Professional Documents
Culture Documents
8/15/2014
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and supporting students with
the T&L (and edTPA) Instructional Plan. While there are many variations of lesson plans, this format meets
departmental requirements and is aligned with the 2014 edTPA as well.
Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: _Kelly Tannhauser___________
Date:________
Cooperating Teacher: _Kelly Pollestad___________
Grade:__2nd_______
School District: Pullman_____ School: Jefferson Elementart________
University Supervisor:
Bev Fox
Unit/Subject:
Math Lesson 1-7
Instructional Plan Title/Focus: Problem solving using objects
Assessment Strategies
Formative: After formal teaching and example problems
have been solved, students will proceed to fill out a
worksheets individually that requires them to solve the
same type of example problems but on their own.
g. Student Voice
Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
When students receive their math
work sheets (as they do every
math period each day) they will
write the simplified version of the
objective on the top of their math
sheet. If necessary they can and/or
draw the equivalent in image or
numeral form.
Exit slips
problem-solving, and build on their prior experiences and knowledge. These questions should show that
you can scaffold students learning.
When you hear a math story, how do you know when you need to add?
How do you know when you need to subtract?
What types of words do you hear in an addition story?
What types of words do you hear in a subtraction story?
What should you do if the story sounds confusing after reading it the first time?
2. Learning Activities:
1. Materials will be passed out and introduced (as noted above on #1)
2. Attention getter will be the croaking wooden frog. This is a different sound that students might
not be familiar with that will grab their attention that wont be directed to one specific group
necessarily.
3. Teacher will ask questions and take volunteers for answers. When you hear a math story, how do
you know when you need to add? How do you know when you need to subtract? This is a great
time to see where students are in regards their prior knowledge and moving forward.
4. Please discuss with your elbow partner how you know if a problem is addition or subtraction.
This gives students who might be struggling and that might not understand a chance to hear what
the answer is without be called out in front of the class.
5. First story problem will be presented and students will follow along with my lead as I place
counters on the appropriate side of the work mat.
6. Students will be called to the front to help solve the rest of the story problem in front of the class.
7. Teacher will ask student, How did you know you were supposed to subtract?
8. Can I have some volunteers to create their own story problem involving some of their favorite
things? Teacher takes volunteers. Now share with your elbow partner your own person story
problem and have your partner solve yours.
9. Teacher will continue this way through two more examples. By the end of the three example
teacher can ask more questions to see where students are in regards of the learning targets.
10. Now you will work with your elbow partner to work on this activity. Pick an index card and tell
your partner a story problem using addition or subtraction to match the card. Dont show the
card. Your partner will use the counters on the work mat to act out the story. (Depending on time
this could also be something we do as a class if time limited)
11. We are now going to move on to the rest of our work sheet and work on it individually. If the
story problem gets confusing remember to break it apart. What does the first sentence tell you?
And then what comes next?
12. Students will continue on their own, if they need assistance they can raise their hand for teachers
assistance.
13. Worksheets will be overlooked and checked off when completed.
3. Closure: Explain how you are going to bring closure to the lesson.
1. Students will complete their worksheet and have it reviewed and checked off by the teacher
2. Why is it important to pay close attention to the wording of a math story?
3. What types of clues let us know what kind of math problem it is?
4. Independent Practice:
a. Possible Family Interaction (Identify at least one way in which you might involve students families
in this instructional plan.)
5. Instructional Materials, Resources, and Technology
4
Document camera
Math worksheets
Connecting cubes
Number cards
Computer & projector
6. Acknowledgements: