Lesson Plan Template

Teacher: Porsche Chun

Date: 04/09/15

Class: Mathematics

Level: 4th grade

Purpose: [Reason for teaching this lesson.]

The purpose for teaching this lesson is to assess concepts learned in module 8.
Objectives: [What are the expected student outcomes?]
Students will be able to solve word problems involving measurement.
Students will be able to convert km, cm, m, and mm.
Students will be able to round six digit numbers.
Students will be able to write and read six digit numbers.
Students will be able to expand and compare six digit numbers.
Students will be able to measure given objects in cm and mm.
Common Core Standards: [What are the Common Core Standards to be addressed?]
4.MD.1 - Know relative sizes of measurement units within one system of units including km,
m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express
measurements in a larger unit in terms of smaller unit. Record measurement equivalents in a
two-column table. For example: Know that 1 ft is 12 times as long as 1 in. Express the length
of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs
(1, 12), (2, 24), (3, 36), .
4.OA.3 - Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations, including problems in which remainders must be
interpreted. Represent these problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental computation and estimation
strategies including rounding.
4.NBT.2 - Read and write multi-digit whole numbers using base-ten numerals, number names,
and expanded form. Compare two multi-digit numbers based on meanings of the digits in each
place, using >, =, and < symbols to record the results of comparisons. (Grade 4 expectations in
this domain are limited to whole numbers less than or equal to 1,000,000.)
4.NBT.3 - Use place value understanding to round multi-digit whole numbers to any place.
(Grade 4 expectations in this domain are limited to whole numbers less than or equal to
1,000,000.)
GLOs: [List the relevant General Learner Outcomes addressed]
Self-directed Learner (The ability to be responsible for one's own learning).
Complex Thinker (The ability to demonstrate critical thinking and problem solving).
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 6 Assessment
Assessments: [Include assessment tasks and rubrics used to determine if lesson outcomes were
met.]
Module 8 test
Materials/Set-Up: [Include a list of resources and materials used for the lesson.]
Paper
Pencil
Rulers
Test
Procedures: [Include a detailed description of what is done at each of the following stages of
the lesson.]
a. Introduction
Pass out the test to students and go over the questions with them.
b. Developmental
Module 8 test.
c. Concluding
Complete and turn in test.
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 may ask for help if needed, but all students are capable of completing the test.
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 given the entire class period to work on the test.
Reflections: [Include what went well, the results of the lesson, and how the lesson could be
revised to further/improve student learning.]
N/A.

Lesson Plan Template

Teacher: Porsche Chun

Date: 04/09/15

Class: Language Arts

Level: 4th grade

Purpose: [Reason for teaching this lesson.]

The purpose of this lesson is to work on the concepts and skills learned.
Objectives: [What are the expected student outcomes?]
Students will be able to write poetry.
Students will be able to read texts.
Students will be able to compare texts.
Common Core Standards: [What are the Common Core Standards to be addressed?]
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases, including those that signal precise actions, emotions, or states of being
(e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife,
conservation, and endangered when discussing animal preservation).
4.W.4 - Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 13 above.)
4.RL.1 - Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
4.RL.2 - Determine a theme of a story, drama, or poem from details in the text; summarize 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 #2 Learning Differences
Standard #4 Content Knowledge
Standard #5 Application of Content
Standard #7 Planning for Instruction
Standard #8 Instructional Strategies
Assessments: [Include assessment tasks and rubrics used to determine if lesson outcomes were

met.]
Weekly tests.
Center work.
Materials/Set-Up: [Include a list of resources and materials used for the lesson.]
1. Reading book
2. Journal
3. Pencil
4. Leveled readers
5. WS
6. Writing paper
Procedures: [Include a detailed description of what is done at each of the following stages of
the lesson.]
a. Introduction
Go the centers side of the room:
Break off into groups.
b. Developmental
Work on two centers (30-45 minutes each).
c. Concluding
Put centers in center folder and finish centers for homework.
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 grouped based on their different levels.
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 given the opportunity to work in groups as well as work independently.
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 centers and showed a good understanding of the concepts due to
observations. One way to further this lesson would be to create center work for the students to
do after they complete their centers or if they finish their work early.