Lesson Plan - LMM - Itl 608

STAGE 1-Planning (Target and Learner)
Teacher: Mr. Jones th grade/Algebra 1

Grade/Subject: 9
Target/Objective:
Students will be able to graph equations in slope-intercept form.
CCSS- Content Standards

F.IF.7a - Graph linear and quadratic functions and show intercepts, maxima, and
minima.
Mathematical Practices
2 - Reason abstractly and quantitatively.
8 - Look for and express regularity in repeated reasoning.
Multiple means of Representation:

● Content will be communicated via:
1) Visual aides in various formats textbook, examples given on whiteboard, use of
computer, word wall, interactive foldables
2) Auditory during class and group discussions
3) Tactile or kinesthetic exposure though completion of practice problems through
movement through stations around classroom.
Multiple means of Expression:

● Outside of assigned homework students will participate in creating visual
representation as a group. Computer applications will allow various
interactions that students can respond to course material.
Managing Classroom Environment:
Approximately 35 students of various backgrounds will participate in a 55 minute

class period. The following time management schedule will be followed tentatively
● 5 min - house keeping
● 5-10 min - warm up exercise
● 15-20 min - class discussion to allow for assessment check and/or
introduction to new material
● 15-20 min - individual/group work may also involve class interaction.
● 5-10 min -debrief and check for expectation understanding
IEP/504 ELL/CELDT
ACCOMMODATIONS/ADAPTATIONS
Student: Ramond Student: Stephen
IEP and ELL Cerebel Palsy-

Memory loss from head trauma. Completely physically dependent upon Para
Hearing deficiency Educator. Academically gifted and
Socially isolates communicates in a non-traditional way.
● Preference seating to compensate

● Altered assignment due dates to
for hearing loss
allow for time necessary to
● Flashcards with any formulas and
complete assignments via his
steps to compensate for memory
communication method.
loss during quizzes and exams
● Frequent established
● Supplemental use of chromebook
communication with his SPED
with headphones to give visual
teacher to further facilitate his
instruction along with auditory
educational program.
magnification capabilities.
● Creation of notebook to write and
● Immediate meeting with student
collect any subject matter
to explain that I am not scared of
● Group work to foster student
him but need information from him
relationships
as to what I can do to help him with
● Frequent vocabulary check to
anything he needs including
compensate for ELL.
addressing the bullying by peers.
● Student meeting with Gina to
address negative comments and
recourse of action.
STAGE 2- TEACHING (Teacher, Learner, Target, AIM)
Monday: Introducing Slope & Y-intercept
● Vocabulary: Coordinate graph, linear equations, intercepts, points, positive slope,

negative slope, undefined slope, rise over run
● Prior Knowledge: Lines, Graphing coordinate points,
● Opening Activity: PRE-ASSESSMENT
● Interactive Foldable
● Closing Activity
Tuesday: Introducing Slope & Y-intercept Mastery
● Opening Activity
● Quizziz - 15 minutes completing a Quizziz with whiteboards
● Quizlet - Team competition
Wednesday: Graphing Linear Equations in Slope-Intercept Form
● Opening Activity
● Giant Graphs Activity
● Stations Game
● Ticket out the door
Thursday: Graphing Linear Equations in Slope-Intercept Form Mastery
● Opening Activity:
● Khan Academy - 15 minutes
● Team Collaboration Posters!
Friday: Write equations in Slope-Intercept Form from given graph.
● Opening Activity:
● Partner Activity - 15 minutes

