INSTRUCTIONAL PLAN

Teacher Candidate: Aubrey Curran Date: June 10th 2017

Grade/Subject: 4th grade Math and ELA Time Frame: 1025-1125

DESIRED RESULTS

Big Idea/Concepts:
Summarize the big idea(s) (overarching concepts that transcend all grades) and key concept(s) that the lesson will
address. What do you want students to understand about the topic?

Students will use the method of repeated addition to solve questions given to them, in addition to creating a
safety poster about poison safety. This integrated lesson plan is oriented around the fairy tale Snow White,
which students will closely decipher to find hidden concepts and equations.

State-Adopted Content Standards or Common Core Standards:

What content or common core standard(s) are you addressing?

CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.

CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 =
11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added
to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

Academic Objective:
What specifically do you want the students to be able to know and/or do by the end of the lesson? (must align with
standard(s) above)

By the end of this lesson I want the students to be able to recall events, describe the characters and setting from the fairy
tale Snow Whit. Additionally, I want the students to be able to compute mathematic equations discovered within the
fairy tale. Given the assignment, students will be able to write a summary about the fairy tale and solve the math
problem posed to them with 100% accuracy.

Language Objective for English Learners:

What specifically do you want English Learners to do in order to improve their command of the English language (such
as deconstruction, expansion, function, structure/syntax, vocabulary/morphology, register)? Also, describe
how you will monitor and assess their progress on these English language functions.

Prior to the students beginning to read through the fairy tale with the teacher and partners, the ELLs in the classroom
will be given a vocabulary sheet prior to the lesson. In addition, these students will listen to an audio recording prior to
the lesson as well. This will help give them support by allowing them to hear the story prior, as well as exposing them to
words that they may have never seen before. The ELLs will also be partnered with classmates at a proficient or above
reading level. Throughout the lesson and individual work time, I will walk around and ask these students to tell me about
the story and what they are working on. Depending on their descriptions, they will either continue working with their
partners or join me at the back horseshoe table for additional help.

ASSESSMENTS
What evidence will you gather at the beginning of the lesson, during the lesson, and/or at the end of the lesson that will
show the extent to which the students have made progress toward the academic learning objective(s)? Attach rubric or
scoring guide as appropriate.

Prior to the lesson beginning, I will have the ELL students read through the Snow White story with me during
ELD time. This will be done during our normal hour of rotation time, when I pull the ELL group. I will assess
what the students know during this time and keep record of it. The next day during the lesson, I will allow the
ELL students to listen to an audio recording of the fairy tale shortly before introducing the story to the rest of
the class. After this, I will call these students to the horseshoe table to retell the story for me. After this, I will
read the fairy tale to the rest of the class and have them partner up. Lastly, I will perform a final assessment
after the projects are complete to see how much they have understood from yesterday to today. If they have
not made a decent level of improvement, they will have extra help with me at the horseshoe table.

ADAPTATIONS, REMEDIATION AND EXTENSIONS

How will you differentiate or adapt your lesson to meet the diverse needs for EL, special needs, and academically
underachieving or high achieving learners?
** Practice of language delivered through: deconstruction, expansion, function, structure/syntax,
vocabulary/morphology, register (choose at least one)

I will adapt this lesson for ELL by giving them the story before hand, supplying them with a list of vocabulary
words. Most likely the students will not be familiar with and give them access to an audio version of the story.
For those students who are higher achieving students and have finished their project early, I would add an
additional math problem that would challenge them. In addition to the math problem noted above, I would
give them: If all of the dwarves and Snow White were home at the same time, what is the total amount of
shoes, spoons, and backpacks that would be necessary to give to every person home? Describe how you found
this answer and what type of math you used.

RESOURCES

What materials will you use for this lesson? (technology and/or resources)

Vocabulary sheets, audio players, posters, coloring materials, Snow White movie and story book

INSTRUCTIONAL DELIVERY

Instructional Plan Rationale

ENGAGE/ANTICIPATORY SET (hook):
Motivation for Lesson:
Communicating the academic learning goals and
activating prior knowledge/interests of students.
To build on students prior knowledge, I will show a
multiple minute clip from Snow White that contains the
math problem posed to them later on. Seeing as most
students would have already seen this movie by now,
the main challenge of this lesson is creating a poster
about the moral of the story, setting and characters. In
addition to answering a math question and talking
about poison safety. The hook will be reading the

EXPLORE:
Student Inquiry:
Describe how students will explore problem or
activity.
AND/OR
DIRECT INSTRUCTION:
Describe the concept or skill development strategies
(including modeling). Describe your plan for
instruction in the order in which it will be
implemented (with approximate times for each
step).
GUIDED PRACTICE:
Guided practice of concept or skill development
strategies:
What will the students do? How will they be
grouped? What explicit questions will be posed to
students? What misunderstandings are anticipated?
What will be your response and guidance? How will
you provide students feedback?
EXPLAIN/ASSESS:
Student/Teacher instructional support: How will
students share ideas? Use the lessons big ideas to
identify what will be highlighted in this part of the
lesson.
How will you determine that the students
understand the concept or skill well enough to
complete or explore it independently?
students the story of Snow White on the carpet. At
some point that day, the students will also be exposed
to a 20-minute important part of the movie. At a later
time they will be able to finish the whole movie.
Most students will have prior experience with this fairy
tale. The main idea of this lesson is deep critical
thinking to understand other concepts found within
these fairy tales. Instead of just watching the movie,
students will create a poster, answer math questions
and talk about poison safety. The introduction of the
fairy tale will take 20 minutes. Creating a poster and
answering the math question will take an additional 30
before lunch. Anything not finished, can be completed
the next day during rotation time. Students will have
the opportunity to share their posters with the class
the following day as well.
The students first task is to be exposed to the fairy tale
Snow White. Their second task is working with a
partner to write about the setting, characters, and key
facts. Then, students will tell what they know about
poison safety and how that relates to the story. Their
last task is to complete the given math problem created
by the teacher. The students will be grouped in their
normal reading groups, which are roughly built by
testing score and ability. This is helpful because during
rotations I am able to explain to the group of students,
instead of challenging some students, and re teaching
others within one group rotation.
Students will share their ideas all throughout this
lesson. They will share their ideas during the hook, in
addition to while they are with their partners working.
Last, they will get to come up in front of the class and
tell everyone about what they created and learned. I
will know if the students really understood the
concepts of the story by what they can regurgitate back
to me as I walk around and assess students. I will also
ask some of the lower reading level students come to
the back table to read the written version of the fairy
tale to me. In addition to me help in the back, I am
hoping their advanced partner will help them
understand more about the lesson.

ELABORATE/INDEPENDENT PRACTICE (in class):
Student practice of a learned skill or concept:
How will students generalize their understanding
beyond the problems posed and discussed?
CLOSURE:
Formal check for understanding:
How will you assess whether your students met your
academic objective?
The students are being asked to tap into their critical
thinking skills. They are taking a well know childrens
fairy tale, and relating math and comprehension to it.
The idea of the students having to relate the half
poisoned apple to real life poison safety is knowledge
they might hold, or might have to research.
As the students present to their classmates, I will be
evaluating them in the back of the class for
understanding. I will also gather what they knew in the
beginning of the lesson and compare it to presentation
day. The last thing I will assess is their wiring and math
samples turned in that I will grade and record scores
for.