SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT

Last Revised: August 10, 2014
Directions: The lesson plan functions as a guide map to your instruction. Deliberately choose several strategies/scaffolds that will
help to guide your students through your lesson. Identify the estimated time frames for each activity in the Lesson Introduction,
Body, and Closure sections. After considering the needs of the majority of your students, remember to consider the specific needs
of striving readers, English learners, students with learning needs, and advanced students. This will help you with pacing and
delivery of the lesson. Develop the structure of notes, if you will lecture; the directions for any activities; and details about the
examples you will use, if appropriate; and place at the end of the lesson plan along with any handouts that will be used.
Note: The boxes in the format will expand as it is a Word document.

TEACHER CANDIDATE NAME /CO-TEACHER NAME:

PAUL AYERS
SUBJECT: PHYSICS
COURSE TITLE, GRADE LEVEL(S):
PHYSICS, GRADES 11 AND 12.
UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE
SENTENCE): This is the first lesson in a series of two lessons that extensively cover Newtons Second
Law. This lesson is mainly aimed at promoting inquiry, introducing the content with demos, and giving the
students work in partners to practice the new concepts.
LESSON TITLE: NEWTONS SECOND LAW

Instructional Resources/Technology Integration: PowerPoint Presentation, Microsoft Word, laser pointers, a bowling
ball, a soccer ball, a baseball, worksheets, quiz, KQHL.

CLASS DESCRIPTION: The class is made up of about forty students. The class is set up so that the rows of

students, in their individual seats, are in an amphitheater setting. The seats ascend on steps per two rows. The
teachers desk is made up of a large lab table, with sink and white board behind the desk. The class has
demographics based of mostly Latin American, White and Asian American ethnicities. The students have a half of the
room dedicated to multiple lab tables with sinks, for lab based work.

LESSON SUMMARY (ONE BRIEF PARAGRAPH OR A FEW BULLET POINTS WILL SUFFICE)

The lesson will begin with a method of inquiry in the form of a demonstration and assessment of prior
knowledge. The teacher will present the students with balls of different sizes to present them with a
familiar object for demonstration. The students will work with a partner to complete a worksheet that
involved three different problems involving Newtons Second Law. The final problem will promote further
inquiry in the students by having them choose values for mass and discover how the relationship mass has
with acceleration functions, based on data taken by students. The lesson will conclude by presenting the
students with a final problem on PowerPoint to complete individually.

STANDARDS AND OBJECTIVES

Content STANDARD COMMON CORE STATE
STANDARDS
(s)if applicable

ENGLISH LANGUAGE
DEVELOPMENT STANDARDS
(ELD)

COPY AND PASTE THE

ENGLISH LANGUAGE ARTS

AND LITERACY IN
HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL
SUBJECTS, PUBLICATION
VERSION
OR
MATHEMATICS, PUBLICATION
VERSION WITH FEBRUARY
2014 CORRECTIONS
COPY AND PASTE THE

RELEVANT STANDARDS INTO

THIS AREA.

RELEVANT STANDARDS INTO

THIS AREA.

RELEVANT STANDARDS INTO

THIS AREA.

HS-PS2-1
Analyze data to
support the claim
that Newtons
Second Law of
Motion describes
the mathematical
relationship
among the net
force on a
macroscopic
object, its mass
and its
acceleration.

CCSS.ELALiteracy.RST.11-12.8

ELD Grades Nine

Through Twelve:
Part II, Learning
About How English
Works.
C.
Connecting
and
Condensing
Ideas
1.
Connecting
ideas.
The
students
will use
graphic
organizers
that allow
them to
have a
structured
organizatio
n between
the
thoughts in
their
learning
process.
This
graphic
organizer
will
effectively
show ties
between
their
understand
ing of the
questions
they have
of Newtons
Second Law
and the
conclusions
they come
up with.

Evaluate the hypotheses,

data, analysis, and
conclusions in a science
or technical text,
verifying the data when
possible and
corroborating or
challenging conclusions
with other sources of
information.

COPY AND PASTE THE

OBJECTIVE (s) of Lesson

(Students will be able to.)

