Using Data for Instructional ImprovementFollowing your last lesson, you discover only 60% of your students met the learning outcome. Not only did they demonstrate a lack of understanding through non

Running head: COMMON CORE ALIGNED LESSON PLAN 0

Common core aligned lesson plan (revise)

Elizabeth Bray

EDU 645 Learning & Assessment for the 21st Century

Instructor: Julie-Ann Adkins

June 25, 2018

Common Core Aligned Lesson Plan

Subject(s): MATH Grade: KINDERGARTEN

Teacher(s): <insert name> School: <insert name>

LESSON ELEMENT

STUDENT-FRIENDLY TRANSLATION

( # 2,3,4only)

Common Core Learning Standard(s) Addressed:

The learners should be able to speak, relate to and work on whole numbers. This will be done by using a set of objects including the shapes and space.

Learning Target(s): (What will students know & be able to do as a result of this lesson?)

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

Count numbers by ones and tens to 100 with at least an accuracy of 85%
Represent numbers from 0 to 20
Identify and name various shapes

The learners will be using symbols and visual objects to help them remember

Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?)

One of the aspects which are considered vital in the child development is the numerical establishment which is achieved through comprehension of numbers and understanding how they function. Numbers are part of the daily human life, time budget, the number of materials needed among other various aspects of life. As of the young children the understanding of various images and the sum that every image speaks to, they could easily count and number everything else.

The learners will be able to utilize knowledge gained in class to solve some of their daily problems.

Formative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)

Observation: The teacher will walk around the class and observe the learners as they solve the math concept

Demonstration: the teacher will ask the learners to demonstrate the various math symbols and shapes on the board

Exit slip: The students will be given a short quiz as an exit slip, to complete and turn in

Through the assessment criteria, the teacher will be able to note and identify which the learners have understood as well as the areas where they might need extra help.

Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities?)

The learners will cut out different shapes and match them with the correct name on the board
The learners will engage addition and subtraction activities using objects including coins and pretzels.

Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?

The ABCMouse.com website will be utilized to aid learning through computer
Pencils, paper, scissors, clips and construction papers

Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity.)

Concepts will be presented in a written and oral form
Students will be given enough time to handle tasks
Other than the problems given in class, the students can provide others

Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities in your class? Be as specific as possible.)

Additional time provided where needed to solve a math problem
Providing oral and written materials
Technology such as microphone, mouse, and keyboard to be used with computers

Common Core Aligned Lesson: Reflection

Does this lesson reflect one of the “shifts” in instruction (see Common Core “Shifts” documents on EngageNY.org)? If so, please describe which shift is addressed and how?

The major shift addressed is the fluency. The lesson plan describes the steps in which speed and accuracy will be achieved. The lesson includes sections where the students are needed to memorize the core functions through repetition.

In addition, please choose ONE question below to respond to after you have taught the lesson OR create your own question and respond to it after you have taught the lesson.

How did this lesson support 21st Century Skills?

The lesson is involving and promotes practicality which is one of the aspects of the 21st century skill. The technology used also ensures that it accommodate all the students as noted by Newman, R. (2013), the diverse needs of the students are accommodated from the lesson.

Synopsis

As a 21st century educator, it is vital to ensure that the instructional plan utilized in class can bolster various skills; critical thinking, problem-solving, creativity decision making among others as noted by International Society for Technology in Education, (n.d.). It is also vital to integrate these skills into a properly planned lesson; the lesson should begin with a pre-assessment for the teacher to get knowledge of what the students already know and where they might require additional knowledge. Pre-assessment also helps in the setting of the lesson objectives.

After gaining an insight of eh class, it would make it easier to devise an effective lesson plan. The teacher should utilize various resources to ensure that the set objectives are adequately met (Boyd, 2013). In this case, the learner will be provided with construction papers and scissors to cut out specific symbols and match with various numbers and symbols on the board. The teacher will go on various symbols and numbers with the students as a group before splitting them into smaller groups where each group is given a specific task to complete. Additionally, through the website, the learners will watch educational videos and interact with various strategies for solving the mathematical problems.

Through observation of the set groups, it will determine whether the students can work individually or not. Through the technology available in the class, the students will work at their speed without feeling pressured (Newman, 2013).

References

Boyd, H. (2013) Number Recognition Bingo Activity. Retrieved from http://www.education.com/activity/article/Bingo/

International Society for Technology in Education. (n.d.).ISTE standards students. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf on April 28, 2016.

Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, Ca. Bridgepoint Education, Inc.