Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Bonnie Heykoop

Date 4/30/14 Subject/ Topic/ Theme Measurement Grade 1
I. Objectives
How does tis lesson connect to te unit !lan"
This !esson is an assessment on the past 4 !essons on measurement" #t $i!! inc!ude measurin% in standard and non&standard units and
Learners will be able to#
co%niti'e&
( ) *p *n + ,-
physica!
de'e!opment
socio&
emotiona!
)se their kno$!ed%e o. measurement to measure c!assroom objects
) /
Measure c!assroom objects in 'arious units 0standard and non&standard1
) /
(eco%ni2e the di..erent si2es o. objects 0e'en peop!e1 and ho$ $e use measurement e'ery day

(3 )
Common Core standards $or %LCEs if not available in Common Core& addressed# Measure lengths indirectly and by iterating
length units.
,,SS"M*TH",45T+5T"1"MD"*"1
4rder three objects by !en%th6 compare the !en%ths o. t$o objects indirect!y by usin% a third object"
,,SS"M*TH",45T+5T"1"MD"*"7
+/press the !en%th o. an object as a $ho!e number o. !en%th units3 by !ayin% mu!tip!e copies o. a shorter object 0the !en%th unit1 end
to end6 understand that the !en%th measurement o. an object is the number o. same&si2e !en%th units that span it $ith no %aps or
o'er!aps"
,,SS"+8*&8#T+(*,9"S8"1"1
:articipate in co!!aborati'e con'ersations $ith di'erse partners about grade 1 topics and texts $ith peers and adu!ts in sma!! and
!ar%er %roups"
05ote# ;rite as many as needed" #ndicate ta/onomy !e'e!s and connections to app!icab!e nationa! or state standards" #. an objecti'e app!ies to particu!ar !earners
$rite the name0s1 o. the !earner0s1 to $hom it app!ies"1
-remember3 understand3 app!y3 ana!y2e3 e'a!uate3 create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
Students shou!d kno$ ho$ to measure in both standard and non&standard units
Students shou!d be ab!e to distin%uish bet$een 'arious si2es o. objects
Students kno$ ho$ to use a ru!er
Students shou!d kno$ the di..erence bet$een units 0$hich are sma!!er/!ar%er1
Outline assessment
activities
0app!icab!e to this !esson1
Pre-assessment (for learning):
Students took a pre&assessment be.ore be%innin% the unit to see ho$ much they kne$ about
measurement" # ha'e a!so been trackin% their pro%ress on +'ernote .or the past 4 !essons"
Formative (for learning):
# $i!! be $a!kin% around to each station and askin% students ho$ they kno$ they are sure about their
measurements" They $i!! then demonstrate their kno$!ed%e o. measurement .or me"
Formative (as learning):
Students $i!! assess themse!'es usin% their rubrics to track their comprehension o. the materia!" The
stations $i!! a!so ser'e as a $ay .or them to kno$ i. they are %ettin% it"
ummative (of learning1<
These stations are my .ina! assessment .or my unit" Their resu!ts .rom these stations $i!! te!! me i.
they understand measurement" # $i!! track their .ina! pro%ress in +'ernote and put books to%ether .or
them to see their pro%ress throu%hout the unit"
1&1=&13
+at barriers migt tis
lesson !resent"
+at will it ta*e ,
neurodevelo!mentall(-
e.!erientiall(-
emotionall(- etc.- for (our
students to do tis lesson"
Provide /ulti!le /eans of
0e!resentation
Provide /ulti!le /eans of
Action and E.!ression
Provide /ulti!le /eans of
Engagement
:ro'ide options .or perception&
ma!ing information perceptible
#ndi'idua! handout3 discussin%
measurement in c!ass
:ro'ide options .or physica! action&
increase options for interaction
Students $i!! measure each object
indi'idua!!y3 they $i!! rotate
bet$een stations
:ro'ide options .or recruitin%
interest& choice" relevance" value"
authenticity" minimi#e threats
Measurin% rea! !i.e objects in the
c!assroom3 choosin% objects that .it
the !en%th in the bo/es at station >
:ro'ide options .or !an%ua%e3
mathematica! e/pressions3 and
symbo!s& clarify $ connect
language
Terms< feet" inches" centimeter
:ro'ide options .or e/pression and
communication& increase medium
of expression
?i!!in% out their handout $ith
their measurements 0$ritten13
contributin% to the c!ass
discussion at the end 0'erba!1
:ro'ide options .or sustainin% e..ort
and persistence& optimi#e
challenge" collaboration" mastery-
oriented feedbac!
Students $i!! recei'e .eedback
.rom me as # $a!k around and
.rom each other $hen they are
$orkin% in their station %roups"
:ro'ide options .or comprehension&
activate" apply $ highlight
They $i!! demonstrate their
comprehension throu%h their
recordin%s on their papers"
:ro'ide options .or e/ecuti'e
.unctions& coordinate short $ long
term goals" monitor progress" and
modify strategies
Students $i!! use the rubric to
monitor their %oa!s"
:ro'ide options .or se!.&re%u!ation&
expectations" personal s!ills and
strategies" self-assessment $
reflection
Students $i!! use the rubric to
se!.&assess themse!'es and $hen
they recei'e their book!ets o.
their pro%ress throu%hout the
entire measurement unit"
/aterials1wat materials
$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to
use"
handout3 penci!s3 erasers3 1> di..erent objects to measure< robot3 hei%ht o. the .ront o. the teacher@s
chair3 pen3 A!eene/3 book3 a student3 stu..ed anima! 08eo13 !e% o. a chair3 $hiteboard eraser3 backpack3
bo/3 shoe3 tape on the ru%3 hand3 0!ast 3 objects they choose based on the measurements %i'en1
seamstress tape measure 0.or the !en%th o. a student13 computer $ith timer to kno$ $hen to rotate in
the stations3 inde/ cards to mark $here the stations are3 student rubrics
handout< 0!inked be!o$1
rubric !ink< http<//teacherstakeout"b!o%spot"com/7013/0B/student&se!.&assessment&rubric&.reebie"htm
rubric paper .or students< 0!isted be!o$1
How will (our classroom
be set u! for tis lesson"
Students $i!! start o.. at their seats 0> %roups o. > students at each tab!e %roup1" There $i!! be >
di..erent stations at di..erent spots in the room $ith 3 objects at each station to measure"
III. 2e Plan
2ime Com!onents
3escribe teacher activities A43 student activities
for eac com!onent of te lesson. Include im!ortant iger order tin*ing )uestions and5or
!rom!ts.
6 min
/otivation
0openin%/
introduction/
en%a%ement1
&mark $here the stations are around the c!assroom
$ith inde/ cards
&say %remember that &e said yesterday that there
are many different ob'ects &ith many different
lengths( )ell today &e are going to test our
!no&ledge of &hat &e*ve learned about
measurement so far at several different stations.C
&ha'e students .i!! out their rubrics
&distribute the handout $ith objects !isted on them
to be measured in centimeters and inches
&remind students o. the di..erent units 0inchDin3
centimeterDcm3 .eetD.t1
&students .i!! out the be.ore part o. the rubric
&student be%in to !ook o'er the di..erent objects
they $i!! be measurin%
6 min
1&1=&13
7 min
3evelo!ment
0the !ar%est
component or
main body o.
the !esson1
&e/p!ain that each station has 3 objects at it to
measure and $hen # say %o each tab!e %roup $i!!
ha'e 7&> minutes to measure each object in the unit
that the handout says to measure Eso pay attention
to the unitsFC
&sho$ them under the +!mo $here to record their
resu!ts
&a.ter the timer rin%s each %roup $i!! rotate to a
di..erent station and measure those objects
&ha'e the students rotate unti! they ha'e %one
throu%h each station
&$a!k around to make sure they are measurin% $ith
the correct units and measurin% correct!y $ith their
ru!ers
&ha'e rubrics at a station .or students to .i!! out in
the midd!e o. the assessment
&each student mo'es .rom station to station
recordin% their measurements in the appropriate
co!umns on their sheets
&students are payin% attention to the units $hen
they measure
&students .i!! out the midd!e part o. the rubric
6 min
68
min
9 min
Closure
0conc!usion3
cu!mination3
$rap&up1
&students return to their seats and the $ho!e c!ass
discusses $hich items they .ound to be the
bi%%est/sma!!est
&ha'e them turn in their papers $ith their names on
them because this is the .ina! assessment
&ha'e students .i!! out the .ina! part o. their rubric
and turn it in
&students %i'e ans$ers as to $hich objects $ere the
bi%%est/sma!!est
&students turn their papers in $ith their names on
them
&students .i!! out the a.ter part on the rubric
: min
6 min
;our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
for ne.t time. 0;rite this a.ter teachin% the !esson3 i. you had a chance to teach it" #. you did not teach this !esson3 .ocus on the
process o. preparin% the !esson"1
*!thou%h # didn@t ha'e the chance to teach this !esson3 it did reGuire a !ot o. p!annin% and $ou!d ha'e taken a %ood amount o.
preppin%" The .irst thin% # had to consider $hen preparin% this !esson $as $hat # $anted my students to %et out o. it" # $anted the
!ast !esson to be a .ina! assessment o. e'erythin% # had tau%ht them .rom the other !essons" This !esson is simi!ar to !esson 7 because
# inc!uded stations" # $anted my students to %et !ots o. practice measurin% $ith ru!ers3 and # thou%ht this $ou!d be a %ood .ina!
assessment o. ho$ $e!! they understand measurement" The ne/t step # had to do $as think o. di..erent objects that they $ou!d see
e'ery day in the c!assroom that they cou!d measure" # $anted to app!y rea! !i.e objects to this !esson as $e!! as a $ay .or students to
$ork to%ether 0co!!aborati'e !earnin%1" 4r%ani2in% stations $as the best $ay # cou!d think to do both o. these thin%s" Thinkin% o. 1>
di..erent objects to measure is harder than you $ou!d think" # $anted to make sure # $asn@t repeatin% too many objects that # had
used in pre'ious !essons" # kno$ that my students rea!!y enjoy $orkin% in %roups3 so # think ha'in% them rotate in stations $ou!d be
bene.icia! .or them" # a!so think ha'in% rubrics .or them to assess themse!'es at the end o. the unit $ou!d be a %ood idea" #. # $ou!d
ha'e tau%ht this !esson # $ou!d ha'e made sure my instructions $ere c!ear as $e!! as the handout" # kno$ .rom e/perience in !esson
7 # needed to be c!earer about this" # didn@t rea!i2e ho$ much instruction my students need be.ore # can turn them !oose on a project"
1&1=&13