Muskingum University

Student Teaching Lesson Plan Template for AYA Integrated Mathematics

Teacher Preparation Candidates

Student Teacher’s Name ______Subject ______Grade ______

  1. Learning Targets

1.a: Using Ohio’s New Learning Standards ( for the appropriate grade-level per your student teaching assignment, identify standards you will address in your multiple-day lesson (Indicator 8.4).

1.b: Identify student learning targets for the multiple-day lesson that are directly aligned with the selected state standards (see 1.a above); that is, in objective form, identify what students will be expected to know and/or be able to do by the end of teaching the multiple-day lesson (Indicator 8.4).

1.c: Describe how the identified learning targets (see 1.b above) are relevant to your students (Indicator 7.2).

1.d: Describe how the learning targets articulated for this multiple-day lesson (see 1.b above) will be connected to at least two other content areas outside of mathematics (Indicator 4.2).

1.e: Describe the modifications in learning targets and accommodationsin teaching methods, activities, and/or materials that will be needed to meet the individual needs of the students within the class – see Section VIII below(Indicators 7.1 and 8.1).

  1. Assessment

2.a: Attach copies of the pre-assessment, formative assessments, andsummative post-assessment you will use to determine the beginning and ongoing achievement levels of students as related to the stated learning targets (Indicator 7.5).

2.b: Provide a chart that displays the alignment between the respective assessments and the learning targets (Indicator 8.4).

2.c: Describe how you plan to use the data gathered from the administration of the pre-assessment, formative assessments, andsummative post-assessment (Indicator 7.4).

2.d: Compare and contrast the pre-assessment data with the post-assessment data, summarizing the individual and group differences from pre- to post-assessment, and then provide a narrative with verifiable evidence regarding the extent you believe that the growth in studentachievement of the learning targets was the direct result of the instructionyou provided (Indicator 16.3).

  1. Student Background Knowledge and Experience

3.a: Describe the prior knowledge and skills students will need in order to be successful in reaching the learning target of the multiple-day lesson(Indicator 8.1).

3.b: Describe how you will know if students have the knowledge and skills they need in order to be successful in achieving the learning targets(Indicator 7.1).

3.c: Describe the preconceptions, common errors, and misconceptions associated with the learning targets that need to be taken into consideration in the planning of the multiple-day lesson(Indicator 7.3).

3.d: Describe how you willuse or accommodate for the diverse experiences that your students bring to class (gender, race/ethnicity, English language proficiency, economic status, exceptionalities, skill level, learning styles) – see Section VIII below(Indicator 7.1 and 8.1).

  1. Content Knowledge

4.a: Outline the content for each of the identified learning targets for the multiple-day lesson.

4.b: Identify the academic language (vocabulary) associated the learning targets(Indicator 7.4).

4.c: Describe the representations you will use to model and interpret the physical, social, and/or mathematical phenomena of the learning targets of the multiple-day lesson (Indicator 5.1).

4.d: Describe the representations you will create and use to organize, record, and communicate mathematical ideas related to the learning targets forthe multiple-day lesson (Indicator 5.2).

4.e: Describe the mathematical representations you will use to solve problems related to the learning targets for the multiple-day lesson(Indicator 5.3).

  1. Learning Environment

5.a: Describe the room arrangement(s) for each day of the multiple-day lesson that are safe, respectful, and instructionally sound and provide a rationale for each arrangement(Indicator 7.3).

5.b: Describe the grouping pattern(s)for each day of the multiple-day lesson that support engagement in learning and that are instructionally sound and provide a rationale for each pattern(Indicator 7.3).

  1. Learning Tools, Materials, and Technologies

6.a: Describe and provide rationales for the learning tools (Indicator 7.6), concrete materials(Indicator 8.2), and technologies (Indicator 7.6)to be used in facilitating the achievement of each learning target.

VII. Instructional Activities and Strategies

7.a: Outline the sequence for each day of the multiple-day lesson, including projected time allocations for each section of the sequence(Indicator 8.7).

7.b: Provide a thorough description of each of the following for each day of the multiple-day lesson, including relevant questions to be asked of students regarding the respective learning targets.

7.b.1: Opening activities for the day(Indicator 8.7).

7.b.2: Main instructional activities and assessments for facilitating the learning of each learning target (Indicator 8.7).

7.b.3: Closure activities for the day(Indicator 8.7).

7.c:Explain how the instructional strategies planned across the multiple-day lesson willactively involve students - strategiesdesigned to help each student (Indicator 7.1) understand (Indicator 7.4) the learning targets.

  1. Differentiation of Instruction (see chart*)

Modifications: changes that need to be made in student learning target(s)/objective(s) for the lesson and/or in content taught to alter expectations for a student (e.g. reduced number of questions to answer, questions at lower level(s) of Bloom’s taxonomy, content extensions for advanced students, etc.)

Accommodations: changes that need to be made in teaching methods, activities, and or materials to help students meet the student learning target(s)/objective(s) for the lesson (e.g. extended time, assistance of a scribe, assistance of a reader, additional concrete materials, guided notes, etc.)

  1. Planning Preparation

9.a: Identify the print and on-line resources of professional mathematics organizations used to prepare the plans for this multiple-day lesson (Indicator 8.5).

9.b: Identify the research results in teaching and learning mathematics that were used to prepare the plans for this multiple-day lesson (Indicator 8.6).

  1. Reflection:

10.a: If you could teach this lesson again, what would you do the same? What would you do differently? (Indicator 7.3)

10.b: Which individual or group did particularly well? How do you account for this performance? What might you try in the future with this individual or group? (Indicator 7.1)

10.c: Which individual or group appeared to be having problems? How do you account for this performance? What might you try in the future?

*Chart Information for VIII Differentiation of Instruction

Students’ Names
Describe how you will differentiate instruction/make modifications and/or accommodations for individual students during the teaching of the multiple-day lesson (Indicator 7.1 and 8.1). / e.g. General Education Student / e.g. Special Needs Student with a Physical Disability / e.g. Special Needs Student with an Attention Deficit / e.g. Gifted Student
What needs are you addressing for this student in this lesson, including any required accommodations to be provided as identified in this student’s IEP or 504 Plan?
Student Background: What are the diverse experiences that this student brings to class (gender, race/ethnicity, English language proficiency, economic status, exceptionalities, skill level, learning styles) for which adaptations are needed to help him/herachieve the learning targets of the lesson?
Learning Targets: What modifications need to be made as to what this student will be expected to know and/or do?
Academic Language: What variations are needed based upon this student’s needs?
Teaching Materials and Technologies: How do the materials and technologies used in teaching the learning targets to this student need to be changed?
Teaching Activities and Strategies: How do the methods of teaching the learning targets to this student need to be changed?
Student Activities: How do the learning activities in which the other students will be engaged need to be changed for this student?
Student Materials and Technologies: How do the learning materials and technologies that the other students will be using need to be changed for this student?
Assessment: How do the assessments to be administered to other students need to be changed to allow this student the opportunity to demonstratehis/herachievement of the learning targets?