Name: Mike Souza Date: 02/22/21

Course: ECE4660 Lesson Plan #: How long is it? 

Subject Area(s): Math, measurement. Grade Level/Time Frame: 3rd grade. 1 day, 60 mins

Step 1: Learning Description of the learning environment(s) where the learning experience will
Identify Context take place
Learners Describe the various boards/wall-based resources (e.g. white boards, smart
(Classroo boards, word wall, etc.) and where they are located
m How are the desks/table(s) arranged and why?
Context) What “special” areas (carpet, bookshelves, “peace” chairs, etc.) are in the
room?
Describe the technology tools located in the classroom/school

This semester, my placement is in a third-grade math and science classroom at

Acworth elementary school. The classroom is a double classroom with the
removable wall in the middle. So, she has a large room. The class that I’m in is
partially decorated because students are being taught virtually. Some of the
posters on the walls include motivational posters in the brain break area, the
school’s moto of “warrior way” being used throughout the classroom. There
are two teaching “area” the front half of the room is the math classroom, and it
has math related posters, anchor charts, and times tables to reference back to.
The back half of the classroom is the science “room”. It has STEM posters,
scientific method, and many other science related posters on the walls. Desks
are arranged in a U-shape. Her classroom currently has two large touch screen
boards, two teacher areas, a document camera, but no laptops or desktops for
student use. Currently, all laptops and most nonessential desktops at my school
were loaned out for virtual teaching.

1
Learner Number of students in class: Two groups: group 1/group 2
Descriptio Number of males: morning group 8/ afternoon group 7
n Number of females: morning group 6/ afternoon group 6
Learning Needs Numbe Supports, Accommodations,
r of Modifications
Studen
ts
Students w/ IEPs or 504 0/ 5 see attachment at bottom of lesson.
plans
Students w/ EIPs “” “”
English learners 1/2 “”
Gifted N/A “”
Students with gaps in N/A “”
academic knowledge
Other learning needs N/A “”
Personal
Assets, Personal: How will you use students’ interests, knowledge, everyday
Cultural, experiences, family backgrounds, etc. to support learning?
Assets,
Communit Since we started the school year in a virtual setting, we have not been able to
y Assets provide many activities to get to know the students FoK at the time. The
2
 (also student in the classroom come from multiple background, including students
referred to previously and currently classified as ELLs, SPED, and Target. Most of the
as Funds activities assigned on the first 2 weeks were to ensure students became
of aquatinted with submitting work on seesaw and other online tools. Once
Knowledg students returned face to face, we got to learn more about their interests and
e) activities they do outside of the classroom. Some of our students play video
games, have an interest in music, dinosaurs, watching YouTube, playing with
friends and siblings, etc. For this lesson, students have prior experience using
with using rulers for measuring things throughout the school year. 

Cultural: How will you use students’ traditions, languages and dialects,
worldviews, literature, art, music, dance, etc. to support learning?

We have students of all cultural backgrounds. Some are from mixed and black
households, we have some Hispanic students and ELLs, many students come
from a household where English isn’t the language spoken at home. Some
students in the class are very focused and have family support with them
throughout the day helping them out, while others are set to work
independently. I feel like the amount of support receive at home partially
correlates with their family’s view on the importance of education.

Community: How will you use students’ community resources, such as local
landmarks, community events and practices, etc. to support learning?

The school is located in a very suburban area. Within a mile of the school, all
that we see are houses and a few gas stations. Most large grocery stores such as
Walmart, target and Kroger are accessible within a 5-mile radius of the school.
The school is located close to the city police station/courthouse/and utility
company. There are many libraries located around the school. multiple virtual
learning centers/daycares functioning as a virtual learning center, etc. Students
have most educational tools available to them within a short distance. The area
has many local restaurants, chain restaurants and fast food chains like
Wendy’s, Arby’s, chick-fil-a, taco bell, and waffle house.

