Lesson Plan Amy Martinez EDU 321: Introduction to Serving English Language Learners Professor Julie Engeland May 22, 2011
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Name: Amy Martinez Area of Study:
Mathematics
Grade Level: 4th Grade Content:
Basic Multiplication and Division Facts
Language Objectives: The students are expected to use patterns and relationships to develop strategies to remember basic multiplication and division facts (such as the patterns in related multiplication and division number sentences, e.g. 9X9=81 and 81/9=9 Vocabulary: 1. Division – the action of separating something into parts. 2. Fact Family – a collection of related multiplication and division facts made from the same numbers. 3. Quotient – a result obtained by dividing one number by another 4. Dividend – the amount that you want to divide up. 5. Divisor – the number you divide by. Supplementary Materials/ Technology: Bulletin board in classroom with basic mathematical rules and concepts. We will use the text to go over the lesson in detail. Colored tiles will be used to give the students a visual example they can manipulate with their own hands. Overhead used in lesson for demonstration of problems. Journals for lesson notes. Special illustrations along with bilingual vocabulary cards in classroom as visual guides. Individual Dry Erase boards to demonstrate independent work. Warm-up/Set: We will begin our lesson by going over the bulletin board of mastered mathematical concepts the students need to use and build on for this lesson. This is a 15minute review of what they already know about multiplication to prepare them for their lesson on division and how it relates to multiplication. This bulletin board stays up all year long and is added to as new concepts are mastered so that it serves as a constant reminder and resource for the students.
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Presentation/Instructional Procedures: Using the overhead the lesson will be introduced by going over an illustration of the process of division as it relates to multiplication. Using the illustration of the problem we will label the different elements of the problem, which are our vocabulary words. Ex: Dividend ÷ divisor = quotient 12 ÷ 3 = 4, 12 is the dividend 3 is the divisor 4 is the quotient (Charles, et al., 2009) While going over the vocabulary, I will point out the vocabulary flash cards that are hanging from the ceiling above them. These flash cards are in English on one side and Spanish on the opposite side and turn as they hang so that both sides are visible to the students. Once we have gone over the structure and vocabulary of the lesson I will write out a set of steps on the chalkboard, these steps will be used throughout the remainder of the lesson to solve the problems. Then, as a class, we will get out our colored tiles and begin working through some problems together. I will manipulate my colored tiles on the overhead so that the entire classroom can see what I am doing. As the students use their tiles to go through a set of problems, I will walk around to observe and offer assistance where needed. I will continue to go back to the overhead and go through the problems until I feel that the class has been given enough classroom guidance to begin working out problems in written form. Guided practice: For guided practice, each student will get out their individual dry erase boards and as I instruct they will start on a problem assigned from their text to do on their own. Once I see that everyone has completed their problem, I will ask them to all hold up their boards so I can see their answers. This allows me to see who is getting the correct answers. Students will continue to work out the problems one by one in this manner until we are done with the set of problems from the book so that I can easily identify who understands and who needs more assistance. I will guide the class through these problems
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as needed until they are getting the correct answers on their own. Throughout this guided practice I will refer back to the steps on the chalkboard as well as the many visuals in the classroom as students ask questions or struggle with problems. It is also important during this part of the lesson and throughout that I offer positive feedback on their progress and understanding of the lesson, this will give the students confidence and motivation to keep going with the lesson (SIL International, 1999). Free practice: This last part of the lesson the students will be instructed to put away their dry erase boards and colored tiles and get out their Math Journals. These journals are used to record the basic steps of their math lessons so that they can refer back to them during assignments and tests. They will take some time to copy down the steps I wrote out on the chalkboard at the beginning of the lesson. They are instructed to copy the steps down exactly as they are written, and can even copy down the problem we wrote out on the overhead at the beginning of the lesson as an example. Once the students have copied down the steps for the lesson in their journals, they will be instructed to begin on their worksheets. This is a time for independent work on the lesson material. I will walk around and be available to students that need my assistance to provide additional instruction and positive or constructive feedback as needed. Feedback/Assessment: At the end of the math lesson each student will be expected to turn in his or her independent worksheets. These worksheets will be graded and these grades will be recorded in the grade book for this week’s lessons, which will contribute to their overall grade for the subject at the end of the grading period. Once I have graded and recorded these worksheets, they will be handed back to the students the following day to go over and make corrections. On the worksheets I will put comments about their work to offer support or instruction. It’s important that the students see my response to their work. During the correction time I will be going around to those students who need the most help on correcting their papers and understanding the concept. I will also assign the students that do understand the concept to help out other students by dividing them up into predetermined groups. This will allow for group participation that may aid
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understanding for ELL’s and other students. Specific Adaptations for ELLs: While going over the basic vocabulary and concepts of the lessons, I point out to the class the bilingual vocabulary cards that hand from the ceiling. These cards offer the ELL’s a resource to refer to if they are having a problem understanding the vocabulary or how a part of the concept relates to another. This allows them to see the lesson in both English and their native language to allow for thorough understanding of both the concept of the lesson and the use of the English language in learning the lesson. The colored tiles are used to allow the ELL’s a hands on visual that they can manipulate. If they are having difficulty understanding the concept by listening to the lesson, they may find it easier to understand by seeing it played out with the tiles. Their use of these tiles will also demonstrate more clearly their understanding of the basic concepts of the lesson to me. The steps written on the board are also demonstrated in visual illustrations posted in the classroom for the ELL’s to refer to just incase they better understand illustrations versus the written English. If I can see that my ELL’s are struggling with the problems I can use the time when the rest of the class does their free practice to pull aside the ELL’s and go over the material again. By doing this I can identify where their lack of knowledge is and then decide what other form of instruction or aid they may need to comprehend the material. I can get all the ELL’s together to go over the problems as a group which will offer some ELL’s an opportunity to ask questions of the other ELL’s and interact with me as their instructor. Having the ELL’s copy down the lesson steps in their journals gives them practice with the written language as well as a guide to use throughout their independent work and tests that may help them to remember what they need to do to solve the problems. If they have to write it out and copy down a problem, they may be able to remember more by looking over it later than trying to remember what they were told. The following day, while doing corrections to the worksheets, the class will be divided into groups. Each group will consist of students with strong understanding of the material and students who need more help. The hope in this for ELL’s is that they will
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benefit from the interaction of the English speaking students as well as more practice and guidance on the material. The previous day they had the opportunity to work in a group with other ELL’s, so now they have an opportunity to interact on a higher level if ready (Echevarria & Graves, 2011). Lesson's appropriateness for ELLs: The subject matter covers basic multiplication and division, which the ELL’s will need in everyday life to handle money, cooking, sharing with friends and so on. Some of these real world examples can be discussed with the ELL’s to give them further insight into how the lesson relates to the world and community they live in. This may help them to make a connection between school lessons and their home life, giving them the ability to communicate these concepts in English as needed. This lesson was developed in a way that allows the ELLs to use English in a variety of ways, written, discussion and reading while allowing resources in their native language as support (Echevarria & Graves, 2011). The ELL’s are allowed to discuss lesson content with other ELL’s in their native language as well as regular classroom students in English to enhance their communication skills while also learning the material. The ELL’s can also take their journals to their pullout English Language Development classes that focus on developing their second language so that they can use the material they are learning as a lesson on language development as well.
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Bibliography Charles, R., Caldwell, J. H., Cavanagh, M., Fennell, F., Sammons, K. B., Chancellor, D., et al. (2009). EnVision MATH Texas. Glenview, Illinois: Pearson Education, Inc. Echevarria, J., & Graves, A. (2011). Sheltered Content Instruction. Boston: Pearson Education Inc. SIL International. (1999, July 2). Behaviorist Theory of Learning (Skinner). Retrieved from Lingualinks: http://www.sil.org/lingualinks/literacy/implementaliteracyprogram/BehavioristT heoryOfLearningSki.htm