7.++Sample+Lesson+Plan

=__Sample Lesson Plan__=

The lesson below provides a model for creating a math lesson that supports our English language learner and develops both mathematical and language skills. Our review of the research has led to our incorporating several strategies into our math lesson. These include:


 * Meeting the social-emotional needs of our students ensure that students are willing to take risks and share their knowledge with each other. We must develop class norms that foster respect for each other’s varying abilities and validates all of our languages and cultures.
 * Connect mathematics with students’ life experiences and existing knowledge. Each of us brings a variety of experiences and knowledge that can lead to different approaches to problem solving. We all have important contributions to make.
 * Simplify language to make it more comprehensible for all students. Remove unnecessary words from word problems and build questions using real life examples to build on student prior knowledge.
 * Purposeful teaching of the “math register”. Math has it’s own language that must be understood in order to communicate effectively in the math classroom. We need to introduce new vocabulary, and words that have a different meaning in math than it does in social language, in a purposeful way and reinforce that language through repetition and review.
 * Integrate technology and manipulatives into the classroom to allow students to use physical and graphic representations that help all students to understand concepts and vocabulary.
 * Provide multiple and varied opportunities for students to show what they know. Students who may not have sufficient language skills to share their knowledge still have important contributions to make.
 * Cooperative learning gives students the opportunity to practice speaking and hearing math language in smaller groups. This encourages participation and also develops social language and fosters positive student relationships.

Note that this lesson could be modified to be delivered using an interactive white board like the Smartboard.

OVERALL CURRICULUM EXPECTATIONS:

 * read, represent, compare, and order whole numbers to 1 000 000, decimal numbers to thousandths, proper and improper fractions, and mixed numbers

SPECIFIC CURRICULUM EXPECTATIONS:

 * demonstrate an understanding of place value in whole numbers and decimal numbers from 0.001 to 1 000 000, using a variety of tools and strategies (e.g. use base ten materials to represent the relationship between 1, 0.1, 0.01, and 0.001) (Sample problem; How many thousands cubes would be needed to make a base ten block for 1 000 000?)

=EXPECTATIONS OF AN ENGLISH AS A SECOND LANGUAGE STUDENT, ACQUIRING ENGLISH LISTENING AND SPEAKING SKILLS, AT STAGE ONE, JUNIOR DIVISION:= ===(brief background information on ELL in mainstream class: age 11, country of origin - Sri Lanka, L1 - Tamil, had regular schooling in L1 only, average student in mathematics, length of time in Canada - 2 months)===
 * follow simple directions with support from visual cues
 * respond to familiar words, names, phrases, tones of voice, and basic classroom instructions when spoken slowly and clearly
 * identify familiar names, objects and actions
 * use everyday gestures and courtesies to convey meaning
 * demonstrate an understanding of key vocabulary words (money, tenths, hundredths)
 * usually select the most appropriate unit to represent tenths or hundredths (for example, to represent two tenths, use 2 dimes instead of four nickels or twenty pennies)
 * communicate ideas and information in short, coherent sentences
 * work constructively in a group/pair in a limited role

MODIFICATIONS/ACCOMMODATIONS FOR ELL:

 * during group work, assign a peer tutor to think aloud and demonstrate the process of the assigned task, and to write down answers for ELL (Scribe)
 * acceptance of ELL student observing, listening at first, and then
 * allow time to respond to oral questions
 * use of L1 support, examples: a) ask for a peer in the school to assist, if possible, who speaks the ELL's first language, b) internet translation support
 * use of multimedia, such as, searches on Learn 360, youtube and Smart Exchange (a web-forum to share resources using the Smart Board interactive white board) to bring in Math concepts orally and visually, and possibly in ELL's first language
 * Math vocabulary pre-taught with visuals and simplified explanations; displayed as a Word Wall for ongoing reference
 * dual-language personal Math dictionary with visuals
 * use of manipulatives and graphic organizers

PRIOR KNOWLEDGE NEEDED:

 * representing decimals to real life; for example money, $3.14 and understanding the underlying decimal meaning, 3 dollars and 14 hundredths of a dollar
 * prior work with peer tutor on naming and representing money (for example, $0.25 = one quarter, two dimes plus one nickel, five nickels)
 * understanding that decimals relate to the concept of fraction tenths and hundredths
 * knowing the metric system: metre as the whole or 1, decimetres as tenths, centimetres as hundredths and millimetres at thousandths
 * showing decimals on a number line with the decimal point distinguishing whole numbers from decimal fractions
 * understanding that decimals can represent parts of a whole, as well as mixed numbers

=LESSON GOAL AND ASSIGNED TASK:=
 * opportunity for students to talk about and apply knowledge of representing a decimal to show its numerical value


 * Open-ended Task to Solve:** represent the decimal 0.10 to show its numerical value in different ways

RELEVANT OUTCOMES:

 * Students demonstrate an understanding of place value in a decimal using a variety of tools and strategies, possibly in relation to whole numbers and fractions.

MANIPULATIVES NEEDED IN THE CLASSROOM FOR STUDENT CHOICE:

 * base ten blocks
 * blank number lines
 * plastic money
 * grid paper
 * place value graphic organizers
 * rulers
 * use of technology
 * various counters
 * cube blocks
 * other

GROUPING STRATEGIES:

 * Groups of three or four students, with ELL assigned to a responsible, caring peer tutor, in a group of girls, taking into account the ELLs cultural background and parents’ concern

MINDS-ON (WARM-UP) (10 MINUTES)

 * Hold up some store-bought items with price tags still on them. Ask various students to read the amounts on the price tags, other students to represent the amount with plastic money. Ask, “Where would you place the decimal point? Further discussion, “Can anyone think of where a decimal point is used/shown in other areas of life?”

ACTION-ACTIVITY (20 MINUTES)

 * Assign Groups/Assign Task, as above, orally and in written form.
 * Hand out 8x11 papers for rough notes, but in felt pen, to show process, and show choices to display final product, e.g.; Chart paper, IWB: Have a student from each assigned group re-iterate the task directive for clarity of understanding.
 * Note that this is a student-centred task, thus teacher circulates among groups, listening in to students’ math talk.
 * Teacher writes anecdotal comments from observing the ELL, (Assessment for Learning) - see observation sheet attached with assessment headings.
 * Teacher, as needed, asks open-ended prompting questions during the problem solving activity, “Can you try it another way?” “Would another manipulative help?” “Would the Word Wall help?”

ANY NECESSARY ADAPTATIONS:

 * For example, teacher notes what concepts need to be revisited, what gaps in learning are evident. Can a secondary decimal task be assigned to some groups?

DEBRIEF/CONSOLIDATION (20 MINUTES)

 * One or two groups volunteer to explain their solutions to the class. (through sharing all students can hear and analyze their peers’ mathematical thinking)
 * Questions to Ask by Teacher; e.g., “Which of your solutions do you think best represents understanding of the task assigned and explain why it is the best solution?”
 * Ask students if they have any questions to ask their peers.
 * Teacher notes any necessary adaptations – use of technology, did it work?

FINAL TIE-UP QUESTION/ACTIVITY:

 * Ask, e.g., “Would anyone wish to share with the class any new learning you received from the discussions?”
 * Maybe do a Gallery Walk of all the groups’ final product.