22 Nov General Lesson Plan Template with Guiding Questions
Based on Lesson Plan and video “How to make 5” individual working answering each question (2 Sentences for each question)
Then fill the table for 5 students work and Teaching Rubric
See attached files
General Lesson Plan Template with Guiding Questions
Directions: For daytoday planning, use this template. Read and check off the questions that you have addressed in the respective section of the lesson plan.
Preplanning: Complete this section in order to prepare all the necessary research, expectationsetting, and resources prior to lesson planning. Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff in order to successfully complete this section. 
Standard(s) : (no more than 23 standards) 
CCSS.MATH.CONTENT.NY K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way. Record each decomposition by drawing or equation. Also NY K.CC.4 The secondary standard is KSL6: Express thoughts, feelings, and ideas. 
Lesson Objective(s): What will students know or be able to do by the end of the lesson? 
· Students will show more than one way to make 5 by using twocolor counters. · Students will be able to interpret and explain how to make 5. · Students will understand the concepts to make 5 by two different groups by using worksheets. · Students will be able to apply and use appropriate vocabulary, for addition for making five by answering the questions providing by the teacher. 
Connections to Prior Learning: What prior content, concepts, and/or skills does this lesson build upon? 
K.CC.1 – Count to 20 NYK.CC.3 – Understand the relationship between numbers and quantities to 10; connect count to cardinality Listening. Comprehension. Knowledge of numbers. Counting 
Assessments: How will you measure progress towards the objective? What criteria will you use? 
I will: • Observe students’ assess their understanding of the lesson content. • Support students who are not understanding clear (counting together with them). • Observe students if they are able to make different ways to make 5 and ﬁnd the total amount. 
Differentiation: How will you adapt the content, process, and/or products to meet so all students can be successful? 
I can adapt the content in order for students to be successful by – Using a 5frame with a small icon in each corner in place of a hand as the vocabulary may present challenges 
Materials: Provide links to any resources that are being utilized during lesson facilitation. This can include, but is not limited to, PowerPoint/Slide Deck, worksheets, reading material, videos/images, etc. 
· Scott Foresman, Math 2016 Common Core Student Edition Grade K Volume 1 · I Can Say My Number Pairs 5  Math Song for Kids  Number Bonds  Jack Hartmann https://www.youtube.com/watch?v=zija7aVmziY · Math Board · Markers · Worksheets · Pencils · Crayons · Twocolor counter · Index cards 
Lesson Planning: Complete this section in order to prepare and organize all the necessary scripting, directions, routines/procedures, questioning, differentiation, and materials to facilitate the lesson for students. Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff in order to successfully complete this section. 

First Five: (5 minutes) · How will students enter the classroom and get prepared to learn? · What initial task will students perform that aligns to the objective(s)? How will you review it? 

Teacher Actions 
Student Actions 
• Tell students they will be learning today how to make 5 in different ways • Remember for learners how to show the numbers of things: by hand or by mouth (just say). • Ask students to show the same number as the number of flowers by their hands. • Ask students to show the same number as the number of windows by hands · Ask students to show the same number as the number of tables 
• Listening the lesson introduction • Show number 3 by their fingers • Answer the question by showing the number 2 by their hands • Answering the question by showing the number 1 by their hands 
Introduction of New Material: (10 minutes) · How will you build upon the skills/content of recent lessons? · How will you convey the knowledge and/or skills of the lesson (explaining, modeling, coaching, inquiry)? · What will students be doing to process this information? 

Teacher Actions 
Student Actions 
· Tell students: “Today we will show the different ways to make 5 using counters” • Echo count from 1–5. • Watching the video “Number Pair 5” • Ask students to showing, by their hands, different ways to make 5 
· Listening the teacher · Echo count from 110 · Watching the video · Repeat after the video’s guy different ways for making 5 by their hands 
Guided Practice: (5 minutes) · How will you know that students are ready to begin working independently? How will you gather that data? · What will you do if students are confused or misunderstand? · What directions will you give to students for independent practice? 

