Lesson

1
Teacher Candidate: 42923783

Date: 2/23/15

edTPA LESSON PLANNER

Grade: _2nd____

Content Area/Class Title: __Measurement_________________________________

Group Size: __31___ Lesson Length: __60____ minutes

A: Standards

Planning for the Lesson

i.
Key Content Standard:
CCSS.MATH.CONTENT.2.MD.A.1
Measure the length of an object by selecOng and using appropriate tools such as rulers.
ii.
Related ELD Standard:
SecOon 2: Part 1: Bridging 1. Contribute to class, group, and partner discussions, including sustained dialogue,
by listening aTenOvely, following turn-taking rules, asking relevant quesOons, arming others, adding
perOnent informaOon, building on responses, and providing useful feedback.
B. ObjecHves
i.
Learning ObjecHve: The students will (DO __) to (LEARN ___).
The students will create their own ruler to understand concepts about the ruler and to know how to properly
use the ruler as a tool to measure items.
ii.
Language ObjecHve (transfer this from "IncorporaOng Academic Language"):
The students will explain if is easier to measure using the inch segments or the ruler by using a linking
word because.
C. Assessments:
i.
Informal assessment strategies you will use during class (What evidence will you collect?)
Students will be monitored and observed throughout class Ome. They will be asked to show if they agree or
disagree, put thumbs up or thumbs down, and share their thinking.
ii.

WriTen assessment you will use to determine, for each individual student, to what extent they
have met your learning objecOves. (What evidence will you collect?)
Collect individual worksheet and ruler made in class to assess to what extent the students met the learning
objecOves.
D. Lesson Resources/Materials (e.g., handouts, manipulaHves, text pages, special supplies):
- How Big is a Foot? by Rolf Myller - crayon box - whiteboard markers
- 12 inch standard rulers - name tag - journal
- 10 inch segments - Georgia - ten block - post-it note
- 10 inch strip of paper - Georgia - worksheet
InstrucHonal Sequence - Engaging Students in the Learning Process
OpHonal: Starter and/or Homework Discussion (___ min.)

IntroducHon (_15_ min.): Describe how you will make connecOons to prior knowledge, tap into their
experiences and interests, and let students know what the objecOve of the lesson is.
*Chart vocabularies related to measurement on a charOng paper
*Pull six students as a small group during partner work for extra support (visual processing, struggling readers,
and underperforming students). DierenOaOon: only measure 2 items.
Tell the students that last week they worked with nonstandard units to measure and this week they are going

to learn how to measure with standard units.
Review measurement: Finding or determining the size or amount of something.
Dene standard units: Units of measurement commonly used.
Tell the students that the teacher is going to read a book aloud to help the students understand why people

use standard units to measure items.
Tell the students that while the teacher is reading the book, their job is to think about why we use standard
units instead of nonstandard units to measure items. Ask the students to buddy share what their job is when
the teacher is reading the book aloud.
Read aloud: How Big Is a Foot? by Rolf Myller
Ask the students why we need standard units of measurement instead of nonstandard units to measure items.

AnOcipated answer: so that no maTer who measures it, the measurement will have the same meaning.
State the objecOve/purpose: Tell the students that they will create their own ruler to help them understand
what a ruler is and to learn how to properly use the ruler as a tool to measure items.
Body of the Lesson (___40___ minutes): Describe step-by-step what the teacher and the students will be
doing during the lesson. Remember to include academic language and individual assessment during the body
of your lesson.
Show students the 10 inch segments that has alternaOng colors.
Dene segment: piece or porOon. Tell the students that each segment is an inch long. Tell the students that one
unit of measurement that is on the ruler is the inch.
Dene inch: Tell the students that the inch is a standard unit and a customary unit that is only used in the U.S.
Dene unit: An amount that is counted as a whole or one that is used as a standard of measurement
Dene customary unit: System of measurements commonly used in the U.S. (inches, feet, and yards)
Ask the students why they think an inch is a standard unit.
Ask the students what they noOce about the 10 inch segments.

AnOcipated response: the inches are all the same size.
Ask why it is all the same size. AnOcipated response: because that is how long an inch is.
Tell the students that they will measure the length of the items in the classroom with a partner for 2 minutes.
Discuss what length means: how long something is
Point to the width of an object and ask the students if I am measuring the length. Ask why or why not.

Have students buddy share and then share with the class.
Explain the worksheet to the students that they are going to record what they measure and and write down

the unit of measurement.
Tell the students that if it is 1 inch long, they would write inch because it is not more than one, but if it is more

than 1 inch long, they would have to write inches.
Tell the students that aTending to precision is one of their mathemaOcal pracOces that they need to pracOce

and that when they are verbally and wriOng the length unit, they are aTending to precision. Have

students buddy share how they can aTend to precision.
Review about the concept of rounding to the nearest whole number. Give some examples of when students
would need to round down and up to the nearest whole number. Ask the class if, how, and why you should
round down or round up.
Model for the students how to measure with the 10 inch segments.
Ask the students how you should measure and give an example of measuring with gaps in between the inch
segments. Ask the students if this is the correct way to measure and why. Model for the students how to
correctly measure with the inch segments.

Ask what would happen if we measured the inch segments by not pukng them end to end. Discuss why they
need to place the segments end-to-end without gaps to accurately measure the length of precision.
Tell the students that when they are placing the inch segments end to end without gaps, they are aTending to
precision.
Tell the students to measure the length of the items in the classroom for 2 minutes with a partner.
*Support students if they need help placing the segments end-to-end.
Bring the students back together. Tell the students that we are going to put the segments together to make a
ruler. Ask the students what they think a ruler is.
Dene ruler: Ruler is a tool of equal row of units to measure in inches or cenOmeters.
Tell them to alternate the colors so that the length of the units stands out. Model for the students how to glue
the segments on the strips.
Ask the students why we would need to make sure to glue the segments end to end and what mathemaOcal
pracOce that are aTending to when they do that. AnOcipated answer: precision
Have the students glue the segments on the strips end-to-end so that there is no overlap and there are no
gaps. *Support students if they need help gluing strips end-to-end which no overlap and gaps.
Tell the students that they are going to now measure the length of dierent items that they measured before
for 2 minutes with a partner and record with the ruler made in class. Model and discuss how to measure using
the ruler that they made.
Tell students to measure for 2 minutes using the rule they made and answer which method was easier to
measure: using the inch segments each Ome or using the ruler and why. Tell the students to have a
conversaOon with their partner and explain their thinking by using the sentence frame.
Write down the sentence frame: Using the ________ to measure items is easier because _______.
Make sure students line up the end of their ruler with the end of their object. *Go around to support students
and ask probing quesOons about how they are measuring.
Bring the class back together on the carpet. Discuss which method was easier, using the segments each Ome or
using the ruler and why.
*Academic Language Interval: The students will explain if using segments each Ome or using the ruler to
measure is easier by using the linking word because.

Students will say Using the ruler to measure items is easier because.
Encourage students to agree or disagree with others.

Students will say I agree or disagree because
Ask the students if measuring with segments or the ruler was more ecient way to measure.
Have students write in the number of units on the ruler that they made. Model and discuss with the class

where you would write down the number of units. Draw a comparison with the number line (line that

is evenly spaced) when wriOng down the units.
Have students compare ruler that they made with a standard 12 inch ruler with a partner and write down what

they noOce of their worksheet.
Homework (if you are assigning homework, what will it be?):
Closure (___5___minutes): Describe how you will lead the students to summarize the lesson and restate the
learning objecOve.
Discuss the similariOes and dierences of the ruler that they made and a standard ruler.

SimilariOes: both in inches

Dierences: 10 inch ruler / 12 inch ruler; standard ruler has cenOmeters; more Ock marks
Tell the students that another standard unit on the ruler is called cenOmeter. Tell them it is in the metric system
because it is commonly used by people outside of the U.S. Ask the class why they think the standard ruler is 12
inches. Tell the students that because 12 inches = 1 foot if no one shares this. Discuss with the class that the
Ock marks are dierent parts of the inch.
Tell the students to turn in their worksheet and the ruler that they made in class.

IncorporaHng Academic Language

1. Describe the learning task(s) related to the content learning objecOve.
The students will rst explore and learn how to measure with 10 inch segments and 10 inch ruler that they
made. This experience will help them understand what a ruler is and why a ruler is an ecient tool to use when
measuring.
2.

Language FuncHon: How will students be communicaOng in relaOon to the content in the learning task(s)?
IdenOfy the specic funcOon (purpose or genre) you want to systemaOcally address in your lesson plan
that will scaold students to stronger disciplinary discourse. Some examples are: describe, idenOfy, explain,
jusOfy, interpret, analyze, construct, or argue.
The students will explain if is easier to measure using the inch segments or the ruler.

3.

Language Demands: Looking at the specic funcOon (purpose or genre) your students will be using, what
are the language demands that you will systemaOcally address in this lesson?
Vocabulary:
New to this lesson: unit, standard unit, inch, ruler, precision, segment, customary unit, cenOmeter
Previously taught but need conOnued support: measure, length, precise, accuracy
Previously learned:
Syntax1: Using the ruler to measure items is easier because.
Discourse2:
A: Using the ruler to measure items is easier because.
B: I agree because.., I disagree because.

4.

Language ObjecHve: What is/are the language objecHve(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare dierent types of parallelograms using transiOon words such as
similarly, dierent from or by contrast. Note: be sure to copy and paste the language objecOve into the top
of the lesson planner.
The students will explain if is easier to measure using the inch segments or the ruler by using a linking
word because.

6. Language Support: What instrucOonal strategies will you use during your lesson to teach the specic
language skill and provide support and opportuniOes for guided and independent pracOce?
InstrucHon

Guided PracHce

Independent PracHce

Write down the sentence frame

for the students. Tell the students
to explain their thinking by using
the sentence frame which
includes the linking word because.

