Elementary and Early Childhood Education Lesson Plan Template

Name: Amy Edwards Date: January 24, 2021

Course: YCE !! Lesson Plan #:1
Subject Area(s): Math Grade Level/Time Frame: 4th grade

Step 1: Identify Learning Context Description of the learning environment(s) where the learning experience
Learners will take place
(Classroom  Describe the various boards/wall-based resources (e.g. white
Context) boards, smart boards, word wall, etc.) and where they are located

-There is a smart board in the front of the room with a white board
on either side. This is where the teacher teaches her lessons. There
is also a carpet the students can come up and sit on when the
teacher is teaching or doing a read aloud. On the left side is where
my teacher’s kidney table is. This is where small groups take place.
On the wall behind the kidney table there is lots of paper for anchor
charts and sentence starters for math talks. On the right wall of the
classroom there is a message bord where my teacher can put up
encouraging words daily as well as two large cabinets where most
classroom supplies is stored. Finally, on the on the back wall is
where students supply boxes are held. This helps keep the class
clean, organized, and separated from each other.

 How are the desks/table(s) arranged and why?

-There are six tables. Two of them are hexagons and low to the
ground so the students are sitting on air cushions. The other four
tables are traditional rectangles and have regular school chairs
around them.

 What “special” areas (carpet, bookshelves, “peace” chairs, etc.) are

in the room?

-There is a carpet in the front of the room where the class can come
together as a full class for a read aloud or a full lesson. There is a
bookshelf in the back of the classroom packed with book they are
free for students to use at any point. There is also an affirmation
station in the back of the classroom where students can read all off
the positive things they are.

 Describe the technology tools located in the classroom/school

-Students have their own cobb county devices that were distributed
to them at the beginning of the school year. If there are any forms
of technology in the classroom other than the teacher’s computer
or the smart bord it is because the students were prompted to
bring it in.

Learner Description Number of students in class: 20
 Number of males: 10
 Number of females: 10
Learning Needs Learning Learning Needs
Needs
Students w/ IEPs or N/A N/A
504 plans
Students w/ EIPs N/A N/A
English learners 7  A co-teacher comes in for
their reading and writing
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Personal Assets, Cultural,
Assets, Community
Assets (also referred to as
Funds of Knowledge)
Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA
Priorities Standard(s), etc.
Prior Academic
Knowledge and
Prerequisite Skills
class.
 Co-teacher pulls these
kids into small groups
several times a week.
Gifted 3  All students are provided
early finishers if they get
done with assignments
early.
 Students spend all day
Friday in target class for
further enrichment.
Students with gaps Students with Students with gaps in academic
in academic gaps in knowledge
knowledge academic
knowledge
Other learning Other learning Other learning needs
needs needs
 Personal: How will you use students’ interests, knowledge,
everyday experiences, family backgrounds, etc. to support learning.
-Students in this class have an extreme lack of maturity. However,
like most people they like to be treated with respect. I will use this
information but having more of a conversation with them rather
than just teaching them. I feel that if they don’t think they are being
taught but rather just part of a conversation that they will be more
likely to participate and absorb more information.
 Cultural: How will you use students’ traditions, languages and
dialects, worldviews, literature, art, music, dance, etc. to support
learning?
-Students in this class that speak a second language primarily speak
Spanish but there are some others that speak Portuguese.
 Community: How will you use students’ community resources, such
as local landmarks, community events and practices, etc. to support
learning?
-There is an amazing park right down the street with two huge
playgrounds, a mini water park, a skate park, large fields to run
around in, and a walking trail that surrounds the whole park.

Write out standards that apply to the lesson. Write the number and the
statement. Remember to include those that apply to every subject area you
are integrating in the lesson.
MGSE4.NF.2 Compare two fractions with different
numerators and different denominators, e.g., by using
visual fraction models, by creating common denominators
or numerators, or by comparing to a benchmark fraction
such as 1/2 . Recognize that comparisons are valid only
when the two fractions refer to the same whole. Record the
results of comparisons with symbols >, =, or < and justify
the conclusions.
What prior academic knowledge and/or prerequisite skills will this lesson
activate?
This lesson will activate students’ understanding that a fraction is part of a
whole number.
What prior academic knowledge and/or prerequisite skills will students need
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 for this lesson?
Students will need to have a basic understanding of fractions- the value of the
numerator and the denominator and the understanding that a fraction is part
of a whole number.
Overarching Goal, Big What are the important understandings and/or core concepts that you want
Idea, or Essential students to develop?
Question(s) I want students to understand the numerical value of fractions and where
they would be placed on a number line. Students should be able to compare
fractions using greater than, less than, or equal to.
Learning Objective(s) or This (or these) should support the overarching goal, big idea, or essential
Learning Target(s) question(s); should be measurable; should indicate what students will be
able to do at the end of the lesson (These can be written as “I can”
statements)
I can compare two fractions with different numerators and
denominators using <, >, or =.

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 Vocabulary: Includes Vocabulary Language Supports
words, phrases and symbols
used within disciplines. Multiple meaning words (if
 Multiple meaning words applicable): N/A
are words and phrases  N/A
with subject specific
meanings that differ from
meanings used in
Academic vocabulary: I will describe these during the
everyday life (e.g., table,
 Compare lesson
ruler, force)
 Benchmark
 General academic
vocabulary used across
disciplines (e.g., compare,
analyze, evaluate) Subject-specific vocabulary: I will describe these during the
 Subject-specific  Fraction lesson
vocabulary defined for  Numerators
use in the discipline (e.g.,  Denominators
vowel, numerator,
constitution,
photosynthesis)

Language Supports: instructional

supports that help students
understand and successfully use
the language function (e.g.,
sentence starters, graphic
organizers)
Step 3: Assessment Plan
Design
Assessment Georgia Performance Standard(s) Corresponding Format of Assessment(s)
Framework Learning
Objective(s) or
Learning Target(s)
I can compare Pre-assessment- I will used data from previous
MGSE4.NF.2 Compare two fractions class to help me guide this class.
Formative assessment- I will use information
two fractions with with different from small group worksheet and exit slip to tell
different numerators and numerators me how to guide the next day’s instruction.
different denominators, and
e.g., by using visual denominators
fraction models, by using <, >, or
creating common =.
denominators or
numerators, or by
comparing to a benchmark
fraction such as 1/2 .
Recognize that
comparisons are valid only
when the two fractions
refer to the same whole.
Record the results of
comparisons with symbols
>, =, or < and justify the
conclusions.

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 Type of Assessment
Pre-assessment
Formative assessment(s)
Summative assessment(s)
Pre-Assessment Data Summary
Summarize the results of the pre-assessment data and explain how it will drive your instructional practices.
Step 4: Materials Needed
Create
Learning
Activities
Technology Connection
(OPTIONAL but should be included
as often as possible)
Connection to the Arts
(OPTIONAL but should be included
as often as possible)
Supporting Diverse Learners
Format of Supports, Evaluation Criteria
Assessment (e.g., Accommodations, How will you know or
quiz, test, Modifications measure if the
checklist, KWL (Differentiated students have met
chart, Assessments, the learning
performance task) Culturally Relevant objective(s) or
Assessment) learning target(s)?
Using exit slip from I will use last classes I will use information
the day before. data to decide which collected form the
kids will be in my small lesson and small
group. group to decide what
we should review the
next day.
Work sheet during I will demonstrate I will use information
small group. problems for students collected form the
step by step using a lesson and small
new strategy. group to decide what
we should review the
next day.
N/A N/A N/A
Teacher Resources (must include podcasts): List all textbooks,
children’s literature, CDs/DVDs, videos, and on-line sources that are
resources for you, the teacher, in determining the content and in
teaching the lesson. Provide proper APA references.
Teacher: Computer, document camera, smartboard, PowerPoint,
lesson plan, pen, paper, copies of worksheet for the students small
group.
Student Resources: List, and include, all handouts, worksheets, and
other materials, including assessments, that you will have students use
in this lesson. Please make sure you cite your reference in APA style.
Include slide shows you plan to use. Note that slide images can be
copied from Power Point and pasted into Word documents. List all
other materials needed, and the amount of each.
How will you, the teacher, use technology to drive instruction?
How will the students use technology to enhance their learning?
Computer, PowerPoint, Zoom for virtual students using CTLS,
Document Camera. These will be used to help drive instruction and
give students examples on the board.
How would you incorporate creative expression through drama,
movement, visual arts, and/or music into the lesson?
N/A
How do you plan to differentiate your instruction related to the
learning objective(s), learning target(s) and/or central focus (e.g.,
content, process, product; representation, action & expression,
engagement). Explain how the support will assist a specific student
and/or group with respect to the specific learning objective(s) or
learning target(s). For example:
 I will support my students who struggle with reading by
differentiating the content through the use of leveled
reading books that address the concept of motion.
Note: Make sure you address the needs of the learner(s) identified in
the learning description (refer to Step 1).
-One way I could help these students out would be by having target
students walk them through a math problem step-by-step. This with
provide extra help and collaboration for our students that need a little
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Culturally Responsive Teaching
Research and Theory, or Principles
of Child Development
extra help and a little bit of a challenge for our target students.
How is the content of your lesson connected to the students’ assets
(personal, cultural, and/or community) within your classroom? Be
specific to the content of the lesson and the assets of your students.
N/A
What specific research, learning theories, and/or principles of child
development guided your instructional choices for this lesson? How
are they applicable to your learning objective(s) or learning target(s)?

