Lesson Plan Template (Direct)

Teacher Candidate: Seraphine Le

Subject: Math Grade Level: 4th Mentor: Karla LaVon Dresen

Central Focus: Describe the important understandings and core This lesson provides the foundation needed to make
concepts that you want students to develop over the course of the sense of the conversions between different types of
learning segment/lesson. What are they going to learn? measures. The students will discuss and learn how
to use their knowledge of customary and metric
units to estimate approximate sizes.

Standard: Using the TEKS as guidance, what standard(s) do you TEKS…

want your students to master?)
https://tea.texas.gov/curriculum/teks/ 4.8(A) identify relative sizes of measurement units
within the customary and metric systems
Deconstructing/
Unpacking the Standard(s)
Determine key verbs:
Identify and underline key verbs within the standard and/or
element(s).

Identify concepts and skills students will need to know,

understand, and be able to do to reach proficiency

Lesson Objective: Targets must be aligned to the TEKS and with I can...
the assessment(s); targets should be stated as measurable in
student friendly language. What will students be able to do? Use “I
can” statements . You cannot change the verb or content. identify and estimate approximate sizes using
***Reminder - Verb alignment present in standard, objective and customary and metric units of measure.
assessment***

Sub-Objectives: How will you connect to past learning? What key Connection to past learning (previous TEKS)
vocabulary and/or academic language needs to be reviewed or
introduced? The students have prior knowledge of this TEK
If applicable: What images will you use for key vocabulary? What
from third-grade -TEK 3.7(A).
sentence starters might be helpful?

The fifth-grade TEK that builds on this content is

5.7(A).

I will make a connection to how we have measured

liquid and weight during our past lab experiments
in science using graduated cylinders and triple beam
balances.
These tools give students metric units of measure.

I will ask the students if they can recall what experiments

we used the tools for.

Possible Answers:

- Most recent: Soil Lab (Tested to see which type

of soil retains the most and least amount of
water with the use of graduated cylinder)
 - Mass Unit (Measured various objects with a
triple beam balance)
- Volume Unit (Dropped objects into a cylinder)

Key Vocabulary/Academic Vocabulary to include in

the lesson:

Length: the measurement or extent of something from

end to end; the greater of two or the greatest of three
dimensions of a body.

Capacity: the maximum amount that something can

contain.

Measurement: the size, length, or amount of

something, as established by measuring.

Unit: an individual thing regarded as single and

complete but which can also form an individual
component of a larger or more complex whole.

ELPS, if applicable: (Put NA if Not Applicable) NA

Include #s, letters and full-verbiage
https://ipsi.utexas.edu/EST/files/standards/ELPS/ELPS.pdf

Language Objective based on ELPS: (TSWBAT…), If NA

applicable (Put NA if Not Applicable)

Use the format: “ I can…”

How will you summatively assess student mastery? This is the beginning of a new unit of study. We will end
this lesson with a post-assessment.
NOTE: The summative assessment might not be a part of this
lesson..You might describe your post-assessment here if it is
The post-assessment will consist of ten multiple choice
different from your IP.
questions that require students to compare customary
and metric units with visuals.

How will you formatively assess student mastery? For formative I will formally assess student mastery by giving all
assessment, just generally describe what you will be doing. students an exit ticket at the end of the lesson. The
Specific questions will be included later in the lesson plan. students will write their answers on their desks with a
dry erase marker or on a sticky note and I will walk
around to see the misconceptions I have to address
to the whole group.

What are your plans for adjusting the pacing of the unit for My plans for adjusting the pacing of the unit for
struggling learners? struggling learners will be allowed extra time to
complete the independent assignment and receive
extra help when independent work begins. Struggling
learners will also receive some support with the exit
ticket assignment.

