ECED Lesson Plan Template - Welcome to · PDF file... Lesson Plan Reflections – Example 3 Lesson Plan Template 1. ... Lesson Plan Reflections – Example 3 ... standard unit of measurement

Practicum I: Lesson Plan Reflections – Example 3

Lesson Plan Template

1. Information

Name: School Name: Mossy Oaks Grade Level: 1

Subject/Content: Math Date Lesson is Taught:

11/19/2013

2. Standard(s)/Relevancy/Objective(s)

Standard(s): CCSS.Math.Content.1.MD.A.2 Express the length of an object as a whole

number of length units, by laying multiple copies of a shorter object (the length

unit) end to end; understand that the length measurement of an object is the

number of same-size length units that span it with no gaps or overlaps. Limit to

contexts where the object being measured is spanned by a whole number of length

units with no gaps or overlaps.

Relevancy:

Learning non-standard measurement will help you find the distance from one place to

another without having to use a ruler or meter tape!

3. Assessment [In the designated column below, state objective(s) and assessment(s). Add

additional rows as needed an number them]

Objectives(s) Assessment Tool Mastery Level, Performance

Level, or Criteria 1) The student will use non-standard

units of measurement to record the

length of objects.

1) Math Work Book /

Observation

1) Student used the appropriate non-

standard measurement for the object

recorded.

4. Materials/Resources/Equipment/References

Materials/Resources:

Arms, Feet, Hands, Classroom items to measure.

Equipment:

Smart Board, Internet

References:


Gibilisco, Stan. "Nonstandard Linear Measurements." Everyday math demystified. Common Core State Standards ed. New York, N.Y.: McGraw-Hill, 2004. 281-283. Print.

5. Effective Instructional Approaches, Strategies, or Tools *Imbed and BOLD transitions throughout this section of your lesson. If possible, remember to

connect the transition to the lesson in order to stimulate student interest.

Introduction: (2minutes)

(Call the children to the rug and have the class helper turn out the lights.)

Good [morning/afternoon] class, remember when we are on the rug we are sitting on our

bottom, silent unless I say otherwise. When someone is talking we are quietly listening;

if you know the answer, raise your hand don’t yell out answers.

Okay so today’s objective is to measure using non-standard units. So as I go through the

lesson, I want you to pay attention to how you can measure using non-standard units,

because you will need to know how to use them for the activity later.

Procedures: (25minutes)

Turn the slide to the second page and ask the question, “What is non-standard

measurement?” Can anyone raise their hand and tell me what they think it is?

Ask 2-3 students what they think it mean before giving them the answer from the slide.

Non-standard measurement is using something that is not a conventional measuring

tool, like a ruler, tape measure, etc. Using something like your hand or foot or a toy is

non-standard measurement; and length is the distance from one end of an object to the

other. The smaller non-standard units are the digit, the hand, and the hand span. You

would use these when you want to measure something small like a pencil or a book.

Demonstrate how to use the digit unit by measuring the pencil on the board, then

demonstrate how to use a hand to measure the book on the board. On the next slide

there are two items to measure. Have 2 volunteers come up and solve the measurements.

Now let’s go over these again. [Have the children repeat after you and copy your

movements. Point your index finger into the air and say digit, then bring it back down

and push your hand out like a stop signal, then say hand, afterwards spread out your

fingers and say hand span. Repeat this process changing from normal, to fast, to quiet,

and then to loud.] When measuring with these units, you have to make sure you count

the number of times you use your non-standard unit to measure the object, this will give

you the length of the object you are measuring. The larger units are the foot, pace, yard,

cubit and the arm span. You would use these when you want to measure something big

like a desk, board, or a carpet. Demonstrate how to use these measurements by

measuring a tile with your foot and the board with your arm and arm span. (Have the

children stand up and space out.) [Have the children repeat and copy you. Stop your

foot and say foot, now move that stomped foot to a heel and say pace, then put one

finger on your nose and stretch out the other arm and say yard, bend your stretched out

http://www.bibme.org/

http://www.bibme.org/


arm and say cubic, then spread both arms and say arm span. You may repeat the process

like last time if you’d like or just repeat the process as normal.] Move to the next slide

and tell the children it’s time to do some measuring. (Release the children sitting

quietly on the carpet to go get their math journal and return to the carpet.) Once they

have all gotten their math journal, explain the items you want them to measure and

record the data on page 56. They are listed on the slide. Each one has a non-standard

unit the child is supposed to use.

Closure: (3minutes)

(After giving the children around 10minutes to measure their objects have them

return to the rug to share a few of their answers and compare their data.)

