Boston College Pre-Practicum Lesson Plan Template

Name: Shea Gahr Date: 10/23/23

School: Baker School Grade: 5th

Starting and Ending Time: 9:50 to 10:45

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to how this lesson
fits into the “big picture” of the students’ long-term learning, which MA framework does the lesson most
clearly address? Select 2 to 3 focal standards that will be key to your instruction and assessment.

5.OA: Write and interpret numerical expressions

- 1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with
these symbols, e.g.,(6 x 30) + (6 x 1 ∕2)
5.N: number sense and operations
- 10: Demonstrate an understanding of how parentheses affect expressions involving addition,
subtraction, and multiplication, and use to solve problems, e.g., 3 x (4 + 2) = 3 x 6

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or strategy will the
student(s) learn and (2) how will they demonstrate that knowledge?
1) Students will practice the use of GEMDAS, or order of operations, through the four 4s activity
and improve their skills in the usage of grouping symbols.
2) Students will demonstrate their knowledge by filling out the four 4’s sheet, which requires them
to create equations equaling numbers 1-20 and fill that information into the sheet.

Assessment: What specific, tangible evidence will show that each student has met this objective?
- I will use an end-of-class activity that requires students to write down the various equations they
have formulated, as well as call students to the board to share what equations they formulated.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the lesson and
lesson content, will the student(s) know or learn, and (2) how will they demonstrate that knowledge?
Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown (2002) as cited by Thaashida L.
Hutton in Three Tiers of Vocabulary and Education.

1) By the end of the lesson, students will implement ELD-SI.4-12: Explain and ELD-SI.4-12.Argue, by
generating and conveying initial thinking, following and describing cycles and sequences of
procedures, supporting or challenging an opinion, and clarifying and elaborating ideas based on
feedback.
2) They will demonstrate this knowledge through the process of identifying the order of operations
that results in numbers 1-20 and sharing their different approaches and ideas with the class at
the end.

- new language from this lesson may include square root and factorial operations

Assessment: What specific, tangible evidence will show that each student has met this objective?
 - The students will present their ideas, as well as discuss multiple ways to solve the various
problems, and this will be documented through the four 4’s 1-20 number chart.

Content: What are the specific details of the lesson’s content knowledge?
- Know how to properly set up and solve equations using order of operations/GEMDAS
- Know how to solve for #1-20 using the four 4s method
- Understand how to effectively guide students to find new ways to problem-solve

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone else to
effectively teach the lesson and meet the lesson objectives.

Opening (10 minutes): How will you introduce the instructional objective to the students, “activate”
learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson content?
- I will create a slideshow that includes slides about instructions, helpful tips, and an example
problem or two so students understand exactly how to attempt the activity and how GEMDAS
impacts the same equation
- the problems: 4 + 4 + 4/4= 9 & (4 + 4)/4 + 4 = 6
- “Hello students, my name is Miss Gahr, and today we are going to be doing the four 4’s
challenge! Do you think you are up for it?”
- “Okay, so for this challenge, you will be using four #4’s to make different equations; sounds easy
enough right? Here’s the trick, each equation you make has to equal a number 1-20! So you are
taking four #’ 4s and putting different GEMDAS symbols in between them to make find a solution
or answer from what numbers? Yes, numbers 1-20!”
- “Here are some tips to remember! One, you must only use 4’s to make these equations. Two,
you cannot combine 4s to make double-digit #s, like 44 or 444. Three, remember to use GEMDAS
so your equation works the way you want it to – remember that grouping symbols ALWAYS
happens first. Fourth and finally, experiment and have fun with it!”
- “So 5A, are you ready to beat the four 4’s challenge?”

