Instruction :
This week you are a first grade inclusion or ICT special education teacher planning for math! Often teachers are given packaged curriculum like the two samples in the module – Go Math and En Vision – and are asked to teach concepts through this curriculum. However, often the packaged curriculum and resources fall short of meeting all children’s needs. Here is the scenario: you are using one of these packaged programs to teach either adding with pictures (Go Math) or adding doubles (En Vision) and while the materials are strong, you see that a number of students aren’t quite getting the concept while others catch on quickly. Because so much of math is sequential, you can’t move onto the next concept until you know all children are grounded in this knowledge and you want to ensure you are supporting the students who need additional help. At the same time, you want to continue to challenge the students who understood the concept quickly. Choose one of these packaged materials. The class is an ICT class of 25-32 children. Create two supplementary lessons. You may choose to split the class in levels with those needing extra help addressed in one lesson and those ready for the next step in the second lesson or you may choose 2 full class lessons with differentiated guided practice and independent/small group practice that help all students get to where they need to be. Consider what we know about differentiation and what we know about mathematical thinking and include what you’ve read about math in the previous module. You may use some materials laid out in the packaged curriculum but there should be pedagogy and methods of learning what children know and can do other than the material/worksheets provided. Have fun with it – math is often best taught with games! Then, looking over your 2 lesson plans, and considering all your textbook readings for the course (not just math) write a 3-5 page double spaced rationale statement for your plans. Back up your choices with your textbook readings – you must use both of your textbooks.
https://touro.instructure.com/courses/91448/files/6857862/download?download_frd=1
https://touro.instructure.com/courses/91448/files/6857945/download?download_frd=1
https://touro.instructure.com/courses/91448/files/6857933/download?download_frd=1
Rubric:
Assignment 4 – Primary Grade Math Lesson Plans Rubric
| Assignment 4 – Primary Grade Math Lesson Plans Rubric |
| Criteria |
Ratings |
Pts |
| This criterion is linked to a Learning Outcome Rationale for Lesson Plans |
|
3 pts
Meets Standard
Paper covers more than 3 topics studied throughout the chapters in the course (not just math) and how the lessons will address each. Citations from textbooks are throughout the paper and all textbooks are used.
|
2 pts
Approaching Standard
Paper covers at least 2 topics studied in the course. Only one of the textbooks
|
1 pts
Below Standard
Paper covers 1 topic studied in the course. Only one textbook is used.
|
|
3 pts |
| This criterion is linked to a Learning Outcome Appropriate Modifications (re-teach and extension) |
|
3 pts
Meets Standard
Each element is appropriate for primary grade students as deemed NYS Common Core Standards. Re-teach elements are appropriate for children who need more concrete math elements and extension is appropriate as a sequential challenge.
|
2 pts
Approaching Standard
Most elements of the lesson plans are appropriate for what is known sequentially about math skill acquisition
|
1 pts
Below Standard
Few elements of the lesson plans are appropriate for what is known sequentially about math skill acquisition.
|
|
3 pts |
| This criterion is linked to a Learning Outcome Appropriate Pedagogy |
|
3 pts
Meets Standard
Lessons are original and creative and use evidence-based methods to engage and stimulate maximum learning. A minimum of –1 opportunity for students to make a choice about their learning and –1 opportunity for students to share their voice and collaborate and –1 opportunity for students to apply learning in a hands-on way is included in each activity.
|
2 pts
Approaching Standard
Lessons are original and use some methods to engage and stimulate learning. One or two of the following are achieved: –1 opportunity for students to make a choice about their learning and –1 opportunity for students to share their voice and collaborate and –1 opportunity for students to apply learning in a hands-on way is included in each activity.
|
1 pts
Below Standard
Lessons use few methods to engage and stimulate learning.
|
|
3 pts |
| This criterion is linked to a Learning Outcome Differentiation and Meeting Student’s Needs |
|
3 pts
Meets Standard
There are opportunities for children at a range of levels in both activities to show what they know and can do even within the re-teach and extension lesson. Each of the two lessons has a unique differentiation plan.
|
2 pts
Approaching Standard
There are some opportunities for children at a range of levels in both activities to show what they know and can do. One differentiation plan is created for both lessons.
|
1 pts
Below Standard
There are few opportunities in the differentiation section of the lesson for children at a range of levels in both activities to show what they know and can do.
|
|
3 pts |
| This criterion is linked to a Learning Outcome Assessment of Student Learning |
|
3 pts
Meets Standard
Assessment methods are clearly stated and appropriate and provide clear evidence for standards and objectives. A minimum of 2 assessment methods are included
|
2 pts
Approaching Standard
Assessment methods are stated and appropriate and provide some evidence for standards and objectives. A minimum of 1 assessment method is included
|
1 pts
Below Standard
Assessment methods are stated.
|
|
3 pts |
| This criterion is linked to a Learning Outcome Grammar, Mechanics & APA Style |
|
3 pts
Meets Standard
Assignment contains 2 or fewer errors. Rationale contains title page and reference page.
|
2 pts
Approaching Standard
Assignment contains 3 – 5 errors.
|
1 pts
Below Standard
Assignment contains 6 or more errors.
|
|
3 pts |
| This criterion is linked to a Learning Outcome Timeliness |
|
2 pts
Meets Standard
Document is posted by the Assignment due date.
|
1 pts
Approaching Standard
Document is not posted by the Assignment due date but is posted by the end of course.
|
|
2 pts |
| Total Points: 20 |
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