EDR 318 Before-During-After Lesson Plan Template

The Before-During-After framework highlights the importance of facilitating reading comprehension/

understanding of content by (a.) pre-reading preparing children to read/learn, (b.) reading guiding children
through a text selection/content information, and (c.) responding helping children to synthesize and extend
their reading/learning.

Title of the Lesson

Teacher-Candidate Name____Kaitlyn McNamara____ Date___3/27/17____
Grade Level/Content Area __4 Math______________
# of Students____24____________ Length of Lesson____45_________

1.1 Integration of Learning Outcomes

Students will be able to add fractions with like denominators by drawing a bar model.
Students will be able to define what a denominator is and make an inference to determine what a
like denominator is.
1.2 Standards
Standard CC.2.1.4.C.2: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
Standard CC.1.2.4.F: Determine the meaning of words and phrases as they are used in grade-level
text, including figurative language.
1.3 Formative and Summative Assessment

Formative Assessment: After the guided practice I will ask students to give me a thumbs up, thumb
in the middle, thumbs down to assess their own knowledge and confidence on adding fractions with
like denominators. During the independent practice I will be looking around at students work and
assessing their knowledge of adding fractions with like denominators. I will be specifically looking
for correctly drawn bar models and correct answers. I will also listen to students when they turn and
talk with partners to tell what a denominator is and when they make an inference on what a like
denominator is. I will be looking for the correct definition of what a denominator is and I will be
looking for a well thought out educated guess for a what a like denominator.
Summative Assessment: Students will be given homework in their math packet. The homework will
be on adding fractions with like denominators. The homework will be checked the next day.
1.4 Materials

Elmo
Math packet
Pencil
Math notebook

1.5 Anticipatory Set

So todays lesson will be on adding fractions with like denominators. As a reminder turn and talk
with your partner and remind each other what a denominator is. Teacher will walk around and listen
to small conversations. Good, now who can tell me what a like denominator is? Turn and talk to
your partner about it and make an inference together. If students need some prompting teacher can
say, If two fractions have like denominators what do you think that means?
After the turn and talks are done the teacher will ask one pair of students to share what they and their
partner came up with.
 Teacher will then ask students to take out their math notebooks. They will write the definition of like
denominators. (Fractions with like denominators are two or more fractions with the same
denominators.)
On the board will already be the following problem: Mark is baking banana bread and muffins for a
neighborhood street party. He uses 2/5 bag of walnuts for the banana bread and 1/5 bag for the
muffins. How much of the bag of walnuts does Mark use all together?
The teacher will ask a student to read the problem aloud for the class. So what operation do you
think we are using for this problem? (addition) Good, so we need to add to find out how much of the
bag of walnuts he used on both the banana bread and the muffins. What two numbers do we need to
add together? (2/5 and 1/5)
Lets draw a picture or bar model to help us with this problem. The teacher will draw 5 boxes
connected. Why do you think I drew 5 boxes? (the denominator is 5) These five boxes represent the
bag of walnuts. The teacher will read aloud Mark uses 2/5 bag of walnuts on banana bread and
the teacher will shade in 2 of the five boxes. Mark then uses 1/5 of the bag of walnuts for the
muffins. What do you think we do next? (shade in another 1 box) Good, so we need to shade in
another 1 box. So how much of the box of walnuts did Mark use all together? (3/5)
If students need prompting on the last question the teacher can ask, How many boxes are shaded?
And how many are not shaded?
1.6 Procedures (Must be thoroughly and thoughtfully written in TEACHER TALK in italics.)

After students have somewhat of an idea of how to draw a bar model and add fractions with like
denominators together the teacher will ask students to take out their math worksheets. Students will turn
to the guided practice page.
The teacher will work through problems 1-6 with the students. Problem one asks the students to add 2/4
+ 1/4. How many boxes should we draw and why? (4 boxes because the denominators are 4) So what
should I shade in first? (2 boxes) What should I shade in second? (1 box) So what is the answer to 2/4
plus 1/4? How many boxes are shaded over how many are there in total? (3/4)
Looking at this problem and the work we did and the final answer, do we have to draw a bar model? 2/4
plus 1/4 equaled 3/4. What could we just do if the denominators are the same? (add the numerators and
keep the denominators the same)
Lets do problems 2-6 together and lets draw a bar model and do the new strategy by just adding the
numerators and keeping the denominators the same.
After the teacher is done with guided practice the teacher will ask the students to put a thumbs up if they
feel very confident about doing it alone, thumbs in the middle if they feel so-so, and thumbs down if
they are confused. Here the teacher will assess the students and make adjustments if need be. If some
students put their thumb down I will ask my mentor teacher to pull that small group of students to the
back table for extra work.
Okay so now you guys are going to do the independent practice on your own. You can use whatever
strategy you want. If you have any questions please raise your hand.
Students will work independently on problems 9-26. During this time the teacher will be walking around
and assessing students work.