Tell the students to use the

sentence frame to explain why
one method was easier to
measure with during discussion
by using the linking word because.

Have students use the sentence

frame to write on the worksheet
which method was easier to
measure with and explain why
using the linking word because.

1 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
2

Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.

Lesson 2
Teacher Candidate: 42923783

Date: 2/24/15

edTPA LESSON PLANNER

Grade: _2nd____

Content Area/Class Title: __Measurement______________________________

Group Size: __31___ Lesson Length: __60____ minutes

Planning for the Lesson

A: Standards

i.
Key Content Standard:
CCSS.MATH.CONTENT.2.MD.A.1
Measure the length of an object by selecOng and using appropriate tools such as rulers.
CCSS.MATH.CONTENT.2.MD.A.3
EsOmate lengths using units of inches.
ii.
Related ELD Standard:
SecOon 2: Part 1: Bridging 1. Contribute to class, group, and partner discussions, including sustained dialogue,
by listening aTenOvely, following turn-taking rules, asking relevant quesOons, arming others, adding
perOnent informaOon, building on responses, and providing useful feedback.
B. ObjecHves
i.
Learning ObjecHve: The students will (DO __) to (LEARN ___).
The students will esOmate in inches using a benchmark and use a ruler to measure the length of dierent
items in inches.
ii.
Language ObjecHve (transfer this from "IncorporaOng Academic Language"):
The students will explain why they need to think about the length they are measuring and the length
units when esOmaOng by using a linking words because.
C. Assessments:
i.
Informal assessment strategies you will use during class (What evidence will you collect?)
Students will be monitored and observed throughout class Ome. They will be asked to show if they agree or
disagree, put thumbs up or down, and share their thinking.
ii.

WriTen assessment you will use to determine, for each individual student, to what extent they
have met your learning objecOves. (What evidence will you collect?)
Collect individual worksheet to assess to what extent the students met the learning objecOves.
D. Lesson Resources/Materials (e.g., handouts, manipulaHves, text pages, special supplies):
- 12 inch standard rulers - worksheet
InstrucHonal Sequence - Engaging Students in the Learning Process
OpHonal: Starter and/or Homework Discussion (___ min.)

IntroducHon (__5_ min.): Describe how you will make connecOons to prior knowledge, tap into their
experiences and interests, and let students know what the objecOve of the lesson is.
*Chart new vocabularies related to measurement on a charOng paper
Tell students that last week they learned how to esOmate using nonstandard units and today we are going to

esOmate using standard unit inches.
State the objecOve/purpose: Tell the students that they will be esOmaOng in inches using a benchmark and

use a ruler to measure the length of dierent items in inches.
Review what an inch is: a standard unit and a customary unit that is only used in the U.S.
Review what an unit is: an amount that is counted as a whole or one that is used as a standard of

measurement
Ask what a standard units is: Units of measurement commonly used.
Ask what a customary unit is: unit of measurement commonly used only in the U.S.
Ask why we need standard units to measure items.

So that no maTer who measures it, the measurement will have the same meaning.
Body of the Lesson (___35___ minutes): Describe step-by-step what the teacher and the students will be
doing during the lesson. Remember to include academic language and individual assessment during the body
of your lesson.
Ask what esOmaOng means:

AnOcipated response: An esOmate is your best guess about something
Ask what best guess means. Ask what they need to think about when they are esOmaOng.

AnOcipated response: they need to think about the length they are measuring and the length units
Tell the students that when esOmaOng or talking about esOmaOon, there are special words they can use such
as: about, approximately, and close to.
Give students example of how those special words would be used in a sentence.
Show students the worksheet and tell them that they need to esOmate the length in inches using a benchmark
and measure the same items in inches using a ruler.
Dene benchmark: point of reference
Tell students that my benchmark for an inch would be the knuckle of my pointer nger.
Tell students that before they start esOmaOng, they need to nd part of their hand which is approximately an

inch.
Ask where on the object they are going to esOmate. AnOcipated response: the length
Ask what the length is: how long something is
Model for the students how to esOmate using a benchmark. Discuss how to record on the worksheet.
Ask what they would need to write down aqer the value.

AnOcipated response: unit of measurement which is inches
Talk about how to abbreviate inches: In or 2
Ask the students what mathemaOcal pracOce they are pracOcing when they verbalize and write down the unit

of measurement. AnOcipated response = precision
Tell the class that they are going to measure with a ruler to check if their esOmaOon was close to the actual

measurement. Tell the students that when they measure with a ruler to check their esOmaOon, they

are aTending to precision.
Ask the students how they can check to see if their esOmate is reasonable.

AnOcipated response: that it makes sense because its close enough to the actual measurement.
Tell the students that if it is 1 or 2 inches away, the esOmate is reasonable.
Review what a ruler is: Ruler is a tool to measure in inches or cenOmeters
Review measurement: Finding or determining the size or amount of something.
Discuss about how to measure with the standard ruler. Ask which side of the ruler you would use to measure
in inches and where you would need to start on the ruler to measure. Model for the students which side to

measure in inches and to start on the zero-point when measuring. Ask them why they need to start on the
zero-point on the ruler and not anywhere else. AnOcipated response: If you measure anywhere else on the
ruler, you are not going to get an accurate answer because you are missing the inches before. Tell the students
that they are aTending to precision when they correctly align the zero-point on a ruler as the beginning of the
total length.
Talk about the concept of rounding to the nearest whole number. Ask how they know when to round up or
down. Have the students pair share with a buddy and then share with the class.
Tell the students to answer the quesOons on the worksheet aqer they are done measuring. For the second
quesOon, tell the students to use the sentence frame to answer the quesOon.
Write down the sentence frame: When esOmaOng, I needed to think about _____________ because
_________.
Ask students if they have any quesOons about what they are suppose to do.
*Pull six students as a small group during individual work for extra support (visual processing, struggling
readers, and underperforming students).

DierenOaOon - these group of students only need to measure number 1 and 2 and answer the

quesOons.
Homework (if you are assigning homework, what will it be?):
Closure (___20___minutes): Describe how you will lead the students to summarize the lesson and restate the
learning objecOve.
Ask students what their benchmark was for an inch. Have them buddy share and then share with the class.
Ask what they needed to think about when they were esOmaOng and why. Tell the students to buddy share
using the sentence frame and then have the students share with the whole class.

AnOcipated response: When esOmaOng, I needed to think about the length I am measuring and the

length units because I needed to get a esOmate that is reasonable (close to the actual measurement).
*Academic Language Interval: The students will explain why they need to think about the length they are
measuring, the length units, and the process when esOmaOng by using a linking words because.

Students will say When esOmaOng, I needed to think about _____________ because _________.
Encourage students to agree or disagree with others.

Students will say I agree or disagree because
Ask how they know if an esOmate is reasonable (it makes sense)?

AnOcipated response: when you measure and its one or two inches away
Ask students to raise their hand if they made an esOmate that was far away from the actual measurement.
Ask students what they think happened and what they might do dierently next Ome. Have students share
with a buddy how they can pracOce gekng an esOmate that is reasonable and then share with the whole class.
Ask students when they need to esOmate in real life. Ask students why we need to be able to esOmate a
measurement or a value. Tell the students that esOmaOng is a skill that is important in real life because
someOmes youre not gonna have a ruler to measure with. Tell the students that a lot of the Omes you have to
make a quick mental esOmate.
Ask the class what people esOmate in real life.

AnOcipated response: Ome, speed, money, age, and distance
Ask the students what they can esOmate in their daily life. Have them buddy share and then share with the
class.
IncorporaHng Academic Language
1. Describe the learning task(s) related to the content learning objecOve.
The students will be esOmaOng using a benchmark and then use a ruler to measure to see if the esOmate was
reasonable.

2.

Language FuncHon: How will students be communicaOng in relaOon to the content in the learning task(s)?
IdenOfy the specic funcOon (purpose or genre) you want to systemaOcally address in your lesson plan
that will scaold students to stronger disciplinary discourse. Some examples are: describe, idenOfy, explain,
jusOfy, interpret, analyze, construct, or argue.
The students will explain why they need to think about the length they are measuring and the length
units when esOmaOng.

3.

Language Demands: Looking at the specic funcOon (purpose or genre) your students will be using, what
are the language demands that you will systemaOcally address in this lesson?
Vocabulary:
New to this lesson: esOmate, about, approximately, close to, benchmark, abbreviaOon, reasonable
Previously taught but need conOnued support: unit, standard unit, inch, ruler, precision, accuracy,
customary unit, measure, length, precise
Previously learned:
Syntax3: When esOmaOng, I needed to think about _____________ because _________.
Discourse4:
A: When esOmaOng, I needed to think about _____________ because _________.
B: I agree or disagree because _________

4.

Language ObjecHve: What is/are the language objecHve(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare dierent types of parallelograms using transiOon words such as
similarly, dierent from or by contrast. Note: be sure to copy and paste the language objecOve into the top
of the lesson planner.
The students will explain why they need to think about the length they are measuring and the length
units when esOmaOng by using a linking words because.

6. Language Support: What instrucOonal strategies will you use during your lesson to teach the specic
language skill and provide support and opportuniOes for guided and independent pracOce?
InstrucHon

Guided PracHce

Independent PracHce

Write down the sentence frame

for the students. Tell the students
to explain their thinking by using
the sentence frame which
includes the linking word
because.

Tell the students to use the

sentence frame to explain what
they need to think about when
they are esOmaOng and explain
why during discussion by using
the linking word because.

Have students use the sentence

frame to write on the worksheet
what they need to think about
when they are esOmaOng and
explain why using the linking
word because.

3 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
4

Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.

Lesson 3
Teacher Candidate: 42923783

Date: 2/25/15

edTPA LESSON PLANNER

Grade: _2nd____

Content Area/Class Title: __Measurement______________________________

Group Size: __31___ Lesson Length: __60____ minutes

A: Standards

Planning for the Lesson

i.
Key Content Standard:
CCSS.MATH.CONTENT.2.MD.A.2
Measure the length of an object twice, using length units of dierent lengths for the two measurements;
describe how the two measurements relate to the size of the unit chosen.
ii.
Related ELD Standard:
SecOon 2: Part 1: Bridging 1. Contribute to class, group, and partner discussions, including sustained dialogue,
by listening aTenOvely, following turn-taking rules, asking relevant quesOons, arming others, adding
perOnent informaOon, building on responses, and providing useful feedback.
B. ObjecHves
i.
Learning ObjecHve: The students will (DO __) to (LEARN ___).
Students will use a ruler to measure items to the nearest inch and cenOmeters to learn that same item will
have a dierent result when measured with dierent units.
ii.
Language ObjecHve (transfer this from "IncorporaOng Academic Language):
Students will explain why they agree with student A or student B and then explain why they need more
cenOmeters than inches to measure the same item by using a linking word because.
C. Assessments:
i.
Informal assessment strategies you will use during class (What evidence will you collect?)
Students will be monitored and observed throughout class Ome. They will be asked to show if they agree or
disagree, put thumbs up or down, and share their thinking.
ii.

WriTen assessment you will use to determine, for each individual student, to what extent they
have met your learning objecOves. (What evidence will you collect?)
Collect individual worksheet to assess to what extent the students met the learning objecOves.
D. Lesson Resources/Materials (e.g., handouts, manipulaHves, text pages, special supplies):
- 12 inch standard rulers
- worksheet
InstrucHonal Sequence - Engaging Students in the Learning Process
OpHonal: Starter and/or Homework Discussion (___ min.)
IntroducHon (__3_ min.): Describe how you will make connecOons to prior knowledge, tap into their
experiences and interests, and let students know what the objecOve of the lesson is.

*Chart vocabularies related to measurement on a charOng paper

Tell students that they are going to be mathemaOcians today and solve a problem.
Ask for a thumbs up or down if they like solving problems.
Body of the Lesson (_37___ minutes): Describe step-by-step what the teacher and the students will be doing
during the lesson. Remember to include academic language and individual assessment during the body of your
lesson.
Read the problem sentence by sentence: Student A and Student B are measuring items to the nearest inch and
to the nearest cenOmeter with a ruler. Student A thinks that if she measures the length of the item in inches,
she would use less units than cenOmeters. Student B thinks that if she measures the length of the item in
inches, she would use more units than cenOmeters. InvesOgate to nd out who you agree with and explain
why.
Read the rst sentence with the class.
Review what measuring means: to nd or determine the size or the amount of something
Ask what to the nearest inch and to the nearest cenOmeter means. AnOcipated response: rounding to the
nearest whole.
Review what a ruler is: a tool to measure in inches or cenOmeters
Review what an inch is: standard units and customary unit
Review what an unit is: an amount that is counted as a whole or one
Ask for examples of a unit. AnOcipates response: inch and cenOmeter.
Review what a standard unit is: unit of measurement commonly used by people
Ask what a customary unit is: units commonly used in the U.S.
Tell students that cenOmeter is a standard unit and it is in the metric system. Tell students that other countries
use the metric system instead of customary unit. Metric system is units of measurement that is commonly used
by people in other countries.
Read the second sentence with the class. Use a sharpie as an example of an object. Ask which part to measure
if you want to measure the length. Ask what length means. Tell the students that Student A thinks if she
measures this sharpie in inches, she would use less units than cenOmeters.
Read the third sentence with the class. Ask the students what they noOce between student A and student B
(what are the dierences). Give students Ome to think by having them put out a st in front of their chest to
show the teacher that they are thinking. Tell the students to put up a nger or mulOple ngers if they have an
idea. Have students buddy share their ideas when everyone has a nger up. Ask students to share with the
class what they shared with their partner. Encourage students to agree or disagree.
Read the last sentence with the class. Ask what it means to invesOgate.
Tell them that they are going to solving this problem with a partner by exploring measuring items in inches and
in cenOmeters with a ruler.
Ask how you would use the ruler to measure. Ask which side on the ruler is inches. Ask which side on the ruler
is cenOmeters. Ask them what they noOce about inches and cenOmeters.
Ask them where they need to start on the ruler to measure. Give an example by placing a ruler not on the zero-
point on the ruler and ask what they think about the way the teacher is measuring. Have students explain why
they disagree. Ask the students what mathemaOcal pracOce they are aTending when they correctly align the
zero-point on a ruler as the beginning of the total length.
Ask what you would need to write down aqer the result. Ask what the abbreviaOon is for inches. Tell students
the abbreviaOon for cenOmeter.

