Boston College Pre-Practicum Lesson Plan Template

Name: Kate Leary Date: 11/20/2023

School: Baker Grade: 5

Starting and Ending Time: 9:40 to 10:20

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to how this lesson
fits into the “big picture” of the students’ long-term learning, which MA framework does the lesson most
clearly address? Select 2 to 3 focal standards that will be key to your instruction and assessment.

5.NF.B.3: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷

b). Solve word problems involving division of whole numbers leading to answers in the
form of fractions or mixed numbers, e.g., by using visual fraction models or equations to
represent the problem.

5.NF.A.2: Solve word problems involving addition and subtraction of fractions referring
to the same whole (the whole can be a set of objects), including cases of unlike
denominators, e.g., by using visual fraction models or equations to represent the
problem. Use benchmark fractions and number sense of fractions to estimate mentally
and assess the reasonableness of answers. For example, recognize an incorrect result
2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or strategy will the
student(s) learn and (2) how will they demonstrate that knowledge?

Students will be able to describe what fractions are and solve word problems using fractions. Students
will demonstrate this knowledge by providing verbal responses and providing written responses on a
math worksheet. Students will also be able to use fractions to describe a shared characteristic among a
group of items as part of a math game. Students will demonstrate this by participating in a math game
where they use fractions to describe a rule.

Assessment: What specific, tangible evidence will show that each student has met this objective?
By the end of the lesson, students will have mostly, if not totally, completed the worksheet with answers
demonstrating a solid understanding of fractions. Students will provide verbal responses providing
evidence of understanding of what fractions are and how to write them.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the lesson and
lesson content, will the student(s) know or learn, and (2) how will they demonstrate that knowledge?
Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown (2002) as cited by Thaashida L.
Hutton in Three Tiers of Vocabulary and Education.

By the end of the lesson, students will know the words fraction and characteristic. Students will be able
to explain or describe what a fraction is and provide real-world examples. Students will demonstrate this
knowledge by providing verbal responses to questions about what a fraction is. Students will understand
the word characteristic as a quality possessed by an item or person. Students will demonstrate this
understanding by using fractions to describe shared characteristics of items in a group.

Assessment: What specific, tangible evidence will show that each student has met this objective?
Students will be able to orally respond to questions and accurately describe and use fractions. Students
will also provide written responses to word problems that demonstrate their understanding of fractions.
Students will provide oral and written responses to describe characteristics of a group using fractions.

Content: What are the specific details of the lesson’s content knowledge?

This is a whole class introductory math lesson to a new unit on fractions. Students should already have a
foundational understanding of fractions and how to write and use them, as they have learned about
fractions in 2nd, 3rd, and 4th grade.

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone else to
effectively teach the lesson and meet the lesson objectives.

Opening (10 minutes): How will you introduce the instructional objective to the students, “activate”
learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson content?
Slideshow:
https://docs.google.com/presentation/d/1FMGbX8v8DIp7tnyCYbhiT5WawmgGSCnTm0FWP2sbwmE/edi
t?usp=sharing
● Slide 1: Alright 5Kar, I am excited to be up here doing another lesson with you all
○ Today, we are starting a new unit in math! this unit is on fractions, which is probably
something you have learned about before
● Slide 2: So 5Kar, even though you have already learned a lot about fractions I’m sure, this unit
will be an opportunity for you to explore them even more
○ take a minute or two and turn and talk to someone next to you about the first question
written here, what do fractions mean and represent?
■ Does anyone want to share what they talked about? - take multiple responses,
ensure long enough wait time
○ Now, turn back to your partners and talk about the next question… where do you see
fractions in the real world?
■ Does anyone want to share what they came up with? - take multiple responses,
ensure long enough wait time
○ take a moment to think about the last question. Can you write any equations with
fractions? maybe an equation with fractions that equal 1? or, fractions that are equal?
■ jot some ideas down and maybe share with a person near you
■ Would anyone like to come up and write their equation? - take multiple student
responses
● Thank you all for sharing ideas! I can’t wait to see what else you know about fractions already as
we move through this lesson

During Lesson (35 minutes): How will you direct, guide, and/or facilitate the learning process to support
the students in working toward meeting the instructional objectives?
● slide 3: Now, we are going to take about 10 minutes or so to work on pages 125 and 126
○ if you would like to work on this independently, that is perfectly fine; if you would like to
work with a peer at your table, you may also do that, but we are going to stay at our
desks for this
○ if you are unsure of how to approach a problem, just try your best and take a guess, if
you look at a problem and think ‘I don’t even know where to begin!’, skip it and try
another one and then come back to it
○ If you don’t finish, that is ok! Just do whatever you can. If you finish early, you can go
back to pages 115 and 116
○ show slide 4: these are the two pages - go back and keep slide 3 up so students can see
directions
● After 10 mins: Ok 5Kar, wrap up your final thoughts on the worksheet
○ We are going to go over it together as class - put the blank copy under the projector
○ Have students volunteer to share their answers - can come up and write on the
whiteboard - if someone solved it a different way, take multiple responses
○ ensure long enough wait time to try and get new students to share
● Slide 5: the last thing we are going to do for this math lesson is play a new math game, and it’s
called Guess My Rule
○ this game is going to become a new math warm-up for you all during this unit
○ the way that the game works is I am going to show you a picture of a group of items
where some of the items share the same characteristic - a quality or detail
○ maybe I will show you a group of people and only some of them are wearing glasses, or
maybe I will show you a group of fruits and some of them are bananas
○ Your job is to describe the characteristic of some of these items using a fraction, and
guess what my rule is for the group of items - what is the shared characteristic?
○ Does anyone have any questions before we start?
○ I will show you the first one and we can walk through it together
● Slide 6: Take a look at this group of emojis
○ I am thinking of a characteristic that these emojis share… only ¼ of them have this
characteristic… what is it? Take a moment and think about it, and turn to someone next
to you and share what you think it might be
○ Who has an idea?? What is it? - take multiple responses
○ My rule is…. That the emojis have hearts!
○ Wait a minute…. I said ¼ of the emojis have this characteristic, but there are 8 emojis..
how can that be? -looking for response that 2/8 = ¼ - draw on the board
● Slide 7: lets do another one! This time, 4/9 of these fruits fit my new characteristic
○ take another moment to think, and then turn to someone next to you to talk about your
ideas…
○ What do we think? Who has a guess? - multiple responses
○ My rule is….. that it has leaves! only 4 of these fruits have leaves
● slide 8: Ok 5Kar… now it is your turn to think of a rule! Take a look at this group of soccer balls.
Individually, think of your own characteristic that some of these soccer balls share. Secretly jot
down your idea on the bottom of the math worksheet, and write the fraction that represents the
number of soccer balls that share your rule. Take a minute or two to do this
○ Ok, now we get to share out! Who has a rule that they want to use?
■ take multiple responses, have student come up to board and tell us their
fraction that goes along with their rule - students will try and guess the rule
■ do this as many times as time permits - get students thinking about equivalent
fractions that may also describe their rule
Closing (2 minutes): How will you bring closure to the lesson and, by doing so, review and determine
what students have learned?
● Alright 5Kar, it’s time to transition into the next thing on the schedule for today
● I had such a good time talking about fractions with you all and playing our new math warm up
● We will continue talking about fractions throughout this unit and building upon our knowledge

SUPPORTING ALL LEARNERS

As you think about supporting all learners, think about the Principles of Universal Design for Learning
(UDL) and utilize resources at the following links:

UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0

Guidelines:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson planning: http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Especially consider the needs of
students on Individual Education Plans (IEP), English language learners (at a variety of English language
levels), and students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another, you or the reading or the same Use Braille or large report
focus of instruction text at varying reading print
levels Extend time
Pair students Use manipulatives
Provide on-level Use assistive devices
reading
Technology
Give verbal cues to Use interpreter
emphasize main ideas Give students copy of
directions Give more breaks
Increase number of
review activities Allow use of computer
Hand out copies of
notes

Re-read directions

Use page markers

Specific Examples: P1s choose 2 levels of support to explain in detail the differentiation, P2s, P3s and
Grad P1s choose 3 levels of support to explain in detail the differentiation.

Support #1: I will provide multiple examples of the content as we review what students already know
about fractions and the worksheet. I will take multiple student responses to provide multiple examples.
This will help students see multiple ways of approaching a problem.
Support #2: I will use a slideshow to project the content on the board. This will allow students to follow
along at the same pace and allow for whole group activity.

Support #3: Students will have an alternate response format, writing on the worksheet as well as oral
sharing with the class. This provides students with more opportunities to show what they know and
understand.
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom routines,
reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

I can use classroom routines of having a slideshow and going through content together. I can bring
students back from turn and talks by using a calm voice to get their attention, which is something their
teacher does, or use one of the frogs to signal them to come back. I can handle behavioral issues by
tapping a child or calmly saying their name to bring them back to focus.
Technology: How did you incorporate technology into the lesson?
● using a slideshow and projecting it on the board
● using projector to put worksheet on the board

Materials: What are the materials that you will need to organize, prepare, and/or try-out before teaching
the lesson?
● Slideshow and laptop to display on projector
● Math workbook worksheets

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later time so that
the students continue to work toward the lesson’s overarching goal (i.e., the MA Curriculum Framework
incorporating the Common Core State Standards)?

My SP will reinforce their learning throughout the entire unit by using the game as a warmup in future
lessons as well as building upon their background knowledge and using what they already know about
fractions to do more complex problems.

6
Updated: Date (2023)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley