Multimedia Lesson Plan Sample

Teacher(s): Mr. Keating / Subject: Math / Grade: 6-8
Lesson Title / Proportions, Percents, and Avocados?
Featured Newsela Article / Colombia ready to compete for the guacamole title (1000L)
Learning Objective
Example statement(s) about what students will learn from this particular activity. / Today I am learning … to apply information from a chart.
So I can… solve equations using percents and proportions.
I know I understand when … I can use data from a chart to solve equations about avocado production.
Learning Standard Include the standard that this activity helps teach. / CCSS.ELA-LITERACY.RI.7.7
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject.
CCSS.MATH.CONTENT.7.RP.A.3
Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
Lesson Content
How will you introduce the lesson to your students? How will you teach them the skills they need to be successful? How will you allow students to practice the skills they learned with Newsela’s Write + Quiz feature? How will you assess mastery? / Direct Instruction: (7 min)
●Do Now: Review the chart on the board (Hass avocado production). Since 2000, which country has had the largest growth in avocado production? How do you know this?
○Mexico has had the biggest growth. They grew from 76,000,000 to over 1,300,000,000!
●Who loves avocados? Who loves guacamole? I know I do. So do many Americans. Today we are going to read an article Colombia ready to compete for the guacamole title (1000L) and then apply our knowledge of percents and proportions to analyze this trend around the world.
●While we read, I would like you to highlight any information that would support the claim that avocado production has increased in RED. Annotate to support your reasoning.
Before Reading Modeling: (5 min)
●Let’s read the first few paragraphs together and highlight any evidence that supports the claim that avocado production has increased.
○We import them from far and wide, from Mexico to as far south as Chile.
●I highlighted this in RED because it shows that there are many countries that supply avocados.
Student Practice: (10 min)
●Students will finish reading the article on their own. Students will highlight evidence in RED and annotate their reasoning.
●After reading students should be encouraged to take the Quiz to check for reading comprehension and understanding of chart.
Post Reading Modeling: (5 min)
●Now that we have completed reading and found evidence to support our claim, we are going to apply our understanding of proportions and percents to write and solve equations to justify these claims.
●For example, I highlighted the detail, “U.S. demand for avocados has jumped 174 percent in the past 14 years”. This very much supports the claim that avocado production has increased.
●Using the chart, Hass avocado production, and this piece of evidence, how can we write a mathematical equation to show this growth?
○Teacher Note: Highlight and share annotation: Write an expression to show this growth. Students will reply to annotation.
○Sample Equation:
Student Practice: (15 min)
●Students will go back to the article and review their highlighted details. They will select 2-3 details to write an expression using the data from the chart.
●Encourage students to apply their understanding of percents, proportions, variables, and equations.
●Students will write equations as annotations on the Newsela article.
●Finally students will answer Write Prompt (option: Homework assignment)
○Teacher Note: You will need to edit the default Write Prompt.
○Based on the chart from 2014, what percent of the total pounds of avocados did Mexico produce? Show the equation you used to solve.
■Answer:
■
○If Colombia aims to produce 42,500 tons of avocados, what percent of the total Hass avocado production from 2014 would they have produced? Will Colombia make a significant increase in the total avocados produced? Use your equation to justify your response.
■Answer: 42,500 tons = 85,000,000 lbs
■1,856,028,395 + 85,000,000 = 1,941,028,395
■
■
■Based on my solution, Colombia would not be a significant player in the Hass avocado production.
Guided Questions:
●Why did you highlight this piece of information in RED?
●Why is this evidence important to the claim?
●How did you know how to write this equation?
Assessment:
●Students will complete 2-3 annotations where they will write an equation based on the details from the text and chart.
●Students will answer Write Prompt where they will have to write equations showing understanding of chart, percents, and proportions.
○✓+ shows mastery by solving both questions with correct answer and uses evidence from chart to justify their response.
○✓- shows that intervention may be necessary. Student did not solve the equations correctly and cannot justify their response using data from the chart.
Accommodations
What scaffolds can be included to support learners? Can you anticipate different reading levels for students? / ●Lower Reading Level (1000L to 810L for NB, TP based on Binder Student Performance Reading Levels).
●Include sentence starters with additional highlights and annotations that provide equations and connections to the chart.
●Provide on-task focusing prompts.
Extensions
How can you support high level learners? Can you anticipate reading levels and Writing Prompt to challenge? / ●Increase Reading Level (1000L to 1210L for JY, TP based on Binder Student Performance Reading Levels - offer extension questions and Writing Prompt research - How is Mexico planning to increase their avocado production?).
●Students will find at least 4 relevant details from the text and write an equation.