AnOcipated response: units of measurement


Inches = in cenOmeters= cm
Ask what mathemaOcal pracOce they are pracOcing when you say and write down the unit of measurement.

Tell them that aqer measuring three items they are going to answer the quesOon below on their worksheet.
Ask them to have a conversaOon with their partner why you agree with student A or student B. Tell them to use
the sentence frame to answer the quesOon.
Ask the students what it means to have a conversaOon.

AnOcipated response: They need to agree or disagree; give feedback by celebraOng an idea or by giving

a suggesOon (Did you think about); ask quesOons for claricaOon
Write the sentence frame: I agree with ________ because _________________.
*Pull six students as a small group during individual work for extra support (visual processing, struggling
readers, and underperforming students).

DierenOaOon - these group of students only need to measure 2 Omes and answer the

quesOon.
Homework (if you are assigning homework, what will it be?):
Closure (__20____minutes): Describe how you will lead the students to summarize the lesson and restate the
learning objecOve.
Ask the class who they agree with, student A or student B, aqer they had Ome to explore with a partner by
measuring. Tell students to put up a nger if they agree with student A and put up two ngers if they agree
with student B. Have students share with a buddy why they agree with either student A or B.
Ask students why they agree with student A.

AnOcipated response: I agree with student A because when I measured items in inches, I used less

units less units than cenOmeters.
Ask students why they need more cenOmeters than inches to measure the same item.
*Academic Language Interval: Students will explain why they need more cenOmeters than inches to measure
the same item by using a linking word because.

Students will say You need more cenOmeters than inches to measure the same item because

__________________.
Encourage students to agree or disagree with others.

Students will say I agree or disagree because ___________.
AnOcipated response: You need more cenOmeters than inches to measure the same item because cenOmeters
are small than inches. So the smaller the unit is, the more unit it will take to measure the same item.
Have students buddy share why they need more cenOmeters than inches to measure the same item using the
sentence frame.
Tell the students to look at the results of their one item in inches and cenOmeters. Tell them that they noOced
that the result is dierent. Tell the students that they had more units wriTen down when they measured in
cenOmeters than inches. Ask them if that mean the length is longer when you measured it in cenOmeters. Ask
them if the length of the item change and why or why not.

AnOcipated response: No, it does not change the length of the item because the unit used to measure

is dierent. The length is the same in cenOmeters and in inches.
Have students buddy share the most important thing that they learned today. Ask students to share with the
class.
IncorporaHng Academic Language
1.

Describe the learning task(s) related to the content learning objecOve.

Students will be solving a problem by exploring measuring in inches and in cenOmeters. They need to
gure out if the length in inches would use less or more units than when measuring with cenOmeters.

2.

Language FuncHon: How will students be communicaOng in relaOon to the content in the learning task(s)?
IdenOfy the specic funcOon (purpose or genre) you want to systemaOcally address in your lesson plan

that will scaold students to stronger disciplinary discourse. Some examples are: describe, idenOfy, explain,
jusOfy, interpret, analyze, construct, or argue.
Students will explain why they agree with student A or student B and then explain why they need more
cenOmeters than inches to measure the same item.
3.

Language Demands: Looking at the specic funcOon (purpose or genre) your students will be using, what
are the language demands that you will systemaOcally address in this lesson?
Vocabulary:
New to this lesson:
Previously taught but need conOnued support: cenOmeter, metric system, unit, standard unit,
inch, ruler, precision, customary unit, abbreviaOon
Previously learned: length, measure, invesOgate
Syntax5: I agree with ________ because _________________.
You need more cenOmeters than inches to measure the same item because __________.
Discourse6: A: I agree with ________ because _________________.
B: I agree or disagree because ____________.
A: You need more cenOmeters than inches to measure the same item because
_______________________.
B: I agree or disagree because ____________.

4.

Language ObjecHve: What is/are the language objecHve(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare dierent types of parallelograms using transiOon words such as
similarly, dierent from or by contrast. Note: be sure to copy and paste the language objecOve into the top
of the lesson planner.
Students will explain why they agree with student A or student B and then explain why they need more
cenOmeters than inches to measure the same item by using a linking word because.

6. Language Support: What instrucOonal strategies will you use during your lesson to teach the specic
language skill and provide support and opportuniOes for guided and independent pracOce?
InstrucHon

Guided PracHce

Independent PracHce

Write down the sentence frames

for the students. Tell the students
to explain their thinking by using
the sentence frames which
includes the linking word
because.

Tell the students to share with a

buddy and the class by using the
sentence frame to explain why
they need more cenOmeters than
inches to measure the same item
during discussion by using the
linking word because.

Have students share with a buddy

and write using the sentence
frame to explain why they agree
with student A or student B using
the linking word because.

5 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
6

Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.

