Introduction & Preparation

Student Name

Firstname Lastname & Firstname Lastname

Date

03/24/2021

Grade Level(s)

3rd Grade

Subject Area(s)

English Language Arts and Mathematics

Lesson Plan Title

Solving Word Problems Using Multiplication and Division

Time Frame

60 Minutes

Learner Profile

I am honored to have a diverse set of 21 students in my classroom. It comprises approximately 10% Black, 50% White, 30% Hispanic and 10% Asian/other. Although most of my students have English as their primary language and are above average readers, four (3) students are English Language Learners with Spanish as their primary language. My ELLs are from Nicaragua and Mexico, one (1) is at level 3: Developing and the other is at level 4: Expanding. Two (2) of my students are Exceptional Student Education students who are above average readers, but need assistive listening devices to help amplify sound. Visual learning is the best method to capture their attention and keep my class interactive and fun. Majority of my students are fast learners who require little to no help once they grasp the lesson while others may require additional time to process information. I offer free tutoring after school daily.

WIDA Levels of English Language Learners in the class:

Florida Standards

(Visit http://www.cpalms.org/Public/ to select the appropriate standards for this lesson.)

LAFS.3.SL.1.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

LAFS.3.W.2.6

With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others

MAFS.3.OA.1.3

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

WIDA Standards

☑ WS1: English language learners communicate for social and instructional purposes within the school setting.

☑ WS2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of language arts.

☑ WS3: English language learners communicate information, ideas and concepts necessary for academic success in the content area of mathematics.

☐ WS4: English language learners communicate information, ideas and concepts necessary for academic success in the content area of science.

☐ WS5: English language learners communicate information, ideas and concepts necessary for academic success in the content area of social studies.

CONTENT Learning Outcomes

1. Students will be able to identify and solve multiplication and division word problems within 100.

2. Students will be able to create word problems from a real life situation.

3. Students will be able to determine when to multiply and when to divide.

4. The students will be able to participate in collaborative discussions.

5. The students will be able to produce and publish writing using technology.

LANGUAGE DEVELOPMENT Learning Outcomes (State what the student will be able to do to develop specific language skills for at least two areas and two different levels of proficiency.)

Refer to https://wida.wisc.edu/sites/default/files/resource/2012-ELD-Standards.pdf .

SLOs must include different levels of complexity (Bloom’s Taxonomy).

CHOOSE A WIDA LEVEL:

✓ Listening: Students will be able to identify what operation is used to solve multiplication and division word problems while the instructional video is being played. Visuals will be used to aid students.

✓ Speaking: Students will be able to define the vocabulary words using sentence starters. The word wall will be used to make reference as needed.

✓ Reading: Students will be able to recognize, interpret, and solve word problems. Context clues will be used to assist students.

✓ Writing: Students will be able to create word problems from real life situations. They will be given “fill in the blanks” worksheets to assist them.

Instructional Materials and Technology You MUST include technology

(List all materials and supplies needed to implement this lesson.)

If I wanted to teach this lesson, what is everything I would need to do so? (Include links to websites and list equipment such as laptops when applicable)

Technology we will use:

· Instructional Video – https://www.youtube.com/watch?v=7wv-T7h9rnk

· Interactive Whiteboard

· calculators

· 21 iPads

· Computer with internet access

· Printer

Other materials that we will use:

· Worksheets

· Worksheets translated for ELL students

· Scratch Paper

· Notebooks

· Pencils

· Paper

· Pens

· Multiplication Table

· Visual Aids

· Word Wall

I will adapt texts and other materials for my ELLs by having all word problems translated into Spanish on the same page as the English ones so they can look at them together and follow along easier. There will also be a English Spanish Dictionary in the classroom if a student wants to look up a word.

Academic Vocabulary (List important vocabulary that you need to pre-teach for students to master this lesson. Must be 7 – 10 new words.)

1. Dividend

2. Factor

3. Product

4. Times

5. Solve

6. Quotient

7. Numerator

8. Denominator

Implementation

You MUST include group activities

Entry Event

I will make sure my students are ready to learn by greeting them when they walk into the classroom and directing their attention to the smart board where it will say “Welcome to class today! We will be playing a Kahoot game first, so pull out your pencils and papers and your iPads.”

I will activate prior knowledge and review past learning by having the class participate in a kahoot game with 2 word problems (1 multiplication and 1 division). The students will individually write down the questions and work out the problem as we go through the quiz. Students must show their work. After we have gone through the kahoot quiz, we will review the answers as a class and ask students questions. Once we have reviewed the questions I will collect students' work and look at it while they are participating in groups in the guided practice. This way, I can see where my students need help and what parts of the lesson need the most emphasis. While I collect the students' work, they will watch a short video outlining some of the vocabulary for today's lesson.

