INSTRUCTIONAL PLANNING TEMPLATE

Overview and Context

Your name(s): Cadence Litt

Grade level and school: 1st Grade, Burns Park
Title of lesson/activity: Lesson 5-7: Measuring a Path
Teaching date(s) and time(s): Thursday, January 20, 2022
Estimated time for lesson/activity: 50 minutes
Overview of lesson: Children will find the length of a crooked path indirectly using
non-standard units.
Context of lesson: Unit 5: Place Values and Comparisons
Sources: Everyday Mathematics Teacher's Lesson Guide Volume 1

Alignment of Learning Goals, Assessments, Activities

Connection to Standards Learning Goals Assessment

Measurement and Data
Operations and Algebraic
Thinking
Operations and Algebraic
Thinking
1. Students will be able to
measure lengths indirectly.
2. Students will be able to
add and subtract within 20.
3. Students will be able to
work with addition and
subtraction equations.
Brief summary of aligned activities
Questions 6 and 7 ask students to measure
each part of their crooked path and then add
together the lengths using a numerical model
to find the full length of the path.
Questions 1-5 ask students to find the missing
addend as well as traditional subtraction and
addition between 1 and 20.
Question 6 asks students to apply these skills
to a two-pronged crooked path, giving them
an outline for their number model.

Question 7 asks students to apply this

knowledge to a longer three-pronged path as
well as create their own number model from
scratch.

Attending to the Learners

Anticipating student ideas: Students have measured before but not indirectly. They might try to
Explain what you think will be students’ prior curve their units of measurement to make one continuous line
knowledge about the content, including the
instead of adding together separate measurements. This can be an
alternative ideas or challenges you
anticipate students might face and how you example of how to measure incorrectly.
plan to work with each of these challenges
during the discussion. Also explain your
ideas about how students are likely to
respond to the tasks in the discussion and
how you might use these likely responses to
focus students on the intended content.

Making the content accessible
to all students: Explain what you are
doing to consider how to make the task and
the work make sense and make it possible
Students will be encouraged to use their number grids when adding
or to use a number line. Both allow students to visualize how they
are adding using the "count the hops" method to find the missing
addend.

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for different students to get into the work.
Identify particular students/groups of
students and what you are paying attention
to in terms of access as you plan the
lesson.
Anticipating issues that could
arise that might serve to
reproduce patterns that
marginalize some groups of
students: Identify things you are doing
specifically in this lesson to counter
particular patterns that are prone to
marginalizing with respect to particular
groups of students.
WD - unexpectedly has great insights in math but has trouble
focusing long enough to complete work, could use help from the
room aide to stay on task
SH - often confuses numbers and then just guesses, will need
support from the aide as well to prevent this guessing
VA/ZL - may need further challenge and can have more-pronged
paths as an extra problem
AL - Will need help with the directions after the whole-class
instruction
I need to make sure I am not having deficit expectations of my
students, especially those who do not always show their abilities as
clearly or publicly.

Instructional Sequence

Materials: Paperclips, Worksheet (Link)

Vocabulary: tool, measure, path, add, subtract

Time Steps Describing What the Teacher and Students Will Do Notes and Reminders (including
management considerations)
10 min The teacher will use the overhead projector to project page
1 onto the board. She will then explain that we are going to
be talking about how to measure paths that aren't straight
across.

"We have been working on measuring using our paperclips

and counters, but so far everything we have measured has
been about straight. Today we are going to work on
measuring the length of a crooked path."

The teacher will explain how to measure the path using the Paper clips overlapping, space
paper clips. She will show a few different examples of between paperclips, paperclips
incorrect measurement and ask the students how she turning at the corners
should fix it.

The teacher will ask the students to help her measure the
path and show how to create a number sentence using the
matching colors and blanks in the number model outline.

The teacher will then use a number grid to add together the
three numbers in the number sentence and find the length
of the crooked path.
5 min The teacher will read the directions for the math boxes and We read the directions to help
explain how to do the problems. She will walk the students students who have a hard time
through problem 1 and find the answer. She will show the reading.

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 students how to do the other problems but will not tell the
answer or fully work through the math.

Questions 2-5 will serve as the assessment task for Learning

Goal 2. Question 6 will serve as the assessment task for
Learning Goal 1. Question 7 will serve as the assessment
task for Learning Goal 1.
20 min Students will work independently or with the people at their If they work together, I won't get
table on the math worksheet. When they are done they will a clear idea of who knows what
play math games either online or with a partner. specifically, so I will need to tell
the students that they should be
working on the problems on their
own.

Post Teaching Reflection:

How students’ learning in this instance of instruction will shape the

planning and enactment of a subsequent lesson

How will the assessment data you gathered
from this lesson inform your planning and
enactment of a subsequent lesson?
I think the data from this lesson shows me that I need to
make the expectations more specific when it comes to
group work vs individual work in this setting. We have a
very collaborative class but I can tell from their work that
several of the kids were wrong in the same way, but with
the exact same numbers which shows me that they
copied from each other.

I think a quick review of how to create a number

Based on what you observed about students’
social, emotional, and academic needs during
this instance of instruction, what is one goal
you have for your emerging practice?
Summarize what you learned about the
knowledge, skills, or dispositions of students
from your interaction with them during the
lesson and your analysis of their responses to
the assessment task. Explain the ways in which
you see aspects of your lesson planning and
discussion leading as enhancing, or perhaps
limiting, your students’ opportunities to attain
the goals you set for the lesson. Describe the
ways in which your assessment work limited or
supported you in gaining insights about your
students.
sentence with three terms might be helpful for some
students. I also think several students could have used
more challenging work or some sort of extra problem.
I want to orient my students to each other's thinking
more. We use the practice of turn and talks in other
areas of instruction but I never thought about how to use
them in math when there is usually only one "right"
answer. This would be a good way to broaden our
discussion.
I noticed in this lesson and throughout this past week
that OJ is becoming one of our students who cannot or
will not complete work without someone sitting next to
him and actively walking him through the work. I also
noticed ZL giving other students the answers because
she wanted them to finish and play partner games with
her.
I think my discussion was really clear and helped them
understand how to measure, as well as giving students
the opportunity to come up and show the class instead of
it being teacher-led. I also think the format of my
assessment was really clear and showed me what they
did and did not understand.

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 INSTRUCTIONAL PLANNING TEMPLATE (Annotated)

Overview and Context

Section Description Main Connection to Instructional Planning

Considerations
Your name(s): Indicate your name(s).
Grade level and Indicate the grade level of the students and the school site for the lesson.
school:
Title of Indicate the title of the lesson/activity.
lesson/activity:
Teaching Indicate the date and time you will teach the lesson/activity.
date(s) and
time(s):
Estimated time Provide an estimate of the time needed for the lesson/activity.
for
lesson/activity:
Overview Provide a short description (2-3 sentences) of the lesson/activity.

Context of Describe the unit of study, including the lesson that comes before and after your
lesson lesson, and explain how these lessons help develop a big idea or disciplinary
practice. C1: Quality of the Learning Goals

If appropriate, describe how your post teaching reflection of a prior lesson has C3: Quality of the Instruction
shaped the planning and enactment of a this lesson (please refer to the “Post
Teaching Reflection” section of the Instructional Planning Template for a more
detailed explanation).

Sources List the source(s) you used in the creation of your lesson plan—e.g., websites,
curriculum materials, books. If you drew heavily on or adapted an existing lesson
plan, note that. Please turn in copies of the original lesson plan from the teacher's
guide (if relevant) with your assignment.

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 Learning Goals and Assessments

Section Description Main Connection to Instructional Planning

Considerations
Connections to State the content expectations from the Michigan GLCE(s), Common Core State
standards Standards, other national standards, or the standard(s) from your local curriculum
that you address in your lesson.

Learning goals List the learning goal(s) you have for your students. Use measurable behaviors that
C1: Quality of the Learning Goals
can be linked to the standards.
C2: Quality of the Assessments
Assessment Name how you will assess student learning (e.g., worksheet, exit slip, teacher
observation, whole class discussion). Make clear how it connects to the learning
C3: Quality of the Instruction
goal(s).

Connection to Briefly describe the activities in the instructional sequence that are designed to help
activities students make progress toward the stated learning goal(s).

Attending to the Learners

Section Description Main Connection to Instructional Planning

Considerations
Anticipating Explain what you think will be students’ prior knowledge about the content,
student ideas including the alternative ideas or challenges you anticipate students might face and
C3: Quality of the Instruction
how you plan to work with each of these challenges during the lesson. Also explain
your ideas about how students are likely to respond to the tasks in the lesson and
C4: Learners in My Classroom
how you might use these likely responses to focus students on the intended
content.

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Making the Explain what you are doing to consider how to make the task and the work make sense and make it
possible for different students to get into the work. Identify particular students/groups of students and
content
what you are paying attention to in terms of access as you plan the lesson. C4: Learners in My Classroom
accessible to all
students
Anticipating Identify things you are doing specifically in this lesson to counter particular patterns that are prone to
marginalizing with respect to particular groups of students.
issues that
could arise
that might
serve to
reproduce
patterns that
marginalize
some groups
of students

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 Instructional Sequence

Section Description Main Connection to

Instructional Planning Considerations
Time Structure your lesson/activity into chunks or segments in order to break it down
into its component parts, and then list the time it will take to complete each part.
You may even want to add an additional column to indicate larger chunks of
instruction.

