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Lesson 1
Part 1: Planning for the Lesson
A. Standards
B. Objectives
C. Assessments:
i. Informal assessment strategies you will use during class (What informal assessment
strategies will you use, what specific evidence will you see and/or hear and how will you
note it?)
Assessment Strategy Evidence of Student Learning
Teacher will record notes of student
thinking and areas of
competency/struggle during group work
Anecdotal notes
as well as individual work. When needed,
teacher will verbally clarify with a student
his/her thinking.
Students will use the predetermined
volume (36 cubic units) to create models
Build a Rectangular Prism worksheet
of rectangular prisms with varying
lengths, widths, and heights.
Students will 1. find the volume of the
given rectangular prism and 2. explain
Exit slip
volume in their own words (given the
sentence frame, “Volume is ______.”)
ii. Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
Exit Slip (see above)
2. Language Function:
Explain
3. Language Demands:
Vocabulary:
Key to this lesson: rectangular prism, cubic unit, volume, length, width, height
1
Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
4
Discourse2: NA
4. Language Objective:
The students will explain volume in his/her own words using the sentence frame “Volume is _______”
and displayed vocabulary terms.
5. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent
practice?
Instruction Guided Practice Independent Practice
● - Teacher explanation -Student contributions to - Student contributions to
of the volume, cubed, whole-class discussion whole-class discussion
measurements and (kid/peer terminology) (kid/peer terminology)
how they are written - Think-Pair-Share - Students will write an explain
● -Pre-teach vocab terms ● Students share ways to of volume given the sentence
(providing foundation solve the problem frame, “Volume is ____” (used
and allowing equitable - Sentence frames to use in assessment)
access to lesson and during discussion/lesson and - Think-Pair-Share
curriculum); provide assessment ● Students share ways to
pictures and definition - Choral chant of learning solve the problem
● objective
2
Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.