Basic Information
Title*
ISL- 6th Grade Math
Description
Describe the following planning elements using the template provided:
1. Briefly describe your students and the way they and any/or environmental factors influence hou you planned
instruction and assess student learning.
Students: Limit your entry to 100 words or
less*
Nocona Middle School enrolled 187 students for the 2010-2011 school year. The school contains nine students that are
classified as ESL; thirteen classified as GT; and twenty-three that qualify for special education. Out of the 12 sixth grade
math students in my classroom, one qualifies for Special Education and is also dyslexic, one student is 504, one student
has ADD, three students are at-risk for not reaching TAKS requirements, and one student is at-risk for not meeting TAKS
requirements, as well as for being retained in the first grade.
Nocona Middle School is located in Nocona, Texas. The population is very small and the majority of its residents are
Other Environmental Factors (school,
Caucasian, although there is a rise in the number of Hispanic residents. The school’s mobility rate was 16.0% out of 197
community, classroom, etc) Limit your entry to students that were enrolled during the 2009-2010 school year. Nocona Middle School offers a variety of programs to
50 words or less.*
meet the needs of its students. These programs include: band, choir, ESL, special education, GT, computers, physical
education, speech, tutorials, and RTI. Nocona Middle School received an accountability rating of recognized for the 2010
school year. The school also received a gold performance acknowledgement for being commended in writing. Around
80% of the sixth graders that I teach are Caucasian and the remaining 20% are Hispanic. The majority of the students’
parents have a negative attitude towards education and very seldom are in contact with the teachers. When the parents
do show up at the school they are very defensive but usually leave on a different note. The classroom I teach in is
comprised of four large tables which make individual learning and group learning easily accessible at all times. The
desks are arranged around a dry-erase board on the west wall and the Promethean board on the south wall. Technology
is a crucial part of the students’ learning environment. The majority of the lessons taught in the classroom are presented
through a PowerPoint presentation or a flipchart on the Promethean board which incorporates all three learning styles:
visual, auditory, and tactile. A set of individual laptops are also available for classroom use.
How did these things influence your planning
or assessment decisions? Limit your entry to
100 words or less*
How did you collaborate with your mentor
teacher while preparing for this lesson? Limit
While planning my methods of assessment I attempt to take into consideration every child’s strengths, weaknesses, and
varied learning styles the best that I can. Although I know that it is impossible to meet the needs of all students through
one method of assessment, I strive to reach the needs of all students through various methods of assessment. I try my
best to give the students daily practice with skills that I know they struggle with in hopes that they become comfortable
with them. I also take into account the disabilities that certain students have and make accommodations according to
their needs when necessary. I meet with the students that are struggling during the designated RTI time so that these
students can receive more one-on-one attention and I can zone in on their particular struggles. During class the students
are constantly practicing math skills individually or in a group setting. Class participation is a crucial part of each lesson
and I do my best to make sure all of the students are engaged and contribute to the classroom discussion.
My mentor and I communicate all of the time about the appropriate sequence and structure of lessons. She provided me
with many learning experiences before I began teaching on my own by modeling certain techniques that work well with
this group of students. I developed all of the lessons for this unit myself with resources that she referred me to, as well as
your entry to 50 words or less*
supplemental practice worksheets for the students. A lot of the supplemental practice worksheets are from the teacher
resources that came with the class set of textbooks or other resources available in the classroom. I ask for feedback
frequently and she gives it willingly. Together we came up with lessons that I believe the students benefited from and
enjoyed.
2. Describe the learning objectives your unit addressed. Explain how these objectives are aligned with TEKS and identify the level of learning using Bloom’s
Taxonomy.*
*Use Kno for knowledge, Cmp for comprehension , App for application, Ana for analysis, Syn for synthesis, and Evl for evaluation.
Select Add New to add rows to the table below.
Learning Objective
TEKS
Blooms
A. Students will be able to define and solve problems related to mean, median, mode, and range.
Math Sixth Grade: 6.10B
KNO & APP
B. Students will be able to identify and interpret bar graphs, line graphs, and circle graphs.
Math Sixth Grade: 6.10C and 6.10D
KNO & CMP
C. Students will be able to create, identify, and analyze stem and leaf plots and line plots.
Math Sixth Grade: 6.10D
SYN, KNO, ANA
D. Students will be able to select the appropriate representation for a given data.
Math Sixth Grade: 6.10A
KNO & EVL
3. List your Unit Assessments, identify mode of assessment, how each assessment is used, how assessments are aligned with unit outcomes, and describe
any special accommodations for students with special needs. *
*Codes for Use: Pre for pre-assessment, Post for post assessment, Form for formative assessment, or Sum for summative assessment.
*Codes for Mode: P&P for paper and pencil, Perf for performance assessment with rubric, O for observation (with rubric), and ALT for all other forms of
assessment.
Select Add New to add rows to the table below.
Use (use codes
as specified
above)
Modes (use codes
Learning
as specified
Objective
above)
Unit Assessment: Multiple choice questions
using higher-order thinking, as well as one
and two-step problems
PRE
P&P
A, B, C, D
Repeat directions and check for understanding. Oral
testing/Reading assistance. Provide additional seating
arrangements for those students who need it.
Problem of the Day
FORM
P&P
A, B, C, D
Oral directions and check for understanding. One-on-one
instruction.
Supplemental Practice Worksheets
FORM
P&P
B, C, D
Oral directions and check for understanding. Peer tutoring.
“Who Am I?” Charts
FORM
P&P
B
Large print and color contrast for chart display.
Class Participation and Group Work
FORM
PERF & OBV
A, B, C, D
Provide adequate wait time to allow students to answer. Peer
tutoring.
Jeopardy Review Game
POST
ALT
A, B, C, D
Peer tutoring. Reading questions and answer choices out loud.
Unit Assessment: Multiple choice questions
using higher-order thinking, as well as one
and two-step problems
SUM
P&P
A, B,C, D
Repeat directions and check for understanding. Oral
testing/Reading assistance
Name of Assessment
Accommodations