EXPLICIT INSTRUCTION:

MINI LESSON PLAN TEMPLATE

Teacher Name: Ally Wolchko

Date: April 11, 2021

Level: 2
Subject/Skill: Measuring to the Nearest Inch
 Explicit Instruction Mini Lesson Planning Template
Lesson Objectives (4-part) Language/Process Assessment
In kid friendly language (TEKS#) (Modalities employed) (Formative/Summative)
How will the students learn?

· Ethan will be able to measure to · The student will be engaged in the · Formative Assessment: The stu-
the prehistoric animals to the near- lesson. dent will complete the prehistoric
est inch, with the assistance of the · The student will complete the ini- animal measuring activity.
reference slides, with 8/10 mea- tial screening assignment. · The student will measure the pre-
sured correctly by the end of the · The student will complete the Pre- historical animals, with the assis-
40-minute lesson. historical Measurement Activity tance of the reference slides, with
worksheet. 90% accuracy.
· The student will orally answer the
teacher’s questions throughout the
lesson.
ADVANCE ORGANIZER
Review/Relevant Previous Learning: I will ask my student, Prerequisite skills/Background Knowledge/Vocab: The
“Have you ever used a ruler before? If you have, what student should be able to recall knowledge about measure-
were you measuring and why? Why is being able to use ment.
measurement important?” • What is a ruler?
• What is length?
• What is an inch?
• How do you measure with a ruler?
Hook: “I am so excited to work with you again this week! Materials: Measuring Powerpoint, Computer, Prehistoric
Before we begin— do you know what measurement is? Measurement Activity, Mini Lesson Plan extension, ruler,
Can you think of an instance where someone would have pen and pencil.
to use a measurement tool such as a ruler?”

Lesson Steps and Sequence

Model (I do) / Guided Practice (We do)
What is the teacher doing? How is the student engaged or practicing?
Lesson Introduction/Opening • Student will use appropriate language to answer teachers
• Teacher asks the student a question about why it is impor- questions.
tant to be able to use measurement.
• Student will complete initial screening assignment.
• Teacher asks the student to define measurement and asks the
student about an instance someone would need to use mea- • Student will orally share their answers.
surement.
• The teacher will introduce and have the student complete the • Student will be engaged as the teacher instructs the lesson.
initial screening assignment.
• The teacher will introduce the Powerpoint defining a ruler, • Student can ask the teacher questions.
length, and an inch.
Teacher Modeling (I do it.)
• The teacher will explain the Powerpoint and go through the
six examples of measuring to the nearest inch.
• The teacher will demonstrate how to use a ruler and measure
to the nearest inch through the multiple examples on the
Powerpoint.
Prompted or Guided Practice (We do it.)
• The teacher will ask the student to answer questions on the
Powerpoint. The teacher will ask the student what the an-

WG= Whole Group; S1=Student 1; S2= Student 2

 swer will be before providing the answer for the last five ex-
amples.

Differentiation:
· (S1) Providing student a hard copy of the Powerpoint and al-
lowing the student extra time to ask questions if they need
extra assistance.

Guided Practice (We do) / Independent Practice (You do)

How is the student engaged or practicing? What is the teacher doing?

Prompted or Guided Practice (We do it.)
• The teacher will distribute the printed Prehistoric Animal
Activity to the student.
• The teacher will assist the student with any questions they
have about the activity.
• The teacher will demonstrate the task to the student by
demonstrating how to measure one dinosaur using a ruler.
• The teacher will start the ruler at zero and show that you
measure til the dinosaur ends.
• For example, the teacher will measure the T-rex so the stu-
dent understands the expectations.
• The teacher demonstrates the lesson by showing the
expectations and providing multiple examples.
• The teacher is providing student assistance when
needed and watching the student as they preform the
task.
Differentiation:
· (WG)
· (S1) Providing the student extra time if the student if
needed and/or modifying the number of questions the
student is expected to answer.

Independent Practice (You do it.)

• The teacher will ask the student to complete the rest of the
Prehistoric Measuring activity, measuring each dinosaur
and recording their answer to the nearest inch.
• The student will be able to use a hardcopy of the Power-
point if they are struggling or will be able to have some as-
sistance from the teacher.

WRAP UP

Review lesson objective: I will say to the student, “Great
job today. You did such a great job completing the Prehis-
toric Animal activity. You were able to measure objects to
the nearest inch using a ruler. You were able to learn the
definitions of measurement, a ruler, and an inch. Do you
have any questions about the lesson? What did you learn
today?”
Lesson Extension Plan:
• The teacher can provide another worksheet asking the
student to measure objects in the classroom to the
nearest inch.
• The student would have to measure objects around the
classroom, state the objects name, measure the object
with the ruler, and measure the object to the nearest
inch.

Behavioral issues/interventions (individual and or group):

· Note goal(s), desired outcome(s), and intervention?

WG= Whole Group; S1=Student 1; S2= Student 2

 · One desired outcome of the lesson is for the student to gain understanding and comfortability measuring with a
ruler and will be able to measure objects to the nearest inch.

· Another desired outcome is for the student to feel better about understanding the definitions and concepts sur-
rounding measurement, ruler, and inches.

· If the student is feeling overwhelmed and/or frustrated, allow the student to take a break for a few minutes and
have a breather. Allow the student to feel comfortable if they are overwhelmed or anxious.

· Questions to check for understanding:

· What is a ruler?
· What is measurement?
· What is an inch?
· Why is measurement important?
· How do you use a ruler to measure?
· How do you use a ruler to measure inches?

Specific Accommodations, Modifications, or Language supports (individual and or group):

· Student 1: What will be done, and how, to facilitate the student’s successful mastery of the stated individual learn-
ing objectives within this lesson?

· To facilitate the student’s mastery of the stated individual learning objectives within this lesson, the teacher will
assess if the student understands how to use a ruler to measure using inches.

· The teacher should make accommodations to make sure the student understands and comprehends the task and
can participate as much as they feel comfortable.

· The student will be able to eventually complete the task with ease and little to no errors.

APPENDIX
Include all unit materials (reproducibles), including graphic organizers, outlines, cue cards, assessment tools, etc. as ap-
propriate. All materials must be student ready!

• This activity requires a computer, Measuring Powerpoint, Prehistoric Measurement Activity, Mini Lesson Plan exten-
sion, ruler, pen and pencil.

• Measuring Powerpoint, Screening Assignment, Prehistoric Measurement Activity, and Extension Classroom Mea-
surement activity are all in my TCU Box.

WG= Whole Group; S1=Student 1; S2= Student 2