● Self-Check - 5 minutes
● POST-ASSESSMENT - 15-20 minutes
● Reflection | Q&A - 5 minutes
Weekend: Gather Data / Reflection on Teaching, Engagement, and Assessment
● Grade Post-Assessments
● Plan for Next week’s lessons
● Any changes needed?
Materials:
1. Student Whiteboards
2. Expo Markers for students
3. Posters
4. Color Markers
5. Stations cards cut & laminated
6. Chromebooks for students
7. Foldables
8. Giant Graphs Laminated
9. Graph Paper
10. Pencils, Highlighters, Erasers
STAGE 3- ASSESSMENT (Learner & AIM)
● Comprehension and Vocabulary Check-
● Pre-Lesson Assessment
● Opening Activities: Warm Ups on the concepts of slope and point coordinates along with
self check.
● Technology Tools: Online Applications that give us real time results
○ Quizlet
○ Quizizz
○ Khan Academy
● Whiteboards
● Q&A Sessions
● Poll Sessions: Use PollEv Online App(Yes/No Questions) as a tool to bring in 100% class
participation. Oral towards entire class to gage overall effectiveness of lesson.
● EVIDENCE
Student data can be collected electronically through various platforms, via class oral
presentations, written homework assignments, and test scores. This data may be compiled
to gage progress and understanding.
STAGE 4 - APPLYING(Teacher & AIM)
Personal Reflection:
● Knowing that a strong understanding of the concept of slope and the Cartesian
Coordinate System is fundamental before introducing the point-slope formula.
● After stage 3 is completed, thorough assessment possible.
How effective?
● By the end of the week, students should be able to graph a linear equation from
point-slope form along with derive formula from given graph.
● Through Engagement and Assessment we will know how effective was this lesson.
Questions to ask ourselves: Were students engaged throughout the whole lesson? Were
they making connections? Were they participating enough? What type of responses were
they giving?
○ To know the effectiveness of the Technology tools, use the data tools on them.
Implementation of future Instruction?

● This is fundamental Algebraic concept that will continuously be built upon throughout
students’ high school educational requirements.
● Student comprehension is crucial to subject advancement.
● Which exercises were beneficial to which different types of learners?
● Were there multiple chances to access Learners comprehension of the point-slope

formula and ability for Learner to demonstrate understanding?

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STAGE 1-Planning ​(Target and Learner)

Teacher:​ ​Mr. Jones ​ ​ th grade/Algebra 1

CCSS- Content Standards

Multiple means of Representation:

Multiple means of Expression​:

Managing Classroom Environment​:

Approximately 35 students of various backgrounds will participate in a 55 minute

Student: Ramond Student: Stephen

IEP and ELL Cerebel Palsy-

● Preference seating to compensate

● Vocabulary: Coordinate graph, linear equations, intercepts, points, positive slope,

● Prior Knowledge: Lines, Graphing coordinate points,

● Opening Activity: ​PRE-ASSESSMENT

Tuesday​: Introducing Slope & Y-intercept ​Mastery

● Quizziz - 15 minutes completing a Quizziz with whiteboards

● Quizlet - Team competition

Wednesday: ​Graphing Linear Equations in Slope-Intercept Form

● Giant Graphs Activity

● Ticket out the door

Thursday: ​Graphing Linear Equations in Slope-Intercept Form ​Mastery

● Khan Academy - 15 minutes

● Team Collaboration Posters!

Friday: ​Write equations in Slope-Intercept Form from given graph.

● Partner Activity - 15 minutes

● POST-ASSESSMENT ​ - 15-20 minutes

● Reflection | Q&A - 5 minutes

Weekend: ​Gather Data / Reflection on Teaching, Engagement, and Assessment

● Plan for Next week’s lessons

● Any changes needed?

● Technology Tools: Online Applications that give us real time results

Implementation of future Instruction?

● Student comprehension is crucial to subject advancement.

● Which exercises were beneficial to which different types of learners?

● Were there multiple chances to access Learners comprehension of the point-slope

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STAGE 1-Planning (Target and Learner)

Teacher: Mr. Jones th grade/Algebra 1

Multiple means of Expression:

Managing Classroom Environment:

● Opening Activity: PRE-ASSESSMENT

Tuesday: Introducing Slope & Y-intercept Mastery

Wednesday: Graphing Linear Equations in Slope-Intercept Form

Thursday: Graphing Linear Equations in Slope-Intercept Form Mastery

Friday: Write equations in Slope-Intercept Form from given graph.

● POST-ASSESSMENT - 15-20 minutes

Weekend: Gather Data / Reflection on Teaching, Engagement, and Assessment