part i – who are the students? class composition

Lesson Design Template ____________________________________________________________

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PART I – WHO are the students?

Class Composition Please record relevant student data below. Some categories may not be applicable to your class (these categories can be left blank). Most of this information can be found in MyData: http://achieve.lausd.net/getdata Teacher Name: Ms. Fujikawa

Subject/Grade Level: 7th grade math

Lesson Date/Time: 11/14/15, 10 a.m.

Female Students: Male Students: General Student Data (1b1,1b3)

Record the number of students in each category Students with Disabilities: 3 GATE Students: 9

English Learner Data (1b1) English Learners (EL): 5 ELD Levels In Your Class: Level 4 English Only (EO): 4 Reclassified Fluent English Proficient (RFEP):

25 Long Term English Learners (LTEL): 5 Standard English Learners (SEL):0

Additional Student Information What other student data may be relevant or important to this lesson? (1b1, 1b3) N/A

Considering the data above, list the strategies you use to help every student gain access to academic content (i.e., differentiation strategies, grouping of students, IEP requirements, etc.). (1a2, 1b1) Grouping heterogeneously (High, High-Med, Low-Med, Low) based on the most recent District benchmark assessment. Use of graphic organizers and sentence frames -Students with disabilities – work within the Zone of Proximal Development-Students who have mastered the concept will be challenged to compare incomes earned overdifferent time periods and to think about how percents play a role in choosing a job or profession.

Students will work with other students at the stations to fill out the graphic organizer and calculate the commission using a percent. Students will be able to think about their answer first and then share with a partner before the class discussion.

Having a point system for the class discussion gives everyone a chance to earn a point through agreeing or disagreeing with something someone said or for stating a fact or opinion.

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Part II – WHAT are they learning?

Instructional Goals and Objectives

1a1 Knowledge of Content and the Structure of the Discipline EFFECTIVE Teacher articulates a solid knowledge of the concepts in the discipline through the development of essential understandings and big ideas that are aligned to the standards. Teacher demonstrates knowledge of the progression of the content standards within and across adjacent grade levels. What key standards and instructional goals and objectives are being addressed in this lesson? (1d1) 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.Example: simple interest, tax, markups and markdowns, gratuities and commissions, fees,percent increase and decrease, percent error.

The learning objective is that students will know how percents can affect the amount of money they earn. Students will be able to calculate a commission based on earnings in order to support this understanding of percents involved in earning money.

Students know and understand how to calculate a tax on a subtotal, calculate a tip on a total, calculate a discount on a price of an item and find percents of whole numbers. Students also know how percents affect them when shopping for items on a budget, how percents affect their total amount of money spent when eating in a restaurant and how percents affect them when they have a coupon, discount or sale. This data was collected through KWL that was done one week before to start the unit and was done through informal observation or answers students have shared in Kagan structures and during percent experiments designed to let them experience frustrations and success in spending money.

What ELD Standards are incorporated in this lesson (if applicable)? ELD.PI.7.A.3 – Supporting opinions and persuading others

Bridging

Negotiate with or persuade others in conversations using appropriate register (e.g., to acknowledge new information) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X and I haven’t thought about that before), and open responses.

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Part III – HOW will they learn it?

Lesson Plan

1a2 Knowledge of Content Related Pedagogy / 1d1 Standards-Based Learning Activities

EFFECTIVE - 1a2 Knowledge of Content Related Pedagogy Teacher’s plan reflects effective research-based pedagogical approaches in the discipline, and is appropriate for the essential understandings and big ideas addressed in the lesson. Teacher plans appropriate use of technology and of 21st Century Skills. Teacher anticipates students’ misunderstandings.

EFFECTIVE –1d1 Standards-Based Learning Activities All of the learning activities are relevant, designed to cognitively engage students, are aligned to the instructional standards and represent awareness of 21st Century Skills. Learning activities are differentiated as appropriate to meet the needs of diverse student subgroups.

Include your instructional sequence (lesson plan) below. You may use a lesson plan format of your choice. Consider how your lesson plan will help you demonstrate EFFECTIVE practice in elements in Standard 3 when you teach your lesson. It is NOT necessary to respond to the items below.

Ideas to consider when developing your lesson: • Purpose of the lesson (3a1)• Academic language (3a4)• Questions (3b1)• Discussion techniques (3b2)• Standards-based projects, activities, and assignments (3c1)• Grouping of students (3c2)• Feedback to Students (3d3)• 21st Century skills (Communication, Collaboration, Critical Thinking, Creativity)

Academic Language The word “commission” will be taught through experiencing different careers that earn income through working for commissions.

Questioning What is commission? What was your job and how much money did you earn? Who makes the most money and why? Is there anything else we need to consider when answering this question?

After you’ve used your skills to find out what these jobs earn in 1 day, how does this help you know who makes the most and why?

