Tabitha Gibson

Live Text Artifact

Lesson Plan Template – “Backward Design”
Class: 2nd grade. Measurement.

Lesson Plan Type(s) - Check all that apply

___X__ Direct Instruction
______ Inquiry (research done by students)
___X__ Concept Attainment (graphic organizers, videos, charts, manipulatives)
______ Cooperative Learning (has to be assessed in the plan, in the objective, in the
procedures, social skills, roles assigned, etc)

A. Pre-planning: Objectives and Purpose “TARGET”

Standards:
1. MA 2.3.3.c Identify and use appropriate tools for measuring length (e.g., ruler,
yardstick, meter stick, and measuring tape).

2. MA 2.3.3.d Measure the length of an object using two different length units and
describe how the measurements relate to the size of the specific unit.

3. MA 2.3.3.e Measure and estimate lengths using inches, feet, centimeters, and
meters.

Objectives:
1. The student will be able to measure lines using inches, centimeters, and feet,
effectively.

2. The student will identify the tools needed to measure inches, centimeters, and feet.

3. The student will be able to compare the different units of measurement and how
they relate to the size of the object they measure.

“Teacher Cues” –
The teacher will need to:
 Write the objectives/main goals on the board.
 Have rulers, yardsticks, and measuring tape for each student.
 Have worksheets printed out and ready to go.
 Make sure the projector is working.
 Supply the students with items to measure.
 Encourage team-work.
 Remind all students to bring a pencil to class.
 Have student pairs prepared prior to class.
 Have the measure app downloaded to all iPads
 Make sure all of the iPads are charged and ready to use.
 Tabitha Gibson

Explanation of the Lesson:

The first thing I am going to do when my students arrive is to go over the
objectives and main goals of that day. In this lesson, I will teach the student what
measurement tools are, how to use them, and how to apply them to real-world situations.
The students will not only be able to identify each of the tools used for measurement, but
they will also be able to effectively use these tools, as well as do problems of addition
and subtraction in inches, centimeters, and feet. First, in teaching this lesson, I will show
the students some of the tools used for measuring. I will ask the students if they are able
to identify these tools, and what they do. This way, I will get a feel of what the student’s
background knowledge on measurement. Also, I will ask them a few open-ended
questions. Some of these questions will be directed at the high ability learners to provide
a healthy challenge. Then, I will model to the students how to measure first in inches, and
centimeters using the appropriate tools. I will ask the students to give me a thumbs up, or
a thumbs down based on if they are ready to give it a try. The students will be given a
worksheet, and we will try to do the first two as a class. Then, I will encourage the
students to get into pairs to try measuring. In these pairs, the students will be encouraged
to try a few together. After the students think they have it down, they will be asked for
thumbs up/thumbs down again to see if they are prepared to move on. Then they will be
asked to complete the worksheet on their own. The learners will be using rulers as
measuring tools, and the worksheet will ask the students to measure specific items within
the classroom. An example of this is that one question may ask the students to measure
one side of the floor tiles, and to write the measurement on the paper. The formative
assessment used throughout this lesson is the thumbs up/thumbs down method. I will
have a list with all the student’s names on it. Here, I will write a check or a symbol of
some kind if the student gives a thumbs down. This gives a visual of how many students
are understanding the concept, and what students may need additional help. An additional
formative assessment used during this part of the lesson will be observation. While the
students are completing their worksheet, I will walk around the room and keep students
on task, as well as answer any questions that students may have. I will also try to
conference with the students to see how they are doing. The summative assessment in
this lesson is the worksheet that was provided to the students. When the students have
completed their worksheet, we will go over the objectives/main goals of that day again. I
will explain how the lesson is related to the objectives, as well as the worksheet. I will
also have a conversation to students about how sometimes we don’t have a ruler on us,
but we still need to measure. This is a perfect time to use a tool like an iPad or a phone!
After this, the students will be asked to get an iPad from the iPad station and to open the
“measure” application. Then, I will model how to use the application. Then, the students
will be allowed to use this application to measure various objects around the room.
 Tabitha Gibson

Rationale for the Lesson:

