Adapted Lesson Plan: Factoring Polynomials
Special Needs Population: Learning Disabled in high school regular Math Classroom Goal of Lesson: Solve Algebraic equations using factoring.
Standards Addressed: This satisfies the Illinois state standard 8.A.4b as described. 8.A.4b Represent mathematical patterns and describe their properties using variables and mathematical symbols. Materials:

Pencil
Eraser
Computer
Handouts
3 x 5 or 4 x 6 cards
3 x 5 or 4 x 6 box
Computer

Introduction
Teacher will guide students in learning how to factor Trinomials properly. Classroom Setting:
The students will work at their own desks for some of the activities and others will be at the computer. Adapted Plan: Students will be assigned seats in the computer lab. Purpose: This will limit distractions for certain students who are not able to handle them. Students may need to be placed away from the door, etc. There is more of a chance of someone coming in than in a normal classroom due to students having study halls and needing to use the computers for assignments. Prewriting

Activity 1A: Before we begin the lesson, the students will be given worksheet 1A. This worksheet is designed to have the students recall previous knowledge that will be relevant to this lesson. It requires that the students recall information and looking over previous text sections and notes.

Activity 1B: The students will be provided with a list of vocabulary words. They will be required to put each word on a separate 3 x 5 or 4 x 6 card. The students will also need to look up the definition of the word in the back of the textbook. Using the definition, they will restate it in their own words and use it in a sentence on the notecard as well. Each notecard will be put in their 3 x 5 or 4 x 6 box. This box is used so they can look up words while reading the text if they need to review what the word means. To do this easily, they will be required to have all words alphabetical in their box....

...DIRECT INSTRUCTION LESSONPLAN
(Case Study 4.2 LessonPlan)
Sample 1
Subject Area: Math Specific Content: Improper fractions and equivalent mixed numbers
Grade Level: 6th Grade Length of Lesson: 30 minutes
Instructional Objective(s): The learner will write any improper fraction as a mixed number.
State Content Standard / Benchmark / Grade Level Expectations:
Math – Patterns, Relationships, and Functions
Content Standard: Students describe the relationships among variables, predict what will happen to one variable as another variable is changed, analyze natural variation and sources of variability, and compare patterns of change.
Middle School Benchmark: Represent variability or change by ordered pairs, tables, graphs, and equations.
Long-Term Unit Objective: The learner will add, subtract, multiply, and divide any two mixed numbers with unlike denominators.
Yesterday’s Lesson: The students worked with a partner and used fraction manipulatives to better understand equivalent mixed numbers and improper fractions.
Tomorrow’s Lesson: The students will learn to write mixed numbers as improper fractions, which will be an inverse of today’s lesson.
Prerequisite Knowledge or Behaviors Needed:
Skills: The students are able to do multi-digit division and multiplication by hand without the use of a calculator. They are...

...Comprehension: LESSONPLAN
Name: Tammie McDaniels
WGU Task Objective Number: EAT Task 10 602.8.10
GENERAL INFORMATION
Lesson Title & Subject(s): Reading Comprehension Strategy: Rereading (Gunning, 2010)
Topic or Unit of Study: Comprehension, Language Art
Grade/Level: 3rd
Instructional Setting:
Classroom
Small Group
12 Students (7 girls, 5 boys)
Individual desks facing toward the Smart Board for group instruction.
Students are at a variety of reading levels so that slower learners will benefit from hearing advanced readers and advanced readers will be available for assistance and encouragement.
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement, bulletin board displays)
STANDARDS AND OBJECTIVES
Your State Core Curriculum/Student Achievement Standard(s):
RL3.10 Range of reading and Level of text Complexity.
To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to Browse Standards (Standards Wizard). Select your state. Select standard(s).
Lesson Goals:
Read with understanding and fluency utilizing the rereading strategy Gunning, T. (2010).
(A statement describing the overall purpose of the lesson; what the students are expected to know or do at the end of the lesson)
Lesson Objective(s):
At the end of the lesson students will be able to use the rereading...

...document includes ESE 631 Week 2 Assignment Adapting LessonPlans for an Inclusive Classroom
Business - General Business
Adapting LessonPlans for an Inclusive Classroom . Using one (or more) of the free resources below, write a three- to four-page critique of three lessonplans (one Grade K-5 lesson, one Grade 7-8 lesson, and one high school lesson) in regard to addressing the needs of students with LD or CD. Make sure to include at least one additional resource beyond the above sources for lessonplans. Your critique should address the following elements:
a. Determine the elements of the lesson that would be specifically helpful in addressing the needs of a student with LD or CD.
b. Generate ideas for adaptations that you might make to the lesson to more effectively support students with disabilities. Discuss research-based strategies that could be used to enhance learning in the lesson.
c. Identify potential accommodations, modifications or supplemental services, within the context of the lesson that could support the needs of students with LD or CD.
d. Generate at least five ways that a teacher could leverage learning strategies, social interactions, and behavior supports within the lesson to address student needs....

