Lesson Plan Template

NEPF + Components of an Effective Lesson Hybrid

Name Julie Guerrero

Grade Level 2nd

Subject Area Math

Main Topic Operations/ Algebraic Thinking

CCSD Standard 2.0A.C.3

**Be sure to include any strategies, resources, and/or technology that will be used to answer the question where
appropriate. You should have a technology tool integrated into each effective lesson component.**

Standard 1: Learning Purpose and Connections

What will the students be learning?
● What are the big concepts for the lesson?
● How will students know the objectives for the lesson? [Daily Objective]
● How will students know the purpose and relevance of the lesson?
● What resources/technology will help students make connections to previous learning? [Daily Review]
● How will students receive feedback for their review?
● How will students build their current knowledge?
● How will the lesson be introduced? [Introduction]

 The main concept is learning how to subtract within 20.

 The objective will be written on the board at the beginning of the lesson.
 Students will know the relevance of the lesson through real life situations. This is will be in video format.
 Students will use an internet based game to relate to previous learning. It will be the same game as was used in addition.
 Students will receive feedback from their classwork.
 Students will apply current knowledge from addition and use it in subtraction problems.
 The lesson will be introduced with the use of the video and after a small review on addition.
Standard 2: Learning Tasks and Cognitive Demands
How are students supported in achi

eving the learning goals?

● What Depth of Knowledge levels will students experience in the learning tasks?
● How will students be supported to experience deeper learning? Address any SPED, Gifted or ELL students [Concept and Skill
Development and Application]
● How will students be challenged to advance their thinking and skills? [Concept and Skill Development and Application]

 DOK Questions
o How is subtraction different from addition?
o What happens if the bottom number is bigger than the top number? Ex. 17-9=
 Support
o Visual- Video, PowerPoint, Smartboard
o Audio- Lecture and Video
o Kinetics- Using blocks to demonstrate subtraction
o SPED- Use Voki for assistive technology
 Learning
o Using blocks to visually see how quantities change.
o Watch the video of a cartoon showing mental math.
o Use smartboard to show their work from the group block project.

Standard 3: Engagement Strategies and Discourse

How will students engage in interactive dialogue and/or discussions? [Guided/Independent/Group Practice]
• How will students develop their skills in argumentation, explanation, and critique, using logic/evidence to support or refute a claim or
position?
• How will students use multiple representations of concepts in their thinking? (i.e., graphic organizers, visuals, drawings, concept maps, videos,
simulations, data formats)
• What opportunities will students have to use their personal experiences and knowledge to connect to the new concepts and skills?
• How will students collaborate with each other?

 Students will show their work using Microsoft paint.

 Students will use tablets to work on online games. They will then take data and make their own problem using drawings.
 Through a PowerPoint students will see how subtraction is used in real life situations.
 Students will work in small groups with blocks to visualize subtraction.
Standard 4: Student Understanding of and Responsibility for Learning
How will students reflect on their learning progress through structured metacognitive activities?
• How will students reflect on the learning goals, the performance criteria and purpose of the lesson?
• How will students share their progress?
• How will students be supported in revising their learning strategies based on their progress?

 Students will reflect on the goal through homework assignments. These assignments will be completed using Microsoft word. The also will be doing
Mad minute worksheets throughout the lesson.
 Students will share their progress by working out problems on Padlet.
 Students will receive individualized mediation.

Standard 5: Assessment Integrated into Instruction

How will student progress be assessed?
● How were student pre--‐assessments or work samples used to plan this lesson?
● What evidence of student learning will be generated during the lesson? (i.e., writing, one--‐to--‐one conferencing, discussions with peers,
instructional tasks)
● How will students receive formative feedback?
● How are instructional adjustments made based on student formative assessment results?
● What homework will be issued to support the lesson. [Homework]
● How will the lesson be closed? [Closure]
● How will the lesson be reviewed? [Long-term Review]

 Students used Clickers to answer questions before this lesson to gauge what they knew.
 They will be working in small groups and as they are working in the groups, there will also be one to one conferencing.
 Students will receive formative feedback through CCSD Interact
 Each student learns differently, based on test results I would look into more one on one time with those who need it.
 Students will complete worksheets showing their work.
 A small review of the objectives will close out the day.
 Subtraction will be added where applicable in future lessons.