Materials/Technology/Resources needed for the lesson: Materials:

Describe the materials, technology, and resources needed for
the lesson Lined paper for student notes, Anchor Chart Paper,
Dry-Erase Markers to write examples and Vocabulary
words on the white board during note-taking, and
pencils for students to write with.
 Technology:

Use of PowerPoint Presentation during

I Do/We Do linked below:

4th Grade Unit 5 Concept 2 Understanding

Conversions Slideshow

Other Resources: NA

Managing Student Behavior Can’t teach them if you can’t Behavior Expectations for the Lesson:
reach them!
During the I Do the students will be actively listening
❏ When and how will you establish rules for learning
when the teacher is introducing, discussing the content
and behavior during the lesson?
material, and providing instruction for the next steps.
❏ What will it look and sound like if students are
engaged vs. compliant in the lesson? During the We Do students are expected to work with a
❏ How will you allow for movement, transitions or brain partner the teacher assigns them, stay on-topic during
breaks to capitalize on engagement and performance turn-and-talk, and be prepared to answer the prompted
❏ What will you use for an attention signal? question. As a class, we will create an anchor chart
together. Students will participate by raising their
hands to answer questions and signaling with their
hands their agreement or disagreement of an answer
using sentence stems.

During the You Do students will be working

independently at a voice-level zero and will turn in
their completed work at a designated area in the
classroom.

How engagement will look and sound:

Engagement will look like the students are actively

volunteering to answer prompted questions.
Engagement will also look like discussions heard during
turn-and-talk are on-topic, students signaling
whether they agree or disagree with another student’s
response using sentence stems and raising of hands to
ask for clarification if needed.

Plan for movement, transitions, or brain breaks, if

applicable

Our math block will be early in the morning so

there is unlikely that a brain break with be utilized.
Transitions typically require an attention-getter,
students will be at a voice-level zero, and instruction is
given to complete the next tasks.
Opening (describe ❏ Opening: What will Opening, if applicable:
activity): students be doing
immediately after the Connection to real-life:
Opening: bell rings to kickstart
Estimated time to class? (bell ringers, do
“Why is it important to learn metric and customary
complete’:_______ nows, seat work)
Structure (whole class,
units of measurement?
collaborative, individual,
etc): _______ ❏ Hook: What will you do You need to know that not every country uses
to get students excited pounds, inches and ounces like we do. It is
Focus/Anticipatory about learning? Why is important to know that America uses Customary
Set/Hook/Activate this information units and other countries in the world use Metric
Thinking relevant? How will you units.
Estimated time to motivate students to
complete:_______ learn this material in
Structure (whole class, the set and throughout Why does the US uses the customary or the imperial
collaborative, individual, the lesson? Think about system? This is because of the British, of course.
etc): _______ how this activity is When the British Empire colonized North America
aligned to the hundreds of years ago, it brought with it the British
standards and Imperial System.
objectives. Use
knowledge of students’ Converting units is not just important, it is crucial!
prior learning,
personal, cultural,
and/or community
Some of our space probes have been lost because of
assets to “hook” them. miscommunication of units between
scientists/engineers. This is important because we
lose our time and resources due to lack of
knowledge of units and conversion.

In Texas, we have a prominent oil and gas industry.

An oil well has a property called “Measured Depth”
(MD) outside of the U.S. MD is measured in meters.
However, oil wells drilled by or for U.S. companies
measure the depth of oil wells in feet.

This leads to numbers like MD=5000.

The difference between 5000m and 5000ft is 3.5km,

meaning they are not the exact same
measurements. These unit errors tend to skew
results somewhat and can cause errors.We will
practice today to become efficient mathematicians
by deepening our understanding of customary and
metric units of measure.”

I will ask students to take out their laptops IN

PREPARATION to access the Slide Show and have a
student hand out a STAAR Math Reference Sheets.

*Students will NOT have laptops open until the We

Do part of the lesson*
‘I Do’/Content Input I Do/Content Input (modeling): I Do:
(Direct Instruction – During this part of the lesson, the
describe activity): teacher will model the strategy or I will preface the lesson by explaining to students
skill that students will learn. What that they will be using what they know about
Estimated time to complete content knowledge are you
‘I Do’’:_______ teaching students based on your measurement and the tools they have to
Structure (whole class, own understanding? You are determine the most efficient way to determine
collaborative, individual, literally thinking aloud. Should the capacity or length of an object.
etc): _______
include both Tier 1 (examples)
and Tier 2 (think aloud)
We will discuss the vocabulary words: capacity and
length before we begin.
Differentiation:
For Differentiation during I will provide students with the scenarios:
the “I Do” or the “Modeling”
portion,consider if you 4th Grade Unit 5 Concept 2 Understanding
have any accommodations/
modifications/ supports Conversions Slideshow
that need to be addressed
in the lesson based on
student need. If not, put ❖ Measuring the amount of water in a fish
NA tank.
❖ Measuring the length of your shoe.
(Enrichment and
remediation): Tailoring
instruction to meet ❖ Measuring the distance across the room.
individual needs;
differentiating the content, ❖ Measuring the amount of water in a pool.
process, and/or product.
Consider cultural
I will think-aloud and write the first four examples
diversity, gifted, etc.
on the shared Anchor Chart. I will model how to use
Accommodation(s)- (A the STAAR Math reference sheet as I am thinking
change that helps a student aloud.
overcome or work around
the disability): Then, I will invite students to open their laptops,
find the slideshow on Schoology, and turn-and-talk
Modification(s)- (A during the We Do with their partner to answer the
change in what is being rest of the questions on the Slideshow.
taught or what is expected
from the student):

Remember, an Differentiation for ‘I do”: Grouping of students, if applicable:

accommodation is not ❏ Grouping of students:
lowering expectations or What opportunities do NA
teaching below grade level students have to work
content/objectives. independently or
together? How are Differentiation:
ESL Strategies Document these groups designed
to increase mastery of ● Visual Learners will be provided a visual
ESL Strategies Matrix objective? NOTE: You along with the STAAR Math Reference Sheet.
may or may not have
groups during the I Do ● I will also include sticky notes for students
part of the Lesson) that need to draw visuals to help them answer
or make sense of the scenario questions.
❏ Differentiation -
Enrichment and Enrichment and Remediation:
Remediation: What
opportunities do ● Enrichment will be an extended activity after
students need to the You Do.
strengthen their
understanding of the ● Students that are visibly struggling or are
strategy or skill
confused with the concept with meet with me
presented?
briefly at the blue carpet in front of the class
 for review before beginning independent
❏ Accommodations and work or the You Do part of the lesson.
Modifications: What
accommodations and
Specific accommodations and Modifications:
modifications do you
have to make for ELL,
SPED, 504, and ● For ELs I will have a vocabulary word bank
struggling students? with more words than the few I mentioned at
How will these the beginning of the lesson in case they are
accommodations and confused about other terminology. 10 words**
modifications support
mastery of the ● I will also include sticky notes for any
objective? questions some students who feel anxious
asking questions in front of the class.

Questioning “I Do”: What type of Questions:

questions can you ask students to
overcome their mistakes? What I will ask myself these questions during my think aloud:
misconceptions do you anticipate
students might have? (Using ● Does this unit measure length or capacity?--
Bloom’s Taxonomy or Costa’s How do I know this?
Levels of Thinking, plan some
● When have I seen different measurements of
questions you will ask student)
length similar to this scenario?
How will you make sure that you ● When have I seen different measurements of
are calling on volunteers, capacity similar to this scenario?
non-volunteers, and a balance ● Is this unit of measure most
of students based on ability appropriate?--How do I know this?
and sex?
*USE A GALLON JUG AND CUPS AS PROPS*

Plan for calling on students:

I will not call on students until the We Do portion of the

lesson.

‘We Do’ (Guided Practice – We Do (Guided Practice): During We Do:

Describe Activity) this part of the lesson, the teacher
and students are thinking aloud I will continue the second half of the slideshow, this
Estimated time to complete together. time inviting students to discuss amongst their peers
‘We Do’’:_______
and share their thinking with the whole group.
Structure (whole class,
collaborative, individual,
etc): ______ 4th Grade Unit 5 Concept 2 Understanding
Conversions Slideshow

I will provide students with the scenarios:

Differentiation ❖ Measuring a pencil.

(Enrichment and
remediation): Tailoring ❖ Measuring powder for fruit punch mix.
instruction to meet
individual needs;
differentiating the content, ❖ Measuring your height.
process, and/or product.
Consider cultural ❖ Measure the distance to your house.
diversity, gifted, etc.

