Draft Of Sheltered Lesson Plan Script

Theme​: Measurement using Standard Units Lesson Topic:​ Measure the Teacher Teacher:​ Ms. Sarah Heywood Grade:​ 2 Content Area:​ Mathematics Class Structure:​ 18 students from various cultural backgrounds and various levels of proficiency Purpose: This lesson is a 60 minute lesson and is the first of a unit on measuring using standard units. Students have participated in previous lessons throughout first grade and as a preview at the beginning of 2nd grade on measuring using nonstandard units (snap cubes, paper clips, inch tiles, books, clip boards etc). They have learned that when measuring an object, they measure the longest side and always start from the top tip, making sure there is no overlap, and go to the bottom tip, making sure there is no overlap. They have participated in debates about which non standard unit is most efficient in measuring a large object such as a table top and the classroom rug. This lesson will add on to their previous knowledge and introduce measuring tools that use standard units (rulers, tape measures, and yardsticks). Students at all levels of English language proficiency will be able to form claims about the efficiency of each measuring tool. Content Standards MA Grade 2 Mathematics Frameworks Measurement and Data MD.2.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. MD.2.3. Estimate lengths using units of inches, feet, centimeters, and meters. MD.2.4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit MA Grade 2 English Language Arts and Literacy Standards Writing W.2.1.​Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Listening and Speaking

SL.2.1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. WIDA Can-Do Descriptors English Language Learners will be able to do the following, with support: Speaking ● Level 2 (Emerging): Share reasons for opinions or claims ● Level 3 (Developing): Ask and answer questions in collaborative groups ● Level 4 (Expanding): Defend claims or opinions Writing ● Level 2 (Emerging): Connect opinions to reasons ● Level 3 (Developing): Communicate different content related opinions ● Level 4 (Expanding): Support opinion with evidence

Objectives Content Objectives Students at all levels of English language proficiency will be able to demonstrate understanding of measurement tool efficiency through written expression in a differentiated Anticipation Guide, Graphic Organizer and collaborative discussion in which they order measuring tools by efficiency and state an opinion and reason to support. Students at all levels of English language proficiency will be able to demonstrate understanding of measurement and finding the difference in standard units through a hands-on task of measuring the teacher and comparing the actual measure to their estimation. Language Objectives Academic Vocabulary Students at all levels of language proficiency will be able to ​argue ​the efficiency of each measuring tool using the content vocabulary ​efficient​ and ​feet long​ ​by ​verbally constructing sentences in oral interaction with their peers​ during the opening of the lesson, drawing from their observations of each of the three measuring tools and the completed differentiated Anticipation Guide. ● Level 2: Students at level 2 of language proficiency will be able to ​argue​ the efficiency of each measuring tool using the content vocabulary ​efficient and feet long ​by ​verbally

constructing sentences in oral interaction with their peers​ during the opening of the lesson, drawing from their observations of each of the three measuring tools and the completed differentiated Anticipation Guide 2. ● Level 3: Students at level 3 of language proficiency will be able to ​argue​ the efficiency of each measuring tool using the content vocabulary ​efficient and feet long​ ​by ​verbally constructing sentences in oral interaction with their peers​ during the opening of the lesson, drawing from their observations of each of the three measuring tools and the completed differentiated Anticipation Guide 3. ● Level 4: Students at level 4 of language proficiency will be able to ​argue​ the efficiency of each measuring tool using the content vocabulary ​efficient and feet long​ ​by ​verbally constructing sentences in oral interaction with their peers​ during the opening of the lesson, drawing from their observations of each of the three measuring tools and the completed differentiated Anticipation Guide 4. Sentence Structure Students at all levels of language proficiency will be able to ​argue​ the efficiency of each of the three measuring tools by ​writing sentences in a graphic organizer ​during the lesson using the terms: ​longer than, shorter than, most efficient, less efficient, least efficient. ● Level 2: Students at level 2 of language proficiency will be able to ​argue​ the efficiency of each of the three measuring tools by ​writing ​sentences using the terms: ​longer than, shorter than, most efficient, less efficient, least efficient ​in a graphic organizer during the lesson using text prediction ● Level 3: Students at level 3 of language proficiency will be able to ​argue​ the efficiency of each of the three measuring tools by ​writing​ sentences using the terms: ​longer than, shorter than, most efficient, less efficient, least efficient ​in a graphic organizer during the lesson using a word bank. ● Level 4: Students at level 4 of language proficiency will be able to ​argue​ the efficiency of each of the three measuring tools by ​writing​ sentences using the terms: ​longer than, shorter than, most efficient, less efficient, least efficient​ ​in a graphic organizer during the lesson. Discourse Level Students at all levels of language proficiency will be able to ​argue​ which measuring tool is the most and least efficient by ​writing​ ​a claim (opinion and reason) using the conjunction ​because during the lesson​. (​ Ex: The measuring tape is the most effective ​because ​it is longer than the ruler and the yardstick). ● Level 2: Students at level 2 of language proficiency will be able to ​argue​ which measuring tool is the most and least efficient by ​writing ​a claim (opinion and reason) with the conjunction ​because​ ​using Graphic Organizer 2 during the lesson.

