Lesson Plan Template

Teacher: Porsche Chun

Date: 03/10/15

Class: Mathematics

Level: 4th grade

Purpose: [Reason for teaching this lesson.]

The purpose of this lesson is to introduce the strategy of decomposing mixed numbers in order
to subtract.
Objectives: [What are the expected student outcomes?]
Students will be able to decompose mixed numbers.
Students will be able to subtract mixed numbers.
Common Core Standards: [What are the Common Core Standards to be addressed?]
4.NF.3a Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole.
4.NF.3b Decompose a fraction into a sum of fractions with the same denominator in more
than one way, recording each decomposition by an equation. Justify decompositions, e.g., by
using visual fraction models.
GLOs: [List the relevant General Learner Outcomes addressed]
Self-directed Learner (The ability to be responsible for one's own learning)
Community Contributor (The understanding that it is essential for human beings to work
together)
Effective Communicator (The ability to communicate effectively)
Quality Producer (The ability to recognize and produce quality performance and quality
products)
Hawaii State Teacher Standards: [List the relevant Hawaii State Teacher Standards.]
Standard #1 Learner Development
Standard #4 Content Knowledge
Standard #5 Application of Content
Standard #8 Instructional Strategies
Assessments: [Include assessment tasks and rubrics used to determine if lesson outcomes were
met.]
SJ #172-173
Materials/Set-Up: [Include a list of resources and materials used for the lesson.]
1. Fraction cards (1/4, 1/6, 1/5, 1/8, 1/10, 1/12)
2. Journals
3. Mixed number problems (4 for each table)
4. Pencils

5. Whiteboards
6. Expo marker
Procedures: [Include a detailed description of what is done at each of the following stages of
the lesson.]
a. Introduction
DO-NOW in journal:
6 9/4 - 2 ___ + 1 ___ - 3 8/4 ___
6 1/9 - 1 3/9 ___ - 2 8/9 ___ + 4 1/9 ___
Have students come up to fill in their answers.
Introduce decomposing of the whole number. (Review)
b. Developmental
1. Split up the class into 6 groups.
2. Each group will be a bank with a specific fraction card.
3. Each table will be a given four problems to work on that is not their denominator at their
bank.
4. Each group has to go to other tables (banks) to trade in their whole number for fraction
parts in order to solve their problem.
c. Concluding
Exit Slip.
Adaptations and Extensions: [Provide descriptions of differentiation, adaptations, and
extensions planned. Note if specific adaptations are being provided for specific students. Use
generic labeling strategy to identify students, keeping FERPA considerations in mind.]
I will be there to assist students that need more redirecting. Majority of the classroom is selfsufficient and can work without being assisted.
Management Considerations: [Include descriptions of planned actions to address behavioral
considerations as well as multiple modes of learning. Again, note as needed if the action
addresses specific students, using the labeling strategy detailed above.]
Students will work in groups based on their level.
Reflections: [Include what went well, the results of the lesson, and how the lesson could be
revised to further/improve student learning.]
Students had prior knowledge on decomposing numbers. Therefore, students showed a good
understanding of decomposing whole numbers. Students also showed their understanding
when working in groups due to observations. Students could further their learning by
extending the group activity to make the activity more complex with more difficult questions.

Lesson Plan Template

Teacher: Porsche Chun

Date: 03/10/15

Class: Language Arts

Level: 4th grade

Purpose: [Reason for teaching this lesson.]

The purpose for teaching this lesson is to introduce the concepts of ask and answer questions
and case and effect.
Objectives: [What are the expected student outcomes?]
Students will be able to ask and answer questions about the reading.
Students will be able to identify cause and effect.
Common Core Standards: [What are the Common Core Standards to be addressed?]
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical
text, including what happened and why based on specific information in the text.
GLOs: [List the relevant General Learner Outcomes addressed]
Self-directed Learner (The ability to be responsible for one's own learning)
Community Contributor (The understanding that it is essential for human beings to work
together)
Effective Communicator (The ability to communicate effectively)
Hawaii State Teacher Standards: [List the relevant Hawaii State Teacher Standards.]
Standard #1 Learner Development
Standard #4 Content Knowledge
Standard #5 Application of Content
Assessments: [Include assessment tasks and rubrics used to determine if lesson outcomes were
met.]
Poster.
Weekly test.
Materials/Set-Up: [Include a list of resources and materials used for the lesson.]
1. Reading book
2. Chart paper
3. Markers
4. Pencils

5. Journal
Procedures: [Include a detailed description of what is done at each of the following stages of
the lesson.]
a. Introduction
1. Shared Reading A World Without Rules.
2. Have students write down question that they have about the story in their journals before we
begin reading.
3. After we read aloud have students write down their questions that they have in their
journals.
4. We will then answer the questions as a whole group discussion.
b. Developmental
Cause and effect lesson
1. Make a poster of a graphic organizer example and model for the whole class.
2. Break the class into 6 groups and gives them each a scenario to work on.
3. Each group will write it in a graphic organizer on chart paper.
c. Concluding
Share cause and effect poster.
Adaptations and Extensions: [Provide descriptions of differentiation, adaptations, and
extensions planned. Note if specific adaptations are being provided for specific students. Use
generic labeling strategy to identify students, keeping FERPA considerations in mind.]
Students will be given more difficult cause and effect scenarios if they need to be challenged
further.
Management Considerations: [Include descriptions of planned actions to address behavioral
considerations as well as multiple modes of learning. Again, note as needed if the action
addresses specific students, using the labeling strategy detailed above.]
Students will work in whole group as well as in small groups.
Reflections: [Include what went well, the results of the lesson, and how the lesson could be
revised to further/improve student learning.]
Students had a great discussion with the shared reading. I connected it to the real world and
discussed what it would be like if we had no rules, which lead to a constructive discussion.
Students also showed a good understanding of cause and effect due to prior knowledge. One
way to improve student learning would be to conclude in a more concrete way, like a journal
response.

