Gwynedd Mercy University-School of Business and Education

Lesson Planning Framework

(Utilize each time you are observed by your University Supervisor )

Subject Area: Math Grade Level: Kindergarten

GMercyU Student Name: Katie McGovern

Domain I: Planning and Preparation

PA Core/Academic Standard(s):

K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe

several measurable attributes of a single object.

K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see
which object has “more of”/ ”Less of” the attribute, and describe the difference.

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Big Idea: Overarching Theme

Reviewing describing and comparing length and height

Essential Question(s):
Students will consider and reflect on throughout the lesson:

How do you compare the height of two objects?

How do you compare the length of two objects?

Objective/Performance Expectations
What will students know and be able to do as a result of this lesson?

Students will be able to compare height and length of objects

Assessment Evidence/Level of Learning
Students will show what they know by evidence
of/list names of formative or summative checks,
quizzes, tests which indicate evidence of learning:
We will be doing a worksheet from their textbook,
along with using real life situations, and doing
counting cube demonstrations
Differentiated Instruction:
Modifications in instruction and
assessment for students with learning
differences, specifically those with 504’s
and IEP’s.
One student has an aid

Domain II Classroom Environment: Refer to Classroom/Behavior Management Plan

 Domain III: Instruction
Motivation/Prior Knowledge:
Preparing students for the lesson: How will you activate prior knowledge, build background,
or review previous lessons?
I will ask the students to ask me what they have been learning in math. I will also show
them two cube towers and ask which is taller.

Materials Needed:
Their pencil boxes
Counting cubes
Crayon
ruler

Vocabulary/ New or Review:

Attribute
Height
Length
Long, longer
Short, shorter
Tall, taller

Sequence the Lesson:

What learning activities/strategies will you use to engage the students in the learning? What
will students do to use and apply new concepts or skills (independent practice if relevant)?
How will you monitor and guide their performance? Include relevant vocabulary. (Please use
bullets to sequence your lesson.)

 Start with a go noodle to transition from the last activity

 I will tell the students to sit down
 I will tell my students to put their listening ears on
 I will ask my students “What have you been learning in math?”
 I will pull out two cube towers one tall and one short
 I will ask “which cube tower is taller?”
 I will then tell them to kiss their brain
 I will then pull out their packet and show them what page they will be working on
 I will say sunshine so they go back to their seats
 I will tell them to pull their packet out and open to the page I am on
 I will then do each problem with them
 I will say if you got that right do a “woot woot”
 I will say sunshine so they come to the carpet for a Jack Hartman video
 I will have them sit back down
 I will then ask for a volunteer
 I will stand next to my volunteer ask which person is shorter
 I will show them a crayon and ruler and ask which is longer
 I will ask for two volunteers
  I will ask them which students hair is longer
 I will then tell my students I will be picking 5 quiet volunteers to grab a box of cubes
for each table
 I will then make a tower and ask them with their table to make one shorter than my
tower
 I will then hold up my cubes again but horizontal and ask them to make something
longer than mine
 I will repeat that process a few more times
 I will then ask the table to show me two towers one tall and one short
 I will walk around
 I will show mine
 I will ask them to take it apart
 I will ask them to do the same but one longer and one shorter
 I will walk around
 I will show mine
 I will have them clean up and one person put the bin back
 I will then have the one person go back to their seat
 I will close my lesson by asking them to tell me one thing they learned today
 Depending on time I will dismiss them for snack or I will have them do their color
packet

Closure: What will you do to bring closure to the lesson? How will you summarize this
lesson and preview the lesson that will follow?

I will close the lesson by having the students tell me one thing they learned today
 Reflection Guidelines

The student will write lesson plans with an eye to the Danielson Framework and the Four
Domains of Professional Practice. Use this as a resource when writing lesson plans.

Domain I Planning and Preparation

1. How do you know you were knowledgeable of your content?
2. What is the evidence that your objective was clear in the lesson plan?
3. How does the lesson address individual student learning needs?
4. What variety of strategies and methodologies did you consider when planning?
5. What is the evidence that lesson components were logically sequenced?
6. How did your lesson plan include checks for student understanding?
7. What PA Standards did this lesson address?

Domain II Classroom Environment

1. How did students know the behavioral and academic expectations for the lesson?
2. What effective routines and procedures did you implement for lesson efficiency?
3. How did you insure the classroom was physically accessible for all learners?
4. What evidence indicates that respect was shown between and among students and
teacher?
5. What evidence indicates that students placed a high value on quality participation,
process, and product?
6. How do you assess if the lesson was attainable for all students but also had
appropriate rigor?

Domain III Instructional Delivery

1. How did you align your lesson to PA Standards?

2. How did you insure a clearly stated objective, understood by learners?
3. How did you provide clear explanations as to how to proceed through the lesson?
4. What questioning and discussion techniques insured all-learner participation?
5. What strategies did you employ to engage all students?
6. Describe how you made the content meaningful due to sequencing and pacing.
7. Discuss how you checked for understanding, provided feedback, retaught.
8. What is the evidence that you were you flexible and responsive to the needs of the
learners?
9. Describe how you made meaning of the lesson with some form of closure activity.

Overall Assessment

Briefly state any changes you will make the next time you teach this lesson or activity, to
improve any of the Domains of Professional Practice.