Day 3 of Unit
Day 3 of Unit
Day 3 of Unit
Teacher
Date
Miss Shannon
November 3, 2014
Grade _____3rd_______
I. Objectives
How does this lesson connect to the unit plan?
3rd lesson in a unit about data representation and interpretation.
cognitiveR U Ap An E C*
physical
development
socioemotional
Ap
X
An
R
R
X
Common Core standards (or GLCEs if not available in Common Core) addressed:
3.MD.B.3
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Outline assessment
activities
(applicable to this lesson)
checkpoint review
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Seen written at front of the room,
discussed as a class
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Defined on paper.
Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?
Handouts created by me, math workbook, pencil, 27 pages of stickers cut into groups of 15, scissors,
subtraction game sheets, chips to cover spaces.
Students in desks, back table empty for Mrs. Chardon to work with students in after time.
How will your classroom be
set up for this lesson?
Components
Motivation
(opening/
introduction/
engagement)
9:049:06
9:069:09
Development
(the largest
component or
main body of
the lesson)
9:099:25
9:259:359:50
9:35Spanish
Closure
(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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I thought todays lesson went really well. The students seemed to pick up quickly on what we were focusing on and, as seen
through their self-assessments, they agree that they are understanding it pretty well. It was very good that the only extra they
had, stickers wise, was a half of a sticker and because of that they used the stickers carefully. They did a good job using the
stickers and seemed to be engaged while doing so. Many students were raising their hands and when I called on them, almost
all of them had an answer.
Next time I will have more students read and explain what is happening. The students were fairly engaged but I think it
would have helped for them to have more control over teaching themselves and others about what they know. I also need to
work on my responses when a student gets something wrong. I dont want to twist it to sound right even though it is
incorrect, but I also want to be able to encourage them for trying. Maybe work on me no longer writing the solving process
myself, but either allowing the students to talk through it together or for me to talk through it with them but not give them
the answers on the board- this allows for them to really think it through.
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