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Math Lesson Plan for Second Grade

This rationale statement discusses Standard 4: Content Knowledge from the New Jersey Professional Standards for Teachers. The author created a lesson plan for subtraction using regrouping for a second grade class as part of an education field experience course. This artifact demonstrates the author's understanding of how to make content accessible and meaningful for learners to ensure mastery. Specifically, the lesson plan uses multiple representations and explanations to guide students through learning progressions and promote achievement of content standards. Observing a cooperating teacher teach the same topic provided insights into effective and ineffective instructional strategies to incorporate into the author's own lesson plan. This experience highlighted the importance of peer collaboration for planning lessons.

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89 views3 pages

Math Lesson Plan for Second Grade

This rationale statement discusses Standard 4: Content Knowledge from the New Jersey Professional Standards for Teachers. The author created a lesson plan for subtraction using regrouping for a second grade class as part of an education field experience course. This artifact demonstrates the author's understanding of how to make content accessible and meaningful for learners to ensure mastery. Specifically, the lesson plan uses multiple representations and explanations to guide students through learning progressions and promote achievement of content standards. Observing a cooperating teacher teach the same topic provided insights into effective and ineffective instructional strategies to incorporate into the author's own lesson plan. This experience highlighted the importance of peer collaboration for planning lessons.

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Ashlee Miller

Professor Suk
EDUC 230-03 Education Field Experience
Spring Semester 2023
Rationale Statement-Standard #4. Standard 4: Content Knowledge

Standard # and Title: 4. Standard 4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches, particularly as they relate to the Common Core Standards and
the New Jersey Core Curriculum Content Standards and creates learning experiences that
make these aspects of the discipline accessible and meaningful for learners to assure mastery
of the content (“New Jersey Professional Standards for Teachers Alignment with InTASC,”
2014, p. 5).

Artifact: Lesson Plan and Assessment 2

Date of Completion: March 20th, 2023 Spring Semester

Course Completed in: EDUC 230-03 Education Field Experience

Rationale Statement:

In my education field experience class, I am required to complete two lesson plans.


One had to be a science lesson and the other could be a subject of my choosing. I already
completed the science lesson so for lesson plan and assessment 2, I chose to do a math lesson.
The math topic I chose was subtraction using regrouping for a second grade class. I planned
out a variety of different assessment techniques and instructional strategies to maximize my
hypothetical students' learning in this subject and topic. This artifact is specifically related to
standard four because it demonstrates that I understand the necessary methods and tools to
use to create an engaging and educational lesson for students. If I had to pick one indicator
within standard four that best represents this artifact, I would choose i. Performances: (1).
This indicator states, “The teacher effectively uses multiple representations and explanations
that capture key ideas in the discipline, guide learners through learning progressions, and
promote each learner’s achievement of content standards” (“New Jersey Professional
Standards for Teachers Alignment with InTASC,” 2014, p. 5). Throughout my lesson plan, I
selected various representation types and explanations that were important to the topic. This
was intended to make sure my hypothetical learners’ needs were all being met.
As a prospective educator, I have learned how important peer observations and or
observations during a lesson can be. I came to this conclusion during my field experience at
Weston Elementary School. One day while observing, I saw my cooperating teacher teaching
subtraction with regrouping to his second graders. Based on the positive and negative
outcomes of his lesson, I decided to create a lesson that I would teach about this subject and
topic. Being able to see, firsthand, the positive and negative outcomes of this topic made it
really easy for me to see some things that I knew I wanted to include in lesson plan 2 and
some things that I wanted to switch up. I wouldn’t have gathered this information though if I
wasn’t able to observe my cooperating teacher though. This has taught me the importance of
observations.
In my future professional practice, I can absolutely use the realizations I came to in
the previous paragraph. Although I will not be observing still when I am a teacher, that does
not mean that I can’t obtain the same information that I would while observing. Instead of the
observations I do now, I can make it a point to collaborate with the teachers who teach the
same grade as me. I can meet with these people to see what worked well for them in their
lessons and what didn’t. I think this can give me the same kind of value that I am getting now
from my observations. After reflecting on this artifact, I now know the importance of peer
collaboration.
Miller 2

Reference

New Jersey Professional Standards for Teachers Alignment with InTASC. (2014, August 4).
Retrieved from New Jersey State Department of Education:
https://www.state.nj.us/education/profdev/profstand/ProfStandardsforTeachersAlignme
ntwithInTASC.pdf

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