This lesson is an important lesson for students to learn. The students will need to
understand how to measure for many important reasons. Not only is measuring used
throughout the rest of a student’s academic career in math and science, but it is also used
in adulthood. It is imperative to know how to measure if you are going to be building
anything. Also, simple home renovations require basic knowledge in measurement. You
must know how much carpet to buy, what size of television will fit into your home, etc.
The students should not only know how to measure, but they should know what tools you
use to do so. Also, the students will learn how to correctly label their measurements to
avoid confusion. The instructional objectives for this lesson were created using Webb’s
Depth of Knowledge chart. These objectives, and standards, will be met by the end of the
lesson. Using the Me-We-Two-You method, I feel that the students have a better chance
of success at mastering measurement. Also, by using flexible grouping, I have
implemented a form of differentiation that will give all students a chance for success.

1. MA 2.3.3.c Identify and use appropriate tools for measuring length (e.g., ruler,
yardstick, meter stick, and measuring tape). – This standard is met when the students are
provided with a ruler. We will be using the ruler to measure inches and centimeters. I will
also bring a measuring tape for the students to look at and try to use when they are
finished with their worksheet. (Yardsticks and measuring feet and yards will come later
in the week.)

2. MA 2.3.3.d Measure the length of an object using two different length units and
describe how the measurements relate to the size of the specific unit. – This standard is
met when the students are using rulers to measure using inches and centimeters. The
tiered questions will also ask how the sizes relate to one another, and the object itself.

3. MA 2.3.3.e Measure and estimate lengths using inches, feet, centimeters, and meters. -
The students will be measuring items using inches and centimeters in this lesson.

B. Assessment Plan – “Method”

Formative Assessment –
Hand Signals: The students will be formatively assessed in three different ways.
The first was is by using the hand signals throughout the lesson. In my lesson, when I
ask students if they are ready to move on, and if they understand, they are to give a
thumbs up or a thumbs down. I will have a list of student’s names on a sheet of paper.
I will write a check by each student that gave a thumbs down. This provides me with
a visual representation of what students may need help, and what topics need to be
further discussed.
Observation: Also, when the students are working in pairs and independently, I
will use the formative assessment tool of observation. I will be walking around the
room and conferencing with students to make sure they understand the lesson. I will
 Tabitha Gibson

also make notes of what concepts need to be discussed, and what students may need
additional help.
Summative Assessment -
Homework/Quiz: This is the worksheet that the students are given at the
beginning of the class. With this worksheet, I can look at what kind of problems
students may need help with, as well as see what students may be struggling with this
lesson. If students do well on this worksheet, then it is evident that they have
mastered this skill and are ready to move on to a more complex lesson regarding
measurement.

C. Materials/Equipment/Resources Needed:

 Worksheet
 Rulers
 Projector
 Pencils
 iPads

D. Lesson – “Match”
1. Procedures

Students interacting with new knowledge

A. Anticipatory Set
I will begin this lesson with providing the students with rulers and a
worksheet. Then, I will ask a few questions. “Does anyone know what it is
that I placed on your desk? Do you know what it is used for? These are rulers,
and they are used to measure. Today we’re going to learn how to measure
using the appropriate tools. I will show you how to measure in inches,
centimeters, and feet. The objectives of today’s class are written on the board.
Let’s read these together.” Then, I will have the discussion about what
measurement is, and what it is used for.

B. Objective and Purpose (articulated to the student)

“The objectives of today’s class are written on the board. Let’s read these
together.
1. The student will be able to measure lines using inches, centimeters, and feet,
effectively.
2. The student will identify the tools needed to measure inches, centimeters,
and feet.
3. The student will be able to compare the different units of measurement
and how they relate to the size of the object they measure.
So, throughout this lesson, we will learn to be able to do each of these tasks. It is
important to know how to measure, because not only will you be measuring for
 Tabitha Gibson

the rest of your school days, but you will use it in your adult life as well. Some
things you may need measurement for is if you were to buy new carpet in your
house, you would need to know how long and wide the room is so that you know
how much carpet to buy. Another example is that if you were going to buy a
television, but it had to be a certain size to fit on the tv stand, you have to be able
to measure to see how big of a tv you can buy!”

C. ME --- Instructional Input

I will turn on the projector and project what I am doing with the ruler. I will
explain and show the students which side of the ruler is inches and which side
is centimeters. I will then begin the showing the process of how to measure,
starting with lining up the ruler to the line you are measuring. I will also grab
an iPad, and show the students what the app looks like. I will model how the
app works to the students, and explain to them that when we are all finished
with the worksheet, they can use this to measure objects around the room.
“Skills Cues”
 The students will need to collaborate with one another
 The students need to have their listening ears on
 The students will need to label
 The students will need to use new math vocabulary terms
 The students will need to read their worksheet
 The students will need to write their answers on the worksheet
 The students will need to use 2 hands, walking feet when handling
iPads.

Students practicing and deepening their understanding

Lesson Transition Procedure

In between classes, there will be a short song playing while the students clean up.
The students are expected to have their area clean, and to be prepared to begin the
next lesson by the time the song ends. Then, after I model the activity, I will ask
the students to give a thumbs up if they are ready to try measuring as a class.

D. WE --- Modeling
I will model how to measure using a ruler. By using a projector, I can
shows the process to the entire class, asking questions along the way. I will begin by
showing the smallest form of measurement that we are using, which is centimeters. I
will measure a line in centimeters, then write down the answer with it’s label. Then, I
will repeat the process on the same line, using inches. After this, I will talk to the
students about the differences between those two units of measurement. Then, I will
move on to show them how to measure feet. I will also be modeling the use of the
“measure” app for the iPads. This help the students know how to use the app, before
exploring and measuring things around the room. By using modeling, and showing
the students how to use the tools, I am helping those that learn best through
visual/spatial learning.
 Tabitha Gibson

E. Monitoring
To monitor, I will have the students do hand signals prior to moving on to group
work, paired work, and independent work. This helps me see what topics are
confusing to the students, and which students are may need additional assistance.

Lesson Transition Procedure

The transition procedure is simple. I will ask the students a few questions
regarding measurement. Then, I will ask the students to give me a thumbs up if
they are ready to try it in partners, and a thumbs down if they want to do a few
more questions as a class.

F. TWO --- Guided Practice

The “two” section of this lesson will have pre-planned partners. I will
have the students partner up to practice measuring as teams. This will be after I model
how to measure, and after we did a few measurement problems as a class. The students
will be asked to do at least two of the problems on the worksheet. Each student will have
their own ruler, so they will be able to have a bit of choice in how they do their partner
work. They can either do it on their own and converse with one another about their
answers, or do the measuring together, and write it down with labels. After the students
confirm that they are ready to move on, I will ask a few groups to share their answer and
how their process to get that answer. Working with partners helps those that learn best
through inter-personal learning.

Students generating and testing hypotheses

Lesson Transition Procedure

Again, I will ask the students to give a thumbs up if they are ready to finish the
worksheet on their own. If most of the students give a thumbs up, then we
will move on to let the students work independently. However, if a lot of students
give a thumbs down, we will keep working in pairs, and I will meet with the
students that gave a thumbs down so that I can provide additional help.

G. YOU --- Independent Practice

In this section of the lesson, students will be expected to finish the worksheet
independently. I will have taught the lesson, and confirmed that each student
is ready to move on. Also, in this section I will be walking around the room
and conferencing with the students to make sure they are on the right track.
The worksheet will be turned in before class is over. There aren’t too many
questions for the student to do alone due to the guided practice and partner
work.
Lesson Transition Procedure
 Tabitha Gibson

The students will turn in their worksheets, and then get an iPad from the iPad
docking station. I will model how to use the measurement app and let the students
measure things around the room. After a few minutes of this, the students will be
asked to return their iPads to the docking station, and to plug it in. Then, I will play a
transition clean up song. The students will be expected to be in their seat and ready to
go by the time the song ends.

H. Closure
As the students are getting to their seats, I will re-state the objectives. I
will talk about what we have learned, and ask how it applies to real-world
situations. This will be an open discussion that all students can participate in. I
will also introduce what the topic of our next math class will be, and how it
connects to what was taught today.

Supplemental Requirements

Attention-Getting Procedure(s)
My attention-getting procedure, I will do the quiet coyote. I will do the hand
signal until all students are quiet and looking at me.
Anchor Procedure for those who may finish work early
When students finish early, they are encouraged to take their ruler and use it to
measure objects around the room. They will be expected to do this quietly, or they will be
asked to return to their desk.

Differentiation Strategies
Flexible Grouping:
The partners will be chosen before class begins. These partners are going
to be two people with different learning styles. Also, I will try to pair each of the students
that have struggles with math with a student that is excelling. This helps the students
learn from one another, and practice social skills.
Tiered Questioning:
The questions that I will ask my students are going to be tiered. I will ask
more complicated questions to students that need to feel challenged. Also, I will provide
opportunities for the students to discuss the questions with one another. Open-ended
questions are an easy way to get students thinking about measurement in their own,
diverse way. Some of these questions may be “What are some ways you could measure
without a ruler? Which unit of measurement is larger? Which unit of measurement is
largest? How could measurement apply to real-world situations? Can you think of any
reason you may need to be able to measure in the future? What are some words you could
use to describe the size of an object? Show me something an inch long. Show me
something about three inches long. How did you know it was about three inches long? Is
our math book closer to 5 inches or 7 inches long? How did you come up with your
answer?” These questions will be asked after each of the students complete their
worksheet. This will be an open-discussion time for all of the students to express their
understanding, and ask questions.
 Tabitha Gibson

Big Nine Strategies

Homework and Practice:
The students will have a worksheet to work on in class. This provides
them with practice measuring. The homework is worked on first as a class, with a partner,
and then individually. This provides the students with a lot of guidance so that they have
an opportunity to succeed.
Identifying Similarities and Differences:
The students will be asked questions related to the size of objects. They
will be asked which units larger, and which objects are larger. They will also be asked
which units of measurement are larger or longer than others. They will identify
similarities in differences of sizes, units of measurement, and objects.

Multiple Intelligences Appealed To

Visual/Spatial:
In the modeling section of this lesson, I will be appealing to those that
learn best through the visual/spatial intelligences. I will be projecting my process on the
board so that everyone can see. Also, providing the rulers to each student is another
visual aid. This allows the students to see the numbers and notches on their own rulers.
Interpersonal:
The students work in pairs in this lesson as well. This appeals to the
students that learn best through the interpersonal intelligence. Working together and
collaborating are important skills to learn. Also, some students learn best from their
peers.
Bodily/Kinesthetic:
In two parts of this lesson, students are encouraged to measure items
around the room. This appeals to those that learn best through action. They are able to get
up out of their seats, and to experiment with measurement in their own way.

Accommodations Made for SPED Students

For SPED students, I have done two differentiation strategies. The first strategy
that I implemented was flexible grouping. This allows high-ability students to work with
those that may have a learning disability. This allows for the SPED student to learn from
their peers, and allows high-ability learners to think about the problems in diverse ways.
The second differentiation strategy that I implemented is tiered questioning. Through
this, I will ask questions that are open-ended and of varying difficulty. This allows all
students the opportunity to answer questions, and learn from their peer’s answers.

Technology Tools Utilized:

I provided an app for students to use on the iPads. The app is simply called
“measure.” By using this app, students can quickly measure objects around the room. I
feel that this is a resource that adults would use in a pinch if they did not have a ruler, or
measuring tape. Also, it helps the students make connections to real-world situations. The
app provides a different way to measure, and helps the students understand the
importance of measurement. When using this app, once the app opens it opens a camera.
 Tabitha Gibson

You point the camera at the object you would like to measure, and click on the end/edge
of the object. This starts your line. Then you follow the object with the camera to the top
edge, and click on it again. This ends your line. Then, beside the line that was made with
the camera, it shows the measurement of the object in inches and centimeters.
The other technology tool that I used in this lesson was the projector. The
projector is used to show the students how to measure, and what side of the ruler
measures what. This is useful because it provides a way for each of the students to see the
small writings on rulers, as well as the whole process of measuring with a ruler.

