USF Elementary Education Lesson Plan Template (S 2014)

Name: Jillian Campos

Grade Level Being
Subject/Content: Math
Taught: K

Group Size:
18

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:

MAFS.K.MD.1.1: Describe measurable attributes of

objects, such as length or weight. Describe serval
attributes of a single object.
MAFS.K.D.1.2: 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.

What vocabulary can you use to describe height?

How do you measure height?
What does the same size mean?

Students will be able to understand the vocabulary

that describes height and will know how to measure
the height of an object.

I am teaching this objective because student need to

know that when talking about height, they can use

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USF Elementary Education Lesson Plan Template (S 2014)

Name: Jillian Campos
Grade Level Being
Subject/Content: Math
Taught: K
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Group Size:
18

the vocabulary words taller and shorter. The students

also need to learn what the vocabulary word same
means. No matter how old we get, everyone needs to
know the difference between length and height.
This lesson fits within a larger plan because later on in
the week, the students are going to learn how to
measure height by using non-standard units (snap
cubes, paper clips or counting bears). They will also
need to know what height is because in first grade,
students will be using standard units (inches, feet,
and centimeters) to measure and comparing and
organizing three objects.
I am teaching my lesson this way because I feel that
the students will learn what the difference is between
length and height if they are physically measuring
things. I also want to show the students that they will
be using this material in the real world.

Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

What Content Knowledge

is necessary for a teacher
to teach this material?

It is important for students to learn this concept

because as they get older, they will still need to know
the difference between the two and how to measure
each one.
Formative: The students will be learning about height
by getting in a group of two and they will find out who
is the tallest of the two and who is the shortest of the
two. Then they will get with a different partner and do
the same thing.
Formative: The students will also have to complete a
worksheet at the end of the lesson that will show me
of they know what length is.
Summative: The students will have to take a post test
on Thursday after I teach them about both length and
height.

The content knowledge a teacher needs to know is

what height is, how to measure it and the vocabulary
used when talking about height. The teacher also has
to know who needs extra help and how to differentiate
in order for all of the students to understand.

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USF Elementary Education Lesson Plan Template (S 2014)

Name: Jillian Campos
Grade Level Being
Subject/Content: Math
Taught: K

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

Group Size:
18

Since this lesson is being taught to kindergarteners,

they are most likely not going to have any background
knowledge because it is there first time ever seeing
this concept. They might understand height a little
more than length because they know the vocabulary
words short and tall.

Students might get confused with height and length.

They could also get confused with the vocabulary
terms from the day before.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to

I will be doing guided release for this lesson.

Time

Who is
responsibl

Each content area may require a

different step-by-step format.

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USF Elementary Education Lesson Plan Template (S 2014)

Name: Jillian Campos
Grade Level Being
Subject/Content: Math
Taught: K
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

e (Teacher
or
Students)?
10
min

3 min

Teacher

Teacher

5 min
Students

5 min

15
min

Students

Students
and
teacher

Group Size:
18

Use whichever plan is

appropriate for the content
taught in this lesson. For
example, in science, you would
detail the 5 Es here
(Engage/Encountering the Idea;
Exploring the Idea;
Explanation/Organizing the Idea;
Extend/Applying the Idea;
Evaluation).
Based on my lesson from the
previous day, I plan on reviewing
what length is and how to
measure the length of an object
before I begin to teach them
about height.
I will begin by showing the
students an anchor chart with
two pictures on it where I will
explain how to measure the
height of the two pictures. I will
also explain to the students that
when we are measure the height
of an object, we can use the
vocabulary words taller and
shorter. I will demonstrate how to
measure with my hands and I will
ask them to mirror me. This will
give them a visual of how to
measure height.
I will then line up five students in
order from tallest to shortest. I
will explain to the students that I
am comparing how tall or short
their peers are. This will be an
example for them before moving
into the next activity.
Next, I will tell the students to
find a partner. Then they will
measure each other and decide
which student is taller and which
one is shorter. I will ask the
student from each group to raise
their hand if they are the tallest
out of the two of them.

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USF Elementary Education Lesson Plan Template (S 2014)

Name: Jillian Campos
Grade Level Being
Subject/Content: Math
Taught: K

Group Size:
18

Since my first lesson was a little

hectic when I asked the students
to find a partner, I decided to
choose what students were
together to make sure there was
one student who was taller and
one was shorter. I also wanted to
make sure there was one or two
groups where both students were
the same size.
Then the students will have to
find a different partner and line
up into two lines but they will
stand side by side. I will stand in
front of them and when it is their
turn, then I will have the shorter
student give me a high five and
then go sit down in their seats.
When it is time for the students
to find a new partner, I want
them to do sticky high five
where one partner is a boy and
the other partner is a girl. I also
want the students to stay in
there spot when they find their
new partner instead of making
two lines to eliminate chaos.
The students will instantly begin
their work sheet and I will walk
around to help any struggling
students. When students are
finished with their worksheet,
then I will have several plastic
bags with different pictures in
each. The students will
individually measure the height
for each picture.
Instead of having the students
instantly beginning their work, I
will explain what they are
supposed to do and what I
expect of them.
After talking to my CT, when the
students are finished with their

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USF Elementary Education Lesson Plan Template (S 2014)

Name: Jillian Campos
Grade Level Being
Subject/Content: Math
Taught: K

Group Size:
18

worksheets, I will ask the

students to draw a picture of an
animal that is taller and one that
is shorter than a dog on the back
of their worksheets.

What will you do if

a student struggles with the content?

If a student struggles with the content, I will ask them
to measure the length of several other objects like
crayons or snap cubes to give them practice while I
guide them.

What will you do if

a student masters the content quickly?

If a student masters the content quickly, then I will
give them plastic bag with several different pictures
with different heights. I will ask the students to
measure the height of each picture or compare two
different pictures to see which one is shorter and
which one is taller. If they finish with this quickly, then
I could challenge them by asking them to practice
measure the length of the same pictures. This will
help them practice length from the day before.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to

the interests and cultural backgrounds of your
students?
This lesson connects to the interests of my students
because they are learning how to measure how tall
their peers are as well as themselves.
If applicable, how does this lesson connect
to/reflect the local community?
One way this lesson connects to the local community
is when students need to measure how tall they are in
order to ride rides at theme parks or carnivals.

How will you differentiate instruction for

students who need additional challenge during
this lesson (enrichment)?
To challenge my enrichment students, I will ask them
to draw a picture of a grown-up animal and a baby

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USF Elementary Education Lesson Plan Template (S 2014)

Name: Jillian Campos
Grade Level Being
Subject/Content: Math
Taught: K

Group Size:
18

animal and label the picture with the correct

vocabulary.
How will you differentiate instruction for
students who need additional language
support?
For students who do not speak English, I will label
everything in their native language to make it easier
for them to understand.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

C- This student might need me to guide him to his

partner when they are measuring how tall they are.
He will also need me to help him when he is doing his
worksheet because he tends to get sidetracked very
easily. As I am helping with his worksheet, I will make
sure he understands the vocabulary and how to
measure height.
T- This student will need to be constantly reminded to
focus on his work. He tends to drift off and then has a
hard time getting his work done.
Anchor chart
Worksheet
Scissors
Glue
pencils
Pictures for when students are finished
I choose these materials because I want the students
to physically see how to measure height. They will be
measuring how tall they are and compare it to how
tall or short their partner is.

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