Mini Lesson Template for EDUC 3200 Complete this Lesson Plan Template to

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Classroom
Context

Central
Focus

Dates and duration

Whole/small group or
individual
IEP /ELL/other
Number of students
Lesson plan title
Grade level
Content Standard

Central focus

Learning Objectives
Common Errors and
misconceptions

Instruction

Launch
Description of
engaging activity

Instruction
Strategies to
understand
content

Learning
activity/task

Evidence of
learning

Friday 13th, 2015------30 minutes

Small group
All student had an IEP.
4
Magic Numbers
5th Grade
MCC5.MD.1: Convert among different-sized standard
measurement units within a given measurement
system (example: convert 5 cm to 0.05 m), and use
these conversions in solving multistep, real world
problems.
The central focus for the content in this learning
segment is for students to correctly learn the
relationship among standard measurements and be
able to convert from one type of measurement to
another.
The specific learning goals for this lesson involve
students mastering the skill of unit conversions.
Students may misunderstand the conversion process,
the relationships between the types of measurements,
or mix up the numbers that represent the amount of a
measurement.
Referring back to the Magic Number test we
reviewed the unit conversions. All four students sat
with me at a round table in the back of the classroom.
Every student had a chance to respond to What
conversion factors do you know or ones that you can
remember from your test?
In order to understand that content students were able
to review their notes and use their notes to answer
questions that I asked. They had to actually look up the
answers though. They didnt have them written down
exactly.
Students go through a review of the magic numbers.
I will ask a question in reference to a specific
conversion and they must write down their response
on the whiteboard that will be provided for them.
In the launch we did a mini review of some of the
conversions and when I asked the questions for them
1

Academic
Language
Demands

Assessment

to write down some of them did not have to look

through their notes to produce a correct answer.
Structured practice and application
For guided practice students will actively look through
Strategies for
their notes to respond to questions that I asked
guided
verbally. The answers are written down on a white
practice
board and held up to see if they are correct.

For independent practice students must put up all

Strategies to
notes. The only thing allowed on the table is their
Independent
white board, markers, and erasers. They are given a 10
practice
questioned quiz and must respond on the white board
quietly.
Closure
For the closure, we will reconvene as a small group and
go over the answers together. We will look over each
students answer. If a student missed a question we all
worked together to figure out why it was wrong.
Differentiation
/Planned support
Access to learning will be provided by allowing
Evidence of
students to look up the answers to the review
access to
questions
in their notes. This gave them time to justify
learning
and reason their own thinking before responding.
Strategies I used to close gaps were the repetition of
Support
some measurement relationships. We went over some
strategies to
conversions multiple times for practice and soon they
close gaps
were able to remember the conversion.
Materials
Teacher Materials: Answer key, white board, marker,
and an eraser.
Student Materials: White boards, markers, erasers.
Language Demand
Writing/demonstrating
Language Function
The language function students need to acquire from
this lesson involve the use of content specific terms
such as capacity, weight, ect. Students must
understand the conversion factors and understand how
to demonstrate the conversions with the correct units
of measurement.
Vocabulary Use/
Capacity, Weight, Mass, Length; equal signs
Syntax
Oral questions ( List
Lower: Which unit of measurement is bigger meters or
H/L level questions)
kilometers?
Higher: Rewrite the conversion 6 pints=3 quarts and
write an explanation why your answer is correct.
Type of assessment
The assessment is informal but independent.
Description of
Students will respond to ten questions that they will
2

assessment

Modifications to the
assessment so all
students could
demonstrate their
learning
Evaluation criteria /
(evidence of student
learning)

write down on a white board. At the end of the

assessment we will check each others work and it will
not be taken for a grade.
A modification I would make to this assessment would
be to use questions that are less difficult. Some of the
students needed me to restate the question so that
they knew which unit to use to describe the number.
The students performed well on the informal
assignment. The most missed out of all four students
was three which would still be a passing grade, as
compared to the previous assessment. I looked over
the old assessments and asked the most missed
questions.