Urban Teachers Lesson Planning Template

Grade Level Subject: Date:

4th Math
Materials:

Math packet

Lesson Component What will you do? / What will students do?
Standard(s) ​(C.1) 4.5(D) solve problems related to perimeter of a rectangle where
● What standard(s) does this dimensions are whole numbers​.
lesson address?
● How do you know the
students need this lesson?
● Unpack the standard(s) by The students need this lesson because. measurement is one of the
identifying the lowest scoring units for 4th grade students. Strong foundational
strategy(ies) or skill(s)
knowledge will help students better understand the measurement
unit and could lead to better test scores. Though the perimeter and
area formula is on the student’s reference sheet an explicit lesson
needs to be taught to show the students how and when to use these
measurement formulas.
Lesson Objective ​(C.1, A.3) SWBAT solve problems related to perimeter of a rectangle where
● Objectives must be dimensions are whole numbers.
➢ specific-(clearly
defined learning)
➢ measureable-(assess
student achievement)
➢ aligned with
standard(s)
➢ rigorous (written with
verbs for expectations
of high rigor)
➢ posted shared aloud
with students
Assessment ​(B.1, B.2,C.1, Students will complete and exit ticket answering at least 2 out of 3
C.2) questions correctly.
● How will students
demonstrate their mastery The evidence I will collect to assess understanding is this packet
of the objective?
● What evidence will you
along with the noticings on my SWT.
collect to assess
understanding? Those with IEPS can use their accomodation folder
● Are assessments
differentiated for diverse BIP/504 students will be given an incentive when they lose focus
learners?
● How will the data inform
or give up on the work.
tomorrow’s lesson?

Connect and Engage ​(A.2,
B.1, C.1)
● How will you gather
background knowledge
and make connections to
previous learning?
● How will you hook the
students?
Teacher Modeling ​(A.1, A.2,
B.1, B.2, C.1, C.3, D.1, D.2,
D.3)
● A brief teacher directed
lesson aligned to the
objective.
➢ Model thinking using
think-alouds.
➢ Engage students
using turn and talk or
other student
response checks to
monitor
understanding.
➢ Utilize organizational
tools (anchor charts,
Today’s measurement data will show who can apply their prior
knowledge of measuring with formulas. This will inform
tomorrow's lesson on are because seeing who is struggling with this
will show who needs more scaffolding with tomorrow’s lesson.
Good morning 4D today we’re going to go over converting
measurements. Let’s go over our objective, repeat after me
IWBAT... convert measurements… within the same measurement
system… customary or metric… from a smaller unit… into a
larger unit… or a larger unit… into a smaller unit when given…
other equivalent measures represented in a table. Good. Have you
guys ever converted before? Yeah? When can I get some strong
silent hands
Anticipated responses:
- I’ve never converted
- I’ve converted fractions to decimals
- I’ve converted decimals to percents
Why do you think it’s important to be able to convert
measurements? I’ll take some strong silent hands?
Exemplar responses
- If you travel to other countries
- If you need a certain measurement and have to use different
units
- To help with other lessons in the measurement unit
- To be able to articulate our thinking
You all had some really great responses now that we’re warmed up
let’s move on to our vocabulary.
Now I’m going to do a quick run around to make sure everyone has
their name and date. Everyone does that’s points keep up the good
work class.
Let’s go over the think about it
De’Angelo can you read the first problem of the think about it?
Excellent job, so we have to find the perimeter. Now the perimeter
formula can be found on your reference sheet
 process charts, Teacher show the students where the formula is on the
graphic organizers) reference sheet before redirecting their attention back to the
when appropriate.
word problem.

Now looking back at this picture what shape is the border around
this garden? Strong silent hand? Correct Jayla this is a rectangle.
Now the the cool thing about rectangles is that parallel sides have
equal lengths so if I know this side is 7 than this side right across is
7. If I know this side is 5 than this side right across is 5. Now I
have all my sides and I can fill in my perimeter formula.

Length and width is specified by this picture next to my perimeter

formula.

Teacher points to picture at the top of the page on the

overhead.

Jade what is my length? Right..so now what is is my width?

Excellent now I can fill in all of my lengths and widths.

Alright now that I have everything filled in, all I have to do now is
add to find my perimeter.

7+5=12 and the next 7+5=12 so 12+12=24 my perimeter is 24

Pause for CFU

Jaime what does L stand for?

Jordan what does W stand for?
Justin what does P stand for?
Jessica where can I find the perimeter formula?

Excellent great responses everyone.

Now it’s time for your video lesson.

Guided/Collaborative
Practice ​(A.2, B.1, B.2, C.1,
C.2, C.3, D.1, D.2, D.3)
● Identify guided practice
needed before releasing
students to practice on
their own
● Consider
N​ow I want you to finish the examples on your laptops. Put your
headphones in and cheater beaters up when you are done move on
to independent practice we are on voice level 0. Chris what are we
doing. Kahtija what voice level will this be on. Excellent go
Students will use their laptops to get on google classroom were
the lessons will be uploaded.​ ​There students will see the rest of
the examples explained and notated. Students should be taking
 ➢ Cooperative notes and working independently for the duration of the class
groupings unless otherwise instructed.
➢ Conceptual
difficulties that might
arise and how will
you address them
➢ How students can During this time the teacher will circulate with the SWT noting
initiate discussion what students are struggling and who seems to be
➢ How tasks are
understanding the material. Those struggling will be pulled
differentiated
➢ How the tasks during independent practice for small group.
advance students’
understanding and
learning
➢ Ways to check for
understanding or
need for further
support
Independent Practice ​(A.1, During this time the teacher will be small grouping and
A.2, A.3, B.1, C.1, C.2, C.3) circulating to assess understanding. Her co-teacher will be
● What opportunities will checking answers once independent practice is completed. The
students have to use the students cannot move on to the exit ticket without getting a
new skills/concepts in a
meaningful way?
100% on the independent practice.
● How will students
demonstrate their mastery The independent practice is included in their packet they will
of the objective? move on at their own pace after finishing the examples and
note taking. Directions will be posted on the board.
Closure ​(A.3, B.1, D.1, D.2, Class class… Now it’s almost time to leave before we have to clean
D.3) up, I’m going to ask some questions to ensure we all leave today on
● Assessment of student the same page. Kayla what did we learn today? And why is that
learning including student important Jayden? That’s right excellent job class. Now when I say
reflection on what was
learned which may
go.On a voice level of one I want you to clean up this room. Put
include one or more of the your lessons in your binders tech people grab the computers and
following: leave the cheater beaters in the buckets does everyone
➢ Connections to understand?Excellent go
previous learning
➢ A review of the
objective and if it
Students will clean up the room and know to sit at their desk
what achieved and show they’re ready when they are done. Teacher should
➢ An exit slip or other leave 10 minutes for the students to clean up.
means of informal
assessment
➢ Student sharing and
peer feedback
➢ Celebration of
learning
Reflection ​(B.2, E.2) Perimeter was a little tricky to teach because my host teacher
● What does the data show wanted me to teach it two ways.I wanted to introduce it one way
you regarding student then, once that one way is mastered role out another possible way
learning?
 ● How did the pacing but he wanted both ways demonstrated the sae day for different
impact the enactment of problems. I did what he asked and the lower students got really
the lesson?
● Did all materials support
confused. I high students liked the variety and it slowed the bubble
student learning? kids down. Ultimately the majority of the students eventually got it
● Were there places where but the lesson flow was a little rocky because of the two methods.
students required My host teacher and I are trying to be extremely explicit with
additional supports, or instructions and reading word problems because we don’t want the
places where acceleration
students to confuse area with perimeter. Small grouping during
occurred?
● How would you gauge
independent practice definitely helped prepare students for their
student engagement exit ticket. What I would do differently is probably include more
(academic and partner practice and rely less on the video lesson. I am noticing
behavioral)? students don’t put their headphones on with the video lesson. So
the student see and copy down the work but they don’t hear or my
explanation.

Student-Watching tool​ 4D
Does the
student use Can the student Can the student apply
Name: vocabulary accurately use the perimeter formula knowledge Notes/Other
when answering perimeter formula? to solve a word problem?
questions?

Prospere YES YES WITH SCAFFOLDING

Marteas YES YES YES

Antwone WITH WITH SCAFFOLDING WITH SCAFFOLDING IEP NEEDS

SCAFFOLDING SUPPLEMENTAL
AIDS

Jannaya YES YES YES

Sommer YES YES YES

Jada YES YES YES

Destiny YES YES YES

Kedrick YES YES WITH SCAFFOLDING

Kayla WITH WITH SCAFFOLDING WITH SCAFFOLDING

SCAFFOLDING
Sededrick WITH WITH SCAFFOLDING WITH SCAFFOLDING
SCAFFOLDING

Alize YES YES YES

Samuel YES YES YES

Taydrien YES YES YES

Justin YES YES YES

Ke’ija YES YES YES

Jayden YES YES YES

Janieya YES YES YES

Jaylen NO WITH HEAVY HEAVY SCAFFOLDING VERY EASILY

SCAFFOLDING DISCOURAGED

Student-Watching tool​ 4C
Does the
student use Can the student Can the student apply
Name: vocabulary accurately use the perimeter formula knowledge Notes/Other
when answering perimeter formula? to solve a word problem?
questions?

Colby YES YES YES

Nicole YES YES YES VERY DISTRACTED

AND BEHIND

R’mondrick YES YES YES

Khatija YES YES YES

Aiden YES YES YES

Emanuel YES YES YES IEP VERY BEHIND

NEEDS
 FOUNDATIONAL
SKILLS

Chris YES YES YES

Asante YES YES YES

Jacob YES YES YES

Alayia YES YES YES

Melvin YES YES YES

Tre’veon WITH SCAFFOLDING WITH SCAFFOLDING IEP NEEDS

WITH MANIPULATIVES
SCAFFOLDING

Preston YES YES YES

De’Angelo YES YES YES

D’Adrian YES YES YES