Teacher: Carly Allen Room #: Cafe Lesson Objective and Assessment of the objective

Lesson # in unit: Final Lesson Topic: Measurement

By the end of the session, student will be able to: (Standard 6.5.1 and 6.5.2) 1) Determine the appropriate measure of length for various situations/items 2) Convert feet to miles. Supporting Diverse Learners In this lesson, we will be using various styles to appeal to different ways that DaRon learns. We will have physical props t hat will appeal to kinesthetic learners, we will also have activities on pen and paper for visual learners, use mental math to make predictions, and I will also verbally explain directions before any activity. Method(s) for Instruction Class/Group Discussion Cooperative Learning Small Group Guided Practice Lab Lecture or Direct Instruction Question/Answer Learning Stations Readers/Writers Workshop Use of Materials Teacher Modeling/Demo. Journal writing Role Play Hands-on Inquiry Learning Game Simulation/Role Playing Independent Learning Other Teachers Manual pg # Student Text pg # Picture Books Handouts: Manipulative: centimeter cubes, rulers, yardsticks, meter sticks, string with specified length Related Equipment: Other: Art supplies, huge poster paper, longer than body, markers, etc. Adapted materials Strategies/Activities Selected: Tracing body (artistic application) Prediction Paranoia (Making predictions) Measurement Laboratory (using manipulatives to measure various objects) Speed Lab (Timed Competition w/ calculators to convert feet to miles, w/ formulas provided) Exit Slip Use of Technology Cell Phone PollEverywhere.co CPS Clickers Elmo Document Camera Software Student Computers Video Clips/DVD Website Web 2.0 tool Other

Lesson Agenda Warm up: Since I am taking DaRon out of art class, he is always a little upset. He adores art, so bringing in art will soften the blow into tutoring. We will have a huge piece of paper and we will trace ourselves onto the page. Once we trace ourselves, we will measure various body parts (legs, arms, eyes, ears, wingspan, etc.) using different types of measurement (cm., meters, feet, inches, yards.). Does it make sense to measure eyeballs in yards? Asking questions that provoke thought about measurement. Transitioning and Stating Objectives: Have a hat full of strips of paper that have various objects written on themcar, baseball field, USA, finger, etc. Have DaRon pick out of the hat and predict the best type of measuring tool. This can also serve as a way to activate prior knowledgeas well as indicate to you (the instructor) where he was in this. Transition to Instruction:

DaRon then will make a list of object in his school, in three categories: small, medium, and large sized objects (you can clarify if he needs, like smaller than a person, around the size of a table, and the size of a football field or hallways). Transition Guided Practice: Provide a lot of manipulatives, including centimeter cubes, yardsticks, metersticks, rulers, string with measured lengths. Then GO around the school and find the objects on his list and measure them! On the really small objects, only let him use large tools. On huge objects, start by just letting him use small centimeter cubeswhen he asks (and hopefully he does) to use a more appropriate tool, ask WHY and have him articulate it before he can it! By the end, allow him to choose the best tool and let him learn if he chooses the wrong one (but continue to ask why!). Transition to Independent Practice and Conferencing: Speed Lab: Have a speed worksheet to finish up and race with converting measurements from feet to miles (and vice versa). Allow him to use a calculator and have formulas and tips on the sheetDaRon has responded really positively to competition so this should work well! Transition to Wrap up/Closing: How will you engage students in self-assessment and/or reflection on key concepts? Exit Slipasking questions and asking DaRon to specify lingering questions and things that he enjoyed and didnt enjoy!

Daily Assessment How do you know your students met your lesson objective(s) and to what extent? knowledge comprehension application analysis synthesis evaluation

Formative: Class discussion CPS clickers Email teacher Entrance/Exit slip Teacher Observe Listened to conversations Quiz Thumbs up, neutral, or down Homework check Video quiz Voting Whiteboard Check Other

Summative: Test Project Report Presentation Final Exam Other

Additional Teacher Preparation: Copy: Locate: Reflection: