally assessPlotAnalyzeCompute using technologyDistinguish


12 Power Words:Trace AnalyzeInfer EvaluateFormulate Describe Support Explain Summarize Compare Contrast Predict


KnowRepresentDescribeCompareSpecify


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Tier 3 Vocabulary: Content-Specific

DataPlotsReal number lineDot plotsHistogramsBox plotsStatisticsAppropriate to the shapeData distributionCenterMedianMeanSpreadInterquartile rangeData setsDifferencesShapeCenterSpreadData setsEffects of extreme dataCategorical dataTwo-way frequency tablesRelative frequenciesContext of the dataJoint relative frequenciesMarginal relative frequenciesConditional relative frequencies


Math-Related Termssum total table units (hours, milligrams) correlation causality


Precise definitions of angle circleperpendicular lineparallel lineline segmentUndefined notions of pointlinedistance along a linedistance around a circular arcTransformations in the planeFunctionsPoints in the planeInputsOutputsPreserve distancePreserve angleTranslationHorizontal stretchRotationsReflectionsOnto itselfDefinitions of rotationsreflectionstranslations


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Evidence of Learning

Phas

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Evid

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Formative Assessment (Assessment “for” or “as” Learning)

FRAMEWORKS FORMATIVE ASSESS.QUESTIONSSTUDENTS COMPOSE RESPONSE IN "SUMMARY" SECTION OF THAT DAY'S CORNELL NOTES

FRAMEWORKS FORMATIVE ASSESS.QUESTIONSSTUDENTS COMPOSE RESPONSE IN "SUMMARY" SECTION OF THAT DAY'S CORNELL NOTES

Formative Assessment questions for ILT will depend upon each teacher's concentration.

Formative Assessment for close-read: students will

UNIT 5 DUNIT 5 DIAGNOSTIC EXAM

Summative Assessment (Assessment “of” Learning)

UNIT 4 ASSESSMENT

Instructional Delivery/Student Engagement

Phas

e 3:

Del

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urric

ulum

Proc

ess

for A

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ving

the

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Bell-ringer(Warm Up to focus learners; should be an NGA item to review from previous lesson)

THINKING MAPS

Students provide a REAL-LIFE example of a BRIDGE MAP. For example, list colors at the bottom and a thing that IS that color on the top.

NGA Item Type Selected-Response. Selected-Response MA Short Answer Constructed Response Scaffold or Multistep

(Assign only one part daily)

SID1-9

Construct a scatter plot of at least 10 data points that exhibits a STRONG POSITIVE correlation.



SID1-9

Find the mean, median, mode for the following data set.

2, 10, 3, 6, 7, 5, 3, 9, 14



SID1-9

What is the value of Q1 in the following data set?

2, 10, 3, 6, 7, 5, 3, 9, 14



THINKING MAPS

Students provide a MATH RELATED example of a BRIDGE MAP.




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Lesson Plan Template(e

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Activating Activity (Do Now, On-Ramp to introduce lesson)

PUTTING IT ALL TOGETHER, Part One

Provide options for: MultipleMeans of

Representation Action & Expression Engagement

PUTTING IT ALL TOGETHER, Part Two



CLOSE READ

Text: Walch p. 139

"Good Cholesterol and Exercise"

Students will complete CLOSE READ activity as guided by teacher.



UNIT 4 TEST PREPARATION: Students will be debriefed about the Unit 4 Assessment



UNIT 5 DIAGNOSTIC TEST PREPARATION: Students will be debriefed about the Unit 5 Diagnostic Test



HOT Questions(Check all that apply)

Type of Questioning/Thinking: Literal. Inferential/or Rhetorical Analysis/Synthesis/

Evaluation


Evaluation


Evaluation


Evaluation


Evaluation

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I Do(Whole Group – Teacher Modeling)

The Teacher will supervise students as they go into their group. Type of Modeling (Check all that apply)

Read-aloud. Think-aloud Write-aloud Solve-aloud

The Teacher will supervise students as they go into their group. Type of Modeling (Check all that apply)


The Teacher will separate students based the performance of their learning task.Type of Modeling (Check all that apply)


The Teacher will supervise the exam.Type of Modeling (Check all that apply)


The Teacher will supervise the examType of Modeling (Check all that apply)


We Do(Whole Group – Teacher Modeling, Guiding, Asking/Answering Questions)

Teacher-Student Practice(Check all that apply)











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You Do w/Peers(Small Group – Consolidate and Collaborate to Extend and Enhance Learning

Based on the performance of their Framework Task, Students will be placed in different stations. For each station, students will find a scalfolded version of the Framework TaskType of Collaboration(Check all that apply)

Think-Pair-Share. Collaborative Inquiry. Collaborative Conversation Collaborative Composition Choral, Close Reading Center or Station Rotations Teacher Station

Based on the performance of their Framework Task, Students will be placed in different stations. For each station, students will find a scalfolded version of the Framework TaskType of Collaboration(Check all that apply)


DERIVED FROM FRAMEWORK ACTIVITYType of Collaboration(Check all that apply)






You Do Alone(Independent – Application of Learning)

DERIVED FROM FRAMEWORK ACTIVITY



Students will complete their Unit 4 Assessment Test during the time alotted.

Students will complete their Unit 5 Diagnostic Test during the time alotted.

We Do(Whole Group – Share Out for Common Understandings to Address Misconceptions, and to Illuminate desired learning)







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AVID Strategies

Collaboration: Students will be placed in group based on their weakest areas.

Writing. Inquiry Collaboration Organization Reading

Collaboration: Students will be placed in group based on their weakest areas.


CLOSE READS Writing. Inquiry Collaboration Organization Reading



Evidence of UDL in Work Session (*Required)


Representation

FRAMEWORK-BASED

Action & Expression

FRAMEWORK-BASED

Engagement

FRAMEWORK-BASED

See UDL chart below.


Representation

FRAMEWORK-BASED

Action & Expression

FRAMEWORK-BASED

Engagement

FRAMEWORK-BASED



Representation

FRAMEWORK-BASED

Action & Expression

FRAMEWORK-BASED

Engagement

FRAMEWORK-BASED



Representation

FRAMEWORK-BASED

Action & Expression

FRAMEWORK-BASED

Engagement

FRAMEWORK-BASED



Representation

FRAMEWORK-BASED

Action & Expression

FRAMEWORK-BASED

Engagement

FRAMEWORK-BASED

See UDL chart below.Differentiation by Content, Process, Product, and/or Learning Environment

Advanced Ready Emerging

Closure/ Wrap Up (an NGA item to check understanding on day’s lesson)

S.ID.6-9 EOCT Questions See Dropbox Cloud 09/22/2014 Closing









Students will list 5 items from the exam that they feel they have mastered.



Students will list 5 items from the exam that they will be studying in Unit Five.

(Think, Pair and Share)


(Assign only one part daily) TM2005. 2013. Curriculum, Assessment, & Instruction: Effective Pathways to Successful Continuous School Improvement®

All Rights Reserved. Product of Pinnacle Performance Learning Group, LLC.8


Technology Integration

Projector, SmartBoard, Calculators





Standards for Mathematical Practice (check ALL that apply)

Math/Science Only

1. Make sense of problems and persevere in solving

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

4. Model with mathematics.5. Use appropriate tools

strategically.6. Attend to precision.7. Look for and make use of

structure.8. Look for and express

regularity in repeated reasoning




4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.7. Look for and make use

of structure.8. Look for and express







6. Attend to precision.7. Look for and make use

of structure.8. Look for and express
















Standards for Mathematical Practices - “Student Look-fors”School: Teacher(s): Course/Period: Start/End Times:Mathematical Topic(s):

1. Make sense of problems and perseveres in solving them




☐ Understand the meaning of the problem and look for entry points to its solution

☐ Analyze information (givens, constrains, relationships, goals)

☐ Make conjectures and plan a solution pathway ☐ Monitor and evaluate the progress and change

course as necessary☐ Check answers to problems and ask, “Does this

make sense?”___________________________________________

Comments:

☐ Make sense of quantities and relationships in problem situations

☐Represent abstract situations symbolically and understand the meaning of quantities

☐Create a coherent representation of the problem at hand

☐ Consider the units involved☐ Flexibly use properties of operations___________________________________________

Comments:

☐ Use definitions and previously established causes/effects (results) in constructing arguments

☐ Make conjectures and use counterexamples to build a logical progression of statements to explore and support their ideas

☐ Communicate and defend mathematical reasoning using objects, drawings, diagrams, actions

☐ Listen to or read the arguments of others☐ Decide if the arguments of others make sense

and ask probing questions to clarify or improve the arguments

___________________________________________

Comments:

☐ Apply prior knowledge to solve real world problems

☐ Identify important quantities and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas

☐ Make assumptions and approximations to make a problem simpler

☐ Check to see if an answer makes sense within the context of a situation and change a model when necessary

___________________________________________

Comments:


6. Attend to precision. 7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning


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☐ Make sound decisions about the use of specific tools. Examples might include:☐ Calculator☐ Concrete models☐ Digital Technology☐ Pencil/paper☐ Ruler, compass, protractor

☐ Use technological tools to visualize the results of assumptions, explore consequences and compare predications with data

☐ Identify relevant external math resources (digital content on a website) and use them to pose or solve problems

☐ Use technological tools to explore and deepen understanding of concepts

______________________________________

Comments:

☐ Communicate precisely using clear definitions☐State the meaning of symbols, carefully

specifying units of measure, and providing accurate labels

☐Calculate accurately and efficiently, expressing numerical answers with a degree of precision

☐Provide carefully formulated explanations☐Label accurately when measuring and graphing___________________________________________

Comments:

☐ Look for patterns or structure, recognizing that quantities can be represented in different ways

☐ Recognize the significance in concepts and models and use the patterns or structure for solving related problems

☐ View complicated quantities both as single objects or compositions of several objects and use operations to make sense of problems

___________________________________________

Comments:

☐ Notice repeated calculations and look for general methods and shortcuts

☐ Continually evaluate the reasonableness of intermediate results (comparing estimates) while attending to details and make generalizations based on findings

___________________________________________

Comments:

DRAFT 5/2011 Adapted from Common Core State Standards for Mathematics: Standards for Mathematical Practice


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