Formal Lesson Plan Format

Name: Grade: Date:

Background Information:

Briefly describe the students in this class including culture, disability, social-emotional needs,
socioeconomic status, English language learners, gifted, etc. Describe any accommodations you will
make?
There are 24 students in my 6th hour Algebra I class – 8 males and 16 females (including my host
teacher’s daughter). 6th hour is really social. Accommodations that I have made in this class really
have to do with the seating chart. None of the students in this class have IEPs or disabilities that I
am aware of. A few of the students have a hard time sitting still for the whole class period. We have
a standing table in the back of the class that is on a first-come-first-serve basis, and most kids don’t
use it in other hours. One student in this hour often stands back there. I have also moved some of the
students who fall behind or get confused to the front of the class so that I can see when they get
confused because they will crinkle their forehead.

Differentiated Instruction: How will you differentiate for different individuals or groups of students
in the class based on data/observations? Include plans for those who need to be challenged as well
as those who struggle with content.
This is an advanced 8th grade math class. Most of the students in this class are really strong math
students and thus, the curriculum has already been developed to accommodate them as a group of
high skilled math students. There are a few students who lag slightly, and when I can see that
happening, I will typically have the class do a few problems by themselves so that I can talk to those
students and try to catch them up really quick. If they continue to fall behind, I will sometimes have
them come after school or before school. I have also moved most of the students who tend to fall
behind to the front of the classroom so that it is easier for me to tell if they are falling behind, and it
is easier for those students to pay attention.

Classroom Management Techniques: Give examples of techniques you may use to ensure your
lesson will be successful.
- I will tell students to stop talking.
- I give the silent treatment sometimes
- I draw sticks to keep students engaged and make sure that they fully understand the content.

Cross-Curricular Connection: In what way does this lesson connect to another content area?
Identifying patterns can be found in every subject; in English/Language Arts there is a pattern in
writing, in Science/Physics, there is a pattern to growth in living cells or acceleration, Social Studies
there are patterns in trade routes, etc.

What would you like me to specifically observe during the lesson?

Instructional Components:

Common Core/State of Michigan Standards Lesson Objective: What will the students know
(include a brief explanation of what the standard and be able to do at the end of your lesson?
requires – think about how your lesson
objectives meet this standard)
F-IF.A.3 Recognize that sequences are functions, Students should be able to recall identifying and
sometimes defined recursively, whose domain is graphing sequences, constructing arithmetic
a subset of the integers. sequences, and modeling with arithmetic
F-BF.A.1a … Determine an explicit expression, sequences.
a recursive process, or steps for calculation from
a context.
F-BF.A.2
F-LE.A.2 Construct… arithmetic…sequences,
given a graph, a description of a relationship, or
two input-output pairs.
MP.4 Modeling
MP.7 Using structure

Assessment Approaches: How will you know students have learned the lesson objectives?
Students will turn in their activity sheets at the end of the hour, and I will be able to check what
they understood and did not understand.

Materials/Resources/Technology/Supplies:
Smart board
Answer sheets
Scavenger hunt activity sheets

Academic Vocabulary: What terms will students need to know and use to be successful in this lesson.
Provide the term(s) and a student friendly definition.
(terms) (definitions)

Sequence- A list of numbers in a specific order.

Explicit- Defines the nth terms a function of n for any whole number n greater than
0.

Recursive- Defines the nth term by relating it to one or more previous terms.

Arithmetic Sequence- Difference between consecutive terms is always equal

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Anticipatory Set: How will you excite students Statement of Objective and Purpose of Lesson:
or connect with prior knowledge, create interest, What will you say to STUDENTS about what
set the “hook”? This should be brief, just enough they will learn and why it is important?
to get the students hooked into the lesson.
I will ask students to give me many examples of “Today is a review day about what we have
sequences, after they have given me a few learned over the past few days. It is important
examples I will reiterate that sequences can that you know this because sequences can be
really be found anywhere. It is important to found anywhere. We also have a quiz over
learn about sequences so that they can recognize everything that is in this review activity so it is
them when they come across them in every day important that you take this seriously and ask
life. lots of questions if you have them!”

Provide a detailed description of the following steps (this is the main content/steps of your
lesson), include timing.
Modeling (you do) 55 minute class-
(3 min) Students will grab their scavenger hunt answer sheet and go to their
seats.
- Ask students to get their homework from the previous night out.
- Start on the warm-up.
(5 min) After students get into their seats they will start their warm-up.
During this time I will take attendance and check homework.
(5 min) After the warm-up, I will draw sticks and go over the warm-up, then
the homework.
(2 min) Anticipatory set
(2 min) Transition from homework to activity.
- Put homework away
- Students will grab their activity, which they picked up at the beginning
of class.
(3 min) Students will have the activity sheet in front of them; together we will
do one of the scavenger hunt stations so that they know how to write the
answers in the sheet and how to go around the scavenger hunt activity.

Guided Practice (3 min) We will do one more station from the scavenger hunt activity
(we do) together.
- Draw sticks for the activity question.
- Make sure students understand what is being asked of the activity.

Independent (30 min) Students will make their way around the scavenger hunt activity.
Practice (I do) - scavenger hunt activity has review questions for the quiz.
- Students will go through the activity in partners.
- The activity will be laid around the hallway so that students can scatter
around the hallway and walk to the different stations.
- During the activity I will walk around and help students who have
questions.

Closure/Check for (4 min) Students will turn in their scavenger hunt activity, and we will talk
Understanding about what they should know for the quiz – listed in the objectives.

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