Teacher Actions 
Student Actions 
• Give the students index cards • Explain how to use index card to show how many things students can see on the smart board • Ask the students: “How many chairs are there?” • Ask the students: “How many doors are there?” · Explain the students how to practice in workbook · Ask students: “how many daisies are there?”, 
· Students will take the index cards · Students will show yellow square or blue circle on the index card depends of the question · Students will listen the explanation how to practice independently · Answer the questions. · Count together with the teacher. 
Independent Practice: (2530 minutes) · What responses do you expect to see from students? Which misconceptions do you anticipate? · How will you assess the quality of student work? ( rubric, checklist, etc.) How will you gather data? · How will you elicit and coach student thinking? How will you support students who struggle? 

Teacher Actions 
Student Actions 
· Ask students to take their sits at the tables. · Ask students to open the workbooks on page 55. · Walk around the tables and observed how the students work independently. · Ask student questions: “How many daises are there?”, “How many did you color yellow?”, “How many did you color red?” · Counting with student together if they need it. 
· Take their sits · Open the workbooks · Work independently on exercises · Answer the questions · Counting together with the teacher 
Last Five: (5 minutes) · How will you assess learning? · How will you students summarize what they have learned? · How will students prepare to transition to a new subject or class? 

Teacher Actions 
Student Actions 
• Use the practice and homework pages to provide children with more practice of the concepts and skills presented in this lesson. • Give other examples how to make 5 in different ways • Encourage children to use their Math Journals to record their answers 
• Homework • Practice at home • Repeat the topic next day 
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Based on Lesson Plan and video “How to make 5” individual working answering each question (2 Sentences for each question)
Then fill the table for 5 students work and Teaching Rubric
General notes and observations about the task:
1. Does the task attend to any of the following? Note all that apply.
The structure, concepts, ideas, events or details of the text?
The words, phrases, and sentences within the text?
Understanding the central ideas and development of the text?
2. How does the task require students to use evidence from text(s) to demonstrate understanding and to support ideas about the text?
3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or indicate opportunities for students to demonstrate the requirements of the targeted standard(s) for the task?
Analyzing individual student samples:
1. What does the student’s work demonstrate about his/her understanding of the task?
2. What does the student’s work demonstrate about the depth of his/her understanding of the text and topic?
3. What does the student’s work demonstrate about his/her proficiency with the requirements of the targeted standards?
After looking at student work:
1. On what aspects of the task have students generally performed well?
2. Are there common errors made across the collection of student work?
Student Work Analysis Worksheet
Student Work Sample 
What does the student’s work demonstrate about the depth of his/her understanding of the text and topic? 
What does the student’s work demonstrate about his/her understanding of the task? 
What does the student’s work demonstrate about his/her proficiency with the requirements of the targeted standard? 
Student A 

Student B 

Student C 

Student D 

Student E 
Teaching Rubric for Formal Observations of Student Lessons (Practicum)
Domain 3: Instruction 
Unsatisfactory: Unacceptable 
Basic: Novice Student Teacher 
Proficient: Effective Student Teacher 
Distinguished: Advanced Student Teacher 
3a: Communicates Clearly and accurately 
Student teacher’s oral and written communication is unclear, contains errors, or is inappropriate. 
Student teacher’s oral and written communication is appropriate, generally free from error, but may require further explanation. 
Student teacher’s oral and written communication is clear, appropriate, and accurate. 
Student teacher’s oral and written communication is clear and expressive, and consistently accurate. 
Evidence 

3b: Uses Highlevel, Open ended Questions 
Student teacher uses closed, low level questions that allow for little student discussion. 
Student teacher uses high level, openended questions, and discussion techniques unevenly, which leads to moderate student discussion. 
Student teacher uses high level, openended questions and discussion techniques, which leads to full student participation. 
Student teacher encourages student inquiry by modeling and directly teaching how to create and use high level, openended questions to facilitate discussion. 
Evidence 

3c: Engages Students in Learning 
Student teacher does not intellectually engage students as a result of inappropriate activities/poor lesson structure and implementation. 
Student teacher attempts but is minimally successful at intellectually engaging students because of inappropriate activities/ uneven lesson structure and implementation. 
Student teacher is generally successful in intellectually engaging students. Activities are appropriate; lesson structure and implementation are usually successful. 
Student teacher is successful in intellectually engaging students because of appropriate activities and effective lesson structure and implementation. 
Evidence 

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