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·What resources am I using to teach the standard(s) and move students toward mastery of my lesson objective(s)?

·What resources in my curriculum are useful here?

·What is missing from my curriculum resources?

·Where can I find resources to support the curriculum I already have?

·Where can I make connections to other subject areas and find the resources to do so?

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·What am I going to use/not use?
·What do I need to adjust?
·What is my plan for implementation with the materials?
·Are these materials and my instructional design meeting all students' needs?

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·What do I have?

·What is missing?

·How am I supporting diverse student needs?

·How will I make this lesson engaging?

·What resources or manipulatives will you need to make available?

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What instructional delivery method will I use? (Gradual Release of Responsibility Model (GRRM), Engineering Design Process, Launch, Release, Return, 5 E's)

How will I create opportunities for strategic productive struggle?

What teacher moves will I use (explicit teacher talk, modeling, providing support based on specific student struggles)?

How will I provide opportunities for cooperative learning in your lesson?

Where will students be leading the work?

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What standard(s) am I teaching?

What do I want students to know, understand and understand?

What is the lesson objective?

What is their prior learning on this subject?

Who are the students that I am teaching? What do they already know?

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What is the overarching question we are answering in this lesson? How will I know if they have learned the objective?

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I Do: (20 minutes)

I will go over expectations and lesson objectives.

I will introduce the anchor chart as a resource for students.

I will bring the students together and do the example problem using explicit instruction and modeling.

I will ask students how they are feeling.

Questions:

Can you find any new vocabulary words and what they mean?

What are some important details that help us identify the measurement?

Can you find any of these measurements or conversions in the classroom around you?

What connections can you make?

How can you see this in the world around you?

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Create a concept map on the topic/key concepts for your focus benchmark.

You can use paper/pencil and take a picture or use canva or other digital tool.

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What connections can you make between your focus standard concept(s) and the real world?

One connection I can make between the benchmark and the real world is by using the measurements and relating it back to the real word problems in the example and work together problem.

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We Do: (20 minutes)

I will explain to students that we are now going to practice what we have learned with one example.

I will use explicit instruction and modeling with the work together problem but incorporate more student discourse and participation.

I will ask students how they are feeling and ask about any questions.

Questions:

Can you find any new vocabulary words and what they mean?

What are some important details that help us identify the measurement?

Can you find any of these measurements or conversions in the classroom around you?

What connections can you make?

How can you see this in the world around you?

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Lesson Objective: (What do you want students to be able to do. Should connect to standard.)

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Lesson Objective: (What do you want students to be able to do. Should connect to standard.)

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4.M.1.2

Convert within a single system of measurement using the units: yards, feet, inches; kilometers, meters, centimeters, millimeters; pounds, ounces; kilograms, grams; gallons, quarts, pints, cups; liter, milliliter; and hours, minutes, seconds.

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Overarching Question or Essential Question (must connect to standard)

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Overarching Question or Essential Question (must connect to standard)

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What are conversions?

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You Do: (10 minutes)

I will explain to students that they are now expected to independently complete their exit ticket where they will answer one multiple choice question.

I will remind students of the tier 1 supports they have provided to them. I will also remind students to use their math work journals that provide them with different examples.

I will release students. Then give students instant feedback as they are completing the assessment or support for struggling students.

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ELLs- 5 students

HAR:  Repeated directions, extra time.

WA: Repeated directions, extra time.

AA: Repeated directions, extra time.

EA: Repeated directions, extra time.

MA: Repeated directions, extra time.

AD: Repeated directions, extra time.

CDC: Repeated directions, extra time.

NF: Repeated directions, extra time.

NH: Repeated directions, extra time.

AMM: Repeated directions, extra time.

YMP: Repeated directions, extra time.

BN: Repeated directions, extra time.

AOL: Repeated directions, extra time.

MP: Repeated directions, extra time.

ER: Repeated directions, extra time.

LR: Repeated directions, extra time.

MTSS (in process to ESE)- 0 students

ESE- 0 students

504 (needs accommodations for medical reason)- 0 students

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How will you monitor their understanding?

I will use anecdotal notes, verbal responses, and physical responses (thumbs-up-down- and in the middle).

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They already had a brief introduction of the measurement tools and measurements, but this will be the first day of conversions.

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The student’s performance will be assessed using a exit ticket worksheet where they will be required to independently complete one multiple choice question where they will convert two different measurements. Therefore, assessing their ability to convert measurement units.

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1. The students will be shown an anchor chart illustrating conversions.

2. The students will also be receiving a reference sheet including conversion help that will also be included on their journal page.

3. The students have a Cognitive Content Dictionary on the board to help them with vocabulary and measurements.

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PowerPoint:

https://www.canva.com/design/DAGkVGj9KYc/NWGR7pF5t2Dy75yiar7nBA/edit?utm_content=DAGkVGj9KYc&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton