Kelsey Foreman WCU Non-SLO Lesson Plan Template Chapter 9 Lesson 5- Day 1

LESSON PLAN TEMPLATE

*If used independent of a Unit Plan or SLO*
Monday, February 5th
Lesson Day

At the end of this learning plan, students will possess the enduring
Goal Statement understanding that length is measured in units.
A description of the enduring understanding or big
ideas that students will possess at the end of the
Learning plan based on grade level content
standards and curriculum.

This lesson will support the learning goal by providing students with
How will this lesson support the learning goal? an opportunity to practice measuring length with units.
(1c: Setting Instructional Outcomes)

CC 2.4.1.A.1 Order lengths and measure them both indirectly and by

PA Standards repeating length units.
List the Pennsylvania Standard(s) relevant for this
lesson.

 Unit
Academic Language o Students will have the opportunity to practice the new
What language will students be expected to utilize language and develop fluency during guided and
by the end of the lesson? Consider Language independent practice.
function and language demands (see Lesson Plan
User Guide).
What key terms are essential?
What key terms are essential to develop and
extend students’ academic language?
What opportunities will you provide for students to
practice the new language and develop fluency,
both written and oral?
Objective(s)
(1c: Setting Instructional Outcomes)
Taking into consideration the learning goal what is
the objective(s) of this lesson that will support the
progress toward the learning goal?
The statement should be directly observable (use
verbs that can be measured).
Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
What texts, digital resources, & materials will be
used in this lesson? How do the materials align
with the learning objective/outcomes? If
appropriate, what educational technology will be
used to support the learning outcomes of this
lesson? How do the resources support the
learning objectives?
Cite publications and any web resources.
 Student will be able to use the term “unit” to describe length.
 Students will be able to count measurement units in a group of
ten and ones.
 TE page 240
o Supports the learning objective as students will solve
problems using a picture in this text
 Paper clips, cubes, paper strips
o Supports the learning objective as students will use
them as a unit of measurement to measure objects
 Objects around the classroom
o Supports the learning objective as students will
measure these objects with units of measurement
 Document camera/projector
o Supports the learning objective so that students can
see a model of measuring

Anticipatory Set
(1a: Demonstrating Knowledge of Content and
Pedagogy)
__2__ minutes
How will you set the purpose and help students
learn why today’s lesson is important to them as
learners?
How will you pique the interest or curiosity
regarding the lesson topic?
How will you build on students’ prior knowledge?
How will you introduce and explain the
strategy/concept or skill?
 Write the word unit on board and ask “What is a unit?” (take
volunteers)
 I have a secret
 “Boys and girls, I have a secret. Would you like to hear? You
are such smart first graders that when you measured things
around our room last week with cubes, paper clips, and paper
strips, you were using units. You never learned about units,
but you STILL knew how to measure with them!”
 A paper clip can be one unit, a cube can be one unit, any one
item that you use over and over again to measure can be a
unit.

Provide detailed steps.

Exploration (Modeling)
Instructional Activities  Invite student up to document camera show class how to
(1a: Demonstrating Knowledge of Content and measure a marker with paper clips
Pedagogy; 1e: Designing Coherent Instruction)  Explain that one paper clip is one unit

Exploration (Model): How will students explore the Guided Practice

new concepts? How will you model or provide
explicit instruction?
Guided Practice: How will you provide support to
students as they apply the new concept? How will
you allow them to practice (with teacher support)?
Independent practice: How will students review
and solidify these concepts to be able to use this
new knowledge? How will you monitor and provide
 Page 241 in Teacher’s Edition- Problem of the Lesson
o “What is wrong with this picture?” (not at same starting
place)
o “Since they’re not at the same place, it is hard to tell
which strip is longer. How could we find out which is
the longest strip?” (measure the number of units each
one has)
o Count each square one by one by pointing
o Answer questions as class
 Which is the longest strip?
feedback?  Which is the shortest strip?
 Which two strips have the same length?
Provide detailed steps.  Reminder: When we are measuring length, the unit is not one
box, it is one side of the box

Independent Practice
 How many units long is your glue stick? Use paper strip B as
1 unit
o Answer: 2
o Check answers as a class
 How many units long is your marker? Use 1 cube as 1 unit
o Answer: 7
o Check answers as a class
 How many units long is our floor? Use one square as 1 unit
o Answer:
o Check answers as a class
 How many units long is your crayon? You may choose a unit.
o Which unit did you choose? Why? What answer did
you get?
 How many units long is your nametag? You may choose a
unit.
o Which unit did you choose? Why? What answer did
you get?

On a half sheet of paper, students will write what a unit is and one
Closure unit that they used during in the lesson. This sheet will be collected
(1e: Designing Coherent Instruction) and used as an assessment.

_7__ minutes
How will students share or show what they have
learned in this lesson?
How will you restate the teaching point and clarify
key concepts?
How will you provide opportunities to extend ideas
and check for understanding?
How will this lesson lead to the next lesson?

For advanced students, they will be asked to measure objects with a

Differentiation second unit if they have finished quickly with the first unit.
(1e: Designing Coherent Instruction)
For struggling students, the teacher will check in more frequently
What differentiated support will you provide for while circulating and will allow them to complete the independent
students whose academic development is below practice in partners.
or above the current grade level?
What specific differentiation of content, process, For ELL students, teacher will point to items to measure when saying
products, and/or learning environment do you plan name of the item.
to employ to meet the needs of all of your
students?
How does your lesson support student differences
with regard to linguistic, academic, and cultural
diversity?

How will your lesson actively build upon the

resources that linguistically and culturally diverse
students bring to the experience?
How will your lesson will be supportive for all
students, including English Language Learners,
and build upon the linguistic, cultural, and
experiential resources that they bring to their
learning?
How will your lesson is designed to promote
creative and critical thinking and inventiveness?

 Along with PCA, teacher will monitor student’s need for

Accommodations breaks.
(1e: Designing Coherent Instruction)  Teacher will provide reminders for both students and allow
 time to refocus attention to the on-task behavior at hand.
What classroom accommodations do you plan to
employ to increase curriculum access for students
identified with special education needs or 504?
Describe how these accommodations align with
the current Individualized Education Plan (IEP) for
each student as applicable (avoid using actual
names of students).

Modifications n/a
(1e: Designing Coherent Instruction)

What curricular modifications and/or changes in

performance standards, if any, do you plan to
employ to facilitate the participation of students
identified with special education needs?

Students will be assessed formatively throughout the lesson, as well

Assessment (Formal or Informal). as whether their answers are correct or not from the closure activity.
(1f: Assessing Student Learning)

How will you and the students assess where the

learning objectives, listed above, were met?
Each formal or informal assessment should
describe how it is aligned to the above
objective(s).

Reflection on Instruction
What evidence did you collect to demonstrate that
your students have met or are progressing
I was very happy with and proud of how this lesson went. I was able
to change certain aspects of my teaching and management that
didn’t go as well during Monday’s lesson and adjust to make things
better this time. For example, I was sure to set expectations for the
students ahead of time, have things that early finishers could do,
towards the learning outcome?
What changes or adjustments had to be made
during the lesson (justify those changes) to ensure
students make adequate progress in meeting the
learning objective?
What changes will have to be made to the next
lesson in order for students to be on pace in
meeting the overall goal of the Lesson or Unit?
Taking good notes about each lesson will help as
you develop a formal reflective narrative at the
end of the SLO.
discussed how the class should be acting, and gave directions
before students left the carpet and were sent off.
I also made a change to my lesson on the fly which I think worked
out very well. I chose to have the students write down their
measurements on whiteboards and hold them up to me when they
were done rather than asking for hands to tell me their answers.
This way, I was able to tell when each student was done measuring
and what their true answer was. I noticed on Monday that when
students’ answers would not match, some would change their
answer to match the others.
One thing that was challenging for me was steering students toward
the correct answer or way I had planned on teaching the concept.
During the guided practice, students were coming up with all sorts of
ways to think about and attempt to solve the problem and it was
difficult for me to respond to their reasoning at times. Technically,
the problem could be solved that way, but didn’t follow the lesson I
was trying to get across, so steering them towards what I had
planned was difficult, but as I found out, not completely necessary.
As for changes I would make to the lesson in the future, I would more
explicitly teach the definition of a unit. I would make a catchier and
shorter definition, have the students repeat it, and write it down on an
anchor chart/poster paper. Also, during the measuring the
classroom with the unit of tiles on the floor, the students seemed
confused about this and were definitely not able to complete
independently, so I would re-work this as a part of guided practice or
potentially even modeling. During the lesson, I walked with them and
led them across the room, counting tile by tile.
The cherry on top of this lesson was one student said “math was fun
today!” after the lesson as we were getting ready to go to specials.