1.7 Differentiation

I will utilize my mentor teacher in this lesson to help students at the back table who need extra one on
one support. I will be assessing students early on in the lesson so before I let students go on to
independent practice I will ask certain students who need extra help to go to the back table for
personalized instruction.
For the one ELL in my class, I will personalize instructions and when walking around I will check on
 him to make sure he is on task.

1.8 Closure

Students will be given an exit ticket that will use higher-level thinking and will be an
introduction to the next days lesson. Students will be asked to answer the prompt An ice cream
shop sells 2/10 of their ice cream on Monday, 4/10 of their ice cream on Tuesday, and 1/10 of
their ice cream on Wednesday. How much ice cream was sold all together in the three days?
The prompt is challenging because it asks the students to add three fractions with like
denominators. These exit cards will assess if students are ready to move onto adding more than
two fractions.
So today we learned how to add fractions with like denominators. We know that fractions with
like denominators are fractions with the same denominators. We learned two strategies to solve
them and they were drawing a bar model and adding the numerator and keeping the
denominator the same. Tomorrow we will be expanding our knowledge on fractions.
1.9 Technology
The teacher will use the Elmo document camera to aid with guided practice and scaffolding. The
document camera is used to engage students and visually show all students how I work through a
problem. The teacher will also use the interactive whiteboard to show the anticipatory problem.
2.0 Reflection on Planning
To help me plan this lesson I collaborated a lot with my mentor teacher. My mentor teacher gave me the
version of the first in the math teachers book. In the book is where I found the idea for my anticipatory set. I
also used this book to get the idea for my closure activity. My mentor teacher and I talked about what she
expected to see out of the lesson and how her teaching style could help mine. She also helped me with the idea
for differentiation. She talked about how she would be willing to take a small group to the back that is
struggling and let me be in control of the whole class instruction. In order to incorporate literacy into my math
instruction I included turn and talks and a written exit ticket. I also came up with the idea of incorporating
vocabulary and making inferences. The idea of making inferences came from the Beers textbook.
My anticipatory set is relatable to fourth graders. It is all about baking and using fractions. I am sure
most students have baked with a parent and saw fractions but did not know how to add them. I think my
anticipatory set question connects to students interests, background and prior experiences.
My students work with a math packet every class and they have gotten into a routine with how a lesson
looks like so I wanted to stay consistent with that. I decided to use the math packet in my lesson and use
scaffolding to help them see what it looks like. I also introduce two different strategies to add fractions with like
denominators. I wanted to give students two different ways to look at and solve the problem because all students
are not the same. The bar model would help more visual abstract thinkers meanwhile the arithmetic is for
routine straightforward thinkers.
I had mostly whole group instruction and independent work because I wanted them to all watch the way
I solved the problem and then I wanted to assess the students individually on their own work. I incorporated an
opportunity for group collaboration in the beginning of my lesson where students reminded each other of the
definition of denominator and then together made inferences about what they thought fractions with like
denominators would be.

2.1 Reflection on Instruction

Overall, I think my lesson was a solid lesson. I think I scaffolded well and asked good thought
provoking questions. I think that I went at a pace that was appropriate for the level of my students. I also believe
that I did a good job with wait time after asking a question to ensure that more hands were raised. I think all of
my learning objectives were met in this lesson. I listened to the turn and talks and I reviewed the exit card that
was given. Every student got the exit card right except one. So if I was going to be in teaching tomorrow I
would pull only that one student to briefly review the content and make sure she is then on page to move
forward. My assessment was appropriate for the lesson. I listened and checked on each student during turn and
talks and independent practice. The exit ticket really helped me see where the students are. I also assigned
homework so that will help the teacher see how well they know content when there is a break given in between
learning and assessment.
The students understood my content and they grasped it rather quickly. The students struggled with a
previous lesson on simplifying fractions. I noticed that a a lot of students were not understanding how to
simplify a fraction so during the lesson I had my mentor teacher pull a small group of students to the back table.
If I were to do this lesson over again I would not change how I taught it or what I changed in the moment of the
lesson. We always talk about how teachers need to be flexible and I am definitely learning more about that the
more I teach. For example, my lesson plan did not have some things I actually did do during my lesson. I
noticed my students were tired and not answering my questions so I had them quickly give me five jump and
jacks and it only took two minutes out of my lesson but it definitely helped my lesson going forward. I also
incorporated a video with my lesson, which was not included in my lesson plan. I had the students do the
anticipatory set and then watch the video. I did it in that order so that students got their feet wet and saw how I
would solve the problem and then they were able to watch the video to really enhance what they saw me do.
One thing I noticed I need to work more on is handling students answers when they are wrong. I
struggle with not wanting to make them feel bad but also needing to let them know it is not correct. I learned
that it is okay to say that it is not right or that I did not even think about that. I need to try and see the students
thought process to help me know why they answered the question the way they did. Going forward I need to
anticipate more the kinds of questions or advanced ideas some students might ask me.

Provide specific details and incidences to support your answers. Also remember you must make
references to class readings, other articles/books where appropriate, and online resources. All sources
must be fully cited in a References list.