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# Taylor Biedermann

Lesson Plans
December 5, 2015
Design for Learning
Instructor: Taylor Biedermann and Steffani Baxter
Lesson Title: Measurement around the classroom
Date: October 23, 2014
Curriculum Area: : Math- Measurement
Estimated Time: 25 minutes

Standards Connection:
Describe measurable attributes of objects such as length or weight. Describe several measurable attributes
of a single object. { K-MD1}

Learning Objective(s):
Students should be able to accurately record ten measurements when given a worksheet with different
classroom items/school supplies listed on it.
Learning Objective(s) stated in “kid-friendly” language:
Today boys and girls we are going to measure different objects around the classroom using unifix cubes
and record them on a worksheet.

Evaluation of Learning Objective(s):
Students who can accurately measure ten objects and record it on a worksheet will be in the green
category. Students who can accurately measure seven to nine objects will be placed in the yellow
category. Lastly students who cannot measure objects or measure less than seven will be placed in the red
category.
Engagement:
Teacher will dismiss students to come to the carpet. Alright boys and girls I need all of you to come join
me on the carpet! Quickly and quietly come find your seat please. Teacher gets the attention of the
students before beginning and then explains the objective. Clap once if you hear my voice, clap twice if
you hear my voice. Today boys and girls we are going to measure different objects around the classroom
using unifix cubes and record them on a worksheet. The teacher will ask the students to come up with a
list of the things they would like to measure and she will compile the list on the whiteboard. Boys and
girls what are some things that you would like to measure? This could be anything, for example, How tall
is Trace Crossings Elementary? Teacher waits for student responses. The teacher will continue making a
list until there are at least seven things. Great job brainstorming a list class! There are so many neat
things we could measure! Isn’t it neat how math is around us in everyday life?

Learning Design:

I.  Teaching:
Alright boys and girls lets make a circle around the carpet. Once students are in a circle the teacher gets
their attention. 1, 2, 3, eyes on me! Do you all remember when we measured our feet the other day?
Teacher provides time for student response and gives an introduction to what students will be doing. Well
today I was thinking we could measure some more things. Maybe something bigger! What if we measured
our classroom? Teacher provides time for student to respond. I think that would take a really really long
time. What do you all think? Teacher provides time for students to respond. How about instead we

measure the classroom by measuring different items found around the classroom? Teacher provides time
for student response. How might we measure these objects? Do we just guess? Is there a certain way to do
it? Teacher provides time for students to respond. That’s right boys and girls! We can use unifix cubes to
measure these items! The teacher begins explaining the concept of length and how that is wha they will be
measuring. When we measure these items we are going to measure their length. Length is the
measurement from one end of something to the other. The teacher will use the one of the printouts (the
book object) from the activity sheet that the students will measure and record. The teacher will point out
the two black lines that represent each end of the object which are the points the students will measure
from. Teacher holds up the book printout. See how there are two black lines on this object? We are going
to measure from one black line to the other. This is the length of the object! Teacher gets a student to assist
in modeling how to measure from one black line to another. Can I get a volunteer to help me measure?
Student A comes up to assist measuring with the unifix cubes. Teacher and student model how to measure
and then prompts class with a question. How do we know the length of the book? Provide time for student
response. That’s right we count the cubes! Have student count the cubes and share answer with the group.
Alright student A count out the cubes that we lined up to measure length. Student counts out loud and
shares his answer with the class. Awesome job! Teacher congratulates students on a job well done and
provides time for students to ask questions. Does anyone have any questions about how to measure length
with unifix cubes?
II. Opportunity for Practice:
The teacher will then explain to the students what the activity is as part of math workshop today. Now that
you all have learned how to measure length with unifix cubes you all are going to have an opportunity to
practice. Today boys and girls you will complete the activity Measure the Room. This activity will allow
us to work on our measuring skills. You will be asked to measure the length of the objects that can be
found all around the classroom using the unifix cubes, just like the book we measured together earlier
today. All of the objects will have two black lines so you all will measure from one black line to another.
Just to review, can someone tell me what length means? Teacher waits for student response. That's right
length is the distance from one end of an object to another! The teacher will also review the objects on the
sheet before the students get started on the worksheet. Students will complete the activity, Measure the
Room. Teacher will put two objects at every table for the students to measure and then they will rotate
with their table groups until they have the opportunity to measure all the objects. Once I dismiss you you
will begin at your table and measure the objects there and then when I say rotate you will move the the
table to your right, you will continue to do this until you have measured all of the objects. The teacher
will have already put the cubes on the table for the students to use. The teacher will then dismiss students
to a table to get started. Does anyone have any questions? Teacher provides time for students to respond.
Great! When you are finished please bring your sheet to me to be checked off! Then please put the
completed worksheet in the basket. After you turn in your worksheet to the basket you all can continue on
to math workshop where you can continue to measure if you want. You all can go ahead and get started.
The students will rotate around to every table until they have measured all of the objects.
III. Assessment
Since the students have previously measured with cubes before, the assessment will be made by the
teacher looking at the activity measure the room. Based on the recording sheets the teacher will be able to
place the students into green, yellow, and red categories.
IV. Closure:
Teacher gets students attention once they get to their last station. 1, 2, 3, eyes on me! Who enjoyed
measuring the classroom today?? I sure did! Teacher asks students to reflect on the activity they just
completed. Who can tell me something they learned today? Teacher provides time for student response.

That’s exactly right! Length is the measurement from one end of an object to another. How did we
measure the length? Teacher provides time for students to respond. Right again, unifix cubes! You all did
such a great job measuring today, I also proud of you!
Materials and Resources:
• Measure the Room activity pieces and recording sheets
• http://www.teacherspayteachers.com/Product/Measure-the-Room-Math-Centre-271172
• unifix cubes
• white board
• expo marker

Data Collection:
After the students completed their worksheets they brought them to Steffani or myself to be checked off
before they moved on to math workshop. Based on all of the data we collected from the worksheets we
determined that all students were able to accurately measure and record ten objects on a given worksheet.
Reflection:
I really enjoyed this lesson because students had just begun learning how to measure. The previous day
they learned had outlined each others feet and measured the length. They had not really learned a lot
about the vocabulary like length so it was interesting to see them make connections. I was able to
introduce new material as well as review a general concept of what they learned previously. The students
enjoyed measuring things that were relatable to their daily life such as the school supplies. The one thing I
would change about this lesson in the future is how I dismiss students to their rotations. I felt that I was so
caught up in the lesson I forgot about that management aspect at the end which led to some confusion.
Overall I felt as if Steffani and I were able to spilt our instruction time in a balanced manner and provide
assistance to students who needed additional support all while monitoring and observing student progress.

Design for Learning
Instructor: Taylor Biedermann
Lesson Title: Chicka Chicka Boom Boom
Curriculum Area: English Language Arts

Date: November 18, 2014
Estimated Time: 30 min

Standards Connection:
RL.K.9.  –  Actively engage in group reading activities with purpose and understanding. [RL.K.10]
RF.1.23.b.  –  Read on-level text orally with accuracy, appropriate rate, and expression on successive
Learning Objective(s):
Together as a class students will participate in a choral reading of Chicka Chicka Boom Boom by Bill
Martin Jr. while practicing fluency and reading with expression.
Learning Objective(s) stated in “kid-friendly” language:
Today boys and girls we are going to read one of my favorite books titled Chicka Chicka Boom Boom by
Bill Martin Jr. We will all have the opportunity to participate and read aloud together.
Evaluation of Learning Objective(s):
As students are participating in their portion of choral reading the teacher will monitor and make sure
everyone is participating. During the students opportunity for practice during centers the teacher will
listen in and asses the students overall fluency skills. The students who appear to be struggling will
receive additional support the following day in daily five centers. Those who are successful will be
continually encouraged in their reading behaviors and challenged by more difficult books.
Engagement:
Teacher calls students by table and has them join her on the carpet. 1, 2, 3 eyes on me! Alright boys and
girls I like the way table 1 is sitting so quietly they may come join me on the carpet. Table 3 come join me
on the carpet. Table 4 come and find a seat on the carpet. And last but not least Table 2 please come join
us on the carpet. The teacher holds up the book Chicka Chicka Boom Boom by Bill Martin Jr. and surveys
the class on the book. Raise your hand if you have read this book before. Teacher provides time for
students to do so. That’s great boys and girls! Can anyone tell me the title of this book? Teacher provides
time for student response. That’s right this book is titled Chicka Chicka Boom Boom by Bill Martin Jr.
Teacher states kid friendly learning objective. Today boys and girls we are going to read Chicka Chicka
Boom Boom by Bill Martin Jr, which happens to be on of my favorite books. We will all have the
opportunity to participate and read aloud together. Teacher asks students to predict what they think might
happen and list other books they have read by Bill Martin Jr. Can someone who hasn’t read the book
before share with the class what they think this book might be about based on the cover?? Teacher
provides time for student response. Thank you for sharing! Have you all ever read anything else by Bill
Martin Jr.? Teacher provides time for students to respond. That’s right Bill Martin Jr. also wrote Brown
Bear, Brown Bear! Teacher explains to the class she is going to need assistance reading the book. Alright
class like I mentioned before this book is one of my favorites! Do you all think you can help me read it
aloud today?

