Lesson Planning and Preparation

Name:______Robert Nemes________________________________
Ages/Grades
Number of
of
Students in
Students ___1st__
having ELL ___1___

Number of
Students
Class ___24___

Number of
Gifted
having IEP _0___

Number of
Students
Students __0____

Lesson Title:______________________________________________________________

1. Content (1A)
Identify the enduring skills, concepts, and processes that your students should master by the end of the class/lesson.

2. Student Characteristics (1B)

a. Identify your students abilities regarding the identified enduring skills, concepts, and processes for your class.
b. Identify your students backgrounds, special needs, cultural differences, interests, and language proficiency.

3. Learning Environment (2A-2E)

a. Provide a rationale for learning theory or brain research applied in this lesson to meet students needs. (2B)

b. Describe strategies to support collaborative and individual learning. (2A)

c. Describe strategies to foster an environment respectful of diversity. (2A)

d. Identify research-based classroom management strategies used in this lesson to support a positive learning environment (i.e.
classroom procedures (2C), managing student behavior (2D), and organizing physical space (2E).

Revised December 2015

a)

4. Learning Target(s)/Objectives (1E)

The lessons learning targets/objectives should be student-centered, observable and measureable. The connections to the state
curriculum/content area standards should be focused on the knowledge, skills, and/or processes identified in the learning
targets/objectives.

b)
Learning Objective(s)
(1C)

Formative assessment
Item(s)
Include the actual
item(s) and attach
scoring rubric.
(1F)

Cognitive
Level
Level of
cognitive
demand using
the Taxonomy,
1956
(knowledge,
comprehension
, application,
etc.) for each
assessment
item. (3D)

National
and/or
Kentucky
Curricular
Standards
(1F)

Adaptations and/or
Accommodations
For example,
differentiated
readability, guided
notes, assistive
technology, students
with IEP's (1B)

Socrative Quiz

Understand
Remember
Apply
Analyze
Evaluate

1.M.D.A.1
KTS 6.3
KTS 6.4

Students will each have

an ipad where they will
get on the website and
take the quiz.
Because it student has
their own there will be
no need to accommodate
students based on
readability.

Objective #
Order three objects by length.

Lower level students

will receive guided
notes to further explain
the questions.
Determine the order of two
objects indirectly by using a
third object.

Socrative Quiz

Understand
Remember
Apply
Analyze
Evaluate

1.M.D.A.1
KTS 6.3
KTS 6.4

Students will each have

an ipad where they will
get on the website and
take the quiz.
Because it student has
their own there will be
no need to accommodate
students based on
readability.
Lower level students
will receive guided
notes to further explain

Revised December 2015

the questions.

Organize, represent, and

interpret data with up to three
categories.

Non-formative
assessment. Use an
anchor chart to assess
their knowledge as a
whole class. Example
of the anchor chart is
listed below under
scope and sequence.

Understand
Remember
Apply
Analyze
Evaluate
Create

1.M.D.C.4

Students who struggle to

see the board will sit up
front.
Any student who does
struggle will be allowed
to ask clarifying
questions.

5. Resources (1D)
Identify the resources including appropriate technology to support your instruction. Explain how the selected resources and
technology contribute to student learning. Cite sources when applicable.
a. Resources:
4 action figures
Starburst
Anchor chart
b. Technology:
Overhead projector- Will be used to model measuring by placing the four action figures on the projector and measuring them with
our non standard units of measure, starburst.
Ipads- Each student will have an ipad where they will play the interactive game and take their quiz on socrative.com
Smartboard- We will play the youtube video as well as model how to play the game on the ipad, and take the online quiz.

Online video

https://www.youtube.com/watch?v=e4Raq6UpcFE

Online game to play on ipads

Online quiz

http://www.harcourtschool.com/activity/length_strength3/

https://b.socrative.com/teacher/#launch

Scope and Sequence

6. Lesson Procedures (1E)
In the table below, describe the chronological sequence of instruction. Add rows as needed. Ensure content-specific strategies
showcase your pedagogical content knowledge.
Expectations for Learning (3A)
Differentiated Activities (3C)
Formative Assessments (3D)
Class Discussion Questions (3B)
Pedagogical Content Knowledge (1A)

Revised December 2015

Developmentally Appropriate Activities (3C)

Time
0-12
3A
1A

Description

-Call on six students and have them get in order from tallest to shortest.
-Ask them what the words tallest, and shortest mean. Write those words down on
the anchor chart.
-Ask the students how they knew who was taller.
-Now ask them what the word longest and length means. Write those words down
on the anchor chart.
-Send three students back to their seats. Have the other three students go to
different corners with different action figures.
-Ask the students which action figure is longer.
-After a few students have answered say we can use a non-standard unit of
measure.
-Give the three students starbursts and have them measure their action figures.
-Write down the results and then ask them to tell me in the sentence which action
figure is the longest and which is the shortest.
Watch video on non standard units of measure on the smartboard
https://www.youtube.com/watch?v=e4Raq6UpcFE
KTS 6.2
KTS 6.3
KTS 6.5

12-40
3A
3C
1A

40-50

-Put all the action figures over the overhead projector and show why they are
either wrong or right.
-Explain why we must lay the starburst side by side with no gaps or overlaps.
Demonstrate how this can cause different results.
-Show how to use your finger as a marker, in case you dont have enough
starbursts.
-Demonstrate game on the smart board and then have them play it on their ipads
http://www.harcourtschool.com/activity/length_strength3/
KTS 6.2
KTS 6.3
KTS 6.5

Summative assessment on Socrative

https://b.socrative.com/teacher/#launch
KTS 6.4
-Students will answer five questions dealing with the following; order three
objects by length, and determine the order of two objects indirectly by using a
third object.

Revised December 2015

50-1:05
3D
3C

-Bring the students together and ask them about their findings.
-Plot and check their answers using an anchor chart.
-Have them say sentences like...
1) The _____ is the longest vehicle.
2) The _____ is the shortest vehicle.
3) The first pencil is _____ small paper clips long.
4) The second pencil is _____ big paper clips long.
5) The two pencils are _____ in size.

Revised December 2015