Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Sophie Prussky Date: June 22, 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: ___X____ Town:_______ Rural: ______

Grade level: 2 Number of students in the class: 18

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
IEP 2  Frequent checks for understanding
 Visual organizer
 Elicit Responses when you know student know the
answer
 Provide feedback often in the first few minutes of each
assignment
 Maintain consistent schedule
 Point out similarities to previous learning/work
 Use manipulative materials
 Pre-teach/Re-teach

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
0

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

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 Lesson 2 of a 4 Day Learning Segment

Subject and Lesson Topic: Mathematics – Measurements and Data

Grade Level: 2 Lesson Duration: 40

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question,
or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The focus of this learning segment is for students to be able to measure the length of an object using a variety of measuring tools.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
The students have practiced measuring with non-standard units, and have some experience with standard units. This lesson is an opportunity for
them to choose which unit of measurement is most appropriate.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
I will engage students in measuring their peers to model measuring with standard units.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1,
Prompt 2b)
Students have a natural inquisitiveness that ignites this lesson. The students are developing their spatial senses, and are become aware of the
differences of height differences of their peers.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
The curiosity to discover who is the tallest and shortest will drive the lesson, as well as the anticipation of discovering their own heights.

Curriculum Standards

CCSS.MATH.CONTENT.2.MD.A.1
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Ontario Curriculum
Grade 2: Measurement - Attributes, Units, and Measurement Sense – Record and represent measurements of length, height, and distance in a variety
of ways

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Objectives
Using Bloom’s Taxonomy, include statements that
identify what students will be able to do by the end
of the lesson and are aligned to the standards
identified above.
Student will measure their heights using
standard units of measurement.
Assessment
Using formal and/or informal assessment tools,
how will you evaluate and document your
students’ progress on each of the objectives?
Assessment will be informally completed
through observation of participation.
Modifications to Assessments
If applicable, explain how you will adapt
assessments to allow students with specific
needs to demonstrate their learning.
(edTPA Task 1, Prompt 5b)
 Frequent checks for understanding
 Elicit Responses when you know
student know the answer
 Provide feedback often in the first
few minutes of each assignment
 Point out similarities to previous
learning/work
 Pre-teach/Re-teach

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c)
Function
Looking at your standards and
objectives, choose the one Bloom’s
word that best describes the active
learning essential for students to
develop understanding of concepts
within your lesson.
Vocabulary
Key words and phrases students need to
be able to understand and use
Strategies teachers provide to help learners understand, use, and
practice the concepts (edTPA Task 1, Prompt 4d)
Measure  Frequent checks for understanding
 Elicit Responses when you know student know the answer
 Provide feedback often in the first few minutes of each
assignment
 Point out similarities to previous learning/work
 Pre-teach/Re-teach
Length, Height, Meter, Centimeter,  Frequent checks for understanding
Feet/Foot, Inch  Point out similarities to previous learning/work
 Pre-teach/Re-teach

Syntax
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.
Students will use the correct  Frequent checks for understanding
terminology when discussing units  Visual organizer
of measurement and the  Elicit Responses when you know student know the answer
appropriate abbreviations when  Point out similarities to previous learning/work
writing.  Pre-teach/Re-teach
Centimeter = cm
Meter = m
Foot = ft.

Discourse Students will be able to explain  Frequent checks for understanding

How members of a discipline talk, write, how they got their measurements  Elicit Responses when you know student know the answer

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and participate in knowledge and why they used the units of  Provide feedback often in the first few minutes of each
construction and communicate their measurements they did. assignment
understanding of the concepts  Point out similarities to previous learning/work
 Use manipulative materials

Instructional Process Accommodations and/or Modifications

and/or Supports
Anticipatory Set/Motivator  Frequent checks for understanding
 Children sit at carpet  Visual organizer
 Teacher points out two students of similar heights on the carpet.  Elicit Responses when you know
 The class predicts who is taller, and take a vote. student know the answer
 Help students create a chart on the board listing different standard units.  Maintain consistent schedule
 Students estimate the height of volunteers using the different standard units  Point out similarities to previous
 Estimations are marked down on chart paper. learning/work
 More/less, tall/taller/tallest, bigger/smaller is modelled, for students to use the same  Use manipulative materials
language.
 Teacher will ask:
 How can we compare the two students’ heights, to see who is shortest?
 What type of standard units could we use to measure the height of a person?
 Is there one unit that might be easier to use?
 How can we make sure our predictions are correct?

Instructional Procedures  Frequent checks for understanding

 Teacher will challenge: students silently line themselves up against a clear wall from tallest to  Provide feedback often in the first
shortest. few minutes of each assignment
 Teacher places a piece of tape above each student’s head to mark their heights. Question to  Maintain consistent schedule
pose: “If you were to measure your own height using standard units, which unit would be  Point out similarities to previous
best for the job? Why?” learning/work
 Give students rulers, meter sticks, cm cubes, measuring tape. Each student will measure their  Use manipulative materials
own height using various standard units and mark them on a name tag (taped piece of paper)
that will go above their marked heights.
 Teacher will ask:
 What units of measurement did you use?
 How do you know you measured your height correctly?
 Is there a unit of measurement that you would use to measure your height, and not
the length of your arms?

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Closure  Frequent checks for understanding
 The class will tour along the "Height Wall" that the students created.  Visual organizer
 We pay particular attention to the two students pointed out at the beginning of the lesson.  Elicit Responses when you know
 Refer to estimations taken at the beginning of class. student know the answer
 Teacher will ask:  Provide feedback often in the first
 What do you notice about the units of measurement as we walk up and down the few minutes of each assignment
wall? (They grow smaller/bigger in number)  Maintain consistent schedule
 How close were we to the estimations?  Point out similarities to previous
 What types of standard units did students use? learning/work
 Was there a unit of measurement that was easier, or fast to use?  Use manipulative materials
 How did you know your measurements were accurate?  Pre-teach/Re-teach
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.

 Cm cubes
 Rulers
 Measuring sticks
 Measuring tape
 Pencils
 Erasers
 Paper
 Tape

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