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Developing a Lesson Plan and Essential Questions for Grade Two Level
Essay Instructions:
When students are learning mathematical operations and skills, the concepts and skills will build upon each other. It is important for teachers to plan meaningful learning progressions in their lessons to help with this learning process. Higher-order questioning within a lesson plan can help ensure skill mastery before the next learning concept is introduced.
Part 1: Partial Lesson Plan
Select a 1-5 grade level and a corresponding___College and Career Ready Standard or other state standard based on the Number and Operations in Base Ten domain.
Using the “COE Lesson Plan Template,” complete the lesson plan through the Multiple Means of Engagement section, making sure the activities are supported by the recommendations found in the topic Resources.
Include appropriate support and guidance to help students learn related academic language.
Part 2: DOK Essential Questions
Upon completion of the partial lesson plan, draft 20 essential questions to guide meaningful learning progressions and foster problem-solving for students with disabilities, using the “DOK Questions Template.” Five of the questions should activate prior knowledge and the remaining 15 questions should be based on the progression of the lesson activity, probing the four Depth of Knowledge (DOK) levels.
Using four of the questions you drafted, one from each DOK level, identify the following using the DOK Questions Table within the “DOK Questions Template”:
Examples of student responses
Rationale of why chosen question meets DOK level
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Essay Sample Content Preview:
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Developing a Lesson Plan and Essential Questions for Grade Two Level
Lesson Summary and Focus:
In 2-3 sentences, summarise the lesson, identifying the central focus based on the content and skills you are teaching.
I am choosing the mathematics topic for this lesson plan, “Addition and Subtraction Within 100.” I will focus on math principles, analysis, and problem-solving in this lesson plan and prepare students for more advanced math subjects. Students will learn to add and subtract two-digit numbers utilizing their new place value understanding content. Students will also learn place value and the role of tens and ones in mathematics (Winangun & Fauziah, 2019. The central focus of the skills I will teach my students includes enhancing their arithmetic competencies, problem-solving, and mathematical reasoning techniques.
Classroom and Student Factors/Grouping:
Describe the essential classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners) and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences, and the information should inform the differentiation components of the lesson.
As a second-grade teacher, I will consider ELLs, students with IEPs and 504 plans, and gifted students while preparing and delivering the curriculum. I will employ differentiated instruction in the lesson plan to accommodate these learning styles. Individualized education students will need more one-on-one time with teachers or tailored exams (Stapp, 2018. Through this lesson plan, gifted students can learn more with enrichment activities and behavioral modifications like clear expectations and constructive feedback.
National/State Learning Standards:
Review national and state standards to become familiar with the measures you will be working on within the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas and align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language.
I will work on CCSS mathematical standards focusing on place value, operations characteristics, and the addition-subtraction relationship. Another focus for this class will be MATH.CONTENT.
2.NBT.B.5.1 asks students to perform computations within 100 (Winangun & Fauziah, 2019. The main objective/target of this lesson is to teach students addition and subtraction methods within 100 using two-digit integers, demonstrating an understanding of place value, the characteristics of operations, and the relationship between addition and subtraction through the use of models, drawings, and methods based on these concepts.
I will also focus on 2.NBT.B.5.2 recognizes that when adding or subtracting two-digit integers, tens and tens, ones and ones, and sometimes tens or ones, are added or subtracted as appropriate.
Learning to add and subtract within 100 and place value concepts and problem-solving strategies are at the heart of my second-grade math course, so these standards are a good fit.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating goals, a learner must consider the following:
* Who is the audience
* What action verb will be measured during instruction/assessment
* What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly with the objective created. This should not be a summary of the study but a measurable statement demonstrating what the student will be assessed on after the lesson. For instance, “understand” is not measurable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
I will align the mathematic standards I discussed earlier with my chosen topic, i.e., “Adding and Subtracting Within 100.” This lesson is focused on teaching second graders to “solve two-digit addition and subtraction problems within 100 using place value strategies and explain their reasoning through written methods.” My audience will be students in their second grade (Stapp, 2018).
This lesson’s action verb will focus on “solving” or “explaining.”
The tools/conditions for this purpose will be writing techniques like elementary algorithms and place value tables that can help.
This objective is measurable since it meets the criteria and focuses on instruction and assessment. This lesson ensures students regularly use their addition and subtraction skills with multiples of 100.
Academic Language
In this section, include a bulleted list of the general academic and content-specific vocabulary you need to teach. Describe how you will teach students those terms in the lesson in a few sentences.