During Lesson (30 minutes): How will you direct, guide, and/or facilitate the learning process to support
the students in working toward meeting the instructional objectives?
- We will begin by doing an example problem together, that I will write up on the board and ask
students to contribute symbols to, and then I will solve it to show a concrete example, which
they will record in their workbooks
- “Okay, before we get going, I am going to hand you some instructions to put in your math
workbook, so please turn to the next open page in your workbook, and glue this at the top.”
- “Next, let's attempt a problem together, I’m going to write four 4s on the board, and ask for
people to give me a first symbol. Any ideas?”
- “Now that we have our equation, everyone writes it down in their notebooks and solves it, and I
will solve it up here at the board. Did everyone get ___? Okay perfect! Now write this equation
in your 1-20 handout like this.”
 - “Great job, we’ve solved 1 equation, do you think you can solve them all?”
- “I’m going to put 20 minutes on the timer, try to find as many of the numbers as you can, use
your math notebook to write out and solve your equations BEFORE writing them in your chart,
and at the end, we will share the equations we found with the class!”
- “Ready, set, go!”

Closing (15 minutes): How will you bring closure to the lesson and, by doing so, review and determine
what students have learned?
- At the end, I will use popsicle sticks with the students’ names written on them to call them up to
the board, one by one, and ask them to write an equation for one of the number boxes on the
chart
- Once students start to get stuck, I will have an answer sheet that I will reference, and help guide
them to figuring out the missing numbers; however, I will still prompt them and push them to
find the needed GEMDAS sign on their own.
- I will wrap up by congratulating them on beating the four 4’s challenge, and by mentioning that
GEMDAS helps us get different solutions, even using the same numbers, which is why it is
important to remember what order to do it in
- “Congrats 5A, you just conquered the four 4’s challenge!”
- “Before you go, can someone tell me why GEMDAS was important for our activity today?”
- “Yes, GEMDAS is important because it changes the order of operations; even though we used
the same four numbers, the solutions/answers changed because of GEMDAS. That shows the
importance of understanding GEMDAS, which stands for? Awesome, great job, 5A!”
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for Learning
(UDL) and utilize resources at the following links:

UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0

Guidelines:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson planning: http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Especially consider the needs of
students on Individual Education Plans (IEP), English language learners (at a variety of English language
levels), and students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another, you or the reading or the same Use Braille or large report
focus of instruction text at varying reading print
levels Extend time
Pair students Use manipulatives
Provide on-level Use assistive devices
reading
Technology
Give verbal cues to Use interpreter
emphasize main ideas Give students copy of
directions Give more breaks
Increase number of
review activities Allow use of computer
Hand out copies of
notes

Re-read directions

Use page markers

Specific Examples: P1s choose 2 levels of support to explain in detail the differentiation, P2s, P3s and
Grad P1s choose 3 levels of support to explain in the detail differentiation.

Support #1: Give additional examples - I will make sure to give students an example that we perform as
a whole class, so students have a thorough understanding of the activity and what is being asked of
them

Support #2: Give students copy of directions - I will give the students an individual copy of the
instructions, so they can refer back to it as frequently as they need, which will help drive students away
from confusion

Support #3: Graphic organizers - I will hand out a chart for students to put their equations in for #1-20,
so students have a way to keep their work organized and easy to access for the share-out at the end!
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom routines,
reinforce appropriate behavior, and/or handle behavioral issues? Give one example.
- I will reinforce good classroom behavior by walking around the room and monitoring student
activity, ensuring that they are doing their individual work and helping others if they need it
- I will also stress the importance of it being a challenge for the ENTIRE 5A classroom, therefore,
students have to be kind to each other and help each other out – if we aren’t supportive of each
other, then how can everyone beat the challenge?
- Additionally, if there is any major issue, I can tell the student if they do not cooperate, they will
not be able to finish the challenge with the class (obviously, this is not something I will have to
use, but if there is a large outbreak, I have a solution mapped out)

Technology: How did you incorporate technology into the lesson?

- I will be using a smart board to project the slides and the chart for students to fill in

Materials: What are the materials that you will need to organize, prepare, and/or try-out before teaching
the lesson?
- I will need to prepare a mini slideshow, print instructions for students, print the 1-20 chart, and
research a solutions sheet

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later time so that
the students continue to work toward the lesson’s overarching goal (i.e., the MA Curriculum Framework
incorporating the Common Core State Standards)?
- Since the students have already been studying GEDMAS, and have moved on to division, I imagine
that the next practice of this concept will be with larger, more difficult GEMDAS-based problems,
involving division. This should come in the next few weeks for the students, depending on when
Ms. Anderson decides to assign this work.
 6
Updated: Date (2023)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley