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EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name: Jasmine Jackson
PART I: PLANNING
Comparing and Ordering by Length
Title of Lesson
Is this lesson original idea? If not, from what source did I borrow this lesson?
Source
Math
Grade Level
1st Grade
Curriculum Standards
Describe the lessons activities and content to provide a clear overview of the lesson.
Description and Background Teacher will introduce students to the concept of comparing and
ordering by length to help students to understand how to decipher
Information
lengths from shortest to longest. First, teacher would get students
attention by telling them the objective and standards of what they
are expected to learn at the ending of the lesson. Next, teacher
will go over the agenda of what will take place throughout the
lesson. Next, teacher will introduce the concept that we will be
learning which is comparing and ordering by length. Next, teacher
will have students to complete a quick check activity. Teacher will
have students to walk around the classroom and pick up different
length items that they find around the classroom such as: pencils.
paper clips, rulers, etc. Using the cubes or paper clips, one
student will come up front and demonstrate which item is shorter
and which item is longer by placing the connective cubes or
paper clips beside the item to measure the length. Next, teacher
will show students a video about length on Pearson Envision
Math. As the video is playing, teacher will ask students questions
about which item looks shorter or longer to them and why they
chose that particular item. Teacher will call on students to tell
what item goes first based on which one is shorter to the longest.
Next, teacher and students will go through the guided practice
together. Students are to look at the items and draw a line to the
longest and the shortest item. If students get confused, they may
use the cubes or paper clips to measure the length of the item
displayed. The teacher will go through example number 1 and
number two with the students as a whole group. The teacher will
give students at least five minutes to figure out the answer. As a
whole group, the teacher will call on a student to come up front
and explain their answer underneath the LUMENS lens for the
whole class to see. Next, teacher will have students to go back to
their seats and complete the independent practice on their own
for a grade. Students are to do the same thing, draw a line to
show the longest object and the shortest object, Students may
use cubes or paper clips also if they need help determining the
length of the items. At the back of the worksheet, there are a
couple of other questions they would answer also based on
comparing length. As a closure, the teacher will recap what
theyve learned about length. Teacher will have students to give
an example of an item that is long and an item that is short.
Lesson Objectives
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.
How will I vary these objectives for students who do not understand the material?
How will I vary these objectives for students who have already mastered the concept?
How will I vary these objectives for students who are presently learning English?
-For
Statement of Purpose
Anticipatory Set
What will you do to motivate the students and get their attention? What is the hook
that will serve as a focus for the lessons activities?
will then have students to give some examples of things that are
different lengths that they see on a daily bases.
c. Motivation/hook- To serve as a focus for the lessons activities
the teacher will gain students attention by showing students
different items that we see daily that are different lengths such as:
different popsicle sticks, paper clips, mini rulers, two pencils, etc.
Using the manipulative cubes or paper clips instead of the ruler,
the students will then estimate how many cubes or paper clips it
takes to make the length of that particular object. Teacher will
gather students estimations and go over at the end of the lesson
to see whose estimation was correct. To motivate the students to
learn the math, I will give them the opportunity to work on their
iPad if they follow the rules during instruction.
Pre-assessment
Teacher Modeling or
Demonstration
What will we do together as they learn how to succeed at the new task?
Guided Practice
use the cubes or paper clips to measure the length of the item
displayed. The teacher will go through example number 1 and
number two with the students as a whole group. The teacher will
give students at least five minutes to figure out the answer. As a
whole group, the teacher will call on a student to come up front
and explain their answer underneath the LUMENS lens for the
whole class to see. Students will demonstrate how they got their
answer using the cubes or paper clips.
Checking for Understanding
What questions will you ask to determine if students understand so far? What techniques
or strategies will be used to determine if students understand so far?
Independent Practice
Closure
For a grade, students are to do the same thing on the other side
of the worksheet, draw a line to show the longest object and the
shortest object. Students may use cubes or paper clips if they
need help determining the length of the items. At the back of the
worksheet, there are a couple of open ended and multiple
choice questions they would answer also based on comparing
length.
How will I conclude the lesson and relate it to future experiences? How will you wrap up
the lesson to reinforce concepts taught during the write lesson?
Assessment
(attach to lesson plan)
Extension Activities
What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?
Technology
In this lesson, the teacher will use the LUMENS lens to show the
items that are being compared. Teacher will also use the
LUMENS to do work on certain parts of the worksheet with the
students. I will also use Pearson Learning to show a video
introducing the concept of length to the students.
How will you connect this lesson with other content areas across the curriculum?
to make their hair, glue, and so forth to make their face creative.
Students are to then place a long piece of ribbon underneath
each face. In the classroom, there will be a place entitled how tall
we are. Students are to then place in order who they are
according who shortest to tallest. All the students will be in
different heights to show who is taller than the next person.
English/ Language Arts: Comparing and Ordering by Length
can be used in English by having students to write about a certain
animal and their measurement. The student will pick an animal
for example such as a bat. The student will then tell the exact
measurement of the bats wing. Next, the student will use other
objects such as a paper clip or markers to see how much the
length of their wings are using other objects. At the end of the
activity, the teacher will have the student to put in order the
lengths according to their findings. The student will then draw a
picture of their animal on top. Underneath the picture, the student
will write there sentences of their findings.
Math- Students can use comparing and ordering by length in
math by picking up different items around the classroom and
comparing which items may be shorter than others. Students are
to record their findings on paper and share their results with the
class.
Physical Education- Comparing and Ordering by length can be
used in physical education by teaching students about their
height. The teacher will have students to get in pairs. One partner
will measure their partner with a tape measure to see exactly how
long they are. They would both take turns doing it. At the end of
class, the teacher will have students to share their findings with
the rest of their classmates.
Science- Comparing and Ordering by length can be use in
science where students will take a nature walk around the school.
While they are walking, students are to pick up different items of
their choice such as: acorns, leaves, rocks, etc. When the
students come back into the classroom, students are to use
cubes, paper clips, or crayons to measure which item is the
longest or shortest. Students are to write down how many paper
clips, crayons, or cubes it took to get to the length of that
particular object. Students are to record their findings on
construction with their items at the top. Then they would be able
to see which item was longer and which was shorter.
Social Studies- Students can use comparing and ordering length
in social studies by comparing the lengths of their parents and
siblings within the household. Students can make a list of the
shortest to tallest person in their household. Students will bring
their results and share with the class.
Strengths
Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.
I was satisfied with the overall lesson. The students were very
engage and eager to learn how to measure the different lengths
of items. I used the LUMENS lens so that the students would be
able to see the objects up close as a visual model. The students
really were engaged when it came to them coming forth and
measuring their items with the manipulatives. Therefore, I felt that
I was able to get through to the students by demonstrating with
the manipulatives rather than with the ruler because they found it
to be easier to use. Giving them the opportunity to estimate with
the cubes and the paper clips gave them more practice with
measurement rather than just giving them the ruler to start off
with. For those students who struggle with counting, this method
helps them to learn how to measure things first before getting in
the swing of using the rulers. Lastly, by having the students to
walk around the room and to pick items up was a good idea as
well. It got them engage with moving around and also gave them
an opportunity to explore items in the room that they see on a
daily basis that they probably didnt even think of before.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.
Weaknesses
Suggestions for
Improvement