Lesson 4
Teacher Candidate: 42923783

Date: 2/26/15

edTPA LESSON PLANNER

Grade: _2nd____

Content Area/Class Title: __Measurement__________________________________

Group Size: __31___ Lesson Length: __60____ minutes

A: Standards

Planning for the Lesson

i.
Key Content Standard:
CCSS.MATH.CONTENT.2.MD.A.1
Measure the length of an object by selecOng and using appropriate tools such as rulers.
CCSS.MATH.CONTENT.2.MD.A.2
Measure the length of an object twice, using length units of dierent lengths for the two measurements;
describe how the two measurements relate to the size of the unit chosen.
CCSS.MATH.CONTENT.2.MD.A.3
EsOmate lengths using units of inches and cenOmeters.
ii.
Related ELD Standard:
SecOon 2: Part 1: Bridging 1. Contribute to class, group, and partner discussions, including sustained dialogue,
by listening aTenOvely, following turn-taking rules, asking relevant quesOons, arming others, adding
perOnent informaOon, building on responses, and providing useful feedback.
B. ObjecHves
i.
Learning ObjecHve: The students will (DO __) to (LEARN ___).
The students will esOmate using a benchmark and measure with a ruler in inches and in cenOmeters, and
solve problems related to the concepts of measurement to reinforce their learning.
ii.
Language ObjecHve (transfer this from "IncorporaOng Academic Language"):
Students will explain why it is important for them to know how to measure items using dierent units
of measurement by using a linking word because.
C. Assessments:
i.
Informal assessment strategies you will use during class (What evidence will you collect?)
Students will be monitored and observed throughout class Ome. They will be asked to show if they agree or
disagree, put thumbs up or down, and share their thinking.
ii.

WriTen assessment you will use to determine, for each individual student, to what extent they
have met your learning objecOves. (What evidence will you collect?)
Collect individual worksheet to assess to what extent the students met the learning objecOves.
D. Lesson Resources/Materials (e.g., handouts, manipulaHves, text pages, special supplies):
- 12 inch standard rulers - notebook - sharpies
- assessments - ten blocks
InstrucHonal Sequence - Engaging Students in the Learning Process

OpHonal: Starter and/or Homework Discussion (___ min.)

IntroducHon (__2_ min.): Describe how you will make connecOons to prior knowledge, tap into their
experiences and interests, and let students know what the objecOve of the lesson is.
State the objecOve: Tell the students that they will esOmate using a benchmark and measure with a ruler in
inches and in cenOmeters, and solve problems related to the concepts of measurement to reinforce their
learning.
Body of the Lesson (_50_ minutes): Describe step-by-step what the teacher and the students will be doing
during the lesson. Remember to include academic language and individual assessment during the body of your
lesson.
Ask what esOmaOng means: best guess about something
Ask what best guess means. Ask what they need to think about when they are esOmaOng.

AnOcipated response: they need to think about the length they are measuring and the length units
Ask the students what are special words they can use when esOmaOng or talking about esOmaOon: about,
approximately, and close to.
Show students a notebook and tell them that we will use this object to review esOmaOng and measuring as a
class. Tell the students that they need to esOmate using a benchmark and measure the same items in inches
and in cenOmeter using a ruler.
Ask the students what an inch is. Ask the students what an unit is. Ask the students what a standard unit
means. Ask the students what a customary unit is. Ask the students what a cenOmeter is. Ask the students
what a metric system is.
Dene benchmark: point of reference. Tell students that my benchmark for an inch would be the knuckle of my
pointer nger and that my benchmark for a cenOmeter would be the length of my nail on my pinky nger.
Ask the students to buddy share with a student what their benchmark is for an inch.
Ask the students which part to esOmate on the notebook. AnOcipated response: the length
Ask what the length means. Have students buddy share and share with the class.
Model for the students how to esOmate in inches and in cenOmeters using a benchmark.
Pass out a ruler to each student and have students nd a benchmark on their hand in that is about a
cenOmeter.
Pass out sharpies and ten blocks to each student and esOmate those items in inches and in cenOmeters as a
class.
Discuss about the concept of rounding to the nearest whole number. Ask how they know when to round up or
when to round down. Have the students pair share with a buddy and then share with the class.
Discuss how to record on the worksheet. (Ex. about 5 inches)
Ask what you would need to write down aqer the result: Inches = in; cenOmeters= cm
Ask what mathemaOcal pracOce they are you pracOcing when you say and write down the unit of
measurement. Have them buddy share and share with the class. AnOcipated response = precision.
Ask the students how they know if an esOmate is reasonable (it makes sense).

AnOcipated response: when you measure and its one or two inches away
Ask the students how they can check to see if their esOmaOon is reasonable.

AnOcipated response: measure with a ruler
Ask what mathemaOcal pracOce they are aTending to when they measure to check their esOmaOon.

AnOcipated response: precision
Review how to use the ruler to measure. Ask students what a ruler is. Show students the standard ruler. Ask
the students which side on the ruler in inches and cenOmeters and ask how they know.
Ask students what they noOce about inches. AnOcipated response: they are the same size.
Ask students what they noOce about cenOmeters. AnOcipated response: they are the same size.
Ask the students where they need to start on the ruler and why.

