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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Ian Fleming

Date
11/3/15
Grade __________3______

Subject/ Topic/ Theme

Measurement: Overview and Project introduction

I. Objectives
How does this lesson connect to the unit plan?
This lesson connects to the unit plan by acting as a review of the learned material over the past 4 lessons. The goal of this lesson is to
incorporate the knowledge and skills gained from learning about length, weight, and volume into solving word problems.
cognitiveR U Ap An E C*

Learners will be able to:

Understand the Christian perspective on measurement and how creation, fall, redemption relates to measurement in
everyday life.
Recognize objects in their daily lives that can be measured using length, weight, and volume.

physical
development

socioemotional

U
R
Ap

Solve word problems using length, weight, and volume measurements.

Common Core standards (or GLCEs if not available in Common Core) addressed: CCSS.MATH.CONTENT.3.MD.A.2
CCSS.MATH.CONTENT.2.MD.B.5
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite
knowledge and skills.

Understanding of how to measure length, weight, and volume as learned in the previous lessons. The
ability to solve word problems.
Pre-assessment (for learning): Students took a pre-assessment test to show what measurement skills they have
mastered from second grade, and what third grade skills and concepts they may know already.
Formative (for learning): As students work on their measurement review sheet, go around the class and carefully
peak on each students worksheet. See how well the students are grasping the measurement word problems and, if
need be go to the doc cam and run through more problems with the class.

Outline assessment
activities
(applicable to this lesson)

Formative (as learning): Throughout the lesson, two or three times, have students close their eyes and selfevaluate their personal knowledge of what was just covered by using a thumbs up, thumbs sideways, or thumbs
down.
Summative (of learning): Students will complete the review worksheet on their own quietly and will

have myself check their answers before they are allowed to move onto the journal entry writing. The
review worksheet will allow me to see just how well the students understand length, weight, and
volume all together.
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of


Representation
Provide options for perceptionmaking information perceptible
Using the doc cam to help students
with the review worksheet.
Using the large white board for
instructions.

Provide Multiple Means of Action


and Expression
Provide options for physical actionincrease options for interaction
Allowing students to write about
their knowledge of measurement in
their daily lives, instead of simply
speaking verbally about it to the
class.

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Using the bible verse from
Ephesians 3:18 -19 as an
introductory tool to grasp the
students attention. It also brings
about a Christian perspective to
their outlook on measurement in
their daily lives.

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language
At the beginning of the lesson,
reviewing the classs knowledge
and understanding of length,
weight, and volume in
measurement.
Allowing students to hear their
peers as well as themselves
summarize the ideas and concepts
learned over the past four lessons.
Provide options for comprehensionactivate, apply & highlight
Stressing to the class the main
ideas we have covered, yet leaving
it open for the students to help each
other retrieve knowledge about
length, weight, and volume that the
class learned.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for expression and


communication- increase medium
of expression
Allowing students to verbally and
physically express their knowledge
of what was learned over the past
four lessons. Whether it be a class
as a whole in discussion, or on
their reflective writing entry, the
students are given the opportunity
and option to express themselves.

Provide options for sustaining effort


and persistence- optimize
challenge, collaboration, masteryoriented feedback

As students work on their


review worksheet alone quietly,
go around and challenge
students. Ask questions such as
why and how a specific aspect
of measurement works in such a
way.

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection

Allowing students to collectively as


a class brainstorm what was
learned. This allows for students to
feed off of each others thoughts,
as well as express their own
individual thoughts.

Have the students self-assess


themselves two or three times using
the closed eyes and thumbs up,
sideways, or down evaluation
method.

Review handout worksheet


Students journals so that they can write their entry focused on measurement in their daily lives.

The classroom will be set up in pods or rows. For this lesson, either style works because there wont be
any group work. The carpet and rocking chair in the far left corner of the room will remain as it always
has.
How will your classroom
be set up for this lesson?

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III. The Plan


Time

Components

5-8

Motivation
(opening/
introduction/
engagement)

5-10

15-30

Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Begin class by gathering over on the carpet in
Engage into the Christian perspective
front of the rocking chair. Explain to the class
conversation. Listen attentively to the message,
that over the past couple of days we have
and think of any past experiences or things one
learned how measurement is used in our daily
has learned that this bible verse may spur
lives all the time. But there is one thing that we
thought about. Where else have I heard this
cant measure What could it be? Go into
idea?
detail about how we cant measure Gods love
Think back to the previous lessons that the
for us. It cannot be measured. Instead, it is
class has completed over the past week or so,
something we know and feel in our hearts.
and try to add to the class discussion of
Ephesians 3:18-19 states, "That you may not
memory retrieval and review. Be sure to abide
understand how wide, how long, how high,
by class rules and raise ones hand before
and how deep his love really is. May you
speaking. Since we have learned about all of
experience it, though it is so great you will
the ideas expressed in this opening motivation,
never fully understand it." (Ephesians 3:18be sure not to blurt out or interrupt each other.
19). Debrief to the class that we can measure

endless physical things in our daily lives, but


that Gods love cant be measured because it is
so gratefully loving and eternal.
Ask higher order thinking questions that spur
memory retrieval: What are the three types of
measurement we learned over the past four
days? Can someone please give me an
example of length in their daily life? Weight?
Volume? What sort of tools did we learn to
measure length with? Weight? Volume? Can
someone tell me the unit labels that we learned
for each of the three types of measurement?
Explain to the class that today we will be using
our knowledge of length, weight, and volume
to solve word problems. Instruct the class to go
back to their seat and quietly get out a pencil.
Handout the worksheet for the day and do the
first two problems as a class under the doc
cam. Use as much class participation as
possible.
This worksheet focusses on a combination of
concepts learned from measuring length,
weight, and volume, but mainly focusses on
word problems involving the three main ideas
of the unit.
Instruct the class to continue on with the
worksheet on their own quietly and to raise
their hand if they have any questions.

Work alongside the teacher as they


demonstrate how to do the first two or three
problems. Ask any question that may arise in
ones head. Do I understand how to do these
word problems? Can I do these types of
problems on my own with no immediate help?
If one finishes the worksheet early, be sure to
work quietly while writing in ones journal.
Before writing, brainstorm thinking of at least
three times in ones day that measurement
takes place. What types of measurement are
occurring in these situations? Did I estimate or
measure exactly in these real life situations?

10-15

5-10
Closure
(conclusion,
culmination,
wrap-up)

After most students have completed


approximately 5-8 problems, have the students
self-assess themselves by closing their eyes
and showing their knowledge of the word
problems with a thumbs up, thumbs sideways,
or thumbs down.
Be sure to stress to the students that the teacher
must check their worksheet before they are
able to move onto the journal reflection.
As more and more students finish up with the
worksheet, instruct them to turn their
worksheet in, and then to journal about one
part of their day in which they use
measurement of length, weight, or volume and
be sure to write which of the three is used.
Explain the process of the measurement that
occurs. Write the instructions for this journal
entry on the board so students dont have to
constantly keep asking. If students finish this
activity too quickly, instruct them to write
another entry.

Reconvene the entire class, and discuss with


the class what will be happening tomorrow in
the last lesson of the unit plan.
Explain to the students that this is their chance
to show how well they understand what we
have been learning the past couple of days.
Stress to the students that it is important that
they try their best on the summative
assessment worksheet and hands on activities.

Listen closely to the instructions for tomorrow.


Understand that the assessment is serious and
should be taken serious at all times throughout
the activities and work.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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