I will make a Cultural Connection with my students by making the word problems on the Kahoot game related to different cultural topics or holidays.

I will provide printed copies of the kahoot questions to my ELLs in their native language so that they can participate in the Entry Activity.

For this activity the students will be working independently when taking the Kahoot quiz, but as a class when discussing the answers.

Direct Instruction

I will teach new vocabulary by providing the definitions of the words after the entry event is complete. After we have discussed the vocabulary we will move onto the direct instruction.

I will present new concepts and/or skills by solving 2 multiplication and 2 division word problems and ask students questions after every step to ensure they are on the right track. Students will listen as I deliver the instruction and introduce them to new vocabulary words that will help them interpret word problems. I will then ask the class to provide me with definitions to ensure they recall the meanings.

I will provide the following support to my ELLs by providing a print out of the vocabulary and the word problems in their native language so that they can comprehend the lesson. I will also include the English translation so they can see the text side by side. There will also be links to videos at the bottom of the page that these ELL students can access to enhance learning. These links will be shared electronically as well for easy access on their iPads.

I will check for understanding by continuously asking questions throughout direct instruction and will not proceed to the next step/level until all my students feel comfortable. After the completion of each word problem I will also ask the class if they want to redo the problem or review any parts of it.

Guided and Independent Practice

I will provide guided practice by incorporating 2 group activities. Worksheets will be collected upon completion of the activities.

1. Activity 1: Students will work in pairs with provided worksheets containing 1 multiplication word problem. I will visit each group and monitor the conversations while probing to ensure comprehension. The worksheets will also have illustrations which will assist my ELL learners. Students will collaborate and discuss the problem, then record their answers and work-out steps into their notebooks. They will also record their answers on the worksheets as well as the members of their group. This activity will help to reinforce the multiplication concept.

2. Activity 2: Students will be divided into 7 groups of 3 and they will receive a different worksheet with division word problems, along with a set of pencils. As the students read the word problem together they will be able to use the pencils that were provided to divide them up as stated in the word problem. This pencil activity will allow students to have a visual of how division works. Once the students have worked together to come up with one answer, they will record their answers on their own individual worksheets.

I will provide independent practice by instructing students to create 1 multiplication word problem and 1 division word problem both from real life situations.

I will provide worksheets with illustrations to support my ELLs so that they can participate in these activities…

While my students are working I will be reviewing their scratch paper from the entry event to see how they worked out the problems and got their answers. I will also be available to answer any questions that the students may have.

Closure (Describe the reinforcement strategies you will use to conclude the lesson. Include any review and/or reflection activities.) Please provide a short narrative of how you will close the lesson and reinforce new knowledge. Exit Tickets and Review Games work great here.

This resource may help: http://www.theteachertoolkit.com/index.php/tool/category/C9

I will review the most important concepts of the lesson by having a class discussion about what we learned today. First we will talk about what we learned as a class going over the 4 word problems together. Then we will go over what the students did while in groups during the guided practice. I will also ask the students to share if they have any takeaways from the day. This can be directly related to the material we learned or just something they enjoyed about the class. For homework, students will have a worksheet of word problems to do that will cover everything that we did in class. On the back of the worksheet, there will be the vocabulary words discussed in class as well so students can refer to it as they complete the homework.

I will provide the following supports to my ELLs so that they can participate in the Closure Activity: I will have the homework assignment translated

Strategies, Evaluation and Monitoring

ELL Strategies, Accommodations and/or Modifications Please list all the ESOL strategies that you will use. (Minimum 5) You MUST use the BCPS ESOL Strategies Matrix

1. I will provide all class work activities translated in Spanish for ELL learners

2. I will provide visuals and illustrations

3. I will provide additional time to complete assignments and assessments as needed.

4. I will activate prior knowledge by doing review activities

5. I will increase wait times during discussions.

6. Choral responses will be requested occasionally.

7. I will provide reviews by allowing students to work on several word problems

8. I will have a panel discussion at the end to review the lesson learned today.

9. Assistive listening devices will also be provided to my 2 ESE students.

Grouping Strategies (Select all the group configurations that you will use, and briefly explain how you will use Cooperative Learning during the lesson.)

✓ Whole class

✓ Small groups

✓ Partners

✓ Independent

I will use Cooperative Learning and promote student interaction by splitting students up into groups where they will be able to work together to solve word problems that were taught before as a whole class.

