Lesson Plan Template

Teacher: Porsche Chun

Date: 03/09/15

Class: Language Arts

Level: 4th grade

Purpose: [Reason for teaching this lesson.]

The purpose of this lesson is to introduce the vocabulary words and concepts for the week.
Objectives: [What are the expected student outcomes?]
Common Core Standards: [What are the Common Core Standards to be addressed?]
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases, including those that signal precise actions, emotions, or states of being
(e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife,
conservation, and endangered when discussing animal preservation).
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
GLOs: [List the relevant General Learner Outcomes addressed]
Self-directed Learner (The ability to be responsible for one's own learning)
Community Contributor (The understanding that it is essential for human beings to work
together)
Effective Communicator (The ability to communicate effectively)
Hawaii State Teacher Standards: [List the relevant Hawaii State Teacher Standards.]
Standard #1 Learner Development
Standard #2 Learning Differences
Standard #4 Content Knowledge
Standard #5 Application of Content
Standard #7 Planning for Instruction
Standard #8 Instructional Strategies
Assessments: [Include assessment tasks and rubrics used to determine if lesson outcomes were
met.]
Weekly test.
Mini society poster.
Vocabulary.
Materials/Set-Up: [Include a list of resources and materials used for the lesson.]
1. Tree printable
2. Word of the week WS
3. Reading book

4.
5.
6.
7.

Journal
Pencil
Poster paper
Markers

Procedures: [Include a detailed description of what is done at each of the following stages of
the lesson.]
a. Introduction
EQ: Why do we need government?
DO-NOW: Journal about why we need government.
1. Introduce three branches of government using a tree on poster paper.
2. Students will receive a printed tree to fill in.
b. Developmental
Vocabulary cards DEA (Stations side of the room).
1. Students will be split up into 8 groups and given a vocabulary word.
2. Students will draw a picture, ask a question, and present the definition on a piece of
paper.
(Return to desks)
3. Students will present it to the class and be the teacher for that word.
4. While students are presenting their word the rest of the class will be filling in their
word of the week WS.
5. Students will save the word of the week WS for homework.
Mini Society
1. Students will be split up into 6 groups.
2. If they had to create their own society what would they decide? Each group will need
to brainstorm on chart paper about:
-government
-jobs
-roles in society
-money
3. Why did they decide to make their society this way? What is the cause and effect of
making their society this way?
4. Share.
c. Concluding
Students will write in their journals about one new thing that they learned today and why it is
important.
Adaptations and Extensions: [Provide descriptions of differentiation, adaptations, and
extensions planned. Note if specific adaptations are being provided for specific students. Use
generic labeling strategy to identify students, keeping FERPA considerations in mind.]
Students will be grouped based on their different levels as well as their personalities. Students
will have the option to extend their own projects. For example, for the mini society project,
students will be given a list of topics to brainstorm on, but they can also brainstorm on more
topics as well.
Management Considerations: [Include descriptions of planned actions to address behavioral
considerations as well as multiple modes of learning. Again, note as needed if the action
addresses specific students, using the labeling strategy detailed above.]

Students will be given the opportunity to work in groups as well as work independently.
Reflections: [Include what went well, the results of the lesson, and how the lesson could be
revised to further/improve student learning.]
Students worked well and showed a good understanding of the skills learned. Students showed
a good understanding of society and used prior knowledge to answer the EQ. One way to
improve student learning would be to do a closing after sharing their societies.

Lesson Plan Template

Teacher: Porsche Chun

Date: 03/09/15

Class: Mathematics

Level: 4th grade

Purpose: [Reason for teaching this lesson.]

The purpose for teaching this lesson is to introduce subtracting mixed numbers.
Objectives: [What are the expected student outcomes?]
Students will be able to subtract mixed numbers with same denominators and not have to
borrow.
Common Core Standards: [What are the Common Core Standards to be addressed?]
4.NF.3a Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole.
GLOs: [List the relevant General Learner Outcomes addressed]
Self-directed Learner (The ability to be responsible for one's own learning)
Community Contributor (The understanding that it is essential for human beings to work
together)
Effective Communicator (The ability to communicate effectively)
Hawaii State Teacher Standards: [List the relevant Hawaii State Teacher Standards.]
Standard #1 Learner Development
Standard #4 Content Knowledge
Standard #5 Application of Content
Standard #7 Planning for Instruction
Assessments: [Include assessment tasks and rubrics used to determine if lesson outcomes were
met.]
SJ #170-171
Observations
Materials/Set-Up: [Include a list of resources and materials used for the lesson.]
Journal
Pencils
SJ
Mixed number cards
Procedures: [Include a detailed description of what is done at each of the following stages of
the lesson.]
a. Introduction
DO-NOW:

Solve:
14/10 10/6 =
29/10 14/10 =
61/24 39/24 =
Solve and show on a number line:
5 - 3 2/4 =
8 9/12 6 4/12 =
Have students come up to do the DO-NOW on the board after they completed it in their
journal.
b. Developmental
1. Students will make 6 boxes in their notebook.
2. Each student will get a card with a mixed number on it.
3. Students will go around the room and find another person that has the same
denominator as them.
4. They will have to fill in their numbers in one of the boxes in their notebook and
subtract.
5. Solve and check with their partner.
6. Students will then switch cards with someone else.
7. Repeat for 6 rounds total.
c. Concluding
Reflection in journal How do you feel about your ability to solve subtraction problems using
mixed numbers?
Adaptations and Extensions: [Provide descriptions of differentiation, adaptations, and
extensions planned. Note if specific adaptations are being provided for specific students. Use
generic labeling strategy to identify students, keeping FERPA considerations in mind.]
I will be there to assist students that need more redirecting. Majority of the classroom is selfsufficient and can work without being assisted.
Management Considerations: [Include descriptions of planned actions to address behavioral
considerations as well as multiple modes of learning. Again, note as needed if the action
addresses specific students, using the labeling strategy detailed above.]
Groups based on learning levels.
Reflections: [Include what went well, the results of the lesson, and how the lesson could be
revised to further/improve student learning.]
Students showed a good understanding of subtracting fractions. There were no
misconceptions. One way to improve student learning would be to create an exit slip with
sample problems on it for the conclusion instead of a journal reflection.

Lesson Plan Template

Teacher: Porsche Chun

Date: 03/09/15

Class: Intervention

Level: 4th grade

Purpose: [Reason for teaching this lesson.]

The purposes for teaching this lesson is to work on summarizing texts and identify context
clues.
Objectives: [What are the expected student outcomes?]
Students will be able to identify the context clue by type.
Students will begin to be able to summarize short articles.
Common Core Standards: [What are the Common Core Standards to be addressed?]
4.RI.2 - Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
4.L.4a - Use context (e.g., definitions, examples, or restatements in text) as a clue to the
meaning of a word or phrase.
GLOs: [List the relevant General Learner Outcomes addressed]
Self-directed Learner (The ability to be responsible for one's own learning)
Community Contributor (The understanding that it is essential for human beings to work
together)
Hawaii State Teacher Standards: [List the relevant Hawaii State Teacher Standards.]
Standard #1 Learner Development
Standard #2 Learning Differences
Standard #7 Planning for Instruction
Standard #8 Instructional Strategies
Assessments: [Include assessment tasks and rubrics used to determine if lesson outcomes were
met.]
Worksheets.
eValuate.
Materials/Set-Up: [Include a list of resources and materials used for the lesson.]
1. Context clues WS
2. Book for summarizing
3. Paper
4. Pencils
5. Folders

Procedures: [Include a detailed description of what is done at each of the following stages of
the lesson.]
a. Introduction
1. The class will be split up into four groups.
2. 2 groups will be on the computer doing compass learning while the other 2 groups are
working in small groups
3. Miss. Sutcliffe Context clues
Mrs. Chun - Summarizing
b. Developmental
1. Context clues will be sorting the context clues by the type of clue
2. Summarizing will have a book read aloud and students will summarize the chapter.
c. Concluding
Put all papers in folders and put away computers.
Adaptations and Extensions: [Provide descriptions of differentiation, adaptations, and
extensions planned. Note if specific adaptations are being provided for specific students. Use
generic labeling strategy to identify students, keeping FERPA considerations in mind.]
Students are grouped based on their ability level. This group of students is the mid-level group
or meets.
Management Considerations: [Include descriptions of planned actions to address behavioral
considerations as well as multiple modes of learning. Again, note as needed if the action
addresses specific students, using the labeling strategy detailed above.]
Students are placed into small groups based on their personality.
Reflections: [Include what went well, the results of the lesson, and how the lesson could be
revised to further/improve student learning.]
Students worked well in their small groups. Students showed a good understanding of context
clues and summarizing due to observations. One way to further student learning would be to
summarize longer stories or find context clues in a story.

Lesson Plan Template

Teacher: Porsche Chun

Date: 03/09/15

Class: Social Studies

Level: 4th grade

Purpose: [Reason for teaching this lesson.]

The reason for teaching this lesson is to give students an understanding of the time period
when the first people came to the islands of Hawaii.
Objectives: [What are the expected student outcomes?]
Students will be able to explain the origin of early Hawaiians.
Students will be able to explain the culture of early Hawaiians.
Common Core Standards: [What are the Common Core Standards to be addressed?]
SS.4.3.1 Explain the origin and culture of early Hawaiians.
GLOs: [List the relevant General Learner Outcomes addressed]
Self-directed Learner (The ability to be responsible for one's own learning)
Community Contributor (The understanding that it is essential for human beings to work
together)
Effective Communicator (The ability to communicate effectively)
Quality Producer (The ability to recognize and produce quality performance and quality
products)
Hawaii State Teacher Standards: [List the relevant Hawaii State Teacher Standards.]
Standard #3 Learning Environments
Standard #4 Content Knowledge
Standard #5 Application of Content
Standard #8 Instructional Strategies
Assessments: [Include assessment tasks and rubrics used to determine if lesson outcomes were
met.]
Final project.
Materials/Set-Up: [Include a list of resources and materials used for the lesson.]
1. Project Printable WS
2. Poster Paper
3. Markers
4. Computers
Procedures: [Include a detailed description of what is done at each of the following stages of
the lesson.]
a. Introduction

1. Introduce the project that we will be doing on the first peoples.

2. Split the class into groups and have them choose one option from the worksheet.
b. Developmental
Work on project in groups
c. Concluding
Clean up.
Adaptations and Extensions: [Provide descriptions of differentiation, adaptations, and
extensions planned. Note if specific adaptations are being provided for specific students. Use
generic labeling strategy to identify students, keeping FERPA considerations in mind.]
Students will be choosing their own projects. For those that need to be challenged, I can make
the task harder.
Management Considerations: [Include descriptions of planned actions to address behavioral
considerations as well as multiple modes of learning. Again, note as needed if the action
addresses specific students, using the labeling strategy detailed above.]
Students will be grouped based on their learning levels and personalities.
Reflections: [Include what went well, the results of the lesson, and how the lesson could be
revised to further/improve student learning.]
Students were doing good working in groups. One way that we could improve student
learning would be to introduce more information on the first peoples before they began their
project. Maybe show a video.