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Elementary Education Program Danielson Framework Lesson Plan Template
Elementary Education Program Danielson Framework Lesson Plan Template
Performance Outcome
Students will begin to apply addition and subtraction to problems using an
equation opening up their ability to begin to solve real-world problems.
Content Standard(s):
Standards
CCSS.MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations
of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem.
Model of Statement of Adult Roles: How will the other adults in the classroom support
Co-teaching students (aides, paraprofessional, special educator, resource teacher, etc.)?
(Component 4D)
Anticipatory Set Do Now / Warm-up: How will you engage students in learning? How will you
/Activating connect the lesson to their prior knowledge? (Component 1E)
Strategy
8:25-9pm (35 Minutes)
Morning work will be given, it will consist of an activity that revisit the previous
lesson and then an activity that introduces the lesson being taught that day.
T: Good Morning everyone, Today’s morning work will be our target practice
worksheet that we did yesterday during our lesson and a story based math practice
sheet to practice our math skills for yesterday and today.
T: We will have about 20 mins (8:25-8:45) to work on our morning work and what
you do not finish, we will work on throughout the day.
** Students will work independently and when finished will placed finished work in
red bin and if needing completion will put in their folder and submit by end of day***
8:45- 9am
T: Boys and girls, please put all pencils and math worksheets away and come to
the carpet for Calendar.
T: Good job! How many days are there in a week? What day is it today? Yesterday
was? Tomorrow will be?
Introductory / Teacher Directed Activities: (Teaching of the new concept): How will you aid
Short Lecture/ students in constructing meaning of new concepts? How will you introduce/model
and/or new skills or procedures? What instructional strategy(ies) will you introduce, re-
Developmental introduce or utilize to ensure comprehension? (Component 1E)
Activities
Students have been responding well to movement through the math lessons. I will
be having the students do a Cheer Count. Students will be standing at their desk
and start with their hands on their head. They will then proceed to raise their arms
for each new number. I will revisit previous lesson of squatting at odd numbers and
standing at even numbers.
10-10:03
3 mins total- 1 min explanation
T: Classy Classy
S:Yessy Yessy
T: To start off our math lesson, we are going to practice counting by adding two to
our big number. Remember when i give you the big number you put it in your head.
We will whisper our big number and the number that comes next but will chant the
second number. Watch me as i show you what to do.
5 (touches head) 6 (raise left hand) 7 (raise right hand and shout)
T: Okay, let's’ try our big number is 6 we are going to add two.
S: 6, 7, 8
S: 8
Students will be given a number bond dash worksheet. They will be given 90
Elementary Education Program
DANIELSON FRAMEWORK LESSON PLAN TEMPLATE
seconds to complete. Demonstrate first 5 problems and then set timer. Once
students are done have them place paper in red bin.
T: Boys and Girls let’s do the first 5 problems together. (proceed working on the first
5)
T: Okay! Now that we did the first 5 together, you will have 90 seconds to do as
many problems as you can. Pencils up! On your mark, get set, go!
90 seconds pass
T: Pencils down and papers in the red bin! When you get to your table, please put
the cap on the back of our markers and get ready to learn!
Teacher Guided Teacher-Monitored Activities: What will students do together to use new
Practice concepts or skills? How will you assist students in this process? (Component 1E)
Students and I will be doing concept development and problem set that is geared
towards the skills that were taught. I will be working with them to complete the
question and have students answer questions that i have that reflect the problem
being worked on.
10:10-10:45
T: Okay boys and girls, I am going to read you a word problem and we are going to
need to find the missing number. You have a dry erase board and a marker and
you will be following along with me.
S:okay
T: 5 bears go to the playground (place 5 bears on the elmo and have the kids write
5 on their board) Some more bears show up. Now there are a total of 9 bears
playing at the park. (place 9 bears after the equal sign, and write the number 9 in
the box). How many more bears showed up to make the total 9 bears?
T: Okay, so we were given our sum and our first number (5). If we have to get to a
total of 9 bears, how many more bears do we need to add? Lets start with our big
group in our head (5) lets count on now.
T: *** Choose a student*** how many more bears do you think we have to add to
get to 9?
S: Answers
Elementary Education Program
DANIELSON FRAMEWORK LESSON PLAN TEMPLATE
T: Is ** student** right?
T: Okay let’s do one more problem, 4 bears get on the school bus . The school bus
makes another stop and more bears come on. When they get to school, there are
10 bears on the bus in total. How many more bears came on the bus? We were
given two numbers. What is the total amount of bears that are on the bus, what is
our Sum?
S: **10**
T: Good! ( place 10 bears on top of the number 10) and what is the other number
that we were given?
S: **4**
T: Good job! (Place 4 bears on top of the number 4) How many more bears do we
need to make 10? Let’s put our number in our head, ** kids touch head** now lets
count on to make 10.
S: Students count to 6.
S: ** 6**
T: Good Job! let’s move on to our problem set. Open your books to page ** Insert
page** ** student** please read our first problem.
S: 5
t: what number do we put in the small box?
*** will continue with the pattern of conversation for the remaining problem of the
problem set worksheet.***
Independent Practice Activities, Refinement, and Extension: What opportunities will students
Practice or have to use the new skills and concepts in a meaningful way? How will students
Activities expand and solidify their understanding of the concept and apply it to a real-world
situation? How will students demonstrate their mastery of the essential learning
Elementary Education Program
DANIELSON FRAMEWORK LESSON PLAN TEMPLATE
outcomes? (Components 1E, 1F)
Students will be given an exit ticket that correlates with the lesson, students will
have 3 minutes to do the exit slip independently or with a buddy.
Students will complete the exit ticket and must wait for myself and cooperating
teacher to go around and check work. If done correctly they can put the paper in
their mailbox and sit quietly until tables are called for lunch.
T: I just gave you guys your exit tickets for todays lesson. Place complete the exit
ticket and when you're done, Mrs. Dalfonso and I will walk around to check your
work. If right, put a smiley face and place it in the mailbox. Go back to your seat
and show us that you are ready for lunch.
Reflection: 1. In general, how successful was the lesson? Did the students learn what you
(Component intended for them to learn? How do you know?
4A, 4E) a. I thought that the lesson went very smoothly. Before the concept
development of the lesson, the students were introduced to a
counting game. The students were asked to practice counting on
continuing the number line based on whatever number the student
before them said. By using this fluency practice game, the students
were able to practice their counting without needing to use their
fingers. Listening to the students during independent work, I was
able to observe if they were using the technique introduced.
4. Did you depart from your plan? If so, how and why?
a. I did end up departing from my plan. I unfortunately had to do away
with the application problem section because I felt that the students
needed more time to work on the concept development. Based on
the academic ability of the classroom and the amount of content
expected to be covered within an hour, I felt that the students would
be overwhelmed with information and not grasp the content as well
as I would want them to.
5. If you had an opportunity to teach this lesson again to the same group of
students, what would you do differently?
a. If I were to teach this lesson again to the class, I would change up
the concept development section and add more problems that they
would see on their homework and on the problem set. I feel that if
the concept development is worked around that and uses problems
similar to what they would see, they would have a more successful
outcome on their homework and their problem set understanding.
6. What did you learn from informal assessment during the lesson? How did
the results impact your instruction and/or student learning?
a. Through informal assessment, I realized that I need to change my
pacing when it comes to teaching the information to the students.
Although my class is around the same academic capability, there are
some students who do struggle and fall behind and I need to make
sure that they are not only getting the concept of the lesson but are
also keeping up with the class. Although this does set the higher
learners behind, it aids not only to doing a recap of the information
being taught for those who are keeping up. but it also allows the
students that are falling behind to have the ability to learn the
information a second time to really retain the information.