Accommodation(s)- A ❖ Measuring the amount of milk in a cereal

change that helps a student bowl.
overcome or work around ❖ Measuring the amount of water in a bathtub.
the disability:

Modification(s)- A change
in what is being taught or
what is expected from the ● I will have groups share their responses and
student: discuss any of the scenarios that have
discrepancies. Some may have two options as
Remember, an
accommodation is not long as they can justify their reasoning.
lowering expectations or
teaching below grade level Example: Even though measuring the amount of water
content/objectives.
in a pool is not efficient with gallons, it is still how they
ESL Strategies Document identify the amount of water a pool holds.

ESL Strategies Matrix ● We will co-create an anchor chart to

reference for relative sizes with visual
benchmarks.

Differentiation “We Do”: Grouping of students:

❏ Grouping of students:
What opportunities do Grouping of students is determined by a screening test
students have to work
called Renaissance 360 and teamwork compatibility.
independently or
together? How are The students have been given more choices and
these groups designed chances for ownership this semester. The students
to increase mastery of have chosen 4 different partners to work with and
objective? rotate between throughout the week. The teacher
announces which partner the students will work with
❏ Differentiation - before group work.
Enrichment and
Remediation: What
The second half of the We Do will be Whole Group.
opportunities do
students need to
strengthen their
understanding of the Differentiation: Enrichment and Remediation:
strategy or skill
presented? ● Enrichment will be an extended activity after
the You Do.
❏ Accommodations and
Modifications: What
● Students that are visibly struggling or are
accommodations and
modifications do you confused with the concept with meet with me
have to make for ELL, briefly at the blue carpet in front of the class
SPED, 504, and for review before beginning independent
struggling students? work or the You Do part of the lesson.
How will these
accommodations and
modifications support
mastery of the
Specific Accommodations and Modifications:
objective?

● Struggling learners will be allowed extra time

to complete the independent assignment and
receive extra help when independent work
begins. Struggling learners will also receive
some support with the exit ticket assignment.

Questioning “We Do”: What type Questions:

of questions can you ask students
to overcome their mistakes? What ● Does this unit measure length or capacity?--
misconceptions do you anticipate How do you know this?
 students might have? (Using ● When have you seen different measurements
Bloom’s Taxonomy or Costa’s of length similar to this scenario?
Levels of Thinking, plan some ● When have you seen different measurements
questions you will ask student) of capacity similar to this scenario?
● Is this unit of measure most
How will you make sure that you appropriate?--How do you know this?
are calling on volunteers,
non-volunteers, and a balance
of students based on ability
and sex?
Plan for calling on students:
● I will call on students that volunteer to
answer prompted questions first, then
students that are passively listening, and
lastly select partners to share out and
complete the co-constructed anchor chart.

Academic Feedback “We Do”: Academic Feedback Stems:

What type of support or academic
feedback do they need to 1. I agree and liked your strategy of comparing
overcome such challenges? How two units of measure to find your answer, can
do you plan to reteach if students you tell me why you decided to compare those
are not mastering content?
units?
Plan at least 2-3 academic
feedback stems that are aligned to 2. I find it interesting that you brought up a
the learning goal so that they can different measure of unit we have not
easily identify students who are discussed yet. Thank you for adding to our
meeting those goals. lesson, when did you first use this unit of
measure?

‘You Do’ (Independent You Do (Independent Practice): You Do:

Practice/Assessment of Skill During this part of the lesson, the
– Describe the Activity) teacher will monitor students’ The students will complete a matching activity that
understanding through requires identification and estimation of approximate
Estimated time to complete independent practice. sizes of objects using customary and metric units.
‘We Do’’:_______
Structure (whole class,
collaborative, individual, The teacher will monitor the classroom and answer
etc): ______ needed questions during independent work.

During the first ten minutes of independent work,

the teacher will pull a small group of students that
appeared to struggle during whole group to briefly
review the content and clarify any confusion about the
assignment.
Differentiation
(Enrichment and
remediation): Tailoring
instruction to meet
individual needs;
differentiating the content, Exit Ticket:
process, and/or product. On a blank sheet of paper, list various objects that can
Consider cultural be measured by all of the units we have discussed
diversity, gifted, etc. during the lesson: inches, feet, centimeters, cups,
liters, gallons, milliliters, yards, miles, meters.
Accommodation(s)- (A
change that helps a student Example: The amount of water in a swimming pool can
overcome or work around
by measured by gallons.
the disability):