Give an example of measuring an object not on the zero-point on the ruler and ask if that is the proper way to
measure. Tell them to explain their thinking.
Ask what mathemaOcal pracOce they are pracOcing when they correctly align the zero-point on a ruler as the
beginning of the total length. AnOcipated response: precision
Ask two students to model how to measure the notebook with a ruler in inches and in cenOmeters.
Discuss how to record on the worksheet.
Ask students what they noOce between the measurement in inches and cenOmeters.

AnOcipated response: There are more cenOmeters than inches
Ask students why you need more cenOmeters than inches to measure the same item.

AnOcipated response: You need more cenOmeters than inches to measure the same item because

cenOmeters are small than inches. So the smaller the unit is, the more unit it will take to measure the

same item.
Have students buddy share why they need more cenOmeters than inches to measure the same item using the
sentence frame.

Tell students that they will be taking an assessment.
Go through the assessment and read each quesOon and explain to the class what to do for each problem.
Ask the class if they have any quesOons about the assessment.
Tell the students that they will have about 35-40 minutes to take the assessment.
*Provide extra support for the 6 students (visual processing, struggling readers, and underperforming students)
if needed. Read the quesOons aloud to them and if needed write down the answers for few students while they
are explaining verbally.
Homework (if you are assigning homework, what will it be?):
Closure (__10__minutes): Describe how you will lead the students to summarize the lesson and restate the
learning objecOve.
Ask the students why they think they have two dierent measurements for the same item when measuring in
inches and in cenOmeters.
Ask why it is important for them to know how to measure dierent items using dierent units of measurement.
Write down the sentence frame: I think that it is important for me to know how to measure items using
dierent units of measurement because _________________.
Give students Ome to think and then tell the students to share with a buddy using the sentence frame. Have
students share with the class using the sentence frame.
*Academic Language Interval: Students will explain why it is important for them to know how to measure items
using dierent units of measurement by using a linking word because.

Students will say I think that it is important for me to know how to measure items using dierent units

of measurement because _________________.
Encourage students to agree or disagree with others.

Students will say I agree or disagree that __________ because ____________.
AnOcipated response:

I think that it is important for me to know how to measure items using dierent units of measurement

because people measure objects in dierent units. People in other countries use metric system like

cenOmeters and people in the U.S. use customary units like inches.

I think that it is important for me to know how to measure items using dierent units of measurement

because the measurement will have the same meaning no maTer who measures it.
IncorporaHng Academic Language
1.

Describe the learning task(s) related to the content learning objecOve.

Students will reviewing how to esOmate using a benchmark in inches and cenOmeters, measure in inches
and cenOmeters, and why you need less units to measure in inches than cenOmeters with the class. Then,
the students will take a nal assessment to show what they learned during these last three days.

2.

Language FuncHon: How will students be communicaOng in relaOon to the content in the learning task(s)?
IdenOfy the specic funcOon (purpose or genre) you want to systemaOcally address in your lesson plan
that will scaold students to stronger disciplinary discourse. Some examples are: describe, idenOfy, explain,
jusOfy, interpret, analyze, construct, or argue.
Students will explain why it is important for them to know how to measure items using dierent units
of measurement.

3.

Language Demands: Looking at the specic funcOon (purpose or genre) your students will be using, what
are the language demands that you will systemaOcally address in this lesson?
Vocabulary:
New to this lesson:
Previously taught but need conOnued support: cenOmeter, metric system, unit, benchmark,
reasonable, approximately, precision, customary unit
Previously learned: measure, esOmate, abbreviaOon, length, about, close to, standard unit, inch,
cenOmeter, ruler
Syntax7: I think that it is important for me to know how to measure items using dierent units of
measurement because _________________.
Discourse8: A: I think that it is important for me to know how to measure items using dierent units of
measurement because _________________.
B: I agree or disagree that __________ because ____________.

4.

Language ObjecHve: What is/are the language objecHve(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare dierent types of parallelograms using transiOon words such as
similarly, dierent from or by contrast. Note: be sure to copy and paste the language objecOve into the top
of the lesson planner.
Students will explain why it is important for them to know how to measure items using dierent units of
measurement by using a linking word because.

6. Language Support: What instrucOonal strategies will you use during your lesson to teach the specic
language skill and provide support and opportuniOes for guided and independent pracOce?
InstrucHon

Guided PracHce

Independent PracHce

Write down the sentence frame

for the students. Tell the students
to explain their thinking by using
the sentence frame which
includes the inking word
because.

Tell the students to use the

sentence frame to explain why it
is important for them to know
how to measure items using
dierent units of measurement
during discussion by using the
linking word because.

Have students share with a buddy

using the sentence frame to
explain why it is important for
them to know how to measure
items using dierent units of
measurement using the linking
word because.

7 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
8

Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.