CCSU Lesson Plan Template

Student Teacher: Brianne Cronk

Grade Level: 1st
Lesson Date: 9/24/14

Name of Lesson: Learning Length with Lincoln

Common Core State Standard(s)

CCSS.MATH.CONTENT.1.MD.A.1
Order three objects by length; compare the lengths of two objects indirectly by using a third object.
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.

Student Learning Objective(s)

What is the intended learning outcome of this lesson? Be sure it is observable and includes clear
criteria. Consider if there are students who will require an accommodation or modification to
meet this lessons objective.
Students will use standard units of measurement (feet and inches) to measure their own heights
compared to Abe Lincoln as well as nonstandard units to accurately measure 5 of Lincolns hats
using pennies.

Rationale for Objective: How does this lesson support previous and subsequent learning?
Students will have previous knowledge of estimation and will be beginning their learning about
measuring. Previous lessons will have focused on the terms standard and nonstandard units of
measurement.

Assessment
State the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e., essays,
projects, quizzes, exit slip, worksheet, etc.). Are there students who will require an
accommodation or modification to this lessons assessment?
Students will be assessed on their class participation as well as completion of worksheets. Students
should be able to measure the 5 hates within one or two pennies in order to show proper
understanding. Informal observation will also be used to assess the classs progress.
The beginning of the lesson will be whole class discussion/work. Students will be allowed to
work in groups during the worksheet section, allowing them to collaborate on the measuring.
These two accommodations will allow all students to successfully reach the objectives.

Classroom Learning Environment Focus

(i.e., standards of behavior, routines, procedures, group work, transitions, instructional
arrangement, etc.). Explain specific needs.
As always, students will have to uphold high standards of behavior to complete this lesson in
transitions, group work and instruction. The lesson will begin at their desks, students will then
individually go to the front of the room as the teacher measures heights and finally end at their
seats to complete the hat measuring.

Instructional Model/Strategy
(i.e., concept formation, concept development, direct instruction, cooperative learning, inquiry,
discussion model). Explain how you will best facilitate student learning through a specific
model of instruction. Be sure to include a rationale for the chosen model(s). You may use more
than one:
I will use concept development in this lesson to further students understanding of standard and
nonstandard units of measurement. They will have had an introduction to these concepts but we
will work towards increasing their experiences with these terms first hand. We will use feet,
inches and pennies as our units of measuring.
I will also use discussion during the beginning of this lesson. We will measure each students
heights compared to Abe Lincolns and then have a class discussion on who is the tallest,
shortest, ect. We will also further discuss what the terms standard and nonstandard mean in
terms of this lesson.

Materials/Resources needed for this lesson

- rulers
- yarn
- pennies
-5 sets of 5 top hats label with A,B,C,D,E
-worksheets
-giant Abe Lincoln measuring 6feet and 4inches
-tape
-marker
-computer (Voki and Screencast)
Daily Formative Assessment
How will you check for understanding and student achievement during the lesson?
During the lesson I will use informal observation to constantly check the understanding of
students. I will move around during the individual/group work to check in on their development
of understanding. I will formally check their work through the worksheets they complete. I will
evaluate their work and determine if they got the measurements right within one unit (penny).

Differentiating Instruction
How will you differentiate to meet the needs of your learners (i.e., what you teach, how you
teach, or how you will assess). Explain:
There will be opportunities for whole class discussion as well as small group work during this
lesson to allow for all learners to succeed. We will be working hands on with measurement in
order for students to be fully emerged. Since this is still the developmental phases of this concept,
I will not expect full understanding of measurement yet.

Initiation
Cite how you will engage and motivate learners, activate prior learning and present the lessons
objective.
Explain: A) What they will be doing and learning in the lesson; B) How they will demonstrate
learning; C) Why it is important to their everyday lives.
I will begin the lesson by introducing Abe Lincoln (on Voki). He will explain that he was the 16th
President of the United States. One of the greatest things he did was create the Emancipation
Proclamation in 1863which forever freed slaves in. Today, he is going to help the class learn
measurement. Measuring is used all the time in the real world. He knows that they have already
had an introduction to this topic so he cant wait to see all they know. He will tell everyone that
he was 6 feet and 4 inches tall! Then he will ask the class: How tall are you?

Lesson Development
Cite how you will provide opportunities for the students to construct meaning. List the
steps/process you will follow. Be sure to identify how you will check for understanding and
collect formative data. Differentiate for students who will require an accommodation or
modification in order to be active participants in this lesson and state these strategies in the
differentiation section above.
1. After Abe Lincolns introduction, I will tell the class that Lincoln is going to help us all
learn more about measurement today. I will them bring out the large cutout of him. Using
rulers, I will show the class that he is 6 feet and 4 inches tall (not including his hat). Rulers
are a standard unit of measurement.
2. Next, I will call each student up, one at a time, to measure them using a piece of yarn. We
will tape each students height onto Lincoln and label with their names.
3. After each student has been measured, we will compare the heights of students to Lincoln. I
will ask questions such as who is the tallest, who is the shortest?
4. Then I will bring Lincoln back up on Voki where he will tell students that he was always
known for wearing tall top hats. Did you know that I am very honored to have my face be
on a penny? he will say to them.
5. I will then tell students that Lincoln has left us 5 of his hats that are all different sizes. Now,
we are going to measure the various hats using nonstandard units of measurement pennies
6. As an example, I will show a screencast of me measuring one of the hats with pennies.
7. Each table will get a set of 5 hats (ABCDE) and a handful of pennies. Each student will
complete the worksheet filling in how many pennies tall each hat is. Group collaboration is
allowed.
8. Students will them answer a few comprehension questions like the ones previously
discussed such as which hat is the tallest?, which is the shortest?
Closure
How will you question students in order to evaluate if the objective(s) was met? How will you
question students to connect this lesson to previous and subsequent lessons as well as connect to
their own lives? How will you question students to see the relevancy of the lesson by
understanding the purpose/importance of the learning?
After all the students have completed the worksheet, we will have a class discussion about their
findings. Students will share the answers to the comprehension questions to see if the class agrees.
I will ask further questions to evaluate their understanding such as what was the standard unit of
measurement we used today?, what was the nonstandard unit?, what coin is Lincoln on?, how tall
was Lincoln? I will ask students how they think they can use measurement in their everyday lives?

Reflection on Practice
Student Achievement Evaluate student learning based on collected data for each SLO for each
group of learners. Identify how each group met the stated criteria in the SLO, including specific
data for each SLO. Based on your analysis what would you continue or change about your
teaching for the next lesson?

Common Core of Teaching Connection Choose an attribute from an indicator from Domains
1-4. Choose an attribute that was effective in your lesson. What specific evidence from the
lesson supports this?
Choose an attribute that you would like to focus on. What specific evidence from the lesson
supports the need to focus on the specific attribute? Suggest a strategy that you will try for the
next lesson to address this need.