Lev Vygotsky scaffolding, “I do, we do, you do”, Workshop model.

Higher Order Thinking Questions
(HOTQs)
Instructional Strategies and
Learning Tasks (Will VARY by
content area)
These educational theories will help students discover the methods
during workshop time after a mini-lesson where students are given
explicit instruction.
Create at least 5 higher-order thinking questions (along with
anticipated answers) using Bloom’s Taxonomy (level 3 and above) or
Webb’s Depth of Knowledge (DOK) levels (level 2 and above), then
identify what level each question represents. Embed these questions
into your instructional strategies and learning tasks section below and
highlight them in green. Remember these questions will occur before,
during and after the lesson.
1. Compare the fractions: Which one is greater?
2. Estimate: Is this number closer to 0, 1/2, or 1 whole?
3. Show your work: How did you get to this answer?
4. Evaluate: Does my answer make sense?
5. Revise: If you get the incorrect answer, how can I revise my
work to get the correct answer?
Mini Lesson: (I do/We do)- Teacher will display math problems on the
board, modeling how to work through the problems. After a couple
problems, we will switch to active engagement period where students
solve problems on own (independent), checked after a couple minutes
of work time. These math problems will be comparing fractions using
<,>,=. After lesson is finished, students will shift to rotations. Virtual
students will work on assignment at home. Teacher will pull students
for small group during rotation.

Small group: Teacher will guide students through worksheet,

scaffolding work further. These students were pulled based on data
that showed they needed extra support in the concept. I will model
one problem, have students tell me the steps for the second problem,
then the students will work independently. During their independent
work, the teacher will coach students who need extra support.
Lesson Closure Give a brief synopsis regarding how you will wrap up the lesson. How
will students summarize and/or share what they have learned related
to the objective or learning target?
I will wrap up the lesson by sending the students off to complete their
rotations and pulling in a small group for extra support.
Re-teaching, Re-Engagement, Describe at least one new strategy for re-teaching the content and/or
Practice skills presented for students who did not successfully meet the
learning objective(s) or learning target(s) identified in the lesson.
I could reteach this to students but using a modeling strategy. I could
get out some fraction bocks for the students to manipulate
themselves.
Extensions Describe at least one new strategy for enriching, challenging or
extending the content and/or skills for students who successfully met
the learning objective(s) or learning target(s) identified in the lesson.
I could extend on this by having students make up their own fractions
to compare.
Optional Reflection Piece
Step 5: Post-
Instruction Lesson Implementation (Be sure to address both whole class and small group or individual learners)
Reflection  What went well and why?

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  What did not work well and why?
 How did the learning environment and materials work together to support student learning?
 What improvements and changes would you make if you were to teach the lesson again and why?
 What did you learn about yourself as a teacher?

Learning Theories/Research Base

 To what degree did the implementation of your lesson utilize the learning theories that framed your
instructional plan? Provide examples from your experiences teaching the lesson.

Assessment Analysis
 What information about student understanding did you learn from your assessment(s)? How did
the student or student(s) do on the assessment? What patterns of learning do you see?
 How will you act upon, and will students be able to act upon, the feedback provided form each
assessment strategy used?
 Optional: Use the assessments and create a chart to analyze student learning across the class.
Attach or paste your chart and write a quick summary of what students learned or potential
misunderstandings and how you are drawing these conclusions.