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LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Stevie Higbee

Name:

Grade Level: 9th Grade

Date: 1/26/2020

Unit/Subject: Algebra 1

Instructional Plan Title: Solving Equations

Lesson Summary and This lesson is focused on identifying and solving equations that are found
Focus: in word problems. Students will be sure to understand the vocabulary
used so that they can easily identify them.

Classroom and Student In this class, there is only one student with an actual IEP. Other students
Factors/Grouping: struggle with behavioral tendencies and staying on task. These factors
influence the nature of the lesson to include engaging activities
throughout the lesson. Also, support is given by paraprofessionals and
peers as needed so that students do not fall behind during instruction
and/or activities.

National/State Learning A-CED.A.1: Create equations and inequalities in one variable and use them to
Standards: solve problems. Include equations arising from linear and quadratic functions,
and simple rational and exponential functions.

Specific Learning  Given a word problem, students will create an equation to solve for
Target(s)/Objectives: an unknown variable correctly within two attempts, without the use
of notes or textbook.

Academic Language Constant

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Coefficient

Expression

Equation

Relationship

Operator

Term

Variable

During the delivery of the lesson, I will have the words on the board and
have the students write down all the terms and definitions in their notes.
Then, during the roam the room activity, they will have the opportunity to
practice their vocabulary skills by completing the Equation Vocabulary
worksheet.

Resources, Materials, Projector

Equipment, and White-Board & Markers
Technology: Algebra tiles
Pencils
Laptops
Equation Vocabulary (Worksheet)
Tina’s Garden (Worksheet)

Section 2: Instructional Planning

Anticipatory Set Time

Needed
 As the students enter class, they will find an equation written on the board. On their 15
desk, they will see a written term that is part of the equation. Those with the same term
are in a group (intentionally grouped)
 Groups will designate a member to represent their term. And we will work together to
solve the equation on the board by moving the “terms” (aka students) around.
 Reviewing solving equations will relate to the lesson because the students will be
identifying equations within word problems and will need to solve them.

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Multiple Means of Representation Time

Needed
 A PowerPoint presentation will be given to discuss how work problems are 25
approached.

 A video will then be shown on a projector how to solve word problems by create linear
equation and finding the solution. https://youtu.be/-EwUcnZx4dI

 The roam the room Activity includes the Visual practice, Hands-on Manipulatives,
and a written worksheet to practice vocabulary.

Explain how you will differentiate materials for each of the following groups:

 English language learners (ELL):

Students will be able to read the key terms and ideas and hear them spoken by the teacher. These
students will also be able to replay the video at any time for extra help.

 Students with special needs:

Writing notes will help concepts become more concrete for students and allow for review later if
necessary. These students will also be able to replay the video at any time for extra help.

 Students with gifted abilities:

The students with gifted abilities are given opportunities to help the other students with the
content.

 Early finishers (those students who finish early and may need additional
resources/support):

These students are given opportunities to help the other students with the content, or they can
have more practice on Khan Academy.

Multiple Means of Engagement Time

Needed
Your goal for this section is to outline how you will engage students in interacting with the
30
content and academic language. How will students explore, practice, and apply the content? For
example, you may engage students through collaborative group work, Kagan cooperative
learning structures, hands-on activities, structured discussions, reading and writing activities,
experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore,
practice, and apply the content and academic language. Bold any activities you will use in the
lesson. Also, include formative questioning strategies and higher order thinking questions you
might pose.

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 During the roam the room activity students will approach four different tasks around the
room and complete them. “Regardless of whether the student is the speaker or the
listener, these discussions can lead to a deeper understanding of the material,” (Reiser,
2017, p. 91).
 They will be going around the room to complete different activities at each of the four
tables that have them participating in collaborative group work.
 Table 1 is the Equation Vocabular Worksheet. Each student will complete their own
worksheet; however, the group is allowed to discuss and work together.
 Table 2 is visual practice of solving equations on the board. Paraprofessional will be
monitoring this station to make sure students are completing the equations correctly.
Each person in the group will be taking a turn with the marker in their hand for an
equation.
 Table 3 is solving equations by utilizing manipulatives (Algebra Tiles)
 Table 4 is working as a group to solve a word problem.
I will be monitoring table 4 by asking Higher order thinking questions such as,
-How do we solve a word problem?
-What terms in a word problem tell you how to set up an equation?
-What are the identities used to solve an algebraic equation?
-How can we check to make sure our solution is correct?
 The students will have 2 attempts at the “Tina’s Garden” worksheet. First will be
following the Anticipatory set, then they will receive a second copy at the end of the
lesson to self-evaluate their progress that they made that day. They are able to look at
both to show what they have learned in class that day.

Explain how you will differentiate activities for each of the following groups:
 English language learners (ELL):
The groups are selected by design of the teacher to enhance learning for all students.

 Students with special needs:

Students with computational struggles will be allowed to use a calculator or a times table
worksheet.

 Students with gifted abilities:

Due to the collaborative design of most of the activities, these students will be enhancing their
learning by explaining the content to their peers.

 Early finishers (those students who finish early and may need additional
resources/support):
Due to the collaborative design of most of the activities, these students will be enhancing their
learning by explaining the content to their peers.

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Multiple Means of Expression Time

Needed
Learners differ in the ways they navigate a learning environment and express what they know.
20
Your goal in this section is to explain the various ways in which your students will demonstrate
what they have learned. Explain how you will provide alternative means for response, selection,
and composition to accommodate all learners. Will you tier any of these products? Will you offer
students choices to demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your students to express their knowledge
about the topic. For example, students may demonstrate their knowledge in more summative
ways through a short answer or multiple-choice test, multimedia presentation, video, speech to
text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment,
reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example,
students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an
entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running
records, four corners, or hand raising. Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-class simulation they experienced.
They will be expected to write the reflection using complete sentences, proper capitalization and
punctuation, and utilize an example from the simulation to demonstrate their understanding.
Students will also take part in formative assessments throughout the lesson, such as thumbs up-
thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to
re-teach or re-direct learning.

 The first attempt of Tina’s Garden worksheet is a pre-test as it will be completed

individually.
 The roam the room Activity will allow the teacher to observe and utilize the
higher order thinking questions to formatively assess students’ progress.
 The paraprofessional will collaborate with the teacher after class to communicate
their observations.
 Their exit ticket is to complete the second attempt at the Tina’s Garden worksheet
and mark where mistakes were made (if any) on the first attempt. This is a great
self-reflection/self-grading strategy which allows teachers to see the process of
the students’ learning (Sanchez, Atkinson, Koenka, Moshontz, & Cooper, 2017).

Explain if you will differentiate assessments for each of the following groups:
 English language learners (ELL):
These students will be able to reference their vocabulary worksheet at any time for extra help.

 Students with special needs:

The student with the difficulty with calculations will be allowed to utilize a calculator during the
entirety of the individual work.

 Students with gifted abilities:

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If these students completed the Tina’s Garden worksheet the first time, then they can create
explanations as to why and how the answers are obtained.
Once that’s completed, they can do extra practice on Khan academy and begin on warm ups for
the graphing the equations lesson.

 Early finishers (those students who finish early and may need additional
resources/support):

If these students completed the Tina’s Garden worksheet the first time, then they can create
explanations as to why and how the answers are obtained.
Once that’s completed, they can do extra practice on Khan academy and begin on warm ups for
the graphing the equations lesson.

Extension Activity and/or Homework Time

Needed
Extra practice on Khan Academy. Khan academy provides videos and extra practice problems -
for free online. The extra videos may present it in a different way than the teacher provided and
can enhance the understanding of the concepts. Students who understand the topic well are
able to work on more advanced topics. Teachers and parents can login on the website and
monitor student’s progress at home for free and see what they may be struggling on.

Rationale/Reflection
After writing your complete lesson plan, explain three instructional strategies you included in your
lesson and why. How do these strategies promote collaboration, communication, critical thinking,
and creativity? Bold the name of the strategy.

For example:
.
 Roam the room promotes engagement, communication, and collaboration because all
students get a chance to share their ideas or answers in their small groups. This is
beneficial to students because they get to put their ideas into words and hear and
discuss the perspectives of others during multiple activities.
 During the roam the room activity, some incorporated instructional strategies included
think-aloud and manipulatives.
 Self-Reflection during the observation between the first and second attempt of Tina’s
Garden worksheet. This is a great self-reflection/self-grading strategy which allows
teachers to see the process of the students’ learning (Sanchez, Atkinson, Koenka,
Moshontz, & Cooper, 2017).

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LESSON PLAN TEMPLATE

Equation Vocabulary
In 3x + 7 = 32, In 3x + 7 = 32,
7 is a/an __________. 3 is a/an ____________.

In 3x + 7 = 32, In 3x +7 = 32,
x is a/an ____________. 32 is a/an ____________.

In 3x + 7 = 32, In 3x + 7 = 32,
3x is a/an ____________. 3x + 7 is a/an ____________.

In 12ab – 6z = 99a + 4, In 12ab – 6z = 99a + 4,

list all of the coefficients. list all of the terms.

In 12ab – 6z = 99a + 4, In 12ab – 6z = 99a + 4,

list all of the expressions. list all of the variables.

Name__________________ Date__________

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Name:________________________________
Date:_____________

Tina’s Garden

The Perimeter of Tina’s rectangular garden is 60ft. If the length of the garden is
twice the width, then what are the dimensions of the garden?

What key terms tell how to set up the equation?

___________________________________________________________________

___________________________________________________________________

What does the variable represent in this problem?

___________________________________________________________________

___________________________________________________________________

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Collaboration with Colleagues Rationale

In order to execute the ideas and plans for this lesson, I would have to communicate and

collaborate with both our special needs teacher and a paraprofessional. Thankfully, I feel very

comfortable and confident in the willingness of the staff at our school. “In order to engage in

collaborative work, teachers must trust their colleagues and be willing to experiment with a

collaborative approach,” (Jao & McDougall, 2016, p. 560). The special needs teacher could

provide me with some further insight on what will work and what to try to enhance the learning

experience for the students who have struggles with behavior, computation, and attention. With a

bit more knowledge from him during the planning process, I will be better equipped with

knowledge to help students who need the extra help. The paraprofessional may also have some

feedback regarding activity ideas to maintain engagement and motivation. “Collaborating

teachers can look to each other to seek out examples of exemplary practice and to reflect on their

own teaching practices,” (Jao & McDougall, 2016, p. 560). It will also be vital to plan a day

where she can dedicate that class period to helping our roam the room activity. By collaborating

with my colleagues it will enhance the educational experience for all of my students. “Of course,

the ultimate benefit of teacher collaboration is that it can improve student achievement,” (Jao &

McDougall, 2016, p. 561).

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References
Jao, L., & McDougall, D. (2016). Moving beyond the barriers: supporting meaningful teacher

collaboration to improve secondary school mathematics. Teacher Development, 20(4),

557–573. https://doi-org.lopes.idm.oclc.org/10.1080/13664530.2016.1164747

Reiser, E. (2017). Blending individual and group assessment: A model for measuring student

performance. Journal of the Scholarship of Teaching and Learning, 17(4), 83–94.

Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?

direct=true&db=eric&AN=EJ1159854&site=eds-live&scope=site

Sanchez, C. E., Atkinson, K. M., Koenka, A. C., Moshontz, H., & Cooper, H. (2017). Self-

grading and peer-grading for formative and summative assessments in 3rd through 12th

grade classrooms: A Meta-Analysis. Journal of Educational Psychology, 109(8), 1049–

1066. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?

direct=true&db=eric&AN=EJ1160620&site=eds-live&scope=site

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