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ED 345 Calvin College Teacher Intern Lesson Plan Template #2

Teacher Intern: Annie Kim Date: March 14,2019 Mentor Teacher: Yanbo Chen

Grade Level: 2nd Subject/ Topic: Math


Approx. time spent planning this lesson: 1hour
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions:
Main focus of the lesson is to teach students how to record their data (measurement) on a chart table and a number line.
Brief Context:
This lesson fits into the whole measurement unit as it is providing students an ample amount of measuring experience.
This lesson also helps students to gather and analyze their measurement data using different methods (in this lesson,
specifically focused on number line). Number line will help students to compare different lengths of objects. Continued
from previous lesson, this is to help students to practice making comparison one more time using number line, not graph.
Prerequisite Knowledge/Skills:
Students should be able to use ruler to measure objects. They already learned how measure objects in inches.
Lesson Objectives/Learning Targets Aligned Assessments
The learner will: I will assess learning by:
1. Be able to measure 5-10 objects that are 1. Students’ measurement recorded on the table
shorter than 10 inches 2. Students’ measurement recorded on the number
2. Be able to use number line to analyze their data line and their answers

Standards Addressed:
CCSS.MATH.CONTENT.2.MD.A.9: generate measurement data by measuring lengths of several objects to the
nearest whole unit, or by making repeated measurements of the same object. Show the measurements by
making a line plot where the horizontal scale is marked off in whole number units
Instructional Resources and Materials:
Ruler, objects, paper, pencil
Consideration of Learners:
Representation: I will prepare visual aids like drawing the tale and number line together with students.
Engagement: Their attention spans are short, so I need to have various activities within my lesson to help all
students concentrate. I will ask for volunteers, talking with their neighbors, etc.
Individual Accommodations:
Morning class: Madison and Lark cannot sit together. Grant sit in the front close to me. Ask questions to Chumba more
often to help him focus.
Afternoon class: we have more students who cannot sit still for a longer time so help those students who cannot pay
attention (Kaiyd, Ibriham, Mia, Ronin, Alexis, and Kourtney). Try out various management strategies.
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Covenant Management:
To build a community, I will listen and respect students’ opinion/answer and give feedbacks accordingly. Students will
patiently wait for others. They will help each other when someone does not understand something. They will listen to me
when I am teaching.
Conduct Management
Whole group attention strategies: In the beginning of the lesson, all students will find one object shorter
than 9 inches and come back. This will allow all students to actively be part of the learning process and
also motivates them through participation. My students love guessing games. For whole group attention
strategy, students will pay more attention if I turn my lesson into little games.

Individual student redirection strategies: For individual students, I will need to call on their names or adjust seats
to help them focus.

Content Management:
Students should stay quiet while looking for an object for 2 min. Emphasize that we no longer can look for an object if
they speak. I will allow them to go after giving out instructions and expectations. Hand out rulers first to those who are
quiet and ready to measure objects.
Physical Environment:
Students have choice to sit wherever they want on the carpet, but I would have to adjust as I teach if they
cannot make a wise choice. Then, they will sit on their table for individual work.
DOMAIN 3: INSTRUCTION- [Content Management]
Motivation/Opening/Intro:
 When students are on the carpet, tell them to bring one object that is smaller/shorter than 9 inches.
(Before letting them go, go over expectations: they will have two minutes to find the object. The rule is to find the object
without talking. How do you know if it is shorter than 9 inches? Teacher will draw 9 inches line on the whiteboard where
students can compare. If they are too loud when looking for their object, I will stop the timer and they will not have the
opportunity to look for their own object. When two minutes up, they will quietly sit on the carpet ready to measure. )

Development:
 Students will measure their own object in inches using the ruler. Measure to the closest inch.
 Teacher will make a table recording their measurements. (Teacher make a table with all students’ name on the
whiteboard before the lesson)
 Then, make a number line plot together with whole group. When we record our data on the number line, we
draw a circle on the numbers. This helps us to see different lengths of objects in inches and tell which object is
shortest and which is longest.
 After recording all the data on the number line, ask following questions:
- Which object is longest?
- Which object is shortest?
- How much shorter/longer is the ___ than the ___?

Closure:
 Students will find 5-10 (based on the time) objects in the classroom that are shorter than 10 inches. They will
measure their lengths and they will make a table and a number line to record their data.
 Clean up and get ready for recess

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES


Reflection after teaching the lesson:
Recording students’ data one by one took too much time. I could shorten it by allowing students to share their
measurement by group or pairs (ex. those who have objects that are 4 inch stand up, then record their data on the table).
I needed to clarify the table chart with PM class because they didn’t know what to do. Students also didn’t get the
concept of “nearest”. I need to re-teach this concept in the future. Finding an object that is less than 10 inch for two
minutes without talking worked well. Try to show “good example” or model expectations.
Evidence of professionalism: