Reflective Dialogic Lesson Plan: Using the edTPA Framework (Adapted, with gratitude from work by Deborah Layzell, Illinois State University)

Name: Shauna BurkhalterAge/grade level this plan is for: Seventh Grade Math

Central Learning Focus and Planned Learning Outcomes *Use the Common Core ELA Learning Standards to guide you in preparing this section, located at http://isbe.net/common_core/pls/level1/pdf/ela-standards.pdf .Central FocusWhat is the central focus of this learning engagement?Identify one language function essential for students to develop and practice the literacy strategy within your central focus. See 4a

Students will be able to demonstrate fundamental knowledge of being able to calculate area, volume, and surface area of various shapes. To expand on the students’ basic knowledge of these concepts and make the formulas connect with their lives, they will be given various real world situations to find the area, volume, and surface area to gain an even more solid foundation with their understandings of these concepts.

CCSS K-5 ELA Standard(s) (p.11-29)What are the specific learning goals for your students? Which concepts/skills/problem-solving/thinking strategies do they learn?

CCSS.MATH.CONTENT.7.G.B.6Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Academic Language

. Given the language function and learning task identified above, describe the following associated language demands (written or oral) students need to understand and/or use:

Vocabulary or key phrases

Plus at least one of the following:

Syntax

Discourse

See 4C

Students will need to be able to accurately read and assess the syntax in the problem’s directions and then be able to state their response in an acceptable manner. They will need to be able to recognize math and geometry terms and be able to properly execute the problem to find the correct answer.

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Prior Academic KnowledgeWhat must students already know in order to complete this lesson successfully?

In order to properly succeed with this lesson, students must bring previous schema to the lesson so they will be able to grow with their knowledge. Students will need to know the different various shapes being reviewed (ie. Triangle, quadrilateral, polygon, cube, right prism, etc.). The students will also have to be able to recognize the different formulas being used and match them up with the correct situation and shapes. Due to the formulas having variables, students will need to know how to assign numbers to the different variables to solve for a solution.

Anticipated IssuesWhat do you expect some students not to readily understand or perform?

What will you be ready to say/do should they arise?

I anticipate students having a difficult time remembering the formulas that they will need to know to solve the problems. In order to combat this, I will allow them to use their note sheets that they have previously received to find and match up formulas as needed. I also expect students to make simple calculation errors and, in return, get the wrong answer. I will have students reassess if this happens and try to see where the mistake was made so they will be able to learn from it.

Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial understandings, and/or misunderstandings:

Instructional Strategies and Learning TasksDescribe in order what you will be saying and doing as well as what the students will be saying and doing. If this is a Dialogic Reading lesson, attach the five-day template.

Launch___ MinutesHow will you start the lesson? How will you engage, activate schemata, motivate?

How will you ‘move’ students to the Instructional Core? How will you know they’re ready to begin the Core?

To start out the lesson, I will bring out manipulatives of the different shapes that the students will be working with for the rest of the lesson. I will have them name the shapes and state basic facts about the various shape and find the formulas of them. To switch from the launch to the instructional core sequence, I will do a couple basic introductory problems on the white board to remind students of the order of operations and how they solve the various equations.

Instructional Core Sequence___ MinutesWhat will you do to engage students in developing their understanding of the

After the students have reviewed their basic understandings of the concepts being expanded on in this lesson, I will give situational problems for students to incorporate their basic knowledge of the area, volume, and surface area formulas into real life problems. The students will complete these problems in groups of two and then we will come together as a class to discuss our answers. I will make sure that they were able to properly transfer their previously learned skills into this new, deeper concept. I will ask them to make sure they are using the proper formulas and as problems arise as we share answers,

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lesson, step by step?

How will you connect their prior knowledge to the new concepts and skills you’re teaching?

What questions will you ask? (Make sure they’re connected to the learning goals you’ve set, above.) What else will you do?

What will the students say and do? (What responses do you anticipate from them?)

What will you look and listen for to insure students are following your instruction? How will you know they’re ‘getting it’?

the class will problem solve to see what went awry. As the students are working in their groups of two I will also be wandering around from group to group to make sure that they are understanding how to solve the different problems. I will listen for their justification and logic for finding the different variables to plug into the previously identified equations.

Structured Practice & Application_____ MinutesHow will you introduce or reteach or reinforce what you’ve just taught?

What opportunities for using the four language processes will you give students?

How will students apply what they’ve just learned? What will they do—and when? (During this lesson

After the group and class lesson, I will give the students a list of various things found around the classroom for them to go and find the volume, surface area, or area of. This will test their knowledge of knowing which formula to find in different situations. I will supply measuring tools for the students to use and will allow them to work in pairs to give them reassurance.

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segment? Later on in the day during centers? In another day’s ELA instructional block?)

Closure___ MinutesWhat will you say or do to check that students are ready to move on for Closure of this lesson? How will you know they are ready?

How will you end the lesson, to make sure ALL students saw its meaning, purpose, and relevance?

What will you say or do to articulate and reinforce the reading and language arts concepts, skills, etc. you taught and the students applied?

Once the students are finished with the above activity, I will give them a couple problems on an exit slip for them to complete individually to make sure that they were able to internalize the concept being taught.

Instructional resources and materials used to engage students in learning.

Measuring tools, 3D shape manipulatives

Differentiation/Planned Additional SupportHow will you support students with gaps in the prior knowledge or skills they need to be successful in this lesson?

What kinds of groupings will you use in this lesson,

Whole Class: I will teach to the different ways of learning – auditory, kinesthetic, and visual – during my lesson and allow for all to ask questions and reassurance.

Groups of students with similar needs: I will group students who are struggling with the concepts with students who have a strong understanding of what is being taught. By doing this, the above level students will gain an even stronger understanding by explaining it to others and the lower students will be given a different perspectives explaining and hopefully be able to gain an understanding of the concept.

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to support learning as well as to enable you to work with students needing different types of supports?

Individual students: I will pay close attention to students who are having difficulties and adjust the lesson as needed to help fit their learning. One example would be adjusting the worksheet and giving fewer problems so they aren’t as overwhelmed and are able to focus on accomplishing what they can to the best of their ability.

Students with IEPs or 504 plans (include ESL/bilingual; learning disability; physical disability): For ESL students I will include more pictures and less wording on the worksheet to allow for their understandings. For learning and physical disabilities I will assign fewer problems so they are able to gather the fundamental understandings.

AssessmentsHow will ALL your students demonstrate to you that they are growing in their mastery of the skill/strategy/concepts you taught in this lesson? What, exactly, will you look for in

their 'products'? Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the resources section at the end of the lesson plan.

Assessment Type

(Informal or Formal)

Assessment Description

Planned Modifications to Assessments

Evaluation Criteria(What evidence of student learning related to the learning objectives and central focus

does the assessment provide?)

InformalWorksheet with a partner

Fewer problems, pictures

Students will go around the classroom measuring and finding the volume, area, and or surface area of different items in the classroom. This applies to the common core standard since they are applying the formulas and concepts into their everyday life.

FormalExit slip completed alone

Fewer problems, fewer words in the word problems

Students will complete an exit slip once they complete the informal assessment and we go over their results as a class. The students will receive a few word problems for them to demonstrate their growth of knowledge

TASK 1: PLANNING COMMENTARYRespond to the prompts below (no more than single-spaced pages, including prompts) by typing your responses within the brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

1. Central Focusa. Describe the central focus and purpose for the content you will teach in the learning segment.

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b. Given the central focus, describe how the standards and learning objectives within your learning segment address

an essential literacy strategy

requisite skills that support use of the strategy

reading/writing connections

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c. Explain how your plans build on each other to help students make connections between skills and the essential strategy to comprehend OR compose text in meaningful contexts.

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2. Knowledge of Students to Inform TeachingFor each of the prompts below (2a–b), describe what you know about your students with respect to the central focus of the learning segment.

Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).

a. Prior academic learning and prerequisite skills related to the central focus—Cite evidence of what students know, what they can do, and what they are still learning to do.

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b. Personal/cultural/community assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?

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3. Supporting Students’ Literacy LearningRespond to prompts 3a–c below. To support your justifications, refer to the instructional materials and lesson plans you have included as part of Task 1. In addition, use principles from research and/or theory to support your explanations.

a. Justify how your understanding of your students’ prior academic learning and personal/cultural/community assets (from prompts 2a–b above) guided your choice or adaptation of learning tasks and materials. Be explicit about the connections between the learning tasks and students’ prior academic learning, assets, and research/theory.

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b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs.

Consider students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.

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c. Describe common developmental approximations or common misconceptions within your literacy central focus and how you will address them.

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4. Supporting Literacy Development Through Languagea. Language Function. Identify one language function essential for students to develop and practice the literacy strategy within

your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment.

Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize

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b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function in ways that support the essential strategy. Identify the lesson in which the learning task occurs. (Give lesson day/number.)

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c. Additional Language Demands. Given the language function and learning task identified above, describe the following associated language demands (written or oral) students need to understand and/or use:

Vocabulary or key phrases

Plus at least one of the following:

Syntax

Discourse

Consider the range of students’ understandings of the language function and other language demands—what do students already know, what are they struggling with, and/or what is new to them?

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d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt.

Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language demands identified in prompts 4a–c.

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5. Monitoring Student Learning In response to the prompts below, refer to the assessments you will submit as part of the materials for Task 1.

a. Describe how your planned formal and informal assessments will provide direct evidence that students can use the essential literacy strategy and requisite skills to comprehend or compose text throughout the learning segment.

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b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning.

Consider all students, including students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.

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Academic Language DemandsDescribe and reflect upon the formal language of instruction plus the concepts you’re teaching in this lesson.

Academic Language UsedWhich terms will you use that you’ll need to make sure students understand? How will you do this?

I will make sure that students understand the basic geometric vocabulary being used in this lesson. These words include surface area, area, volume, and the various shapes being interacted with. I will make sure they are comfortable with these vocabulary words by using them on their formal and informal assessments. We will go over them as the lesson introduction and continue to build on them as the lesson progresses.

Meeting the Language DemandsDescribe the particular terms students will use to demonstrate they are achieving the goals of

Students will demonstrate their knowledge of the goal of this lesson by completing the partner worksheet, participating in class, and submitting their exit slip. They will have to label key parts and show that they understand the process of finding their answer.

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this lesson.Teaching Analysis

How did it go? Which lesson aspects worked?

Which did not work as well as you planned?

The students did get a little off task while working in groups around the room finding the measurements of various things. If I were to do this lesson again, I would keep this part of the lesson though because I think that it’s important for students to be able to get up and take part in hands on, active, real life learning. I would maybe change the group dynamics and place students together who I knew would work together to lessen the distraction.I think that breaking off into groups and then coming back together as a class brought more of an individualistic feel to the learning though and I liked the discussion the whole group was able to get into.

What would you need to say/do tomorrow, based on how well this lesson worked today?

Tomorrow I will need to go over the problem in which the most students missed on their exit slip and discuss how they diverged from finding the correct answer.

Specific ChangesIf you were to teach this lesson again, what would you do to change your instruction? Your materials? Your assessment?

Why would you make these changes?

Whole class: I would give more introductory examples and fit the class where they are. If they’re completing them all correctly then we can more on but if they need more review, I should be ready for that in the future.

Groups of students: I liked how the groups were able to work together but I might change the grouping.

Individual students: As a teacher it’s difficult to find the balance between teaching as a group while also making sure the individuals are understanding and as I get more experience I will have a better idea on how to balance my time.

Context of the Classroom

There are 17 students in the classroom. Seven of these students are ELL and the remaining ten have IEPs. All of the students in this class are below grade level and are in for remediation.

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Names ______________________________________________

Find the Volume, Surface Area, or Area of…

Volume of the Pencil Container Cup

___________________________

Surface Area of the Top of Your Desk ____________________________

Area of a Filing Cabinet _______________________________

Surface Area of the Door _______________________________

Volume of a Pringles Can ___________________________

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