USF Elementary Education Lesson Plan Template (S 2014)

Name: Jillian Campos

Grade Level Being
Subject/Content: Math
Taught: K

Group Size:
18

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following

MAFS.K.MD.1.1: Describe measurable attributes of

objects, such as length or weight. Describe serval
attributes of a single object.
MAFS.K.D.1.2: Directly compare two objects with a
measurable attribute in common, to see which object
has more of/ less of the attribute, and describe
the difference.

What vocabulary can you use to describe length?

How do you measure length?
What does the same size mean?
How can you compare the height of two or more
objects?

Students will be able to understand the vocabulary

that describes length and will know how to measure
the length of an object.

I am teaching this objective because student need to

Date of Le
8, 2016

USF Elementary Education Lesson Plan Template (S 2014)

Name: Jillian Campos
Grade Level Being
Subject/Content: Math
Taught: K
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Group Size:
18

Date of Le
8, 2016

know that when talking about length, they can use

the vocabulary words longer and shorter. The students
also need to learn what the vocabulary word same
means. No matter how old we get, everyone needs to
know what length is and how to measure it.
This lesson fits within a larger plan because later on in
the week, the students are going to learn how to
measure length and height by using non-standard
units (snap cubes, paper clips or counting bears).
They will also need to know what length and height
are because in first grade, students will be using
standard units (inches, feet, and centimeters) to
measure and comparing and organizing three objects.
I am teaching my lesson this way because I feel that
the students will learn what length is and how to
measure it if they are physically measuring things. I
also want to show the students that they will be using
this material in the real world.

Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

What Content Knowledge

is necessary for a teacher
to teach this material?

It is important for students to learn this concept

because as they get older, they will still need to know
what length is and how to measure it.
Formative: The students will be comparing the lengths
of two different size pipe cleaners and they have to
decided which one is longer and which one is
shorter As the students are doing this, I will be
walking around and taking some sort of notes on
whether the students are understanding what length
is and how to measure it.
Formative: The students will also have to complete a
worksheet at the end of the lesson that will show me
of they know what length is.
Summative: The students will have to take a post test
on Thursday after I teach them about both length and
height.

Teachers should know what length is and what the

vocabulary is to describe length. Teachers also need
to know what the students already know about the
subject and which students might struggle with the
material.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Jillian Campos
Grade Level Being
Subject/Content: Math
Taught: K

What background
knowledge is necessary for
a student to successfully
meet these objectives?

Group Size:
18

Since this lesson is being taught to kindergarteners,

they are most likely not going to have any background
knowledge because is there first time ever seeing this
concept.

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

The students might think length is really height.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be

Date of Le
8, 2016

I will be doing guided release.

Time

Who is
responsibl
e (Teacher

Each content area may require a

different step-by-step format.
Use whichever plan is

USF Elementary Education Lesson Plan Template (S 2014)

Name: Jillian Campos
Grade Level Being
Subject/Content: Math
Taught: K
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

or
Students)?
10
min

Teacher

5 min

Students

5 min

Students

10
min

Students

Group Size:
18

Date of Le
8, 2016

appropriate for the content

taught in this lesson. For
example, in science, you would
detail the 5 Es here
(Engage/Encountering the Idea;
Exploring the Idea;
Explanation/Organizing the Idea;
Extend/Applying the Idea;
Evaluation).
I will begin by showing the
students an anchor chart with
two pictures on it where I will
explain how to measure the
length of the two pictures. I will
also explain to the students that
when we are measure the length
of an object, we can use the
vocabulary words longer and
shorter.
Then I will show the students a
few objects and ask them which
one is longer and which one is
shorter.
After we have practiced a little, I
will give half of the class a blue
pipe cleaner and the other half a
red pipe cleaner. I will then ask
the students with the red pipe
cleaner to find a student with a
blue pipe cleaner that is longer
than their red pipe cleaner. This
will show them how to measure
length.
Next, I will give half of the class
an orange pipe cleaner and the
other half a yellow pipe cleaner. I
will tell the students with a
yellow pipe cleaner to find a
student with an orange pipe
cleaner that is shorter than
theres. I will make sure that both
colors are the same size so the
students learn what the same
means.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Jillian Campos
Grade Level Being
Subject/Content: Math
Taught: K

Group Size:
18

Date of Le
8, 2016

When they are finished doing this

activity, the students will
complete a worksheet. If some
students finish early, then I will
tell them to write their name on
the back of their papers and
measure the length of their
name.

What will you do if

a student struggles with the content?

For students who struggle, I will be walking around the
classroom as they complete their worksheet so I can
give theses students the extra help they need. I will
also demonstrate for them again how to measure
length and what it looks like.

What will you do if

a student masters the content quickly?

These students will be able to flip their papers over,
write their name and then they will need to draw a
line under their name to demonstrate they know how
to measure the length of something.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to

the interests and cultural backgrounds of your
students?
If a student wants to know how long a football field is,
they will need to know what length means and how to
find it.
If applicable, how does this lesson connect
to/reflect the local community?
The content of this lesson connects to the community,
because if any of the students become contractors,
builders, roofers, etc., then they will need to know
what length is in order to do their job correctly.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Jillian Campos
Grade Level Being
Subject/Content: Math
Taught: K

Group Size:
18

Date of Le
8, 2016

How will you differentiate instruction for

students who need additional challenge during
this lesson (enrichment)?
For these students I will also have them turn their
papers over when they are finished, they will need to
write their name and then they will have to draw a
line under their name to demonstrate they know how
to measure the length of something. To make the
students really think, I will also ask them to try to
measure the height of their name.

How will you differentiate instruction for

students who need additional language
support?
For students who do not speak English, I will label
everything in their native language to make it easier
for them to understand.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

C- This student might need me to guide him to his

partner when they are using the pipe cleaners. He will
also need me to help him when he is doing his
worksheet because he tends to get sidetracked very
easily.

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Anchor chart
Different color pipe cleaners
Worksheet
Scissors
Glue
pencils
I choose these materials because I want the students
to physically see how to measure length by using the
pipe cleaners. I also think its a good idea to introduce
the materials and vocabulary words by using an
anchor chart.

T- This student will need to be constantly reminded to

focus on his work. He tends to drift off and then has a
hard time getting his work done.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Jillian Campos
Grade Level Being
Subject/Content: Math
Taught: K

Group Size:
18

Date of Le
8, 2016