Lesson Plan w/ Rubric

Teacher Sarah Oliver Date Taught: March 15, 2024; March 18, 2024;
Candidate: and March 19, 2024

Cooperating Tara Turner School / Hunter B. Andrews/Hampton City

Teacher: District: Schools

Grade: Third Grade Field Joyce Metger

Supervisor:

Unit / Subject: Unit 9: Measurement/Math

Lesson Title / Area

Focus:

PLANNING AND PREPARATION

Content Knowledge How was this lesson developed based on your research and knowledge of
content and the discipline?

This lesson was developed based on the materials given to me by the district of Hampton
City Schools. There is always room to add extra information and to explain in a way that the
students would better understand. My adaptation of this lesson is based on the knowledge I
acquired through my extensive college program on how best to reach the most children to keep
them engaged and learning.

Learner Differences
How did this lesson develop as a result of your examination of research and data about student
learning needs, how diverse students learn your content/lesson topic and how you can employ
culturally sustaining pedagogies, difficulties students might have, gaps in their knowledge, assets
they have, and so on?

I develop my lessons with diverse learners in mind and use that knowledge to teach the
material given to me in multiple ways. First, I go over the information by talking about it, then I
demonstrate how to use that information before allowing students to come up to the board and
try their hand at what they learned. I find that this not only engages students but also reaches the
most students as we are teaching to the different ways students learn. In my classroom, I have
students who are gifted, students with learning disabilities, and a student with ADHD. I believe
my approach helps our student with ADHD because it gets them up and moving to refocus that
energy. Our gifted students get a chance to work in more depth and even get to explain their
thinking to the class, and our students with learning disabilities get that extra support they need,
either through me or their classmates.
Outcomes/Goals What will students be expected to know or do as a result of this lesson? Are
these learning target(s)/outcome(s) appropriate based on your prior assessment/knowledge of
students’ understandings? Are your targets/outcomes observable and measurable? What are your
essential questions that align with the outcomes? List all outcomes associated with this lesson.

I can estimate the area of a shape with unknown units.

I can measure the area of a shape when given numbers to multiply.

I believe these ‘I can’ statements are appropriate based on the knowledge of my students
understands. These statements are also observable and measurable.
Essential Questions:
~ Why do we need standard units of measurement?
~ Which units of measurement are U.S. Customary?
~ Which units of measurement are Metric?

Standards Which content, state, and national standards connect with your outcomes? List the
state, content, and national standard or standards that are being addressed.

State Standards:
3.MG.2 The student will use multiple representations to estimate and solve problems,
including
those in context, involving area and perimeter (in both U.S. Customary and metric
units).
Students will demonstrate the following Knowledge and Skills:
a) Solve problems, including those in context, involving area:
ii) estimate and determine the area of a given surface by counting the number of square units,
describe the measurement (using the number and unit) and justify the measurement.

District Standards:
3.8bSb Determine the area of a given surface by estimating and then counting the number of
square units needed to cover the surface.

National Standards - STE (Tech) Standards:

1.1c Feedback to Improve Practice
Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.

Resources and Materials What resources and other materials will be incorporated and how will
they promote active learning? Be specific. List all materials and resources needed for the lesson.

Materials/Resources:
 Math Notebooks
 Pencils
 Promethean Board
 Slides -
https://docs.google.com/presentation/d/1py2FJmB67blcLjplPXbtoSW6_Z31kkBzXOW1t
pfjLls/edit?usp=sharing
Technology Does technology enhance the design and delivery of your lesson? Does the use of
technology promote active learning? Be specific. List all technology needed for both students
and teacher.

The use of the Promethean board to deliver instruction does enhance our lessons. It
promotes active learning by allowing students to not only listen during the lesson and do after the
lesson, but to also do during the lesson when they have active support from me as well as their
classmates.

INSTRUCTIONAL DELIVERY

Learning Environment How will you support individual and collaborative learning and foster
positive interaction in the classroom?

I support individual and collaborative learning and foster positive interaction in the
classroom by allowing every student an opportunity to come up to the board to answer practice
questions while we learn. If a student is having a hard time with answering a question while up at
the board, I give them guiding questions to help them in the right direction and will sometimes
allow them to call on a helper to help them through the problem. After they finish the question, I
have the students explain to the class in their own words how they answered the question, which
allows the class an opportunity learn not only from the way I explain it but also from the way
someone their age explains it. Finally, we all give the student(s) at the board a round of applause
before we go to another question for another student.

