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Running Head: 21st CENTURY INSTRUCTIONAL PLAN: STUDENT POPULATION

21st CENTURY INSTRUCTIONAL PLAN: STUDENT POPULATION 2

21st Century Instructional Plan: Student Population

MADELINE HUNTER LESSON PLAN MODEL

Lesson Date and Time: Oct. 25, 2018 at 10 a.m. Teacher : Mr. Wood Grade Level : 6th Subject: Mathematics

Grade level content standards According to the CCSS at this level, learners are expected to be able to: 1. Understand the division of fractions and apply the concept in rational numbers. 2. Write, interpret and use expressions and equations.

LESSON OBJECTIVES 1. The students will divide fractions and mixed numbers. 2. The students will solve problems involving division and multiplication of fractions.

Anticipatory Set The students will complete problems on multiplication of fractions in order to recall previous concepts. This knowledge will then be applied later in the division of fractions.

Lesson Sequence & Duration

Gradual Release of Responsibility

Instructional Input To begin the lesson the teacher will ask the students to recall what they learned including addition, subtraction and multiplication of fractions. The will then explain to the learners how to use the IXL Maths to master basic skills in Mathematics practice. This site is accessed through https://www.ixl.com/math/. Thereafter, the teacher will ask the learners to complete two questions on multiplication of fractions. After this, the teacher will give the students an orange and ask them to explain how it can be divided into several parts.

Modeling The teacher will display an orange in class and tell the students that she is going to divide it into four equivalent pieces. The teacher will cut the orange into quarters. One quarter will be given to a student volunteer. The teacher will tell the class that what has been given away is one-third of the orange. The teacher will write 1/4 on the whiteboard. The teacher will clarify to the class that the lower number of the fraction shows the number of equivalent parts of the element is partitioned into, while the top number the number of parts being referred to.

Check for understanding The teacher will give an orange fruit to each student and ask him or her to divide it so that four people get an equal share. Dividing the fruit into four equal parts will determine if the students have well understood how to divide fractions. The teacher will also give the student two questions from IXL Maths, which the students will complete within five minutes. On completion, the students will then confirm with the teacher if they have done it correctly.

Questioning Strategies Critical Thinking questions The teacher will ask the following questions that will engage students in critical thinking questions: How do we find out a fraction of a quantity? What fraction are 5 of 30? When do we use multiplication when dividing fractions?

Guided Practice The teacher will draw a rectangular shape on the whiteboard. Below the rectangle, the teacher will write 2/3. The teacher will request a volunteer to shade in the right number of portions on the rectangle, for the pictorial to match 2/3. The teacher will guide the class in helping the volunteer. The teacher will clarify that the fraction 2/3 is equal to the rectangular shape partitioned into three equivalent shares, with two of these fragments shaded in.

Independent Practice The teacher will give each student a coloring worksheet on fractions and crayons. The teacher will ask the students to go through the guidelines provided for each question and complete the worksheet individually

Closure The students will complete the exercise in the textbook about the division of fractions, which will serve as an exit ticket. This will be used to formatively assess the knowledge gained by the learners grasping the lesson objectives.

Differentiating for Students with special needs Students with specific learning disabilities in reading and math: To be able to cater for these students, the teacher will keep the lesson brief so as the students with disabilities in Mathematics are not overloaded. The teacher will also use break up steps when teaching into small lessons and ensure that these learners understand one before moving on the next. Student with ADHD This student will be given appropriate supervision. This student will be paired with classmates who can remind him of classwork and homework. The teacher will also use classroom aides during and after class to help the student concentrate and understand. ELL Student For the student who is not fluent in English, the teacher will create vocabulary banks. The teacher will come up with charts containing key vocabulary words and phrases in Mathematics. This will help her to converse and write about her Math thinking. The teacher will also modify the way of talking and wait time. This will give the student time to understand questions and come up with replies. The teacher will decrease the period of talking and use different words to communicate the same notion.

SYNOPSIS

This lesson plan is intended to address the various needs of different learners in the class. The learners differ in abilities, interest, attention span, prior knowledge, special needs, and learning experience. Therefore, this lesson plan is designed to accommodate all the learners in the classroom by meeting their specific needs so that the objectives are achieved.

The teacher will keenly supervise the student with ADHD to ensure that his level of forgetfulness is reduced; he is less distracted and well organized. When this learner with ADHD is paired with classmates who can remind him about class work and homework, the student will be able to take ownership of the subject matter ( Martinussen et al., 2011). He will also develop teamwork and communication skills. The learner's understanding will also be improved through additional discussion and explanation (Zentall et al., 2011).

For the ELL student, the vocabulary and phrases in Mathematics will help her familiarize with Mathematical terms needed for understanding Math ( Ardasheva & Tretter, 2013). The student will then be able to master more complex words and concepts. When asking questions, the teacher will give enough time for the students to analyze it before asking for the response. This will allow the learner to get enough time to think about her answer before responding. The learner ELL will be more involved in the class. The student will also be able to interact with her colleagues as they formulate their answers (Payán & Nettles, 2008).

When the students will be able to see the orange fruit and divide it into several parts, they will be able to familiarize with the concept of division of fractions. The teacher will ensure that all the students participate during the lesson by allowing them more time to respond to questions. The teacher will also choose volunteer students to perform some tasks during the lesson. This will give all the learners equal opportunities to participate during the lesson.

The teacher will use a language that all the learners are familiar with to ensure that all of them understand what is talking. Using charts with key terms and phrases in Mathematics will ensure that all learners understand the language used in class. The ELL student will be able to learn new concepts easily while the fast learners will be always updated.

References

Martinussen, R., Tannock, R., & Chaban, P. (2011, June). Teachers’ reported use of instructional and behavior management practices for students with behavior problems: Relationship to role and level of training in ADHD. In Child & Youth Care Forum (Vol. 40, No. 3, pp. 193-210). Springer US.

Ardasheva, Y., & Tretter, T. R. (2013). Strategy inventory for language learning–ELL student form: testing for factorial validity. The Modern Language Journal, 97(2), 474-489.

Payán, R. M., & Nettles, M. T. (2008). Current state of English-language learners in the US K-12 student population. In 2008 English Language Learner Symposium, Princeton, NJ. Retrieved October (Vol. 29, p. 2008).

Zentall, S. S., Kuester, D. A., & Craig, B. A. (2011). Social behavior in cooperative groups: Students at risk for ADHD and their peers. The Journal of Educational Research, 104(1), 28-41.