...Teachers of Mathematics Standards and Math Lessons
In the following essay there will be four lessonplans discussed from four different websites. All of the lessons concentrate on the National Council for Teachers of Mathematics (NCTM) Standards for Number Sense and Operations. The four lessons will be analyzed using the following criteria; the NCTM Standards, the use of differentiated instruction and the use of manipulative. The four lessons that will be looked into focus on addition, subtraction, fraction and number values.
The NCTM focuses on encouraging instructors to allow students to use their natural insights when discovering number sense and operations. According to the NCTM standards, students would rather explore concepts to figure out each time, instead of just memorizing formulas or using calculators to get the answers. For some students memorization does not always come easy. When students have trouble memorizing information then the students may fall behind in class. Students are using their number sense and operation sense, rather than just learning to add, subtract, multiple or divide.
Standards are not the only thing that needs to be taken into consideration as a teacher. The teachers also need to get to know their students because each student has different strengths, weaknesses, abilities or disabilities. Teachers need to learn what skills work best for the...

...Course: Teaching Assistant Level1
Q1. Give examples of how you would plan activities.
Under the direction of the teacher, you will discuss and fully understand your role within the teacher’s lessonplan. The teacher will have previously completed long and medium term plans for the class. The class teacher’s short terms plan for the week can be broken down into daily plans. These will give you an idea of the number of children involved in the learning objective, previous learning, environment, resources available and a time scales. Which individuals or groups of children are to work on tasks at a particular time, taking into account individual needs and interests, grouping together children with similar abilities so that they are working towards the same targets, and give an indication of whether they are to be supported by an adult.
This is a great opportunity for you the TA to get involved with the weekly plan and to contribute your own ideas to the planning session.
• You are aware in advance of what you are required to do.
• There are clear roles and responsibilities for you working together with the teacher to support the pupils.
• The work you are covering fits in with the activities and topics which have been planned for the term.
• You are aware of where, when, what and who you will be working with.
• The objectives of the learning activity.
• The...

...Running Head: Final Project
Reviewing Classroom management plan
Julie Murray
Kaplan University
EP101-08
June 10, 2010
In reviewing this classroom management plan, I will be looking at the various elements that make up the plan. Such as the visual environment, physical arrangement, class rules and procedures as well as the types of instruction, communication plan and the teacher’s personal philosophy. Classroom management involves teacher actions to create a learning environment that encourages positive social interaction, active engagement in learning, and self- motivation. (Burden 2004)
The management plan discusses how the visual environment will be set up to motivate the students to learn by having a star student board. That recognizes the student’s hard work both intellectually and socially. As well as having the walls decorated with posters and student’s artwork. There will also be plants and animals in the classroom that the students will be take care of in order to develop of sense of responsibility. It is important to make your classroom an attractive, comfortable place. (Burden, 2004) Sensory stimulation is another effect of a good classroom setting. For children, it is easier to learn in a very appealing classroom, because the elements of the things that would appeal to the senses are there. Pictures, colors, sound, and so forth. (Furniture, 2008)The physical...

...A Detailed LessonPlan in Technology and Livelihood Education
Wood Working/ Carpentry
(Integration in Mathematics & Values Education)
by: Edgar S. Penuela
I. Objectives
At the end of the lesson, the students will be able to:
a. Discuss what is board foot;
b. Have knowledge on how to solve board foot as a unit of measure for lumber;
c. Solve problems involving measurement of board foot; and apply board foot measurement to real world situations.
II. Subject Matter
Measurement for the Volume of Lumber (Board Foot)
Reference:
Materials: Measuring Tape or any linear measuring tools; Blocks of wood & Computer/DLP
Values: Conservation of Resources/ Critical Thinking & Decision Making Skills
III. Procedure
Learning Activities
Teacher’s Activity & Students’ Activity
* Let us all stand for our prayer.
* Good Morning Class.
* Before you sit down, please arrange your chairs properly and pick up the pieces of papers and trashes under your chairs.
(Checking of Attendance)
* As I call your name you may say present.
(An assigned student will lead the prayer)
* Good Morning Sir!
(The students follow the instruction)
(Students raise their hands and say present as the teacher calls in their name)
Review
(Presume that the past lesson is all about the classification of lumber)
* Class, what was our lesson last meeting?...

...Using the attached lessonplan format, create a lessonplan appropriate for the grade you intend to teach. Then write a short paper (2-3 pages) regarding the lesson you are teaching and the modifications you have made to the lesson for at least 3 different groups of diverse students. Make sure you explain how your modifications can help the different populations.
LessonPlan Format
Grade level: State the grade level for this lesson
Subject: State the subject that you are covering for this lesson
Objective: What will the students learn?
Ex: The student will compare Yeh Shen to Mufaro’s Beautiful Daughters and list three ways that they are similar and three ways that they differ.
Primary Standards Addressed: List appropriate Sunshine State Standards for the grade level. Sunshine State Standards can be located at http://etc.usf.edu/flstandards/index.html
Ex: LA.A2.2 – Recognizes the use of comparison and contrast in a text.
Materials: List all of the materials that you will need throughout the lesson.
Ex: Yeh Shen, Mufaro’s Beautiful Daughters, Chart Paper, Pencils
Essential Question of the Day: List the overarching question that students should be able to answer by the end of the lesson
Ex: How can you tell when something is similar and something is different?
Opening: How will you begin the...