ED 345 Calvin University Teacher Intern Lesson Plan Template

Teacher Intern: Abby Hendriksma Date: 3-30-21

Grade Level:4th Subject/ Topic: Math discussion
Approx. time spent planning this lesson: 1 hour *The template will expand as text is
added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: Students will discuss the open-ended activity they did yesterday. They will evaluate
what works and what doesn’t.
Brief Context: The set-up of this lesson will be a debate/discussion. Students will evaluate peer and their own work.
Prerequisite Knowledge/Skills: How to participate in a discussion, remember the activity from yesterday, knowledge of
multiplication of fractions.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Actively participate in a discussion about 1. Using sticks and think-pair-shares to ensure that
mathematics. all students are participating.
2. Evaluate their own work and the work of peers. 2. Have students review the work of peers via a
3. Illustrate their work from yesterday using discussion, and review their own work. they can
drawings or circle fractions. fix things that need to be fixed and score
themselves.
3. Add drawings to the problems from yesterday and
resubmit their work.
Standards Addressed in Lesson: (Include full standard.)
4.OA.2- Multiply or divide to solve word problems involving multiplicative comparison, eg , by using drawing and
equations with a symbol to for the unknown number to represent the problem.
4.NF.2- Compare two fractions with different numerators and different denominators by creating common denominators
or numerators. Recognize that comparisons are only valid when compared to the same whole.
4.NF.3 – Understand addition and subtraction of fractions as joining and separating parts of the same whole.
Instructional Resources:
Ensalada de frutas worksheet from the day before
Google Slides

Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will
make in response to needs or interests of students.
- Visuals on board to help students think through prompts and stay on task
- Think-pair-share for students to gain confidence and think through ideas before sharing with the whole group
- Combination of individual and group work

DOMAIN 2: THE CLASSROOM ENVIRONMENT

BUILDING RESPECTFUL RELATIONSHIPS: (Note any specific ways in which you plan to establish rapport,
build mutual trust, monitor & maintain relationships. Consider student-teacher & student-student relationships.)
- Think-pair-share to build student relationships
- Working with their math partner
- I will guide and facilitate the discussion

ORGANIZATIONAL ROUTINES: (Identify ways that you have intentionally organized time, space, materials, &
students to minimize disruptions and maximize learning.)
- Students will have all materials available to them before starting
- Google slides will help us stay on task
- Expectations will be discussed and posted to see
- Use of clock to time transitions
SPECIFYING & REINFORCING PRODUCTIVE BEHAVIOR: (Note how expectations are specified, productive
behavior is reinforced and disruptive behavior is redirected.)
- Expectations are written and discussed
- Superheroes will be given to students who go above and beyond.
- Students who continually do not follow directions will receive yellow notes home.
- Emphasis our class chain (when one person acts out we all suffer)
- Students will be working toward the weekly end goal in the game of “beat the teacher”.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
1. Start the class by recalling the rules of the activity from yesterday
a. Tiene que usar exactamente 3 frutas diferentes.
b. Tiene que pesar 5 libras exactamente.
2. Tell students that today they will be discussing the work from yesterday. State the expectations of the discussion:
a. Habla con respeto a los demás.
b. Cada respuesta tiene valor, podemos aprender cosas de todas las respuestas.
c. Si vas a decir algo malo que hizo la persona, también debes decir una cosa buena.
d. Todas van a participar y hablen.
Development: [It may help to number your steps with corresponding times.]
1. Start the discussion by showing the first problem. Ask if this problem would work. Ask students to comment on
what this person did well and what they could’ve done better.
2. Show the next problem. Ask students if it would work. Ask students to make comments on what they like about
this problem.
3. Show the third problem and repeat the steps above.
4. Ask students to evaluate their own work. Does it follow both rules? Ask them to score themselves on a scale of 1-
3. They should write their score next to the recipes and write a reason why.
5. Ask students what was easy about this activity. Have them think-pair-share for this question.
6. Ask students what was difficult about the activity. Have them think-pair-share.
7. Then, ask students to go back and fix their work in a different color and add in one illustration to show how their
recipe works.
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
1. After students finish they can do levels of Blooket or ExtraMath.
2. Review the Homelinks for the night – 7.6.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
- Use of learned pedagogy
- Professional dress
- Maintaining a calm collected manner at all times.

REFLECTION AFTER TEACHING THE LESSON: