LESSON PLAN for Ed470

ELD & SDAIE

TEACHER CANDIDATE: DATE: GRADE/Acquisition LESSON TITLE:

Erika Enriquez April 15,2017 Level: What's in your name?
4th grade/ Expanding

LITERATURE SUBJECT (Content LESSON OBJECTIVE:

SELECTION: Area): BTEOTLSW identify
Go Math Geometry and measurer all the
angles in their name by
writing their name in
block letters (Straight
lines) on graph paper
and will use a
protractor to measure
all the angles and
compare it with a
partner.

LANGUAGE STANDARDS AND CONTENT OBJECTIVES

COMMON CORE CONTENT STANDARD
1. Draw points, lines, line segments, rays,
angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these
in two-dimensional figures.
Collaborative
(engagement In dialogue with others)
Adapting language choices to various contexts
(based on task, purpose, audience, and text type)

Interpretive
Evaluating how well writers and speakers use
language to support ideas and opinions with details
or reasons depending on modality, text type,
purpose, audience, topic, and content area
Productive
Writing literary and informational texts to present,
describe, and explain ideas and information, using
appropriate technology

INTO, THROUGH, and BEYOND

INTO
The teacher will introduce angles through use
of 4-Corners Vocabulary and ask in a large
group setting what the names of the angels
are. The students will then create their own
angles and label them into their personal
dictionaries
Once the students have labeled their angels
they will identify angels in the classroom
The students will then pretest with a partner.
Strategies
4 Corner Vocabulary
Personal Dictionaries
Pretest with a partner
RATIONALE REFLECTION
The students worked well with the 4
corners vocabulary. I think that the EL
students got more out of doing the work
when they created the angles and
labeled them as a group. They were able
to see the angel say the name and write
the name down into their personal
dictionaries. The students really seemed
to grasp the idea of the angles at the end
of this section.
THROUGH
Using the Every Student Gets a Chance
strategy the students will take turns saying
what each angle is.
The students will stand up and move their
hands to represent the different angles.
They will then play vocabulary go fish
The students will then receive a graph paper
and will be asked to write their name using
straight lines (block letters). They will then use
a protractor and measure each angle in their
name. The students will label the degrees of
the angles, and share with a partner.
The children will read and review Go Math
chapter 10.2
Strategies
Every Student Gets a Chance
Vocabulary-Go-Fish
Move It
BEYOND
As a whole group the students will go through a
series of what do you know questions.
Using the protractor the students will practice
measuring angles in the classroom.
The students will use the Chunk and Chew
strategy to measure, take a short break to look
around and then continue to find angles in the
classroom. The students will then use painters
tape and label various degrees using the wall
and door as the props.
The students will then get up and find their
match with other students. One student has the
word and another has the definition.
Assessment
Strategies
Find Your Match
What Do You Know?
Chunk and Chew
RATIONALE REFLECTION
The movements of this lesson
were great the students were
connecting the name of the
angels to the size based on their
hand gestures. The students that
are kinesthetic learners got the
opportunity to find comfort in
what interest them. They were
also able to connect to what
they knew to the new
information about angles. Once
they received the graph paper
the students were able create
their names but needed some
assistance in measuring. Next
time I will begin the lesson by
showing them how to measure
using the document viewer and
having them practice before
hand.
RATIONALE REFLECTION
This part of the lesson was the best. The
students went around and identified
angles in the classroom and measured
them. They then made sure they
identified them correctly based on she
measurement. The students practiced
measuring the angles but the next time I
will make sure to create more angles
using the environment, so that they had
more of a variety.
The find your match worked really well
because they are a competitive group
and they wanted to find their match first.
They were working together and helping
each other.