After sharing ask them why they think the answers may be different.

Then let them know that everyone is a different size and that is why my measurements

would be far different than theirs.

6. Differentiation of Instruction Accommodations:

Student 1and 6 may need additional one on one time when measuring classroom

objects.

Student 13, 4, and 3 may need to use multiple methods of non-standard measurement

when completing their measurement of classroom objects.

Extensions:

Nonstandard measurement game. http://www.pearsonschool.com/live/images/custom/envisionmath_ca/games/flea11.html

Modifications:

7. Analysis of Student Learning - to be completed AFTER lesson is taught (refer to specific questions noted on Lesson Plan Components)

For this lesson, students needed to use the appropriate non-standard unit of measurement in order to pass the rubric. Of the 15 children in our class, only 4 students had difficulties making the correct measurements. Students 5, 8, 11, and 15 where using the correct non-standard unit however they were using it incorrectly. Their answers where way above the answers other students gave. When sharing most of my students had close answers to each other; for instance when measuring the pace most of my students got close to 40 paces, I had student 11, say he “got 72 paces.” I could see if he was short or had a way smaller pace however he is taller and took wider steps than the shortest and smallest student in the room, student 9 who had a pace of around 54 paces. I don’t know if it was because he got confused with the previous foot measurement or if he just paced too far but whatever he did was not what was asked of him. As I was doing the lesson, I decided to dress up as a detective and create a theme for the students, “The case of the missing measurements.” I thought it would

http://www.pearsonschool.com/live/images/custom/envisionmath_ca/games/flea11.html


be a fun way to get them interested in paying attention but little did I know it was going to bring their full attention to the lesson. Playing with the kids and thinking of things they might be interested in just maybe my go to way of creating lessons that stick with my kids when I move into student teaching and after when I have my own classroom. During the teaching of each non-standard unit, I decided to tell them the item a wanted them to measure and then release them to measure the object. I used this method as I thought it may be a little too difficult for them to remember all of the non-standard measures by the end of the lesson. This gave the children the chance show me that they could use the information I gave them instead of them showing me they could retain all of the measurements in their head. I myself found it difficult remembering all of the measurements when I first learned about them. I think that the students were able to do as well as they did because I did the lesson this way but I can’t say for sure that they wouldn’t have been able to correctly do the work page if I had done the lesson exactly like my lesson plan was constructed.

8. Reflection – to be completed AFTER lesson is taught (refer to specific

questions noted on Lesson Plan Components)

This lesson was an extremely interactive lesson and that made it one of the more interesting

lessons I have ever been able to teach. I can tell you that it wasn’t perfect, in fact the way that

I taught it ended up extending the lesson longer than I had anticipated. After conferencing I

learned that I could in fact have split the lesson into 2 parts which would have been perfect. If

I had split the lesson into 2 different days I could have focused on the smaller units of

measurement and had the kids explore the room and find their own objects that they wanted

to measure, once they found one I could have them find which might be the best non-

standard unit of measurement they could use to get an accurate measurement. I could

extend this by having them find what the measurement might be with a smaller or larger

measurement. Something I could have added to the lesson was estimation as it would have

given the children a chance to use their higher level thinking and give some children a bit of

pride if they came close to their estimation. Overall I think that this lesson went well with the

participation of every student in the class and the amount of students who used the correct

measurements and applied them in the right manner. Some of the things that can be

improved on where, like mentioned before time, my management of transitions as some

problems arrived and downtime became abundant with the larger measurements, lastly I

think that all of the students should have been able to pass this rubric as it was guided; if I

were to teach this again I would definitely use more examples and call a student up to use as

a model instead of just using my own body, that way they can see it from someone who is

much like themselves. This lesson being one of the later ones that I have taught makes me

see how far I’ve come from the first lesson that I have conducted and I truly see where I have

improved. This practicum was really helpful in both my understanding of teaching and finding

how I wanted to teach.


Lesson Plan and Reflection Rubric

Exceeds Expectations

(3.000 pts)

Meets Expectations

(2.000 pts)

Does Not Meet Expectations

(1.000 pt)

N/

A

Standard(s)

NAEYC

5.a (2.000,

5%)

NAEYC-

INI-

2010.5.a

SC-USCB-

CE-

CF.FI.11

2 points Standards show

an accurate and in-depth

knowledge of and direct

connection to the National

Standards and South

Carolina Academic

Standards for content

area(s) (mathematics,

science, social studies,

and/or language arts).

1 point Standards reflect

knowledge of and

connection to the National

Standards and South

Carolina Academic





0 points Standards do not

show an understanding of

and connection to the

National Standards and

South Carolina Academic





Relevancy

NAEYC

5.c (2.000,

5%)

NAEYC-

INI-

2010.5.c

SC-USCB-

CE-CF.N.3

2 points Statement of

why lesson is relevant to

young children’s life is

clearly presented.

1 point Statement of why

lesson is relevant to young

children’s life is

adequately presented.

0 points Statement of why

lesson is relevant to young

children’s life is vague or

unclear.

Objective(s)

NAEYC

5.c (2.000,

5%)

NAEYC-

INI-

2010.5.c

SC-USCB-

CE-

CF.FI.10

2 points Well written

objective(s) meet all

aspects of SMART criteria

and clearly reflect

developmentally

appropriate outcomes for

children.

1 point Objective(s) meet

SMART criteria and

reflect developmentally


children.

0 points Objective(s) do

not meet all aspects of

SMART criteria or do not

reflect developmentally


children.

Assessment

1. NAEYC

3.c (3.000,

8%)

NAEYC-

INI-

2010.3.c

SC-USCB-

3 points Assessment tools

and approaches are

developmentally,

culturally, and

linguistically appropriate.

1-2 point Assessment

tools and approaches are

developmentally

appropriate.

0 points Assessment tools

and approaches are not

developmentally

appropriate.


CE-

CF.FI.13

Assessment

2. NAEYC

3.d

NAEYC-

INI-

2010.3.d

SC-USCB-

CE-

CF.FI.10

Assessment tools and

approaches reflect

complex understanding of

responsible assessment

practices. Each objective

was fully assessed.

Assessment tools and

approaches reflect

understanding of


practices. Objective(s)

was/were adequately

assessed.

Assessment tools which

reflect limited application

of principles of


practices. One or more

objective(s) was/were not

assessed.

Materials/

Resources/

Equipment/

References

NAEYC

5.c (2.000,

5%)

NAEYC-

INI-

2010.5.c

SC-USCB-

CE-

CF.FI.10

2 points Curriculum

development is clearly

characterized by extensive

use of high quality

professional resources. A

well-organized list of

materials, resources,

and/or equipment to

support this lesson is

included. References are

cited using APA format.

1 point Curriculum

development is

characterized by use of

high quality professional

resources. The list of

materials, resources,

and/or equipment to

support this lesson is

complete. References are

cited using APA format.

0 points Curriculum

development is

inadequately informed by

the use of high quality

professional resources.

The list of materials,

resources and/or

equipment was

incomplete. References

are incomplete or are not

cited.

Effective

Instructional

Approaches

Strategies,

or Tools 1.

NAEYC

4.b (8.000,

22%)

NAEYC-

INI-

2010.4.b

SC-USCB-

CE-

CF.FI.11

8 points Effective

instructional approaches,

strategies, and tools,

including appropriate uses

of technology reflect an

in-depth knowledge of

theoretical foundations

underlying content area(s)

(mathematics, science,

social studies, and/or

language arts).

1-7 points Effective

instructional approaches,

strategies, and tools,

including appropriate uses

of technology reflect

knowledge of content




0 points Effective

approaches, strategies, and

tools, including

appropriate uses of

technology reflect a

minimal knowledge of

content area(s)

(Mathematics, Science,

Social Studies, and/or

Language Arts).

Effective

Instructional

Approaches

Effective instructional

approaches, strategies, or

tools reflect an in-depth



tools reflect knowledge of



tools reflect a minimal


Strategies,

or Tools 2.

NAEYC 4.c

NAEYC-

INI-

2010.4.c

SC-USCB-

CE-

CF.FI.10

knowledge of concepts. concepts. knowledge of concepts.

Effective

Instructional

Approaches

Strategies,

or Tools 3.

NAEYC 4.a

NAEYC-

INI-

2010.4.a

SC-USCB-

CE-CF.N.1



tools reflect an in-depth

knowledge of using

positive relationships and

supportive interactions

with students.



tools reflect knowledge of

using positive

relationships and


with students.



tools reflect a minimal

knowledge of using

positive relationships and


with students.

Effective

Instructional

Approaches

Strategies,

or Tools 4.

NAEYC 4.b

NAEYC-

INI-

2010.4.b

SC-USCB-

CE-CF.C.4

All components of the

lesson provide meaningful

and clear detail:

Introduction, Procedures,

Closure, and Transitions.

All components of the

lesson are included but

may require additional

detail: Introduction,

Procedures, Closure, and

Transitions.

Lesson components are

incomplete or lack

sufficient detail:

Introduction, Procedures,

Closure, and Transitions.

Differentiati

on of

Instruction

1. NAEYC

5.c (3.000,

8%)

NAEYC-

INI-

2010.5.c

SC-USCB-

CE-

3 points Lesson

development reflects

complex attention to

children’s developmental,

individual, and cultural

characteristics.

1-2 points Lesson

development takes into

account children’s

developmental, individual,

and cultural characteristics

of children.

0 points Lesson

development takes

insufficient account of

children’s developmental,

individual, and cultural

characteristics.


CF.FI.10

Differentiati

on of

Instruction

2. NAEYC

3.d

NAEYC-

INI-

2010.3.d

SC-USCB-

CE-CF.N.3

Extensive

modifications/accommoda

tions and extensions are

appropriate for individual

learners.

Modifications/accommoda

tions and extensions are

appropriate for individual

learners.

Modifications/accommoda

tions and/or extensions are

inappropriate or not

included for individual

learners.

Writing

Conventions

NAEYC

6.c (3.000,

8%)

NAEYC-

INI-

2010.6.c

SC-USCB-

CE-CF.C.4

3 points High quality

writing demonstrates

excellent organization and

sentence structure. Paper

contains no spelling or

grammatical errors.

1-2 points Writing

demonstrates proper

organization and sentence

structure. Paper contains

fewer than four (4)

spelling or grammatical

errors.

0 points Significant

improvement in

organization and/or

sentence structure is

needed. Paper contains

many spelling or

grammatical error that

interfere with readability.

Analysis of

Student

Learning 1.

NAEYC 3.d

(5.000,

14%)

NAEYC-

INI-

2010.3.d

SC-USCB-

CE-CF.R.5

5 points Analysis of

student learning reflects

in-depth knowledge of

responsible assessment for

diverse learners.

1-4 points Analysis of


knowledge of responsible

assessment regarding

diverse learners.

0 points Analysis of


limited knowledge of


regarding diverse learners.

Learning 2.

NAEYC 3.c

NAEYC-

INI-

2010.3.c

SC-USCB-

CE-CF.R.5

Demonstrates a high level

of skill in interpreting

assessment results and

using assessment

information to inform

practice.

Assessment results are

interpreted and used to

inform practice.

Assessment results are

not adequately interpreted

and/or not used to inform

practice.


Reflection

on Teaching

the Lesson

1. NAEYC

4.a (5.000,

14%)

NAEYC-

INI-

2010.4.a

SC-USCB-

CE-

CF.FI.12

5 points. Reflection

clearly describes how

challenging behaviors are

addressed; demonstrates

an in-depth knowledge of

children’s characteristics,

needs, interests and

positive interactions.

1-4 points Reflection

describes how challenging

behaviors were addressed;

demonstrates knowledge

of children’s

characteristics, needs,

interests and positive

interactions.

0 points Reflection

inadequately describes

how challenging behaviors

were addressed;

demonstrates limited

knowledge of children’s

characteristics, needs,

interests and positive

interactions.

Reflection

on Teaching

the Lesson

2. NAEYC

4.d

NAEYC-

INI-

2010.4.d

SC-USCB-

CE-CF.R.5

Reflection includes an in-

depth evaluation of the

lesson in terms of specific

aspects that could have

been planned or taught

differently to have greater

impact on student

learning.

Reflection includes an

evaluation of the lesson in

terms of aspects that could

have been planned or

taught differently to have

greater impact on student

learning.

Evaluation of the lesson

in terms of planning and

teaching to have impact on

student learning is

inadequate.

Reflection

on Teaching

the Lesson

3. NAEYC

4.d

NAEYC-

INI-

2010.4.d

SC-USCB-

CE-CF.R.5

Reflection includes an in-

depth analysis of practice

with notable insight and

sophisticated level of

critical thinking to

improve work with young

children.

Reflection includes an

analysis of practice with

critical thinking to

improve work with young

children.

Reflection shows limited

use of critical thinking.

Reflection

on Teaching

the Lesson

4. NAEYC

4.d

NAEYC-

INI-

2010.4.d

SC-USCB-

CE-CF.R.5

Reflection clearly

identifies specific areas

for growth and extensive

resources needed to gain

deeper understandings.

Areas for growth and

resources needed to gain

understanding are

identified.

Areas for growth and

resources to gain

understanding are not

identified.


Overall

Score

97.000 pts 92.38%

Documents

ECED Lesson Plan Template - Welcome to · PDF file... Lesson Plan Reflections – Example 3 Lesson Plan Template 1. ... Lesson Plan Reflections – Example 3 ... standard unit of measurement