Modification(s)- (A
change in what is being
taught or what is expected Challenge:
from the student): Answer this on a sticky note and drop it in the flip-flop
bucket:
Remember, an
accommodation is not
lowering expectations or If Sammy ran 10 yards and Julie ran 35 feet. Who
teaching below grade level ran farther? How did you know?
content/objectives.
Differentiation “You Do”: Grouping of students:
ESL Strategies Document What instructional strategies and
planned supports will you employ NA- The students will be working independently during
ESL Strategies Matrix to meet the needs of each student
this portion of the lesson.
in order for each student to
demonstrate learning and move
towards mastery regarding the Differentiation - Enrichment and Remediation:
learning target(s)?
❏ Grouping of students: ● The students will either have a choice of
What opportunities do completing the exit ticket written on the
students have to work board or the challenge, which is to list
independently or various objects that can be measured by all of
together? How are
the units we have discussed during the lesson:
these groups designed
to increase mastery of inches, feet, centimeters, cups, liters, gallons,
objectives? milliliters, yards, miles, meters.

Accommodations and Modifications:

❏ Differentiation -
Enrichment and ● Struggling learners will be allowed extra time
Remediation: What to complete the independent assignment and
opportunities do
receive extra help when independent work
students need to
strengthen their begins. Struggling learners will also receive
understanding of the some support with the exit ticket assignment.
strategy or skill
presented?

❏ Accommodations and
Modifications: What
accommodations and
modifications do you
have to make for ELL,
SPED, 504, and
struggling students?
How will these
accommodations and
modifications support
mastery of the
objective?

Questioning “You Do”: What type Questions:

of questions can you ask students
to overcome their mistakes? What I will answer individual questions as I monitor
misconceptions do you anticipate
students during independent work time. Some
students might have? (Using questions I may ask to expand thinking are:
Bloom’s Taxonomy or Costa’s
Levels of Thinking, plan some
● How do you know that this unit of
questions you will ask student)
measurement is more efficient than the other?
How will you make sure that you
are calling on volunteers, ● What are some other objects that can be
non-volunteers, and a balance measured by this unit of measure?
of students based on ability
and sex? ● Do you think that these two units of measure
give us the same amount? – Why or why not?
 Describe your plan for calling on students:

I will not call on students during the You Do portion of

the lesson because the students will be working
independently.

Academic Feedback “You Do”: Academic feedback stems:

What type of support or academic
feedback do they need to 1. I noticed that you used multiplication or
overcome such challenges? How
repeated addition to find your answer to the
do you plan to reteach if students
are not mastering content? challenge question. This is an effective
Plan at least 2-3 academic strategy, what encouraged you to use this
feedback stems that are aligned to strategy?
the learning goal so that they can 2. You listed more than one item for this unit of
easily identify students who are measurement show good understanding,
meeting those goals. which units of measure do you not feel quite
often and would like to learn more about?

Closing - Check for Write your Closure using the Launch Frame:
Understanding (Describe Planning a Discussion Framework:
the activity): How will the “We have been learning how to identify and estimate
lesson end and bridge to Launch Frame approximate sizes of objects using customary and
learning for the future? ❏ Opening statement
What do you want to metric units. What was something that helped you
and question to get identify these different units of measure?”
reiterate to students?
Based on the pacing of the the discussion
lesson and feedback from started (Example,
students, did they master “We have been Eliciting, Orienting Questions:
the objective? Make sure to learning how to add
revisit objectives. fractions in this 1. What is the relationship between the
activity. What was customary units, yards and feet?
an important key in
adding the fractions 2. Which units are customary and which units
that helped you? are metric?
What have we been
learning about
today?”) Conclusion Frame:
Eliciting, Orienting
Questions to ask During the “We have been identifying and estimating approximate
Discussion sizes of objects using customary and metric units in
❏ What eliciting, this activity. Tomorrow, we will explore conversions
probing, and with metric units.”
orienting questions
will you ask during
the discussion?
Conclusion Frame
❏ Closing statement
about what they
learned in the
lesson and what
they will be
working on next.
(Example - “We
have been adding
fractions in this
activity - In our
next activity, we
are going to
continue this
work…. or
Tomorrow, we will
begin subtracting
fractions.)