Varied and Multiple Assessments Provided:

I provided two simple ways of assessment throughout this lesson. The most basic,
and simple assessment that I used is hand signals. I assessed the student’s learning of the
material throughout by telling them to give a thumbs up if they understood, and a thumbs
down if they needed more time to work together. This is a very fast, simple way to see if
the students are understanding the material. The second form of assessment that I have
used in this lesson is the worksheet that the students fill out. The first few questions are
done as a group, and partners. However, the rest of the worksheet is filled out by each
student individually. I can use this to see which students are understanding the material,
and which students need more time to practice measuring.
 Tabitha Gibson

Worksheet

Name: ___________________________________

Directions: Measure each line, and write down your answer in inches and centimeters.

1. _________________________________________

2. ________________

3. _____________________

4. ______________________________________________________________________

5. ____

6. ___________

7. _________________________________

8. ________________________________________________

9. ___________________________

10. _________________________________________________________
 Tabitha Gibson

Student Checklist:

Those with a mark by their name displayed a thumbs down when asked if they
were ready and if they understood how to measure.

1. Anna

2. Tammy

3. Jacob

4. Tasha

5. Cody

6. Lily

7. Matt

8. Alex

9. Penelope

10. Lucas

11. Leslie

12. Andrew

13. April

14. Gabriel

15. Susan
 Tabitha Gibson

Critical Reflection of MLDP

This project was very informative. I know all of the components needed in a
lesson plan, but I never knew that putting one together in this fashion would be so much
work. Considering that this is just for one content area, one would have to make one for
each content if they were teaching in an elementary school. However, even though this
was a lot of work, I greatly appreciated the opportunity to see and feel what it would be
like to create a lesson plan that incorporates differentiation, Marzano’s big nine,
technology, multiple intelligences, and both formative and summative assessments all in
one!
I had a few struggles with this assignment. I was a bit unclear of what each
section needed in it. This may have been due to my absences in the class. The model that
was provided was very helpful in understanding what was intended to go in each section.
However, the model was missing a few sections, so those I had to navigate on my own.
All six of the key concepts were included in this project! The role of the teacher is
very evident in this project. This entire project is about creating a lesson plan that
incorporates everything a masterful lesson plan would incorporate. It is the teacher’s
responsibility to have these lesson plans made out, and ready to go. It is also the teacher’s
responsibility to try to incorporate all of the things that this lesson plan required.
If this lesson were actually used in a classroom, the teacher would have to have a
good learning environment. There are many parts in the lesson that the teacher has to
have a good understanding with his or her students about their expectations. Also, when
making this project I felt that our classroom’s learning environment played a part as well!
I “stole” some of the ideas that I had in my lesson from my peers after I had read about
what they were doing in theirs.
With managing the learning environment in mind, this lesson needs to also have a
great manager. There are many instances where the students have to work together,
independently, and around the room. The teacher has to be effective at managing the
learning environment to ensure that this does not end up in chaos.
This entire lesson also closely focuses on effective instruction. Through making a
master lesson design plan, the teacher is setting his or herself up for a fantastic, effective
lesson. If the teacher incorporates all of the categories that this lesson design plan calls
for, and plans out the lesson in depth, you can be sure that they will be giving effective
instruction.
It is required that the teacher has good content and pedagogical knowledge to
create and teach this lesson as well. If teachers don’t know about differentiation and
multiple intelligences, they are not likely to incorporate it into their lessons. Also, if the
teacher does not know the content in which they are teaching, they will likely not be able
to even plan a lesson!
This project required professional dispositions as well. You have to research a lot
about what you are teaching. The teacher needs to know what tools are available to assist
in that teaching, as well as different strategies and ways to teach. I looked at many
resources to find ideas about how to incorporate technology into my lesson, and if a
teacher is not prepared to put the work in to find these resources, they are not likely going
to be a very effective teacher.
Overall, I loved this project as well as hated it at the same time. It was quite
difficult to find all of the resources and technologies, as well as incorporate
 Tabitha Gibson

differentiation strategies, multiple intelligences, Marzano’s big nine, and formative and
summative assessments. There were so many components to the lesson. I do, however,
think that this was very beneficial to my education. I had assumed that it would be easy to
incorporate these things into my lessons and that it would come naturally. Then, when I
sat down to do it all, I came up blank! This project has provided me with experience, and
when I am an educator, I feel more confident that I will be able to create effective, and
masterful, lesson plans.