Rita Soledad Fernandez

Dr. Recendez

Culture and Inclusion

19 November 2017

Final Project Lesson Plan

For one of our class assignments, I created a multicultural lesson checklist. In addition to using the UCLA Lesson Planning Guide, I

used my multicultural checklist to make sure that my lesson was culturally responsive. I adapted a Mathalicous lesson guide and student

handout to supplement the third chapter of the CPM curriculum we use at my school. This lesson has several activities that promote

students’ mathematical identity because activities focus on the process and explanation of problem solving rather than quick-answers to

single-answer questions which creates an inclusive learning environment. The content is relevant to students’ lives since they all attend a

charter school that is challenged with keeping teachers long term since hours are longer and pay is not significantly more than those who

work for LAUSD. Teacher retention rates are a social issue that is relevant to the school community. The new content is being introduced to

students with a video clip from the Comedy Central Show Key and Peele which many of the students are familiar with. The video clip will

also appeal to students who are interested in sports since the scene opens with ESPN-like graphs and shows two hosts seated at an ESPN-

like desk. This lesson engages student in mathematical content with the use of cooperative learning structures and helps prepare students for

the 8th grade SBAC mathematics exam with exposure to standardized test questions in the exit slip.

UCLA Extension Clear University Induction Program

LESSON PLANNING GUIDE
Inquiry I: Effective Learning Environments and Supporting Cultural Diversity

Topic of Lesson: Introduction to Functions Date: Sunday, November 19, 2017

 UCLA Extension Clear University Induction Program
LESSON PLANNING GUIDE
Inquiry I: Effective Learning Environments and Supporting Cultural Diversity
Inquiry Question: What should teacher salaries be based on? Grade Level: 8th Grade
Expected Outcomes: What is your learning objective for students to know Behavioral Needs Focus Student: How will you modify, accommodate,
at the end of this lesson? or differentiate instruction to ensure universal access to curriculum for
• Content Objective: SWBAT to demonstrate mastery of determining your Focus Student?
the rate of change from a table of values by earning a 40% on their • Behavior needs focus student will be checked in with after each
Front Row 8.F.4 Benchmark Assessment. transition using non-verbal and verbal interactions. Teachers will
focus on reinforcing student engagement in activities with praise.
• Language Objective: SWBAT to explain in writing and in words how
• Teachers will provide frequent opportunities for students to
to find the rate of change from a table of values.
collaborate and engage in mathematical discourse.
• Learning Strategy Objective: SWBAT will listen to/read questions to • Pre-teaching vocabulary and explicit instruction using TPR
consider while watching a short video clip. movements will provided students with sufficient modeling, the
cooperative group work allows students to have guided practice
and the exit slip transitions students to be able to work
independently. (Gradual release of responsibility)
Assessment: What evidence of learning will you gather to assess student Flexible Grouping Strategies: How will you group students in the lesson
learning? to address identified language, academic, and instructional needs for
• Students will take Front Row Benchmark 8.F.4 assessment since it is individual students?
the first time they are working on this standard they will earn a • Students are seated heterogeneously in groups of four based on
classwork score based on the following criteria: previous math assessment with a High, Medium-High, Medium-
Low, and Low student at each table.
40% and above: 4
30%: 3 • Students who do not speak English fluently are seated next to
20%: 2 students who bilingual.
10% and below: 1 • Students who struggle with sitting down the entire period are
• Teachers (Content/Special Ed) will circulate to monitor completion of seated in the back where they could stand up without blocking
handout and check every single student description of how to calculate anyone and walk to drink water for little breaks.
the rate of change from a table. • Teacher circulates throughout the period to monitor student
interaction.

What academic content standard(s) will you focus on during this lesson?
• 8.F.4: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function
from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change
and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

Lesson Differentiation: Explain how you will ensure student engagement and differentiate within this lesson to meet the needs of students who have
learning difficulties, students who are language learners, and students who are gifted.
• All questions will be asked orally and be posted for students to reference.
• Emphasize and pre-teach discipline-specific vocabulary using Total Physical Response (TPR). \