Step 2: Georgia Write out standards that apply to the lesson. Write the number and the
Identify Standard statement. Remember to include those that apply to every subject area you are
Curricula (s) of integrating in the lesson.
r Excellenc
Priorities e, WIDA MGSE3.MD.4 Generate measurement data by measuring lengths using rulers
Standard(s marked with halves and fourths of an inch. Show the data by making a line
), etc. plot, where the horizontal scale is marked off in appropriate units— whole
numbers, halves, or quarters

Prior What prior academic knowledge and/or prerequisite skills will this lesson
Academic activate?
Knowledg
e and This lesson will activate the student’s prior knowledge of using rulers in the
Prerequisi classroom. 
te Skills

3
 What prior academic knowledge and/or prerequisite skills will students need
for this lesson?

Students will need the prior academic knowledge with measurement in the
second grade.

Overarchi What are the important understandings and/or core concepts that you want
ng Goal, students to develop?
Big Idea,
or EQ: How can I create a ruler and generate measurement data. 
Essential
Question(
s)
Learning This (or these) should support the overarching goal, big idea, or essential
Objective( question(s); should be measurable; should indicate what students will be able to
s) or do at the end of the lesson (These can be written as “I can” statements)
Learning
Target(s)  I can… measure things using a ruler. 
 I can… identify the unit of measurement in my ruler. 
 I can… measure things to the nearest 1/4 in. 

Vocabulary: Includes Vocabulary Language Supports

words, phrases and symbols
used within disciplines.
Multiple meaning words are
words and phrases with
subject specific meanings
that differ from meanings
used in everyday life (e.g.,
table, ruler, force)
General academic vocabulary
used across disciplines (e.g.,
compare, analyze, evaluate)
Subject-specific vocabulary
defined for use in the
discipline (e.g., 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
Assessmen Georgia Performance
t Standard(s)
Framework
Multiple meaning words
(if applicable): The teacher can explain to
the students the meaning of
Fourth each word and use the frayer
model to help define the word
for students.
Academic vocabulary: Modeling what each word
means and referring to the
Inches, centimeters, word wall. The teacher can
fourths, halves, ruler, also use the frayer model to
measurement, data, help define the meaning of
length.  each word, if needed. The
teacher can also refer to the
anchor chart to help define
the word.
Subject-specific Using the frayer model to
vocabulary: define words and referring to
the anchor chart to help
Fourth, half, model for the students.
measurement, length, data
Corresponding Format of Assessment(s)
Learning
Objective(s) or
Learning
Target(s)
4
MGSE3.MD.4 Generate I can… Student participation: Formative
measurement data by measure things
measuring lengths using using a ruler. 
rulers marked with halves .
and fourths of an inch. Show Open ended questions: Formative
the data by making a line I can… identify
plot, where the horizontal the unit of
scale is marked off in measurement in
appropriate units— whole my ruler.  Student work: Summative
numbers, halves, or quarters
I can…
measure things
to the nearest
1/4 in. 

Type of Assessment Format of Supports, Evaluation

Assessment Accommodations, Criteria
(e.g., quiz, test, Modifications How will you
checklist, KWL (Differentiated know or measure
chart, Assessments, if the students
performance Culturally Relevant have met the
task) Assessment) learning
objective(s) or
learning
target(s)?
Pre-assessment Open ended The teacher will This will be a
questions ask guiding preassessment.
questions to help TTW evaluate the
assist students student’s
understand how to responses for
measure items to further
the nearest 1/4 in. instruction and
For the students modeling.
that require extra
help, they can be
pulled and be asked
more direct
questions to help
them identify the
1/4 in measurement
spots in a ruler.

Formative assessment(s) Student Modifications can TTW ask

participation include one on one students to help
support after the find the correct
lesson. The teacher measurement of
can work with different
students in small lines/items on a
groups and reteach ruler. This will be
the placement of used to check for
1/4 in on a ruler understanding
and how to after the
measure using a minilesson.
ruler. 
5
 Summative assessment(s) Student work. Student work will Student work will
be varied in be assessed based
difficulty. 3 on their work
different groups. time activity.
One lower with Students will
easier to sentences receive a 3 if they
to identify the get 80%-100%, a
measurement of 2 if they receive
lines, a middle one 50%-79% and a 1
with lines   varying if they receive
in difficulty. And 0%-49%.
the upper group
with more
challenging lines to
measure.

Pre-Assessment Data Summary

Summarize the results of the pre-assessment data and explain how it will drive your
instructional practices.
The pre assessment will be used to assess the students’ current abilities in the proper use of
measuring lines and will guide how modeling will occur.
Step 4: Materials Needed Teacher Resources (must include podcasts): List all
Create textbooks, children’s literature, CDs/DVDs, videos, and
Learning on-line sources that are resources for you, the teacher, in
Activities determining the content and in teaching the lesson.
Provide proper APA references.
 Anchor chart
 computer
 smartboard
 Lesson plan
 PowerPoint slides
 Work time activity
 Examples on board

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.

 pencil
 eraser
 Work time activity 
 Ruler

Technology Connection How will you, the teacher, use technology to drive
(OPTIONAL but should be instruction?
included as often as possible) How will the students use technology to enhance their
learning?

6

Connection to the Arts
(OPTIONAL but should be
included as often as possible)
Supporting Diverse Learners
Culturally Responsive
Teaching
Research and Theory, or
Principles of Child
Development
The teacher will use technology to blend virtual learning
within person learning. In person students we use anchor
chart on the smart board; virtual students we you see as
well. Virtual students will use technology to complete
assignment on Classkick.
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.
I will support my students who struggle with reading by
differentiating the content and providing easier to read
directions on the work time activity. 
I will support my virtual learners by differentiating the
representation through creating a similar activity they can
work on at home
I will support my students who struggle with reading a
ruler by differentiating the representation and providing
rulers with only 1/4 in increments. (Normal rulers have 1/8
in. Increments.)
Note: Make sure you address the needs of the learner(s)
identified in the learning description (refer to Step 1).
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.
This lesson is culturally responsive because it takes all
learners learning style and capabilities into consideration.
There will have leveled independent work time activities.
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)?
Constructivism: learning occurs as learners are actively
involved in a process of meaning and knowledge
construction as opposed to passively receiving
information. Learners are the makers of meaning and
7

Higher Order Thinking
Questions (HOTQs)
Instructional Strategies and
Learning Tasks (Will VARY
by content area)
knowledge.
How did it guide my lesson?
I used the constructivism method because it is important to
have the student understand the meaning of the activity
and being able to corelate it with personal experiences. By
having students work on an interactive activity that
interest them, they will stay engaged.
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.
 Bloom’s Taxonomy: - Analyze- how do I know
where the nearest 1/4 in is located on a ruler?
 Bloom’s Taxonomy: - reflecting: how can I go
back and check my answer?
 Bloom’s Taxonomy: -experimenting: what items
around the room can I measure to gather data
with?
 Bloom’s Taxonomy: - predicting: can k estimate
the length of items before measuring? 
EQ:
How can I create a ruler and generate measurement data? 
Mini lesson:
The teacher will review a ruler anchor chart the anchor
chart will review the placement of each 1/4 in  after
reviewing, 
Guided practice:
The teacher will ask students to come up to the anchor
chart and help show the placement of each measurement.
(Eureka math module 6, Lesson 5) 
Work time:
The students will practice reading a ruler to the nearest 1/4
in. Will be attached. 
Closing:
The teacher will walk around the room and ask students to
8
 show the placement of every 1/4-inch increment on the
ruler.
Assessment:
Formative: Student work. (work time)

Attachments:

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?

The teacher will walk around the classroom asking

students to share where they each 1/4 in placement is on a
ruler. 

Re-teaching, Re- Describe at least one new strategy for re-teaching the
Engagement, Practice content and/or skills presented for students who did not
successfully meet the learning objective(s) or learning
target(s) identified in the lesson.

If students struggle with the activity given, the teacher will

work with them one on one to ensure they understand the
placement of each 1/4 in on a ruler and how to properly
measure using a ruler. 

9
 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.

For students that have met the learning target, they will
walk around the room and list items and write down their
measurements.

Optional Reflection Piece

Step 5:
Post- Lesson Implementation (Be sure to address both whole class and small group or individual
Instruction learners)
Reflection What went well and why?
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?

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.

10
11
12
13