Observation Assignment #2 at Mount Pleasant High School

Lesson Plan Template for SED 406 and 407 part 1 = planning
Teacher Candidate: Ms. Math	Subject: Algebra 1	Grade(s): 9
Name of Lesson: Solving One-Step Linear Equations
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional The students will review writing linear equations using tables and algebra tiles.
Student Standards (GSE or/GLE or Common Core-in draft for math/science- list which): CCSS.Math.Content.HSA-SSE.A.1a Interpret parts of an expression, such as terms, factors, and coefficients. CCSS.Math.Content.HSA-REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
Teacher Standards (professional society and/or NETS  and RIPTS-list which): Standard 2: Teachers have a deep content knowledge base sufficient to create learning experiences that reflect an understanding of central concepts, vocabulary, structures, and tools of inquiry of the disciplines/content areas they teach. Standard 4: Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning.
Rationale: Why this lesson? How does it fit into the curriculum and context? Is this the introduction, conclusion, or somewhere in the middle of the unit of instruction? The lesson will help students visualize what it means to solve an equation and then relate it to solving equations without the use of algebra tiles. This fits into the introduction of teaching students how to solve linear equations algebraically.
Materials/Resources needed, including technology: Algebra Tiles, SMART board
Accommodations and Modifications (special needs and learning styles) For example:  Dr. Kraus has poor vision and needs written material to be at least 12 pt. font.  He also reads two grade levels higher and needs appropriate reading material.  I didn’t see any accommodations, however if there was a colorblind student there could be a set of algebra tiles that were black and white.
What content resources support this knowledge base? (list at least 2) Virtual manipulatives: http://illuminations.nctm.org/Activity.aspx?id=3482 http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
How confident are you in this topic as you start this lesson? Ms. Math seems very confident at the start of the lesson.

(Boxes expand as you type)   Lesson Plan Template part 2 = action
Bell-ringer: How will you get students seated, and ready for academic work? (without your voice) Do now
Anticipatory Set: How will you introduce the material, interest the students, show relevance of topic? Do now
Phase (change as needed)/Time	Teacher action	Student action	Questions/Assessments
e.g. Intro/5 min.	Take attendance. Get algebra tiles ready/make sure every student has their own set of algebra tiles.	Do now: Simplify expressions like 2+(-1), 3*(-1), -3*(-1), 2-(-1)
Presentation or Open-ended/	Walk around to help those who need it.	Work in groups to solve one step linear equations using algebra tiles.	How did you get that answer?
Guided Practice or Convergent/	On the SMART board, show how to solve one-step equations without the use of algebra tiles.	Follow along.
	Walk around to help those who need it.	Finish the worksheet algebraically (without use of algebra tiles).	What do we need to add to this side to get y by itself?
Closing/	Write exit ticket on the whiteboard/ help students with exit ticket if they need it.	Complete exit ticket.
HW/Application/	No homework.
Review and Reflection: How will you review for students who are still having trouble? Go over more examples on SMART board for students still having trouble.
Extension: What will you offer to students who have mastered this? Students who finish early can move on to do the algebraic method of solving equations.
*Closing: How will you review the material, and draw conclusions? (may be listed above) Exit ticket

	Lesson Plan Template pt. 3 = reflection
WHAT?	What went well?   The students seem to really understand how to solve linear equations algebraically.
	What area of weakness needs addressing? The students had a bit of trouble using the algebra tiles.
	Which objectives were met? What is the evidence? The students met the objective to solve linear equations using algebra tiles. This was evident because they were able to answer the questions on the worksheet using algebra tiles.
	Which students did not meet objectives? Those that decided to not use the algebra tiles, and just copied off of others did not meet the objectives.
	Was time managed appropriately? Yes.
	Did any teacher mannerisms or actions detract from the lesson? The teacher went over how to use the algebra tiles on the SMART board, and kids were supposed to follow along, however that wasn’t really happening.
	*What were the strengths and weaknesses of classroom management? The teacher did not notice that one of the students was copying off of another the entire class period.
SO WHAT?	Was the lesson engaging? I believe the lesson was engaging.
	*What did I learn from my peer observation (address at least one aspect)   N/A
NOW WHAT?	How will this experience influence your professional identity?  I now know how to teach using algebra tiles, and I know how to use both algebra tiles and algebra itself to teach students how to solve linear equations.
	How will it influence how you plan/teach/assess in the future? I have to be sure to pay attention to all of the students and try to notice if a student actually understands the material, or if they had just copied all of the work from another student.