UMF Unit-Wide Lesson Plan Template

Name: Makayla Frost Program: ECH Course: Student

Teaching
Lesson Topic / Title: Wrapping it up TWS#7

Lesson Date: 10/17/2018 Lesson Length: 35-45 Minutes Grade/Age: Third Grade

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

● Students will self assess using fist to five
● Students will complete the post assessment
I feel that it is important for student to
self assess. I want to encourage them to
think about their growth over the time
we have worked with this standard. I
also want them to think about their
own confidence and how that
equivalates to their performance.

A post assessment is the best way for

me to compare their growth from start
to finish.

Content Standard(s) Instructional Decisions / Reasoning

3.NBT.2
Fluently add and subtract within 1000 using strategies
and algorithms based on place value, properties of
operations, and/or the relationship between addition and
subtraction.
This is the standard we have been
working with throughout the entire
unit.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

Post assessment for 3.NBT.2 The post assessment is identical to

their pre assessment, just with
different numbers. I wanted to use the
same format because I don’t want them
to get caught up on something new. I
am only assessing their knowledge of
the standard.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

I need a computer and a projector to

● Projector show the BrainPop Jr video to the class.
 ● Brainpop
● Computer
● Post Assessment
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence
1:30-1:40
● BrainPop videos
○ Project the two videos on 3.NBT.2 from
BrainPop Jr. One is three digit addition
with regrouping and one is three digit
subtraction with borrowing
1:30-1:35
● Self Assessments
○ Call each student up individually and ask
for a fist to five self assessment. Fist=0
meaning the student really isn’t
comfortable. 5= the student is very
confident with the material and could
teach a friend
1:35-1:55(Can be extended if some students are still
working)
● 3.NBT.2 Post Assessment
Meeting students’ needs (differentiation, extensions,
modifications, accommodations)
DS- May take it down to resource. If he is not in the room
at all he may make-up the assessment at a later time.
JC-- Will most likely finish quickly and can work on GT
work.
LM/RM/JS - Give frequent time reminders so they know
how long they have to work. These students work slowly
and often take much longer than the rest of the group to
finish.
This video is one last way to present
the information we have been working
with for the last week and half.
The post assessment is necessary to
wrap up the lesson.
Instructional Decisions / Reasoning
I want to students to watch a video on
what we have been working with. They
are used to the characters in the
BrainPop Jr videos. It is just another
way of presenting the same
information, but with different voices
and different visuals. The video uses
great visual models. I am hoping this
with solidify the information for some,
and maybe even spark something for
some of those visual learners.
The students are going to come up one
at a time and rate themselves fist to
five. They are going to do two self
assessments. The first is where they
think they were when we started
working with the standard, and the
second is where they feel they are now.
Record their answers in the chart.
Instructional Decisions / Reasoning
DS has plans through resource and is
working on different skills with his
teacher in that classroom. When he is
in this room is does everything the
class is doing, but it is okay if he has to
miss or leave, because he is still
working on math skills that are
relevant to him in the resource room.
JC proved in his pre assessment that he
already has met the standard, and
though working with the unit he has
shown that he can also meet the fourth
grade strand of this standard. He will
most likely finish quickly. He has plenty
of work through Gifted and Talented to
keep him occupied while he waits for
his classmates to finish.
LM/RM/JS-- These students all tend to
 work very slowly and take longer to
complete work. They all do it for
different reasons. If RM is not finished
after 25 minutes and still has many
questions blank, her paper can be
taken as is. It is okay if she does not
complete it, as she has not met the
standard and the post assessment will
most likely be challenging for her.
LM just works slowly, but she should
be able to finish within 25 minutes. She
has shown in small group work that
she can meet the standard. JS checks
his work which often causes him to
take a long time. He usually does
quality work and should be able to
finish.

Field Courses Only – Post lesson

Reflection

I was extremely intrigued by the students’ self assessments. Some students that
have not shown that they have met the standard, said that they were feeling like a
five. This means that they are confident enough that they could teach in to someone
else. I am glad they are feeling confident, but I also want them to really learn self
awareness. I think that they are right on the line, developmentally, to accurately
express themselves through this self assessment. Some of them I think really
understood what I was asking them to do, and I think that others thought that they
were supposed to give a certain answer. This is an assessment that I think would be
much different if they were asked to perform it at more towards the end of the
school year. I think that many of the students just need to grow just a little bit more
developmentally before they can accurately express themselves using this self
assessment. That doesn’t mean all of them, but a good chunk. I also don’t think it is a
bad idea to continue to use it. The students seems to enjoy it and they need practice
with something before I can expect them to be accurate. I will be interested to see
their growth with this tool.

Teaching Standards and Rationale

Standard
4 (g) Uses supplementary resources and technologies effectively to ensure
accessibility and relevance to all learners.

Rationale
Using the BrainPop Jr video was a way to bring in technology and also reach