I will provide the following supports to my ELLs so that they can participate in group activities:

1. Copy of Kahoot questions in their native language so ELL’s will be able to follow along.

2. Worksheets in class will also be translated in Spanish.

3. The questions will also have illustrations/pictures.

4. ELL’s will be working in groups and will have the assistance of their peers.

5. Homework will be translated in Spanish so they can participate in closure activity as well.

Check all the 21st Century Skills used during this lesson:

Formative Assessments: Minimum 3

Describe how you informally assess students during your lesson. Explain how you will adapt for your ELLs.

I will use the following informal assessments to check for student understanding before, throughout and after the lesson:

1. Before – Kahoot game will give me an idea of where my students are.

2. Throughout – Asking questions throughout the direct instruction to ensure students are understanding concepts

3. After- When having a class discussion on what we learned as a class

4. Students will be given Fill in the blanks homework and I will review their homework assignment to see how much they learned and retained from the lesson.

I will provide the following supports or modifications to my ELLs so that they can participate in the formative assessment: All of the word problems done in class will be translated on a handout as well as the vocabulary words and their definition. Students will have access to this at all times of the lesson and will be able to use it to help with their homework.

Summative Assessments: Minimum 2

Describe how you will formally assess students on mastery of the content and language standards. Explain how you will adapt for your ELLs.

I will use the following formal assessments to check for student understanding after the lesson:

1. Students will be given an end of unit exam.

2. I will examine the word problems they created during the independent practice.

I will provide the following support or modifications to my ELLs so that they can participate in the summative assessments by translating the word problems on the test to their native language. This way they can focus on just doing the math and not worry about if they understand the word problem.

Re-teach (Briefly describe how you will re-teach any concepts or skills for any ELLs who were not able to master the learning outcomes)

This resource can help: https://www.wd7.org/cms/lib/IL01905591/Centricity/Domain/19/Reteaching.pdf

I will re-teach this lesson to my ELLs who were not able to master the learning outcomes in the following way:

1. Adding more real world examples that students can connect to.

2. Providing out of class time to go over one on one with the students

3. I will also have a program in my class where ELL students can be paired with a study buddy. A study buddy would be a student who is excelling in this area and can do homework assignments together

4. Providing them with videos and links to websites that are in their native language or have a translation option

Introduction & Preparation

Student Name

Your Name

Date

Date this lesson plan was created

Grade Level(s)

Grade level(s)

Subject Area(s)

Subject area (s) addressed through your lesson

Lesson Plan Title

The title of your lesson plan

Time Frame

The time in which your lesson plan will be implemented (hours / minutes/ class periods)

Learner Profile

Number of students in the class

How many students are general education students? English Language Learners (ELL)? Exceptional Student Education (ESE) students?

WIDA levels of your ELLs

Languages spoken by your ELLs. Countries of origin (if known)

Unique characteristics of learners such as ESE eligibilities, ability levels, and other significant characteristics.

WIDA Levels of English Language Learners in the class: (Choose at least one)

Florida Standards

(Visit http://www.cpalms.org/Public/ to select the appropriate standards for this lesson.)

Select at least 1 Standard for Math, Science, Language Arts or Social Studies.

WIDA Standards (Please identify all the standards that apply)

☐ WS1: English language learners communicate for social and instructional purposes within the school setting.

☐ WS2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of language arts.

☐ WS3: English language learners communicate information, ideas and concepts necessary for academic success in the content area of mathematics.

☐ WS4: English language learners communicate information, ideas and concepts necessary for academic success in the content area of science.

☐ WS5: English language learners communicate information, ideas and concepts necessary for academic success in the content area of social studies.

CONTENT Learning Outcomes (State what the student will be able to do. Align outcomes with the Florida Standards identified above.) SLOs must be written in the form “Student will be able to…” and must include observable actions. They must include different levels of complexity (See Bloom’s Taxonomy: https://www.watford-city.k12.nd.us/cms/lib/ND02203118/Centricity/Domain/121/blooms-for-ells.pdf ).

1. The student will be able to

2. The student will be able to

3. The student will be able to

LANGUAGE DEVELOPMENT Learning Outcomes (State what the student will be able to do to develop specific language skills. You MUST specify the scaffolding that you will provide.)

Choose 1 WIDA Level

☐ Listening: (Before? during? after?) listening to the video the student will be able to list the main points , locate, discuss, predict, follow directions, solve, etc.) _______________, with the following supports (what scaffolding are you providing?) ______________ (word wall, word bank, cognates, in small group, working with a bilingual buddy, listening to information in the primary language, with teacher using slow and clear speech, using a transcript, with teacher modeling, using visuals, with extended time, with previously taught vocabulary, etc. )

☐ Speaking: The student will be able to (what do you what them to do/say?) ______________ (pronounce, summarize, explain, evaluate, critique, compare/contrast, state, answer, describe, illustrate, discuss, present, repeat, name, list, agree/disagree, share, restate, use the new vocabulary, describe, tell, etc.) ______________, with the following supports (what scaffolding are you providing?) ______________ (using TPR, using their primary language, word wall, sentence starters, word bank, in small group, working with a bilingual buddy, using a bilingual dictionary, with teacher support and prompting, using visuals, with extended time, with previously taught vocabulary, using think-pair-share, using simple sentences, nodding, pointing, using choral response, using an electronic voice translator, etc. )

☐ Reading: (Before? during? after?) reading (what is the student reading?) ______________, the student will be able to (what do you what them to do to show comprehension or acquisition of new skills?) (highlight, define, circle, recognize, determine, compare/contrast, find the main idea, locate, read aloud, discuss, predict, follow directions, etc.) _______________, with the following supports (what scaffolding are you providing?) ______________ (word wall, word bank, in small group, working with a bilingual buddy, using a bilingual dictionary, using texts in the primary language, with teacher support and prompting, using visuals, with extended time, with previously taught vocabulary, etc. )

☐ Writing: The student will be able to (what do you what them to do/write?) ______________ (define, copy, spell, summarize, trace, label, explain, evaluate, critique, write, compare/contrast, state, answer, highlight, circle, match, fill in the blanks, describe, illustrate, journal, draw, take notes, etc.) ______________, with the following supports (what scaffolding are you providing?) ______________ (using a graphic organizer, writing in their primary language, word wall, sentence starters, word bank, in small group, working with a bilingual buddy, using a bilingual dictionary, using texts in the primary language, with teacher support and prompting, using visuals, with extended time, with previously taught vocabulary, cloze texts, exemplars, templates, etc. )

Instructional Materials and Technology You MUST include technology

(List all materials and supplies needed to implement this lesson.)

If I wanted to teach this lesson, what is everything I would need to do so? (Include links to websites and list equipment such as laptops when applicable)

Technology we will use…

Other materials that we will use…

I will adapt texts and other materials for my ELLs by…

Academic Vocabulary (List important vocabulary that you need to pre-teach for students to master this lesson. Must be 7 – 10 new words.)

1.

2.

3.

4.

5.

6.

7.

Implementation

You MUST include group activities

Entry Event Please provide a short narrative of how you will introduce the lesson and activate prior knowledge. Remember to connect to the students’ cultural heritage.

This resource may help: http://www.theteachertoolkit.com/index.php/tool/category/C1

I will make sure my students are ready to learn by…

I will activate prior knowledge and review past learning by…

I will make a Cultural Connection with my students by…

I will provide the following supports to my ELLs so that they can participate in the Entry Activity…

For this activity the students will be working in (pairs? small group? whole class? independently?

Direct Instruction (Describe how will you present and/or model the concept/skill to students.)

How will you provide Comprehensible Input to your ELLs?

I will teach new vocabulary by…

I will present new concepts and/or skills by…

I will provide the following supports to my ELLs so that they can comprehend the lesson…

I will check for understanding by…

Guided and Independent Practice (Describe the activities the students will complete with teacher support and/or peer collaboration and individually to reinforce concepts presented during direct instruction.)

I will provide guided practice by…

I will provide independent practice by…

I will provide the following supports to my ELLs so that they can participate in these activities…

While my students are working I will be…

Closure (Describe the reinforcement strategies you will use to conclude the lesson. Include any review and/or reflection activities.) Please provide a short narrative of how you will close the lesson and reinforce new knowledge. Exit Tickets and Review Games work great here.

This resource may help: http://www.theteachertoolkit.com/index.php/tool/category/C9

I will review the most important concepts of the lesson by…

I will provide the following supports to my ELLs so that they can participate in the Closure Activity…

Strategies, Evaluation and Monitoring

ELL Strategies, Accommodations and/or Modifications Please list all the ESOL strategies that you will use. (Minimum 3) You can use the BCPS ESOL Strategies Matrix provided below

1.

2.

3.

4.

5.

Grouping Strategies (Select all the group configurations that you will use, and briefly explain how yo

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