Teacher: Porsche Chun

Date: 04/10/15

Class: Language Arts

Level: 4th grade

Purpose: [Reason for teaching this lesson.]

The purpose of this lesson is to assess students on the skills learned in unit 5 week 5.
Objectives: [What are the expected student outcomes?]
Students will be able to read texts.
Students will be able to compare texts.
Students will be able to use context clues.
Students will be able to determine the theme of a poem.
Students will be able to use homophones.
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.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.
4.RL.4 I can figure out the meaning of words and phrases in a text using context clues and
my knowledge.
GLOs: [List the relevant General Learner Outcomes addressed]
Self-directed Learner (The ability to be responsible for one's own learning)
Hawaii State Teacher Standards: [List the relevant Hawaii State Teacher Standards.]
Standard #1 Learner Development
Standard #6 Assessment
Standard #4 Content Knowledge

Assessments: [Include assessment tasks and rubrics used to determine if lesson outcomes were
met.]
Unit 5 Week 5 Test
Materials/Set-Up: [Include a list of resources and materials used for the lesson.]
1. Test
2. Pencil
Procedures: [Include a detailed description of what is done at each of the following stages of
the lesson.]
a. Introduction
Students will turn in their center work for the week.
Break off into groups.
b. Developmental
Students will be given their unit 5 week 5 test.
Students will have the entire class period to work on and complete the test.
c. Concluding
Finished tests will be collected.
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 need help with reading the passages or understanding the questions. Teachers
will assist the students with reading some words as needed independently.
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 may need to be redirected at times due to not focusing 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: 04/10/15

Class: Science

Level: 4th grade

Purpose: [Reason for teaching this lesson.]

The purpose for teaching this lesson is to understand gravity.
Objectives: [What are the expected student outcomes?]
Students will understand gravity.
Students will understand friction.
Common Core Standards: [What are the Common Core Standards to be addressed?]
SC.4.7.1 - Describe that the mass of the Earth exerts a gravitational force on all objects.
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 #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.]
Gravity Quiz.
WS.
Materials/Set-Up: [Include a list of resources and materials used for the lesson.]
Paper airplanes
Straws
Paper clips
Paper
Tape
WS
Chart Paper
Procedures: [Include a detailed description of what is done at each of the following stages of
the lesson.]

a. Introduction
Students will split up into their groups.
b. Developmental
Students will make the necessary changes to their planes based on their discussion from
Monday.
Meter sticks will be placed on the ground to see how far the planes fly.
Students will each fly their plane two times in their groups to come up with the best
result.
Results will be documented on chart paper.
Discuss as a whole class.
c. Concluding
Students will complete their data worksheet.
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 able to work freely within their group to create their paper airplane and make the
necessary changes based on the data received.
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.]
Some students may need some redirection at times.
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 groups to revise or create a new paper airplane due to the data
that was received in the first flight test. One way to improve student learning would be to do a
written reflections on what they learned and their findings.