UCLA Extension Clear University Induction Program- Lesson Planning Guide

 UCLA Extension Clear University Induction Program
LESSON PLANNING GUIDE
Inquiry I: Effective Learning Environments and Supporting Cultural Diversity
• Limited English speaking students will be provided with translations by bilingual peer and teachers.
• Student handout has “Must Do” problems and “Can Do” problems so that groups who finish early can still work on extension
problems.
Lesson Design: Explain your planned activities to meet your learning objective.
1. 2 mins: Teacher calls on student volunteer to read lesson objectives and inquiry question.
2. 2 mins: Teacher circulates as students discuss the vocabulary terms of the day encouraging students to use their glossaries, word wall or the
examples on the handout if necessary.
3. 10 mins: Teacher provides definitions to the vocabulary words using student definitions as much as possible and making sure to cite the name of
group who accurately described the vocabulary terms. Teacher will demonstrate how to find the rate of change from a table of values using three
steps and with TPR movements.
1st (Right hand: one finger up) Find the difference (Left hand: subtract symbol) between two (Left hand: two fingers up) y-values (Left arm and
right arm form the letter Y as in YMCA)
2nd (Right hand: two finger ups) Find the difference (Left hand: subtract symbol) between two (Left hand: two fingers up) x-values (Left arm and
right arm form the letter x)
3rd (Right hand: three fingers up) Divide the vertical change (Left hand: ASL y, Right hand: fraction bar) by the horizontal change (ASL x)
Students will teach their shoulder partner how to calculate the rate of change from a table using the TPR movements three times (together, a
partner, then b partner) before writing steps down.
4. 5 mins: Teacher will ask a student volunteer to explain how professional athlete salaries are determined. Teacher will ask students to consider the
following questions while watching the video clip from the Comedy Central Show, Key and Peele.
https://www.youtube.com/watch?v=dkHqPFbxmOU
Do you think there are teachers who make $80 million in six years?
Do you think there’s such a thing as a Teacher Draft? Do you think there should be?
What did Mike Yoast’s father do? What do you think would happen if teachers earned more than athletes?
Do you know how teachers are paid? What’s the most a teacher can make? The least?
How are people paid in other professions?
5. 4 mins: Teacher will instruct students to “Round Robin” the response to whichever question they want to answer as teacher circulates listening to
student responses, so she can synthesize their current thoughts.
6. 10 mins: Students will work as a group to answer the following questions:
MUST DO Questions #1 and #2, CAN DO Questions #3 and #4

UCLA Extension Clear University Induction Program- Lesson Planning Guide

 UCLA Extension Clear University Induction Program
LESSON PLANNING GUIDE
Inquiry I: Effective Learning Environments and Supporting Cultural Diversity

UCLA Extension Clear University Induction Program- Lesson Planning Guide

 UCLA Extension Clear University Induction Program
LESSON PLANNING GUIDE
Inquiry I: Effective Learning Environments and Supporting Cultural Diversity

7. 12 mins: Students will get their computers and complete Front Row Benchmark 8.F.4 assessment on computers. Students will come up to teacher
to receive their benchmark score on then record it on their tracker. Teacher will share class average with the class and celebrate if the average is
currently at or above 30% because it means that students are on track to mastering this standard by the end of the week.
Sample Questions:

UCLA Extension Clear University Induction Program- Lesson Planning Guide

 UCLA Extension Clear University Induction Program
LESSON PLANNING GUIDE
Inquiry I: Effective Learning Environments and Supporting Cultural Diversity

Academic Vocabulary Instruction: What specific vocabulary/terms will Culturally Relevant: How is this lesson relevant to the students in your
you explicitly teach and have students practice during this lesson to ensure class? How does this lesson encourage a classroom that is supportive of
concept understanding? diversity?

• Table aka Table of values • Content Integration: The video clip has two African-American
comedians talking about four different amazing teachers from
• Graph
different ethnic backgrounds.
• Rate of Change
• Knowledge Construction Process: Students work collaboratively to
• Unit Rate build knowledge about how to find the rate of change from a table
of values using TPR movements and applying that knowledge to
understand salary schedules.
• Prejudice Reduction: Though not directly addressed, research has
shown that cooperative helps reduce prejudice.
• Equity Pedagogy: Class average on the exit slip is being celebrated
instead of individual exit slips scores.
• Empowering School Culture and Social Structure: Students ability
to find the rate of change in a salary schedule informs their opinion
about pay scales and will help them evaluate the appropriateness of
a pay scale.
Classroom Management: What do you anticipate your focus student will Integration of Technology: How will you integrate available technology
need to be successful with this lesson? What other issues should you resources into this lesson as you plan, teach, and assess student learning?
consider to ensure a safe and inclusive environment for student learning? How might students use technology in this lesson to deepen their
• Students who struggle with mastering the language objective in the understanding of the content?
beginning of the lesson will need support to complete question #1. • Youtube video will be projected as a hook/preview of context of
Teacher will check in with these students. the math content.
• Students may have difficulty transitioning from talking about the • Computers will be used for students at complete Front Row
video clip to answering the questions on their handout since they may Benchmark assessment as an exit slip. Students will be able to
want to continue to talk about their responses to the questions about receive immediate feedback on their understanding of the lesson
the video. Teacher will make sure to acknowledge publicly groups objectives.
who quickly transition to completing the handout.
• An anchor chart with how to find the rate of change from a table
will be posted in the classroom and included in a power point that
students will have access to in their google classroom.

UCLA Extension Clear University Induction Program- Lesson Planning Guide

 UCLA Extension Clear University Induction Program
LESSON PLANNING GUIDE
Inquiry I: Effective Learning Environments and Supporting Cultural Diversity

UCLA Extension Clear University Induction Program- Lesson Planning Guide