Essential Elements of Instruction Checklist (EEIC) Teacher: Priscilla Aranda

Note: The following checklist is a tool for support in designing a lesson plan Grade Level: 7th/8th grade
that encompasses the Essential Elements of Instruction. The actual plan can be
in a format customized to the teachers needs, but all EEI components must be Date(s)/Total Time (Min): 1 hour 10
carefully considered in the planning process and evident in the final plan. minutes
Lesson Retrieved from: http://www.fishing4tech.com/exponent-rules.html
Lesson Plan Component
Connection to standards (Focus state standards, content and language, as well as unit big ideas include STEM alignment
whenever possible)

Know and apply the properties of integer exponents to generate equivalent numerical expressions. (8.EE.A.1.)

Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with
diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly.
a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (8.SL.1)

***Prior learning assessment (Summary of data, including individual strengths/needs, from probe or other informal
assessment related to focus concepts/skills)

Name IEP Disability Reading scores Math scores

Ashyten ADHD Below
Tanden Writing Average Below
(Specific)
Colter ADHD Average Below
Onna Behavioral Lower level Lower level
Brady Speech & Lower level No Effort
Language Not Passing
Impairment
Edgar Vision Average Below
Impairment
Ramon Average No effort
Not passing
Angela Reading Lower level Lower level
(specific)
Yadira Attendance issues Average Below
Missing assignments
Lack of motivation

Instructional objective(s) (What students will be able to DO to show they understand the concept and/or skill)

The student will be able to apply the exponent rules to simplify an exponent expression as measured by a
Ticket out The Door activity.

Student-friendly version of objective (Short, in student-friendly language, focus on what the student will be able to do. I
Revised by JLeFevre
Adapted from: D. Fullo
can objective.)

I can find the properties of exponents by following the exponent rules.

***Cultural, family, developmental considerations (Summary of student language, culture, family or developmental
differences)

Some students from my understanding do not understand the importance of knowing how to do higher level mathematics and feel
that it is not necessary for their lives outside of the classroom. Students may need a reminder that they are being taught these math
skills to teach them problem solving skills. These math skills are also required in high level thinking and mathematical courses such
as in high school and college courses.

Evidence-based teaching strategies, including PBIS (Best practice methods to meet the academic and developmental
needs of students)

Positive reinforcement: I will thank student for sharing their thoughts and ideas.
Proximity: Students who tend to lack motivation and become distracted easily will be asked to sit at the front of the from near the
teacher so one on one support may be easily given.
Collaboration: Students will turn to a partner and give feedback to one another throughout the lesson and speak during the class
discussions.

Adaptations for student access (Be specific with a focus on UDL principles and relevant technology tools/supports)

Textbook Magazines/ Newspapers X Audio/visual tech

Workbooks Supplemental Books _____________________
X Handouts X Internet/ Computer _____________________

Scaffolding and/or accommodations/ modifications (per IEP):

Edgar will be asked to sit at the front of the room so he is able to see the video displayed on the board.

Students will be asked to stand and come to the document camera to model their learning and show that they
are ready to complete the independent part of the lesson.

When taking notes students may use bullets and paraphrase rather than attempting to copy the presentation
word for word.
Procedures (Step-by-step plan for the lesson, with pacing/time for each part of the lesson)
Type of Lesson (Structure, grouping more than one option may be used)
X Whole Group X Direct Instruction Other_(specify groups, student roles in
groups)
Small Group Inquiry
X Independent
Anticipatory set /grabber (Focus students attention on the lesson, motivate) 7 minutes
Introduce the lesson by asking the students what they know about exponents and how confident they feel when
asked to simplify and solve for these expressions. Let students know you will be reviewing this weeks topic
exponents by watching a video, taking some notes, and completing a worksheet independently to prove their
learning. Ask the students to pay close attention to the video for the Product of Powers and Zero Exponent
Rule as they will be asked what they think this means at the end of the lesson today.
Revised by JLeFevre
Adapted from: D. Fullo
Students will watch a video to introduce the lesson. The video is focused around the exponent rules. Play the
video now -Video link: https://www.youtube.com/watch?v=QIZTruxt2rQ
Discuss the video and ask what they think the product of powers and zero rule means. Call on students to
provide an example shown in the video.

Explicit Instruction, including modeling w/ key vocabulary (What will the teacher DO to help students understand
the skill, chunking, step-by-step, as needed for understanding? I DO) 25 minutes

The teacher will go over a Prezi presentation created by Chelsea Parks called the Exponent Laws Project, the
link is as follows: https://prezi.com/j6h3rtv7hvhq/exponent-laws-project-project-2/
The students will take notes from the presentation using bullets and paraphrases in their math journal.
Review vocabulary as it is presented, such as the meaning of, or asking the student to show which number is
the base, and which is the exponent as an example. Allow students to ask questions and take their notes for
each slide presented. Use a timer during this so the students are aware of how much time remains of note
taking.

Guided practice (Doing the skill with the students, WE DO, describe activity) 10 minutes.

Using the laws or exponent rules shown in the video and on the Prezi presentation solve or simplify at least 2
example expressions for the students to see. Model how to answer these on a document camera then call 3
students to come up to do three more examples on the board.
Checking for understanding (Formative assessment. How will I check during the lesson to see how well each student
understands the new concept/skill? How will I adapt instruction during the lesson if one or more students do not understand?)
5 minutes

I will provide an expression to simplify on the board.

The students will use a scratch sheet of paper and simplify the expression and hold the paper up above their heads so
only I could see the answer.

I will then provide an expression for the students to solve.

On the back of that paper the students will solve the expression and hold it up above their head for me to see.

Based on the students feedback I will either move on to the independent practice, or provide additional examples and
reteach that part of the lesson.

Independent practice (Student performs the skill without assistance, YOU DO. Describe activities and opportunities for
immediate practice and for additional practice, including redos, as needed to meet individual needs.) 15 minutes

The students will receive a worksheet where they will be asked to independently solve and simplify
exponential expressions. Students will be asked to complete questions 1-10 only.
The worksheet used could be found here
http://blogs.monashores.net/geoghant/files/2011/06/Unit-7-Exponent-Rules-Wkst-2-_11-12_.pdf
Enrichment/Extension (What will students who already get it do to deepen their understanding of the concept/skill?)
7 minutes
These students who have already finished before the allotted time for the independent practice will begin testing others
and walking around the room to assist those who may need help finding which rule should be used.

Revised by JLeFevre
Adapted from: D. Fullo
Closure (Formative assessment. Students summarize what they have learned, all students participating, with individual evidence of
understanding.) 4 minutes

During a group discussion students will answer questions such as:

When using the product of powers rule does the base stay the same or does it change?
Allow students to think about this and then ask for volunteers to answer.

Ask when using the quotient of powers and you have the same base numbers will you add the bases or subtract
them only?
Allow students to think about this and then ask for volunteers to answer.

Remind students they could always use their notes to review this information at a later time.
Assessment Summative (May follow one lesson or a group of lessons, such as a unit of instruction. Each student
demonstrates his/her level of competency with focus concept(s)/skill(s) using traditional or alternative methods. Attach rubric if
relevant). 4 minutes

One expression to be simplified, and one expression to solved will be written on the board. The students will
answer these on an index card with their names on it and hand it to me for a grade as they leave for the day.

Revised by JLeFevre
Adapted from: D. Fullo