Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Megan Tiede and Ashlyn Lee

Grade Level: 2nd grade
Subject: Math
Date: March 3rd
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
Practices SMP5 - use appropriate tools strategically.
SMP6 - Attend to precision.
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.
CCSS.MATH.CONTENT.2.MD.A.2
Measure the length of an object twice, using length units of different lengths for the two
measurements; describe how the two measurements relate to the size of the unit chosen.
CCSS.MATH.CONTENT.2.MD.D.9
Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by
making repeated measurements of the same object. Show the measurements by making a line plot,
where the horizontal scale is marked off in whole-number units.

List the Rationale (cite theories or theorists):

Vygotsky was a strong believer in social learning and hands-on experience. He believes this is important for students
to develop more cognitive skills. Vygotsky also developed the term scaffolding. This practice helps This means you
start out with a great deal of instruction and then slowly reduce the amount of instruction until they can do the task
on their own. This practice continues to reinforce the main idea until they have an understanding of the topic.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
Students will be able to accurately measure and record their wingspan and jump in centimeters and inches.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

Helps in recording data and using tools appropriate.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
20
8 boys 13 girls
1 IEP
1speech
6 for a reading tutor

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
IEP- for math and reading (core)/ behavioral plan.

List the materials/resources you will need to teach the lesson.

Tape measure
Worksheet
Smartboard
Math journal
Sticky notes
Pencil
Whiteboard
Marker/eraser
2 pennies
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
Smartboard

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
A few students may need extra assistance when filling out the measurements in the journal.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) before teaching the lesson.

Having the student predict who has the longest/shortest wingspan in the class. This will show us their prior
knowledge of measurements.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
17 out of the 19 students had the correct idea on who to choose for the longest and shortest arm span.
Two of the student’s guesses didn’t really make sense, so they don’t fully understand the concept of
measuring and length.

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

Attention Getters: “Class, class- yes, yes”

“Hands-on top- that means stop”
Proximity
Redirection
Walking around assising students
Repeating directions
Remiders of routines and expectations
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
 Students pull out their whiteboard, marker, eraser, and math journal (place on the floor).
 Warm-up: mental math and fluency (PPT slides 2-4)
o Add 100 or subtract 100 to the given number. (on PPT slides 2-4 are the number for this
activity)
 Students will answer as a whole group or call on individual students
o Place whiteboard and marker bag on the floor.
 Pass out sticky notes and have them write down their guesses of who has the longest/shortest arm
span.
 Review inches and centimeters. (which one will report as a bigger number?)
 Define arm span, it is the distance from fingertip across outstretched arms.
 (we do) Draw names to have a few students come up to measure their arm span. (3 students)
o We will measure the students arms span as an example.
o Was the number bigger in inches or centimeters?
 Grab your math journal from the floor and open it to page 180.
Record of our Arm Spans
 Pair students up with a neighbor.
o (we do) They will measure each other’s arm span in inches and centimeters.
o Answer questions 1-3 on page 180.
o Have a few volunteers share their data.
Record of our Jumps
 (I do) I will demonstrate how to measure their jumps by placing a penny at your toes and then after
you land your jump place the second penny at your heels and measure distance. I will measure my
jump in centimeters and inches.
 (we do) Now students turn to page 181 in the math journal.
o They will complete jumps with the same partner as before.
o Record data (question 1) and then answer question 2.
o Do not answer question 3.
o We will be walking around helping the students complete this page.
 (you do) Then with a partner, they will complete page 182 on their own.
 Once the students are done with the page, they will raise their hand and we will check their work.
o We will hand them the final assessment page for them to complete. This page can be found
in the appendix and the students are measuring their thumb.
 Once they have finished the assessment, they can work on…….

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
See above

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
See above
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
Great job everyone today. You learned to measure in centimeters and inches, and which one is a bigger
unit. You were able to practice by measure arm span, jumps, and finding the difference between the two
measurements.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
After we finished the lesson, they were given the assessment question. They were all able to correctly
measure and record the data on the paper properly. During the pre-assessment, two students did it
incorrectly but after the post-assessment, all the students were able to do the tasks correctly. The pre-
assements wera about 90% correct and 100% correct.
 Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video, and/or student work that would prompt revisions.
I think this lesson went fairly well. It seemed a little crazy when they were working with their partners just because
there was a lot of hands-on and participation in the activity. We used the attention getters that she uses in her class
and they did respond well to them when we used them. This was nice because when we needed to come back as a
whole group, we were able to get their attention fast by using these. They were all excited and willing to answer the
questions and give feedback. I think it worked for them to be taught what we were doing and then show them an
example before they went and did it with their partners. One thing we could have done better is giving the
instruction. I notice when we would walk around from group to group more reinforcement was need on what they
were supposed to be doing.
I think in the future if I were to do this lesson again, I would use more examples of the students doing the activity
before we break into our partners. Another thing I could do so I know they understand what they will be doing is
have a few students repeat back the instructions of what they are going to be doing. We did a lot of partner work so
if I need to shorten the lesson up and do more group work, we could the first two activities together as a class and
do it with a few different students. Then they would be able to do the longer worksheet with their partner and they
may have had a better understanding of how it all would work. I think making some of these revisions will allow the
lesson to run more smoothly and the student might not need as much reinforcement when we break down into
smaller groups.