Lesson Plan Template

Teacher: Porsche Chun

Date: 03/10/15

Class: Intervention

Level: 4th grade

Purpose: [Reason for teaching this lesson.]

The purpose for teaching this lesson is to work on summarizing texts and identify context
clues.
Objectives: [What are the expected student outcomes?]
Students will be able to identify the context clue by type.
Students will begin to be able to summarize short articles.
Common Core Standards: [What are the Common Core Standards to be addressed?]
4.RI.2 - Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
4.L.4a - Use context (e.g., definitions, examples, or restatements in text) as a clue to the
meaning of a word or phrase.
GLOs: [List the relevant General Learner Outcomes addressed]
Self-directed Learner (The ability to be responsible for one's own learning)
Community Contributor (The understanding that it is essential for human beings to work
together)
Hawaii State Teacher Standards: [List the relevant Hawaii State Teacher Standards.]
Standard #1 Learner Development
Standard #2 Learning Differences
Standard #8 Instructional Strategies
Assessments: [Include assessment tasks and rubrics used to determine if lesson outcomes were
met.]
Worksheets.
eValuate.
Materials/Set-Up: [Include a list of resources and materials used for the lesson.]
1. Context clues WS
2. Book for summarizing
3. Paper
4. Pencils
5. Folders
Procedures: [Include a detailed description of what is done at each of the following stages of
the lesson.]

a. Introduction
1. The class will be split up into four groups.
2. 2 groups will be on the computer doing compass learning while the other 2 groups are
working in small groups
3. Miss. Sutcliffe Context clues
Mrs. Chun - Summarizing
b. Developmental
1. Context clues will be sorting the context clues by the type of clue
2. Summarizing will have a book read aloud and students will summarize the chapter.
c. Concluding
Put all papers in folders and put away computers.
Adaptations and Extensions: [Provide descriptions of differentiation, adaptations, and
extensions planned. Note if specific adaptations are being provided for specific students. Use
generic labeling strategy to identify students, keeping FERPA considerations in mind.]
Students are grouped based on their ability level. This group of students is the mid-level group
or meets.
Management Considerations: [Include descriptions of planned actions to address behavioral
considerations as well as multiple modes of learning. Again, note as needed if the action
addresses specific students, using the labeling strategy detailed above.]
Students are placed into small groups based on their personality.
Reflections: [Include what went well, the results of the lesson, and how the lesson could be
revised to further/improve student learning.]
Students worked well in their small groups. They were able to show their understanding due to
observations. One way to further student learning would be to provide them with more
complex activities on the skills.

Lesson Plan Template

Teacher: Porsche Chun

Date: 03/10/15

Class: Social Studies

Level: 4th grade

Purpose: [Reason for teaching this lesson.]

The reason for teaching this lesson is to give students an understanding of the time period
when the first people came to the islands of Hawaii.
Objectives: [What are the expected student outcomes?]
Students will be able to explain the origin of early Hawaiians.
Students will be able to explain the culture of early Hawaiians.
Common Core Standards: [What are the Common Core Standards to be addressed?]
SS.4.3.1 Explain the origin and culture of early Hawaiians.
GLOs: [List the relevant General Learner Outcomes addressed]
Self-directed Learner (The ability to be responsible for one's own learning)
Community Contributor (The understanding that it is essential for human beings to work
together)
Effective Communicator (The ability to communicate effectively)
Quality Producer (The ability to recognize and produce quality performance and quality
products)
Hawaii State Teacher Standards: [List the relevant Hawaii State Teacher Standards.]
Standard #3 Learning Environments
Standard #4 Content Knowledge
Standard #8 Instructional Strategies
Assessments: [Include assessment tasks and rubrics used to determine if lesson outcomes were
met.]
Final project.
Materials/Set-Up: [Include a list of resources and materials used for the lesson.]
1. Project Printable WS
2. Poster Paper
3. Markers
4. Computers
Procedures: [Include a detailed description of what is done at each of the following stages of
the lesson.]
a. Introduction
Break off into the same groups as yesterday.

b. Developmental
Continue work on project.
c. Concluding
Clean up.
Adaptations and Extensions: [Provide descriptions of differentiation, adaptations, and
extensions planned. Note if specific adaptations are being provided for specific students. Use
generic labeling strategy to identify students, keeping FERPA considerations in mind.]
Students will be choosing their own projects. For those that need to be challenged, I can make
the task harder.
Management Considerations: [Include descriptions of planned actions to address behavioral
considerations as well as multiple modes of learning. Again, note as needed if the action
addresses specific students, using the labeling strategy detailed above.]
Students will be grouped based on their learning levels and personalities.
Reflections: [Include what went well, the results of the lesson, and how the lesson could be
revised to further/improve student learning.]
Students again worked well in their groups. Students showed good understanding due to
observations.