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Teacher Candidate: __Elizabeth Canne_ Subject: _Length__ Grade Level:_3_ Lesson Number: _2 (1-2 days)

Central Focus/Overall Goal: Students will be able to demonstrate the functions of measurement for time,
length, mass, and volume.

Learning Segment/Unit Language Function: Demonstrate- to illustrate with examples, to model, to perform or
to show.

State-adopted CCSS.MATH.CONTENT.3.MD.B.4
student academic Generate measurement data by measuring lengths using rulers marked with halves
content standards and fourths of an inch. Show the data by making a line plot, where the horizontal scale
is marked off in appropriate units whole numbers, halves, or quarters.

21st Century Skills: Collaborate with others. It is important for students to learn how to
work well with others. Whether they will have to work with other people on academic
projects, on a spots team, or in a future job, working well with others is a highly sought
after quality. Practicing this skill is an important aspect that should be included in many
aspects of the classroom.

21st Century Skills- Work Independently. As students get older and advance through
grade levels they are going to have to become more responsible and manage the
completion of projects and assignments on their own. The independent practice
portion of this lesson allows the students to complete practice problems on their own
without the direct oversight of the teacher or their peers.

Lesson
Objectives/Targets/ 1. Students will be able to manipulate a ruler to measure length to the nearest whole,
Goals half, and fourth of an inch and display the measurements on a line plot.
edTPA requirement

1a. Bell Ringer

Evidence
1b. Independent Practice Problems/Tasks

1c. Exit Slip

Common Misconception 1: Students may not understand the relationships between inches, feet,
Misconceptions/ and yards. The teacher will explain to the students how each of these units can be
Possible Student connected. The student will learn the differences and the relationships between these
Errors & How they will units during the introduction where the teacher will ask the students which units would
be addressed
be the most appropriate for different objects, and learn of different methods and units
for measuring.

Misconception 2: Students may also have trouble distinguishing what units to use for
certain objects. The class we practice saying what units would be most appropriate for
objects around the room. The students will learn the best units to choose from
watching the teacher demonstrate examples of measuring length as well as from the
visuals on the board. The students will also practice choosing the best units for the
objects they are measuring during the independent practice sections of the lesson
when students are asked to measure specific objects in the classroom.
Procedure INTRODUCTION
1. Hook- Teacher will ask the students, When would it be helpful to know how
Label: Instructional
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method(s), learning long something is?

tasks, modeling,
guided practice, 2. What are some ways we can measure things, what are some tools we can
scaffolding, use?
independent practice,
activities and/or other
3. What are some other ideas? Can we use our hands and fingers? (Think
Label: Bell Ringer horses)
Also may be called:
anticipatory set, hook, 4. Teacher will write the answers on the board.
introduction, review,
Do Now, Write Now, 5. Teacher will demonstrate measuring a text book with fingers. (Visual)
Silent Starter, warm-
up 6. Teacher will explain this is called estimating- something that is not an exact
measurement.

7. (Aniticipartoty Set) Teacher will hand out anticipatory set worksheet.

8. Teacher will have students measure the length of their desk and the length of
Label: Transitions their chair using informal methods and then measure the same objects using a
standard unit of measure, recording their results on the worksheet.
(Kinesthetic)

7. Teacher will ask two students two repeat the instruction. (CFU-
directions/informal)
Label:
Accommodations for
Learning Modalities 8. Students will measure their desk and chair.
visual, auditory, and
kinesthetic 9. Transition: Teacher will give the class a one minute warning to finish measuring

10. Then the teacher will have the students from each group of desks discuss what
they found. (Auditory)
Label: Checks for
Understanding: 11. The students will record their answers to the following questions on the
directions, and/or
anticipatory worksheet.
content (formal or
informal) Which form of measurement is more accurate, estimating or with a ruler?
In what situations is it better to use estimating to measure?
What other subjects do we measure in?. (Interdisciplinary Skills) Science-
distances, geography- scales on maps, home and careers, woodworking,
construction

12. Transition: Teacher will give the class a one minute warning to finish
discussing.

Label: Evidence of 13. Teacher will collect their answers to see if students understand general ideas
Cognitive Student of measurement.
Engagement (CSE)
PART 1- Academic Language (Academic Language- Introduced)
Label: Academic 1. Teacher will pass out Frayer Word Diagrams for the following words:
Language
Manipulate, estimate, measure, ruler, inch, foot, and line plot. RBIS-
(introduced/practiced/
Customizing Information
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assessed)
2. Teacher will explain to the students for each word there are four boxes drawing
Label: them on the board; one for a formal definition, using it in a sentence, a
21St Century Skills definition in their own words, and a picture representation of the word. (Visual)

3. Teacher will ask two students to repeat what a Frayer Diagram is (CFU-
Label: Adaptations/ directions/informal)
Accommodations for
diverse learning 4. The teacher will help the class fill in the formal definition box.
needs
5. Students will fill in the last boxes with their own example and a picture to
complete the diagram.
Label: Differentiated
Instructions (content, 6. Transition: Teacher will give a one minute warning to finish up.
process, and/or
product
ability/readiness) 7. Students will keep their diagrams to reference in later classes.

Label: PART 2: Direct Instruction

Interdisciplinary Skills
1. Teacher will explain what measurement is used for and why it is important to
get accurate measurements. (For example when you are making something)

Label: Closure 2. Teacher will explain how to read a ruler, noting what the different size marks
are for (quarter, half, and whole inches)

3. Teacher will use the rulers to demonstrate as well as visuals on the board. The
teacher will also hand out a sheet for students to reference later. (Visual)

4. Teacher will pass out Quarter and Half Inch Sheet

5. The teacher will then model measuring the lengths of 5 various books found in
the classroom using string and the rulers.

6. Teacher will model how to plot a measurement on a line plot by drawing a line
plot on the board, choosing a correct scale for the x-axis, and plotting how
many books that are each particular length.

7. Teacher will ask all students to demonstrate how to plot measurements on a

line plot by drawing one on their individual white boards. When all students are
finished the teacher will have the students hold up their white boards to check
them off. (CFU- content/informal)

PART 3: Guided Practice

1. Teacher will make sure all students have a ruler and a long piece of string, and
a worksheet that asks students to measure various parts of their body; such as
their foot, their leg, their arm, the length between thumb and pinky, overall
height, etc.. MANIPULATIVE

2. Teacher will have students (one grouping of desks at a time) line up in order of

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height and section off students into groups of about 4.

3. The teacher will pass out Guided Practice Worksheet

4. Students will work together by using the rulers to complete the worksheet by
measuring the 6 designated body parts and displaying the measurements on a
line plot, one for each body part. (Kinesthetic) 21st Century Skills: Collaborate
with others. RBIS- Cooperative Learning

5. Teacher will ask two students to repeat the instructions. (CFU-

directions/informal)

6. Teacher will check-in with each student and confirm that each student is
understands the content and provide scaffolding where needed. The teacher
may need to assist the student in determining the length of the string or
reading the or inches on the ruler. RBIS- providing appropriate support
through scaffolding

7. Transition: Teacher will give a two minute warning for students to finish
measuring.

8. Teacher will ask each group to explain to the class what they found in regards
to the lengths of what they measured.

9. Teacher will collect the worksheets to check for completion. (CFU-

content/informal)

PART 4: Independent Practice

1. Teacher will distribute independent problem worksheet

2. Teacher will explain the list of 10 objects in the classroom that each student will
have to measure independently.

3. Teacher will ask two students to repeat the instructions. (CFU-

directions/informal)

4. Students will demonstrate their measuring skills and vocabulary by measuring

those ten objects accurately and with the appropriate units. (Academic
Language- Practiced) 21st Century Skills- Work Independently

5. Students who finish quickly will see instructions on the worksheet about how to
measure the perimeter of the classroom. The students need to continue to
work on their own so they do not distract the students who are still measuring
other objects. (Differentiated Instruction- Anchor)

6. Transition: Teacher will give the class a two minute warning to finish measuring
and return to their seats.

7. Teacher will collect the students answers to check for correctness and
understanding. (CFU- content/formal) (CSE)

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PART 5: Closure

1. Teacher will ask one student from each grouping why measuring accurately is
so important and have them discuss amongst themselves and then share with
the group. (Auditory)

2. Teacher will distribute exit slip (Academic Language- Assessed)

How many inches are in a foot?
What does it mean to manipulate a ruler?
What is one you can estimate the length?
How do you make a line plot?
What is one thing you can measure when you go home today?

3. Teacher will collect exit slips. (CFU- content/formal) (CSE)

Formal Assessments

Name the assessment and describe the Evaluation Criteria and Feedback Method
purpose/what is being assessed
(include related objective(s))

edTPA requirement - Informal and Formal
Assessments used to monitor student learning,
including types of assessment and what is being
assessed
Bell Ringer: The purpose of the bell ringer is to see
if students understand the initial instruction and to
see if they have any background knowledge about
the use of a ruler and the units associated with
measuring length.
Independent Practice Problems: The purpose of
this assessment is to assess the students ability to
use a ruler on their own and measure the lengths
of objects around the room accurately using the
correct units and displaying the information on a
line plot.
Exit slip: The purpose of the exit slip is to evaluate
the students ability to identify the relationships
between the different units of length, identify the
correct unit to measure a specific object, to state
one informal way to measure objects, and to think
about how they might use this skill outside of
school.
Hackett 2017
edTPA COMMENTARY requirement -You may include
it here for added clarity and alignment or omit from the
lesson plan when submitting to Pearson.
The bell ringer will not be formally graded, as it is more
of a way for the teacher to see if the students have any
prior knowledge about using a ruler to measure length.
However, the bell ringer will be collected and checked
for completion. Written feedback will be given to all
students on the bell ringer regardless of the answers
written. It is important to give students sufficient
feedback during the learning process so they are able
to learn from their mistakes.
The Independent Practice problems will be graded out
of Twenty points. One point will be given for each
object measured to the correct length and one point for
a correct line plot. No partial credit will be given.
Students must use the correct units. No partial credit
will be awarded. Verbal feedback will be given to
students as they are completing the independent
practice questions, so if they are not completely
understanding the concepts they have a chance to
improve before they hand on the worksheet. Witten
feedback will also be given on both the independent
worksheet noting what the students did well on and
explaining how the student could have gotten the
correct answer when incorrect.
The exit slip will be graded out of five points, one point
will be given for each correct answer and no partial
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credit will be given.

The exit slips will receive written feedback explaining
the correct answers when students display the wrong
answer and praise when the student provides and
exemplary answer.
Academic Language Academic Language: edTPA COMMENTARY requirement except for World
required for the lesson Languages. You may include it here and in the procedure for added clarity and
alignment or omit from the lesson plan when submitting to Pearson.
How will the language be Manipulate, estimate, measure (academic language), ruler, inch, quarter, half,
introduced, practiced, &
whole.
assessed?
Introduced:
The students will be introduced to the new vocabulary using a Frayer word
diagram for each word. The teacher will assist the students in making a formal
definition of the word and thinking of possible synonyms for each. The students
will then work independently to create their own definition of the word and making
a picture that they think represents the word.

Practiced:
The students will practice the new vocabulary during the guided practice when
discussing and practicing measuring various parts of their bodies. Students will
have to use the vocabulary the learned correctly in order to complete the activity.
The students will also be able to practice their new vocabulary during the
independent activity when they are asked to estimate and measure the lengths of
different objects around the room and hallway.

Assessed:
The students will be assessed on their new vocabulary when completing the exit
slip on their own, requiring them to answer five questions defining and stating the
relationship of the units, defining the correct tools to measure certain objects, a
way to estimate length, and stating something they could measure outside of
school.
Instructional Resources/ edTPA requirement Instructional resources and materials used to engage
Materials students in learning

Frayer word diagrams, string, rulers, guided practice worksheet, independent

practice worksheet, exit slips, pre-measured objects throughout the classroom.

Research and/or Theory edTPA COMMENTARY requirement. You may include it here for added clarity and
Supporting Instructional alignment or omit from the lesson plan when submitting to Pearson.
Decisions Frayer Word Diagram- UDL 1.1 Offer ways of customizing the display of
information. The more ways students are able to see a definition of a word the
more likely they will be able to place the word in long term memory. With different
choice, the students will better be able to relate to the word and definition and
connect it to information they already know.

Teacher Scaffolding- According to Lev Vygotsky teachers need to provide the right
amount of support where students are able to discover some information and
skills and on their own but have teacher support when that information is just out
of their reach. The teacher providing each student with individual feedback will
serve as scaffolding in this lesson.

Guided Practice Problems- Cooperative Learning (Marzano 2001). Providing the

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students the opportunity to work with each other allows students to learn from
their peers experiences and allows them to share information with each other
they may already know. Cooperative Learning creates a richer and more
productive learning environment.
Include key instructional materials and assessments. Provide citations for materials that you did not create.

Formative Lesson Plan Template Hackett 2017 includes practice for the edTPA Prompts/Language in blue are requirements from the edTPA Secondary Handbooks - Copyright 2016 Board of Trustees of the Leland
Stanford Junior University. All rights reserved. Reminder: This information can only be used with candidates in programs and courses that are preparing students for the edTPA exam. All materials must remain secure.

Objectives, input, anticipatory set, guided practice, independent practice, checking for understanding, closure

Hunter, M. (1982). Mastery teaching: Increasing instructional effectiveness in elementary and secondary schools, colleges, and universities. Thousand Oaks, CA: Corwin Press.

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Language Function Practice (World Languages will be given an alternative page for this section)
edTPA requirement

a. Identify one language function essential for students to learn the ______________ content within your central focus.

b. Identify a key learning task from your plans that provides students with opportunities to practice using the language
function identified above. Identify the lesson in which the learning task occurs. (Give lesson day/number.)

c. Additional Language Demands. Given the language function and learning task identified above, describe the
following associated language demands (written or oral) students need to understand and/or use:
Vocabulary/symbols

Plus at least one of the following:

Discourse

Syntax

d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt.
Identify and describe the planned instructional supports (during and/or prior to the learning task) to help
students understand, develop, and use the identified language demands (function, vocabulary/symbols,
discourse, or syntax).

Formative Language Demands Template Hackett 2017 includes practice for the edTPA- Requirements from the edTPA Handbooks - Copyright 2016 Board of
Trustees of the Leland Stanford Junior University. All rights reserved. Reminder: This information can only be used with candidates in programs and courses that are
preparing students for the edTPA exam. All materials must remain secure.

Hackett 2017