A makeup salesperson makes 3% commission on $520 worth of sales. a) How much money does the makeup salesperson make?b) How does the percent affect the amount of money this person earns?

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Instructional Groups

Corners: This structure allows students to get up and work with new partners for solving a percent problem.

Roundrobin: This structure allows students to share important information that will lead into the class discussion.

Timed Pair Share: This structure allows students to practice and think about their answers with one other partner before the class discussion. It also promotes equal participation among students and holds student accountable to thinking about the objective of the lesson with another person.

Whole Class Discussion: Promotes listening and questioning of other students answers and encourages student-to-student interactions.

Instructional Sequence/Pacing:

Warm Up (8 min): Students will enter the classroom and start their warm up as a way to focus them quietly and provide time for them to reflect on their skills in how to calculate a percent from a whole amount individually. Students will also have time to compare answers and teach each other if they are still making mistakes or having misunderstandings. Calculate a percent is a skill students have been working on for the past week.

State the objective of the lesson for students to copy into their math portfolios: “Today I will learn how percents can affect the amount of money I earn.”

After students complete their pair share for the warm up answers, the teacher will state, “In order for you to know how percents can affect the amount of money you earn, before you walk out the door today, you need to know how to calculate a commission.”

Using a power point, introduce students to commission. Students are taking notes. (5 min) “What is commission?” Example of commission with calculating with a percent.

Explain instructions for which job students will have/which corner students will visit. (3 min)

Students go to their assigned corner/job (7 min): -Record important information about their job and earnings on a graphic organizer.-Work on commission problem and verify their answers with at least 2 other people who are alsovisiting the same station.-Complete the sentence starter on their graphic organizer:My job was ________ and I made ____________.

Students return to their table groups and do a Roundrobin (2 min): What was your job and how much money did you earn? Students take turns reading their sentence starters on their graphic organizer: My job was _______ and I made _________.

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Teacher puts a Question up and says, “I am going to give you 20 seconds to think and then do a timed pair share with your shoulder partner. Partner A will have 1 minute to share their ideas with Partner B for 1 minute. If Partner A finishes speaking and there is still more time you must wait until the minute is up before Partner B begins sharing (4 min). This is to ensure equal participation when you are speaking.”

Who makes the most money and why? (All the jobs you heard at your table group) (10 min)

Think (20 seconds) Timed Pair Share (1 minute each= 2 minutes)

Next, teacher leads a Whole Class Discussion: -Teacher tells the students that they will receive 1 point for an agree or disagree statement, 2points for coming up with a question about what someone else said, or 3 points for having awonder about the question or what someone said.-Teacher holds seating chart clipboard as a way to keep track of giving participation points forthe class discussion.-Students raise their hand to speak.-Teacher facilitates the discussion and listens for a student to wonder about how time affectsthe amount of money someone earns for their job OR teacher asks the class:

“Is there anything else we need to consider when answering this question?” (5 min)

-When students lead each other to the issue of time affecting the amount of money beingearned, teacher has students calculate and compare the daily earnings for each job in theirtable groups.-Return to the class discussion:

After you’ve used your skills to find out what these jobs earn in 1 day, how does this help you know who makes the most and why? (10 min)

Learning Log/Quickwrite (assessment of skill and knowledge) (10 min): A makeup salesperson makes 3% commission on $520 worth of sales. a) How much money does the makeup salesperson make? SKILLb) How does the percent affect the amount of money this person earns? KNOWLEDGE

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Part IV – How will learning be assessed?

Assessment

1e2 Planning Assessment Criteria EFFECTIVE Teacher has developed criteria by which levels of student learning will be assessed. Teacher has planned how criteria will be communicated to students. What criteria will you use to assess your students’ learning?

Students will know that mastery/proficiency looks like a wonder. If students are mastering the objective they are asking wonder questions of their classmates. They will know what non-mastery/below proficiency looks like not being able to say how percents affect someone’s ability to earn money on the exit slip. They will know that non-mastery/below proficiency looks like not being able to calculate a commission correctly.

During the lesson, I will check for understanding using questioning, having students to collaborative work in pairs, teams and stations/corners. I will also use the classroom discussion as a strategy to listen to student responses and see what types of things they are thinking about when they think about earning money. I will also use the exit slip as a way to check for understanding at the end of the lesson.

How will you communicate the criteria and ensure students understand the expected outcomes?

I will know that all students understand how to demonstrate proficiency/mastery because I will inform the class that I am using an exit slip to see if they “GOT IT” for learning about commission. I will measure proficiency by their answer to the first question on the exit slip. If they got the right answer and they showed work, they understand the skill for how to find a commission. If they wrote an answer to the second question that talks about percents that are lower earn less on the total amount than percents that are higher earn more from the total amount or they mention statements, questions or wonders that were discussed in the classroom discussion, I will be able to measure their proficiency in the knowledge of commissions affecting the amount of money you earn.

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part i – who are the students? class composition

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