* Addition
* Subtraction
* Model
* Place-value
* Digits
* Properties
* Regrouping
I plan to explain this content-specific and general academic vocabulary using demonstrations, exercises, and verbal explanations. Place value, regrouping, and addition and subtraction will all be depicted on helpful charts and diagrams. The students benefit from learning these subject-specific terms. The term “regrouping” will be explained verbally using clear, student-friendly language and relevant examples. I will use these expressions heavily during practice drills and require my students to do the same when they describe the steps they took to solve an issue in front of an audience (Anonymous, 2012). Using these methods, students will have more opportunities to express themselves using academic and content-specific language, which will, in turn, strengthen their grasp of the lesson’s essential concepts.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As your instructor requires, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
* I will use equipment like a whiteboard and markers to write down problems, draw out ideas, and show how to solve them.
* Place value charts can be used to teach and review the basics of place value.
* With the help of base-ten blocks, students can feel the connection between tens and ones.
* I will also use materials like math Worksheets to help my students solve addition and subtraction sums.
* Technological resources can also help in this regard (Maher & Wilkinson, 2019). I will show off digital manipulatives or games if you have a projector or an interactive wall. I will also employ an interactive smartboard or computer to teach and show things.
* I will also use online resources to engage my students.
These tools and resources will help me use various teaching methods and keep students engaged as they learn to add and subtract within 100.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson, and gaining student interest in the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the task.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the class.
For example:
* I will use a visual of Earth and ask students to describe what Earth looks like.
* I will record their ideas on the whiteboard and ask more questions about the amount of water they think is on Earth and where the water is located.
* I will initiate a mental-health warm-up exercise with my students and ask them to practice their mental arithmetic with some addition and subtraction with one-digit numbers.
* I will also employ math manipulative demonstration activities using base-ten blocks and place value charts to illustrate the usage of mathematical manipulation regard (Maher & Wilkinson, 2019). I will encourage the students to experiment with the manipulative at their own pace to pique their curiosity.
* I will use an interactive whiteboard to play a game or watch an animated film about subtraction and addition up to 100. Student’s senses of sight and touch will enhance their learning and pique their interest.
* I will talk briefly with the class about the real-world uses for basic arithmetic skills like adding and subtracting. I will make the material more relevant to students’ lives by using examples from the news.
Time Needed
2 hours
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may give the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the class.
For example:
* I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.
* I will model one example on the whiteboard before allowing students to work on the Venn diagram graphic organizer with their elbow partners.
* I will use guided notes for my students, and they will be able to learn best with structured notes like directed messages with blanks.
* Idea maps and T-charts can demonstrate addition and subtraction; therefore, I will encourage my students to participate in this practical learning activity.
* Showing how to add and subtract with a movie will engage visual and auditory learners. These movies can be explained and demonstrated in class.
* Kinesthetic learners can use base-ten blocks and place value charts for place value and rearranging.
Explain how you will differentiate materials for each of the following groups:
* English language learners (ELL):
I will facilitate the ELL by supporting my words with visuals and gestures. I will simplify language and provide access to bilingual support. Students learning English as a second language (ELL) work with native English speakers on group projects.
* Students with special needs:
I will provide extra tutoring or classroom helpers if that’s what’s needed to implement their ideas. I will adapt tests or workbooks to the individual requirements of these students (Maher & Wilkinson, 2019). I will allow students to learn through other senses, such as by touch or hearing instructions spoken aloud. I will make the classroom a comfortable and safe place for them to study by accommodating their sensory ne...
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Developing a Lesson Plan and Essential Questions for Grade Two Level
Lesson Summary and Focus:
In 2-3 sentences, summarise the lesson, identifying the central focus based on the content and skills you are teaching.
I am choosing the mathematics topic for this lesson plan, “Addition and Subtraction Within 100.” I will focus on math principles, analysis, and problem-solving in this lesson plan and prepare students for more advanced math subjects. Students will learn to add and subtract two-digit numbers utilizing their new place value understanding content. Students will also learn place value and the role of tens and ones in mathematics (Winangun & Fauziah, 2019. The central focus of the skills I will teach my students includes enhancing their arithmetic competencies, problem-solving, and mathematical reasoning techniques.
Classroom and Student Factors/Grouping:
Describe the essential classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners) and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences, and the information should inform the differentiation components of the lesson.
As a second-grade teacher, I will consider ELLs, students with IEPs and 504 plans, and gifted students while preparing and delivering the curriculum. I will employ differentiated instruction in the lesson plan to accommodate these learning styles. Individualized education students will need more one-on-one time with teachers or tailored exams (Stapp, 2018. Through this lesson plan, gifted students can learn more with enrichment activities and behavioral modifications like clear expectations and constructive feedback.
National/State Learning Standards:
Review national and state standards to become familiar with the measures you will be working on within the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas and align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language.
I will work on CCSS mathematical standards focusing on place value, operations characteristics, and the addition-subtraction relationship. Another focus for this class will be MATH.CONTENT.
2.NBT.B.5.1 asks students to perform computations within 100 (Winangun & Fauziah, 2019. The main objective/target of this lesson is to teach students addition and subtraction methods within 100 using two-digit integers, demonstrating an understanding of place value, the characteristics of operations, and the relationship between addition and subtraction through the use of models, drawings, and methods based on these concepts.