Learning Design:
I. Teaching: Teacher explains to the class how the choral reading is going to work. Alright boys and girls
now we are going to read the book Chicka Chicka Boom Boom. Teacher explains how she is going to read
the book aloud first and then the students are going to participate and take part in the read aloud. First I
am going to read the book through one so you all can become familiar with the text and see how it should
sound. I want you all to turn on your listening ears and look for words that we know. After I read through
the book once I am going to enlist your help in assisting with the reading! How do you all feel about that?
Teacher provides time for student response. Alright great let’s get started! Teacher reads Chicka Chicka
Boom Boom and models proper fluency, expression, and rate. Teacher receives feed back. How did you all
like that book? Did you guys notice anything you have seen in previous readings. Teacher provides time
for students to respond. That’s right there were rhyming words! Did you all notice how the phrase
“Chicka Chicka Boom Boom will there be enough room?” was repeated throughout the book?? Teacher
provides time for students to respond and writes the phrase on the whiteboard and explains to the class
how the interactive read aloud will work. Alright class I want us to read together the phrase I wrote on
the whiteboard. Class reads aloud together “Chicka Chicka Boom Boom will there be enough room?”.
Teacher emphasizes how important it is for students to read with the same rate and expression so the
whole class can understand. So boys and girls when we read that phrase aloud together it is important
that we read at the same pace with one another so we can understand what we are saying. If we are all
talking and different speeds or not reading with expression it will be hard to understand what exactly we
are trying to say. Teacher explains that the class is about to read the book another time, but now students
will read the phrase that is written on the board and repeated throughout the book “Chicka Chicka Boom
Boom will there be enough room?” Now it’s time for you all to help me read the book! Do you all think
you can do that? Teacher provides time for student response. That’s great I am looking forward to it. So
each time we see the phrase that is written on the board, “Chicka Chicka Boom Boom will there be
enough room?” (teacher gestures towards the board) repeated in the book, I will need you all to read that
together as a class. Does anyone have any questions before we get started? Teacher provides time for
students to respond. Great! Let’s begin! Teacher begins reading the book while continuing to model
fluency and expression. Each time the phrase on the board appears in the book she prompts the class to
begin their lines by pointing to them. Together as a class they complete the choral reading.

II. Opportunity for Practice:
Provide necessary materials for students to practice reading aloud Chicka Chicka Boom Boom in their
going to leave the book Chicka Chicka Boom Boom so you all can continue to practice reading together
with the right speed and expression. I will be coming around to hear you all reading and sharing
together!
III. Assessment:
Teacher will assess students by monitoring daily five centers as well as their participation in the entire
group read aloud. During daily five centers the following day she can work with those students who
appear to be struggling with fluency individually.
IV. Closure: After the conclusion of the group read aloud the teacher congratulates the class on a job well
done. Great job boys and girls! I am so proud of the way you all read that together. You all used great
expression while doing so! I hope you all enjoyed reading this book together as much as I did.

Materials and Resources:
-Chicka Chicka Boom Boom by Bill Martin Jr.
-expo marker
-white board
Data Collection:
All students actively participated in the read aloud. As I monitored daily five centers students were in
leveled groups so I had the opportunity to see how they did practicing fluency together. I was able to
observe students in a less formal environment and see them interact with one another. During my
observations some students used strategies and modeled our read aloud while others still needed extra
assistance.
Reflection:
Overall I really enjoyed teaching this lesson. The students were engaged and enthusiastic throughout the
entire book. Many were familiar with the book which helped with participation. The students were able to
was the way I assessed students. I would create some type of checklist or rubric to give me a better
standard of how they were doing. Another way I could improve my lesson would be to incorporate a
variety of questions about the book in order to differentiate instruction. By doing so I would be able to
challenge higher level thinkers and also have questions that lower end students could answer. A more
structured assessment would provide me with better data, which in turn would help me shape further
instruction.

Instructor: Taylor Biedermann
Lesson Title: Estimation
Curriculum Area: : Math

Design for Learning
Date: October 23, 2014
Estimated Time: 25 minutes

Standards Connection:

Directly compare two objects, with a measurable attribute in common, to see which object has
"more of" or "less of" the attribute, and describe the difference. [K-MD2]
4.) Understand the relationship between numbers and quantities; connect counting to cardinality.
[K-CC4]
a. When counting objects, say the number names in the standard order, pairing each object with
one and only one number name and each number name with one and only one object. [K-CC4a]
Learning Objective(s):
Students will estimate how many objects are in a given container by comparing the number of objects and
using background knowledge.
Learning Objective(s) stated in “kid-friendly” language:
Today boys and girls we are going to estimate how many blocks are in this container. We will do this by
comparing other blocks next to it. And then later on will will estimate other objects.

Evaluation of Learning Objective(s):
The teacher will work with small groups during math workshop on recording estimates in one column of
aa sheet of paper and next to the estimate write out the actual number. In the small groups they will
analyze the numbers and their similarities. The teacher will monitor whether or not the students are on
track depending on if their estimates fall within 30 units of their estimate.
Engagement:
The teacher will begin explaining what the students will be doing and what they will be learning about.
Today boys and girls we are going to estimate how many blocks are in this container. But first we are
going to do a number squeeze! The teacher holds up the number line with two clothes pins on it. She then
prompts students to begin asking questions about the number she has in mind. Alright boys and girls,
what number am I thinking of? The teacher provides time for student response and moves clothes pins
according to student guesses. Teacher repeats this activity two other times.

Learning Design:

I.  Teaching:
Teacher begins by asking students if anyone can tell her what an estimate is? Boys and girls can anyone
tell me what an estimate is? The teacher provides time for student response. That’s right! It is a guess
based on what we know! The teacher draws from prior knowledge and asks students about what other
things they have estimated recently. Who would like to share about some other things you have been
estimating? Teacher provides time for student response. You all estimated the number of pumpkin seeds in
a pumpkin? That’s so neat! Teacher asks students about how they went about estimating? How did you all
estimate that number? What were some different things you thought about? Teacher reinforces student
responses and provides example/non-example. Size is a great thing to look at when estimating and

thinking about how many. For example if it was a little pumpkin if wouldn’t have 6 million seeds? That
would be a little bit much wouldn’t it? Teacher asks for student assistance in estimating. You all are quite
the experts at estimating! Do you think you all could help me estimate today? Teacher provides time for
students response. Awesome! Teacher directs students attention to the clear container with cubes in it and
then lines up ten cubes next to the container. Alright boys and girls so what do I have here? Teacher
provides time for students to respond. That’s right its a container with blocks in it! I wan’t you all to think
of an estimate for a minute and then you will be able to share! But while you think I want y'all to look at
the blocks I have lined up next to the container. There are ten blocks there. With that being said how many
blocks are in the container? The teacher gives time for the students to share their estimates one at a time.
Those were some great estimates! Teacher then asks students if they want find out how many? Who is
ready to find out how many are in the container? Can I get a volunteer to come up and help me count?
The teacher empties out the container and has the student count the cubes one by one. Great job! Thank
you so much for your help! You all’s estimates were very close! Would anyone like to share how they went
about estimating how many blocks were in the container? Teacher provides time for students to share the
strategies they used as they went about comparing and estimating. Thanks so much for your help boys and
girls! Now you all are going to go to math workshop and during your rotation today each group will meet
with me to practice estimation some more. Teacher releases students to math
II. Opportunity for Practice:
In daily five centers students will have the opportunity to communicate with one another in small groups
with the teacher. Students will be in their normal centers except for one group at a time will be working
the teacher. During this time their will be a jar of candy corns on the desk. Alright boys and girls! I want
you to turn and talk with your partner about how you might go about estimating how many candy corns
are in the jar and then each of you will record your own estimate on a sheet of paper. Teacher provides
time for students to do so in small group. Would anyone like to share their ideas? Teacher provides time
for students to share with small group and then they count the candy corns. Who would like to help count
the candy corns? Teacher selects volunteer who helps count. Aright lets help student A count together 1,
2, 3….They count until all candy corns have been counted and then record final number next to estimate.
Great job boys and girls! Record the final number next to your estimate and turn it into me.

III. Assessment
The teacher will assess the students based off the information collected in their practice when they are
working in small groups.
IV. Closure:
The teacher review estimation with students and how they go about estimating. Alright boys and girls
who wants to volunteer and share with me what an estimate is? Teacher provides time for student
response. Awesome! Estimates are guesses based on what we know! You all did such a great job
estimating today! I appreciate all your help! I can’t wait to see you all continue to count and compare to
make educated estimates!
Materials and Resources:
• Cubes
• Number Line
• Close pin
• clear bin
• candy corn
• jar

• paper

Data Collection:
Based on the data I received from the papers. It was evident that most students grasped the concept of
making educated estimates. This was not their first time practicing it which was helpful. While there were
a few outliers the majority was able to make estimates that were similar to the actual number.
Reflection:
I enjoyed the amount of student involvement and interest in the lesson. I enjoy connecting things to
previous lessons and knowledge because it is fascinating to see kids make those connections. The students
enjoyed counting objects aloud and helping and encouraging each other along the way. I felt that this
lesson helped students compare objects in ordered to make educated guesses/estimates. I also feel as the
skills taught in this lesson had students looking at more than/less than as well as further developing
counting skills. During this lesson I implemented activities the students were used to seeing in the
classroom such as the number squeeze. I felt that this was beneficial and helped with the students
understanding of the concepts. If I could do this lesson again I would work on implementing more
creative ideas of my own and develop a more concrete assessment tool. Assessment has been one of my
more difficult tasks when teaching lessons. 