Steps Describe the activities that you will do with your students. Communicate HOW, not
describing what just WHAT, you plan on teaching, and provide enough specificity that someone else
the teacher and could teach from your plan. This includes scripting the key questions you plan to
students will do ask.
C3: Quality of the Instruction
Remember to include an introduction and closing to your lesson. The first step of
your instructional sequence should detail how you will launch the lesson, including
C4: Learners in My Classroom
what you will do to help students see the importance of the lesson and how this
lesson links to what has come before and what will follow it (if applicable). The last
step should detail how you will conclude the lesson, including helping students see
the lesson’s “take away” or main objective and connecting today’s lesson to
tomorrow’s and thereafter (if applicable).

Notes and Include additional things that you want to remember to do during instruction. This
reminders, includes management considerations (e.g., how you will manage the distribution
including and clean up of materials, transitions between segments of instruction, group work C5: Classroom Management and Norms
management (if relevant), and students who finish early from a task.)
considerations
Materials List the materials you will need and the materials the students will need. Include
quantities and indicate which are attached.

Attach all documents that you plan to use in your lesson, including overheads,
assessments, rubrics/answer keys, worksheets, and handouts. (In creating your
handouts, be sure you think carefully about the specific questions you're giving
students as well as the format for them to write any responses. For example, is
there enough room for children's large writing? Are the page breaks in the right
spots? Are the instructions clear and kid-friendly? Is everything spelled correctly
and grammatically correct? Do the artifacts look professional?)

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 Post Teaching Reflection:

How students’ learning in this instance of instruction will shape the

planning and enactment of a subsequent lesson

How will the formative assessment data you
gathered from this lesson inform your planning
and enactment of a subsequent lesson?
Based on what you observed about students’
social, emotional, and academic needs during
this instance of instruction, what is one goal
you have for your emerging practice?
Based on the formative assessment data collected during this
instance of instruction (teacher observation, exit slips, quizzes,
worksheets, etc.), what did you learn about students’ progress
toward the learning goals? How will you use this information to
plan and enact a subsequent lesson to support further progress
toward achievement of the learning goals?
Based on your observation of students’ learning in any domain
(social, emotional, academic) what is one goal you have for your
emerging practice that will support your ability to meet your
students’ needs more fully?

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 Instructional Planning Considerations

Consideration 1. Quality of Learning Goals

a. Are the learning goals well-specified? (Do they specify what students should know, understand,
and/or be able to do as a result of engaging in the lesson1?)
b. Do the learning goals focus on worthwhile content2? (Are the learning goals important to
learning the discipline; aligned with standards; useful in school, in life, and/or on the test?)
c. Does the lesson connect in a sensible sequence to other lessons within the unit, to develop a
coherent storyline?

Consideration 2. Quality of Assessments

a. Are the assessments aligned with the main learning goals (including concepts, practices, and
skills)?
b. Do the formative assessments enable the students and the teacher to monitor progress toward
the learning goals?
c. Do the assessments provide all students the opportunity to show what they know, understand,
and/or are able to do as a result of engaging in the instruction?

Consideration 3. Quality of the Instruction

a. Does the lesson provide high-quality opportunities for students to participate with, reason
about, and make sense of the content?
b. Do the representations of content (i.e., explanations, illustrations, and analogies) support
students’ understandings of the concepts, practices and skills?
c. Are there opportunities for students to share their ideas throughout the lesson?
d. Are there opportunities for students to make connections among learning goals, activities,
tasks, and ideas, within and across lessons?

Consideration 4. Learners in My Classroom

a. Does the lesson provide opportunities to differentiate instruction to ensure equitable access to
learning for all of my students?
b. Does the lesson demonstrate an awareness of and appreciation for cultural differences and social
diversity, draw on diversity as a resource in instruction, and help my students make meaningful
connections between the content and their own lives?
c. Does the lesson make appropriate assumptions about prerequisite knowledge and skills,
including knowledge of the concepts and vocabulary? Does the lesson communicate these
assumptions and help me prepare my students so that they have equitable access to the learning
opportunities?

Consideration 5. Classroom Management and Norms

a. Is the timing and pacing appropriate?
b. Is the distribution, use and collection of materials well-managed? 
c. Are participation structures for students (e.g., whole group, small group, partner, individual)
appropriate to the learning goals?

1
Although the word “lesson” is used throughout the document, these considerations can also be applied to smaller
tasks, larger units as well as other types of resources.
2
“Content” throughout the document refers to concepts, procedures, ideas, and facts, as well as disciplinary
practices (such as making predictions in science or constructing mathematical arguments in mathematics).

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