I will also focus on 2.NBT.B.5.2 recognizes that when adding or subtracting two-digit integers, tens and tens, ones and ones, and sometimes tens or ones, are added or subtracted as appropriate.
Learning to add and subtract within 100 and place value concepts and problem-solving strategies are at the heart of my second-grade math course, so these standards are a good fit.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating goals, a learner must consider the following:
* Who is the audience
* What action verb will be measured during instruction/assessment
* What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly with the objective created. This should not be a summary of the study but a measurable statement demonstrating what the student will be assessed on after the lesson. For instance, “understand” is not measurable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
I will align the mathematic standards I discussed earlier with my chosen topic, i.e., “Adding and Subtracting Within 100.” This lesson is focused on teaching second graders to “solve two-digit addition and subtraction problems within 100 using place value strategies and explain their reasoning through written methods.” My audience will be students in their second grade (Stapp, 2018).
This lesson’s action verb will focus on “solving” or “explaining.”
The tools/conditions for this purpose will be writing techniques like elementary algorithms and place value tables that can help.
This objective is measurable since it meets the criteria and focuses on instruction and assessment. This lesson ensures students regularly use their addition and subtraction skills with multiples of 100.
Academic Language
In this section, include a bulleted list of the general academic and content-specific vocabulary you need to teach. Describe how you will teach students those terms in the lesson in a few sentences.
* Addition
* Subtraction
* Model
* Place-value
* Digits
* Properties
* Regrouping
I plan to explain this content-specific and general academic vocabulary using demonstrations, exercises, and verbal explanations. Place value, regrouping, and addition and subtraction will all be depicted on helpful charts and diagrams. The students benefit from learning these subject-specific terms. The term “regrouping” will be explained verbally using clear, student-friendly language and relevant examples. I will use these expressions heavily during practice drills and require my students to do the same when they describe the steps they took to solve an issue in front of an audience (Anonymous, 2012). Using these methods, students will have more opportunities to express themselves using academic and content-specific language, which will, in turn, strengthen their grasp of the lesson’s essential concepts.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As your instructor requires, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
* I will use equipment like a whiteboard and markers to write down problems, draw out ideas, and show how to solve them.
* Place value charts can be used to teach and review the basics of place value.
* With the help of base-ten blocks, students can feel the connection between tens and ones.
* I will also use materials like math Worksheets to help my students solve addition and subtraction sums.
* Technological resources can also help in this regard (Maher & Wilkinson, 2019). I will show off digital manipulatives or games if you have a projector or an interactive wall. I will also employ an interactive smartboard or computer to teach and show things.
* I will also use online resources to engage my students.
These tools and resources will help me use various teaching methods and keep students engaged as they learn to add and subtract within 100.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson, and gaining student interest in the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the task.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the class.
For example:
* I will use a visual of Earth and ask students to describe what Earth looks like.
* I will record their ideas on the whiteboard and ask more questions about the amount of water they think is on Earth and where the water is located.
* I will initiate a mental-health warm-up exercise with my students and ask them to practice their mental arithmetic with some addition and subtraction with one-digit numbers.
* I will also employ math manipulative demonstration activities using base-ten blocks and place value charts to illustrate the usage of mathematical manipulation regard (Maher & Wilkinson, 2019). I will encourage the students to experiment with the manipulative at their own pace to pique their curiosity.
* I will use an interactive whiteboard to play a game or watch an animated film about subtraction and addition up to 100. Student’s senses of sight and touch will enhance their learning and pique their interest.
* I will talk briefly with the class about the real-world uses for basic arithmetic skills like adding and subtracting. I will make the material more relevant to students’ lives by using examples from the news.
Time Needed
2 hours
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may give the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the class.
For example:
* I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.
* I will model one example on the whiteboard before allowing students to work on the Venn diagram graphic organizer with their elbow partners.
* I will use guided notes for my students, and they will be able to learn best with structured notes like directed messages with blanks.
* Idea maps and T-charts can demonstrate addition and subtraction; therefore, I will encourage my students to participate in this practical learning activity.
* Showing how to add and subtract with a movie will engage visual and auditory learners. These movies can be explained and demonstrated in class.
* Kinesthetic learners can use base-ten blocks and place value charts for place value and rearranging.
Explain how you will differentiate materials for each of the following groups:
* English language learners (ELL):
I will facilitate the ELL by supporting my words with visuals and gestures. I will simplify language and provide access to bilingual support. Students learning English as a second language (ELL) work with native English speakers on group projects.
* Students with special needs:
I will provide extra tutoring or classroom helpers if that’s what’s needed to implement their ideas. I will adapt tests or workbooks to the individual requirements of these students (Maher & Wilkinson, 2019). I will allow students to learn through other senses, such as by touch or hearing instructions spoken aloud. I will make the classroom a comfortable and safe place for them to study by accommodating their sensory ne...
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