Lesson Plan

INSTRUCTIONAL PLAN 6

Instructional Plan

Neonisha Terrell

ESE 697

Professor Sherry Lelaloha-Waipa

August 2, 2015

GENERAL INFORMATION

Lesson Title & Subject(s):

Teaching instructional plan for mathematics

Topic or Unit of Study:

Introduction to algebra

Grade/Level:

High school

Instructional Setting:

27 students

1 student with math learning disability and 1 student is visually-impaired

Simple operations in algebra

The learning environment is the classroom

Groups of two students and later an individual work

Accomodations: Large print is necessary for student that is visually-impaired, and this student also has preferential seating. She has time to rest and refocus when needed and she is given personal visuals. The second student will be given additional time to work , visual hints and manipulatives to use.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):

The learners should demonstrate knowledgeof carrying out simple algebra operations, in-depth understanding of class activities, and sophistication of writing skills. Standards to be achieved are:

· McREL: Learner will read the given samples and practice the given examples.

· McREL: Learners will use the required language in speech.

· TESOL: “Students will use appropriate strategies to construct and apply academic knowledge” (Zbiek & Larson, 2015, p. 697).

Lesson Goals:

The purpose of the lesson is to enable learners to carry out simple algebra operations.

Lesson Objective(s):

By the end of the lesson, the learner should be able to:

· Show understanding of the contents taught.

· Carryout simple algebra operations perfectly.

· The ability to carry out algebra operations should give indications that the learner has understood the topic (Zbiek & Larson, 2015).

 

MATERIALS AND RESOURCES

Instructional Materials:

Mathematics textbook

Sample material containing algebra worked examples

Chalkboard demonstration

Magazine having information about the topic and hints of understanding it

PLAN

Sequence of Instructional Procedures/Activities/Events

1. Identification of Student Prerequisite Skills Needed for Lesson:

The previous lesson was about quardratic equations. Todays lesson will involve introducing algebra and solving algebra operations. Learners should be attentive and participate in areas required.

1. Presentation of New Information or Modeling:

The new term is algebra and it means working with numbers that are rational. The teacher will demonstrate to the learners by introducing the topic and working on few examples of algebra operations on the chalkboard for learners to see.

1. Guided Practice:

The learners should be given sample materials to guide them in understanding the topic. They also work of the given examples in groups. The magazine will contain information regarding undersanding the topic easily. The teacher should go round checking the progress and guiding the groups.

1. Independent Student Practice:

After the group discussion, each student should sit alone and practice other algebra operations. In case of any mistake noted, the learner should be guided in making the correction.

1. Culminating or Closing Procedure/Activity/Event:

Before the end of the lesson, each learner will come in front of the class and demonstrate what he or she did (Poole, 2014). This will help see the progress made in the lesson and any checking any area that requires clarification. Students will demonstrate their comprehension of the lesson.

Pedagogical Strategy (or Strategies):

Both cooperative learning and direct instructional strategies will be used. Direct instructions will be given to the respective groups, and then the group members will cooperate to ensure they get the work done. Working in groups will ensure the group members assist each other when the teacher is helping the other groups.

Differentiated Instruction:

The English language to be used should be simple to enable every learner so that every one will be able to understand and the operations should one suitable for this level. The speed of teaching will be fair in order to accommodate all the learners, especially the two slow learners in class.

Student Assessment/Rubrics:

The teacher will ask questions relating to what has been taught and learnt. The questions will relate to the main points learnt in the algebra. This will be formative assessment. It will bring out what has been understood and parts learners have difficulties. Summative assessment will also be done at the end of learning outcome. This will involve high-stakes assessment (Poole, 2014).

Reflection: After evaluating the data, I can use it to consider any modifications I may need to make in my teaching strategy to make sure I am reaching all students. By learning about each student and how they learn will allow me to make any necessary modifications to the instruction.

References

Poole, D. (2014). Linear algebra: A modern introduction. Boston, MA: Cengage

Learning.

Zbiek, R. M., & Larson, M. R. (2015). Teaching Strategies to Improve Algebra Learning.

Mathematics Teacher, 108(9), 696-699.