Introduction/Activating Strategies How will you engage learners in the lesson and learning?
How will you launch the lesson? How will you activate prior knowledge?

I launch the lesson with a fun “would you rather” to grab the students attention. We then
go over our learning intentions and success criteria. I activate prior knowledge by guiding the
students in a discussion about the meaning of the word area and take it back to our would you
rather question about which bedroom space they would choose to explain how that relates to
area.

Instructional Strategies What learning activities do you have planned for the students? Include
a variety of teaching strategies (methods). Activities are to be learner-centered ( e. g. solve
problems, construct models, design and perform experiments, read authentic resources, answer
open-ended questions, support ideas with evidence, compose, analyze and interpret maps, draw
conclusions.) Include guided process of learning. Include the opportunities learners will have to
expand and solidify their understanding of the concept and/or apply it to a real-world situation.
List any independent practice activities.

The lesson follows the I Do, We Do, You Do model. First, we continue our discussion on
the meaning of area using the anchor chart on slide five that will be going into their math
interactive notebooks as well as slide 6. We then watch a fun BrainPop video on area. This
allows them to absorb the information in an entertaining way that they are more likely to
remember. After the video, we will discuss what we learned before we continue. Next, I
demonstrate and explain the process for counting the area of figures in square units. When I do
this, I will also introduce the multiplication method of finding the area and make sure that they
understand that this will only work for figures that look identical to an array/area model that they
have previously used for multiplication. For the next figure, I will ask the class questions for
them to guide me through the processes I just taught them. On the remaining practice slides for
day one, I will use our equity sticks to have students come up to the board to find the area and
then explain their process. We will stop for the day when our time for math is up, and we will
continue where we left off the next day. We continue this same I Do, We Do, You Do process
for learning how to measure area when given an irregular shape, going deeper into finding area
with the length x width formula, and finding both area and perimeter of a figure.

Closure How will you bring closure to the lesson?

I bring the lesson to a close with a quick check on how they are feeling. This usually
looks like me asking them “How confident do we feel with what we just learned?” and have
them answer with a thumbs up, thumbs down, or thumbs sideways. I can take notes on who had
thumbs down and sideways so I can make sure I give them more practice and support and
explain the concepts in a way that they will better understand. I allow them to prove their
confidence with an exit ticket of one of the practice slides printed out that I will grade (but not
include in gradebook) so see how well they have absorbed the information.

Differentiation How will you adjust instruction, including incorporating technology, to meet the
needs of a diverse set of learners?

I differentiate and adjust instruction throughout the lesson based on what needs present
themselves. We have students with learning disabilities, students who are gifted, and a student
with ADHD, but those students are not the only ones who may show needs that cause an
adjustment. We use the promethean board to have students come up after learning and helping
me answer a similar question so that we can get a better understanding of where the students are
and what they need and based on what I observe, I adjust accordingly to facilitate the
understanding of the student(s) in the best way possible.

Assessment: How will you measure understanding of the outcomes and standards? What type(s)
of formative and summative assessment tasks/instruments (e.g., test, paper) and rubrics will be
used?

I measure the learning and understanding of the outcomes and standards formatively in
the beginning. A lot of observing on how the students do when they come up to the board, but as
we progress, we will work some problems in their interactive notebooks and on exit tickets, and I
will assess based on that. Then we have our summative assessments such as unit tests,
pre/posttests, benchmarks, and google classroom assignments that I grade.

PROFESSIONAL LEARNING

Reflection How will you evaluate your practice? Where did learners struggle in the lesson? How
can the lesson be strengthened for improved student learning? Did the lesson reflect culturally
sustaining pedagogies?
 I evaluate my practice based on how well my students understand the material. I could
improve my lessons by changing my wording for when I ask if they have any questions after
every slide. I usually say, “Do you have any questions?” but I have since learned that wording it
like, “What questions do you have?” is more encouraging to them to ask their questions because
they see you are already assuming they have questions, and they may be less embarrassed. The
lesson reflects culturally sustaining pedagogy in that I make sure every student gets a chance to
practice what we just learned.