PAY CLOSE ATTENTION TO HOW YOU WRITE YOUR

INSTRUCTIONAL OBJECTIVES. THEY SHOULD BE SPECIFIC,
CONCISE, MEASURABLE, AND OBSERVABLE.
REVIEW THE URL FOR WRITING INSTRUCTIONAL OBJECTIVES:
HTTP://WWW2.GSU.EDU/~MSTMBS/CRSTOOLS/COGVERBS.HT
ML

THE STUDENTS WILL BE ABLE TO UNDERSTAND HOW

NEWTONS SECOND LAW DESCRIBES HOW MOTION
MATHEMATICALLY EXISTS AS A RESULT OF A FORCE.
THE STUDENTS WILL UNDERSTAND HOW TO
CONSTRUCT FREE-BODY DIAGRAMS AND USE
NEWTONS SECOND LAW TO SOLVE FOR VARIABLES.
THE STUDENTS WILL ALSO UNDERSTAND THAT THE
FORCE OF AN OBJECT IS THE PRODUCT OF THE
OBJECTS MASS AND ACCELERATION. THE STUDENTS
WILL UNDERSTAND HOW FORCE DEPENDS ON MASS
AND ACCELERATION AND THEY WILL UNDERSTAND HOW
TO SOLVE FOR ONE OF THESE VARIABLES BASED ON
KNOWING THE OTHER TWO.

ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S

(SUMMATIVE)
Add boxes as needed.

Type
(TITLE/ AND FORM)
IS THIS A FORMAL OR

INFORMAL ASSESSMENT?
IS IT EL, PM, OR S?

Purpose
HOW DOES THIS
ASSESSMENT BENEFIT
INSTRUCTION; YOU, THE
TEACHER; AND STUDENTS?
WITH WHICH OBJECTIVE(S)
DOES THIS ASSESSMENT
ALIGN?

Implementation
DESCRIBE HOW WILL YOU,
THE TEACHER, ADMINISTER
THE ASSESSMENT?
INDIVIDUAL OR GROUP? INCLASS OR OUT?

Feedback Strategy
(to the students)
HOW WILL STUDENTS BE
INFORMED OF RESULTS/
CORRECT ANSWERS?

How Will the

assessment Inform
your teaching
HOW WILL YOU, THE
TEACHER, MAKE DECISIONS
ABOUT RE-TEACHING?
IF ALL STUDENTS DO
POORLY ON THE ENTIRE
ASSESSMENT, THE TEACHER
MAY

IF ALL STUDENTS DO
PARTICULARLY WELL ON AN
ASSESSMENT, THE TEACHER
MAY

IF THE RESULTS ARE MIXED,

THE TEACHER MAY.

EL

Have the students

watch a
demonstration from
the teacher that
illustrates Newtons
Second Law through
means of rolling
balls. The purpose of
this entry level
assessment is to
assess students
prior knowledge of
the relationship
between force as a
function of mass and
acceleration.
Watching the teacher
apply different forces
to objects with
different masses will
engage students
prior knowledge
about these objects.
Watching this
demonstration will
influence students to
think about these
three variables and
how they relate to
each other.

This assessment will

be informal. The
teacher will assess
by means of asking
the students
questions about
what they already
know of the
relationships
between force, mass
and acceleration.
This form of
assessment will be
beneficial for
students with ELL
and special needs
because it wont be
too much work for
the beginning of
their class time.
Instead, the
assessment will
encourage critical
thinking and
reflecting, by asking
students to take
their time and
consider their
previous knowledge
of Newtons Second
Law in their
everyday lives. The
aspect of the
implementation that
will be formal is
when the students
turn in their KQHL
sheets and the
teacher will evaluate
them.

Students will be
informally given
feedback based on
the verbal
suggestions or
feedback provided
by the teacher. The
students who decide
to share with the
class their
knowledge will gain
a sense of informal
feedback by how the
teacher responds to
their input in the
discussion. The
students who do not
speak up can still
benefit from informal
feedback, because
the responses and
statements the
teacher makes can
give them
information about
how similar or
different their prior
knowledge was with
the statements of
the teacher. The
students will gain
more formal
feedback when the
teacher returns the
KQHL sheets that
they fill out during
the lesson. This will
be assessed by the

This method of
assessment will
inform teaching
rather minimally. The
main way this
assessment will
inform teaching is
informally, through
the process or
gaining a consensus
of what most the
students think of
force, mass and
acceleration. This
will only come from a
collection of all those
responses from the
students. The
unfortunate aspect
of this informal
assessment is that
the students who do
not speak up will not
be able to contribute
to the census of
understanding how
mass affects
acceleration and
force.

PM

The purpose of the

first problem of the
worksheet is to
introduce to the
students (through
example) how to
implement Newtons
Second Law and
free-body diagrams
into computing
values for
mechanical
phenomenon.
The goal of the
second problem is to
see how students
apply concepts they
just learned through
example to an
exercise. Working
with a partner will be
helpful for ELLs and
SSN.

The final problem will

be present to
monitor how
students apply an
exercise to
implementing
experimental
studies, predictions
and data collection.
The goal will be to
have them observe
how acceleration
varies per mass.
During this portion of
the lesson, the
students will be
assessed in two
ways. They will be
assessed on their
KQHL sheets by
filling in the
remainder of the
information about
their hypothesis. The
purpose of this
conclusion of the
KQHL is to show that
the students have
had a progression in
their learning
throughout the
lesson. The goal is to

The first question on

the sheet will be a
physics problem
involving a rock
falling through the
air. I will go through
this problem with the
students and help
them come up with
the answer in the
worksheet. The
second problem will
take up the
remainder of the
worksheet and will
be a problem for the
two students to work
on together. After the
students are finished
they can fill out the
remainder of their
KQHL sheets and we
will discuss their
answers and
conclusion from the
second problem.

This assignment will

be an assessment
that is performed
individually by each
student. The teacher
will present the
problems on the
PowerPoint and the
students must take
out a separate piece
of paper and
complete the
problems
independently and
then turn them in at
the end of the class.
This assessment isnt
meant to be at a
difficulty above

teacher and the

student will be able
to understand how
well they understood
the demo at the
beginning of the
class from this.
The students will be
provided with
feedback during this
assessment on how
correctly they
perceived the
relationship between
acceleration, force
and mass. The
students will also go
over their results of
the problem with the
teacher. During this
time, the students
and teacher will
discuss the
relationship between
acceleration, force
and mass; and they
will understand how
the free body
diagrams and
equations lead to
their conclusion.
After this section of
the lesson, the
teacher will go over
with the students
their conclusions to
their KQHL sheets.

The students will not

receive feedback
until the next day
when the teacher
evaluates their
responses and
returns them to the
students. The
students will
understand based on
their results the next
day how well they
understand the
concepts of Newtons
Second Law. The
students will also
gain a good idea of
how well they
understand the

This assessment will

inform teaching
because it will show
the teacher how well
the ELL students can
understand the
patterns and
relationships
between variables of
Newtons Second
Law. The students
will provide the
teacher with
information about
how quickly or
capable they are at
responding to an
example with an
exercise similar. The
students will also
inform the teacher
how well they can
observe and record
data based on a
relationship
observed in the
exercise.

This assessment will

inform teaching as
the teacher grades
the work of the
students after the
class. Based on the
assignments
responses, the
teacher will
understand how
greatly the students
understood the
lesson, and how to
perform exercise the
same day they
learned the material.
The teacher will
understand if the
students will do

see a linearity in
what the students
document in the
KQHL chart.

intermediate. This
assessment should
last no more than 14
minutes.

The teacher will go

present an extensive
final problem that
deals with Newtons
Second Law. The
purpose of this is to
assess how well
students retain the
information of the
lesson at the
conclusion of the
lesson. The goal will
be for students to
successfully
complete an
extensive problem
based on the current
lesson, individually
from classmates and
the teacher.

material based on
the confidence levels
they feel as they are
performing this
summative
assessment. The
students who are
struggling with this
material will likely
feel more stress
throughout the
assessment. The
teacher will remind
the students at the
end of class to come
by the teachers
class sometime and
ask for help if they
didnt feel too good
about this last
assessment.

better with more

time on problems, or
if the speed of
performing the
problems in class
was fair enough. This
will inform the
teacher greatly if
they need to spend
an extra day on the
lesson, or if they can
go forward.

LESSON INTRODUCTION/ANTICIPATORY SET

HOW WILL YOU, THE TEACHER, INTRODUCE STUDENTS TO THE LESSON, CAPTURE THEIR INTEREST, AND HOLD THEIR ATTENTION?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER(S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGT

DESCRIPTION:

DESCRIPTION:

H IN
MINUTE
S:

12

The teacher will get the students attention

as they slowly settle into the classroom.
The teacher will then take attendance as
the co-teacher passes out a graphic
organizer in the form of a Know-QuestionHypothesis-Learned chart.
The teacher will then bring out a bowling,
soccer and tennis ball. The teacher will
ask the students to think back on how
these objects would appear rolling down a
hill simultaneously. The teacher will tell
the students to write down what they
already know about these topics on their
KQHL charts.
The teacher will ask the students to state
what they think the main factor is in how
much an object accelerates. The teacher
will direct this question for each of the
balls and will apply similar alternating
forces to each ball. The teacher will ask
the students to share if they have any
ideas of what could be affecting the balls
motion. At this point the teacher will have
the students fill in the Q and H sections of
the KQHL sheets.

The students will settle into the class and as they do, their
attention will be grabbed from the teacher. The teacher will
start off by passing out the students KQHL sheets. The students
will observe the three balls that their teacher presents to them,
and they will reflect on which factors will affect how the balls
accelerate. The students will observe, as the teacher rolls each
ball different times, and think critically on which factor is in play
to affect the balls acceleration.
AS THE STUDENTS ARE OBSERVING, THE TEACHER WILL ASK THEM TO SHARE
WITH THE CLASS WHAT IDEAS THEY HAVE FOR PARAMETERS THAT ARE
AFFECTING THE ACCELERATION OF EACH OBJECT. THE STUDENTS WILL BE
ABLE TO FILL OUT THE Q AND H SECTIONS OF THEIR KQHL SHEETS.

BODY OF LESSON
HOW WILL YOU, THE TEACHER, TEACH, SUPPORT, AND MONITOR STUDENT LEARNING?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER (S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGTH
(MINUTE
S)

DESCRIPTION:

DESCRIPTION:

28

The teacher will begin the body of the

lesson, by passing out a worksheet to the
students. The teacher will instruct the
students to work in paired groups for this
assignment. The teacher will gather the
classs attention and go over the steps for
solving the first problem in this
worksheet, on the board with the class.
After this example is finished, the teacher
will give the groups of two the remainder
of the time to finish the worksheet.
The final question that the teacher will
present on the worksheet will be a
detailed question with an experimental
aspect. The question will ask the students
to randomly select four more possible
masses for the object in the previous
problem. The question will then ask them
to solve for acceleration as a function of
each of the four new masses. The coteacher and teacher will monitor the class
throughout this portion of the lesson, and
check to see if any pairs of students need
help on the assignment. The teacher will
ask the students to remember to show all
of their work throughout the process and
to give good detailed reason behind their
conclusions at the end of the assignment.
The teacher will instruct the students to
fill the L section of the KQHL sheet
towards the end of this assessment.

The students will be given worksheets by the teacher during

this period that have two problems, as well as detailed
questions pertaining to an investigation at the end of the work
sheet. The students will be told to work in pairs for this
assignment. The students will first be told to draw their
attention to the front of the class. As the students give their
attention to the teacher in the front of the class, they will be
walked through the first problem with the teacher as a whole
class. As they are following along with the teacher they will fill
in the worksheet what the teacher is going over with them
pertaining to the problem. As the teacher goes over this
problem with the students, the students will have the
opportunity to ask the teacher any questions they have about
the problem.
Afterwards, the teacher will instruct the students to work with
their partners on the last two problems of the worksheet.
During the second problem, students will follow a similar
process as they teacher instructed in the first problem. In the
final problem students will be given a chance to experiment by
randomly selecting four masses to use for the previous
problem. The students will then find acceleration as a function
of each of the four masses. During this time the students will be
able to ask the teacher and co-teacher any questions they may
have pertaining to the remainder of the worksheet. After this
activity is over, the students will have the opportunity to fill in
the L section of their KQHL sheets.

LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? DESCRIBE WHAT
(S) AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGTH
(MINUTE
S)

DESCRIPTION:

DESCRIPTION:

15

As the students are finishing up with their

partnered work, the teacher will go
around and collect the sheets of their
work and data.
As the teacher gathers their attention
again, he will ask them to work
individually on a separate piece of paper
on an exercise that will be presented on
the PowerPoint. The teacher will give the
students thirteen minutes to finish the
problem. The teacher will emphasize the
fact that this assessment should be
completely individual and that students
wont have the freedom to ask the
teacher any questions as they complete
the assignment individually.
The teacher will collect the students
completed KQHL sheets as well as the
students completed individual work from
the summative assessment. The teacher
will let the students know that if they had
any struggle during the final assessment
that they may come to him after class
with questions. The teacher will also ask
the students to review the textbook, notes
and other materials before coming back
to class the next day.

The students will be directed to turning back to their original

seats, as well as drawing their attention to the board. As the
students do so, the students will turn in their previous
assessments work and give their attention slowly to the Power
Point presented by the teacher. The students will be told to
individually complete the following the problem from the
PowerPoint.
As the students work on the problem they will not have the
opportunity to ask the teacher any questions, or talk to their
neighbors. After the students complete the problem
individually, they will turn in their work from their separate
sheets of paper along with the KQHL sheets from this lesson.
After the students turn in their work, they will be told by the
teacher that they can come to him after class if they have any
questions on this summative assessment.

CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY)

SUPPLEMENTAL TEACHING
YES
ONE TEACH, ONE
STATION TEACHING
ASSIST
TEAM TEACHING
DIFFERENTIATED
TEACHING

YOU, THE TEACHER,

PARALLEL TEACHING
YES

ONE TEACH, ONE

OBSERVE
NOT APPLICABLE

ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)

HOW WILL YOU, THE TEACHER, SUPPORT STUDENTS WITH LEARNING NEEDS? PROVIDE A DESCRIPTION OF ALL MAJOR ADAPTATIONS
(INCLUDING ASSESSMENTS) FOR THE LESSON.

ENGLISH

STRIVING READERS

LEARNERS

The demonstration at the

beginning of the lesson
will be beneficial at
accessing prior knowledge
in students. This will be
beneficial for English
learners especially,
because it will give them a
familiar visual stimulus to
relate to what they will
anticipate to understand
more of in the lesson. The
KQHL chart given at the
beginning of the class will
be beneficial to the
students as well by giving
them a form to document
their progress in ways
they understand best.
Observing the teacher go
through the first problem
with the whole class will
benefit ELL by giving them
a representation of how to
effectively work through
the steps involved in
calculating a problem.
This example will be
written down and can
then be used as a
reference or resource for
future problems. Working
in pairs will also be a great
scaffold for English
learners to working
through problems. This is
because, in working with
pairs they will have the
benefit of being exposed
to a second perspective
and opinion about the
problems in the
worksheet. If there are
any words in the
worksheets that are
difficult, working with a
partner will help them get
clarification of what the
words mean.

The striving readers will

benefit from this lesson by
being giving the
opportunity to work with
partners for the worksheet.
Most of the worksheet
wont involve too much
reading, but the writing
aspect of the final question
may present difficulties. By
working with a partner the
students will benefit by
being given a resource to
ask for help on writing or
reading certain words, and
understanding how they tie
with the concepts of the
lesson. The demonstration
during the introduction of
the lesson may also benefit
English learners, especially
those which are visual
learners.

STUDENTS

WITH
IDENTIFIED
SPECIAL NEEDS

Students with special needs

will definitely benefit during
the demonstration at the
beginning of the class. This
is because the
demonstration will present
the SSN with objects that
should most likely appear
rather familiar, and
stimulate certain ideas
about the properties that
distinguish each object.
This will be a great way to
stimulate ideas in the
students with special
needs minds that will lead
to the remainder of the
concepts in the lesson. The
SSN will benefit by seeing
the teacher go through the
first problem with the
whole class. This will help
the SSN immediately
observe an approach to
getting information desired
from a physics problem.
The paired work will be
beneficial for the students
with special needs by
giving them an opportunity
to work with someone else
who may have alternate
ways of approaching the
problems. If the exercise
should seem too confusing
or difficult, having a second
opinion present will be
helpful.

ADVANCED
STUDENTS
Advanced students will
benefit from the first day
of the lesson by getting
the opportunity to be
challenged with the
summative assessment.
This assessment requires
the students to work
through an intensive
Newtons Second Law
problem completely
individually without any
aid. This may be difficult
for some students such as
SSN but for Advanced
Students it will be a
beneficial way of keeping
them engaged with the
pace of the content.
Working in pairs will also
be a great for Advanced
Students. Getting an
alternative perspective
could be valuable for any
student thats learning
how to handle physics
problems. Working in pairs
may also give them the
opportunity to help
another student through
their understanding of the
problems. This would also
be incredibly valuable
because, teaching and
tutoring material is one of
the best ways to
understand the material.

RATIONALE SECTION:
WHAT ARE THE REASONS FOR YOUR DECISIONS? PROVIDE AN EXPLANATION FOR WHY YOU CHOSE YOUR INSTRUCTIONAL STRATEGIES, STUDENT ACTIVITIES,
ASSESSMENTS, AND ADAPTATIONS.

As I reflect on the lesson at hand, I see a variety of valuable ways to practice these problems involving Newtons
Second Law. I specifically had this lesson designed to give the students a variety of different mediums to approaching
and practicing these essential exercises for Newtonian mechanics. By giving the students chances to practice the
problems with partners, I feel that the practice will stay focused (by not having too many people in the group) and will
still give the students time for valuable discussion and insight from others. After they work in groups, I think it is very
beneficial to have the students work on a problem individually, just to practice their autonomy in approaching these
problems, as well as an effective way of gauging where the students strengths and weaknesses are. I understand that
there may be some difficulty in doing these problems by oneself, and thats why I designed the task before to be done
with a partner. Having the students work in partners will help ELL and SSN and I just hope that they wont feel too
rushed as they do a problem by themselves after. The other beneficial aspect of the exercises worked with a partner is
that they will involved some experimental analysis of observing the relationships between acceleration and mass. This
will also help engage and motivate students with ELL and SSN by giving them a chance to observe and make
conclusions based on data analysis. It will also draw connections to the real world, and the amount of time will be good
enough to complete the task with a partner. Working through this experimental focused activity will also be a great
way at satisfying the common core state standards. If the students are still unsure of their progress and the levels of
their abilities after the individual problem is worked, they will get the opportunity of receiving feedback the next day
during the introduction of the class.
The KQHL graphic organizer that the students use during the first day will be a fantastic way for ELL and SSN to
monitor their progress throughout the lesson. The students will get to have these KQHL charts the following day and by
reviewing it they can get insight into how well they progressed through their understanding in the lesson. By using this
graphic organizer, along with the other worksheets in the lesson, the students will be able to have physical
representations that display how well they have understood the material. The KQHL graphic organizer will also satisfy
the ELA standard as well.
Giving immediate feedback from the previous day, during the beginning of the next day of class will help ELL and SSN
feel satisfied with understanding where their progress lies. This will be great for the students because it will give the
entire class the opportunity to gain more insight from the teacher in completing these problems. The teacher will go
through the problem step by step and check if students are understanding or following along by answering their
questions. By having them take notes on the teachers progress through a problem, the students will be able to retain
the steps more clearly. Having the students do the quiz after seeing the teacher go through a problem, and work
through a second new problem with the students will be justly and effectively implemented, because right before the
students attempt the quizzes themselves, and individually do the three problems, they will have moments before just
seen the teacher work through two problems. This will be most beneficial especially to ELL and SSN, by giving them
concrete examples right before they do practices individually. It will also assess how effectively students may pay
attention to the teachers examples in class.

INSERT SUPPORT MATERIALS.