● Level 3: Students at level 3 of language proficiency will be able to ​argue​ which measuring tool is the most and least efficient by ​writing ​a claim (opinion and reason) with the conjunction ​because​ ​using Graphic Organizer 3 during the lesson. ● Level 4: Students at level 4 of language proficiency will be able to ​argue​ which measuring tool is the most and least efficient by ​writing ​a claim (opinion and reason) with the conjunction ​because​ ​using Graphic Organizer 4 during the lesson. Key Vocabulary Tier 1

Tier 2

Tier 3

Sentence Structure

Longer Shorter

Feet

Efficient

Longer than Shorter than Most Efficient Less Efficient Least Efficient

Materials: Six 12-inch Rulers 6 Yardsticks Six 12-feet Measuring Tapes Differentiated Anticipation Guides (2,3,4) Differentiated Graphic Organizers (2,3,4) Measuring the Teacher Math worksheet Prior Knowledge Earlier this year, we reviewed how to accurately measure an object by choosing the longest sides and measuring from the tip of the top to the tip of the bottom. We also reviewed measuring using non-standard units and generated a list of measuring tools that we would consider non-standard. Our list of non-standard measurement tools consisted of snap cubes, inch tiles, paper clips, pencils, notebooks, and clipboards. During today’s Morning Message, students listed all the standard units they knew. This consisted of centimeters, millimeters, inches, feet, yards, meters, kilometers, and miles. Students have practiced creating claims for which non-standard tool is most and least effective and why. They have used anticipation guides and graphic organizers as a learning strategy in several other subject areas and were explicitly taught in the past how to complete them and how it can aid their learning. The Math worksheet is familiar to students since they use it every

Wednesday on project days when they complete 3-Act Tasks in Math. Two weeks prior, we also had a discussion during Math on what the word “standard” means and the difference between a standard and non-standard unit. Students also began simple conversions such as 12 inches=1 foot. Lesson Building Background (5 minutes) Attention Grabber: “All hands on top!” (Students respond “Everybody stop!”). Yesterday we developed one half of our measurement chart that shows our non-standard units of measurement. Today, we are going to transition to standard units of measurement. I want you to turn to a partner and talk for 30 seconds about items we can use to measure the length of an object in standard units. Alright, can I have a few volunteers share so that we can fill in the other column of our chart? (L ​ ook for responses such as ruler, measuring tape, yardstick, meter stick). ​That’s right! These are all measuring tools that use standard units. Who can tell me a standard unit of measure? In other words, what does a ruler measure in? (​Look for responses such as cm, mm, inches, feet) Transition to today’s lesson, measure the teacher. Share the content and vocabulary objectives for the lesson. Today, you will explore measuring me or any other adult in the room using one of three standard measuring tools. You will also argue the efficiency of each measuring tool based on how many feet it is able to measure in comparison to the other tools. You will be using words such as efficient and feet long, comparison vocabulary and you will have the opportunity to create claims. Anticipation Guides (10 minutes) Students will work at their seats to complete the anticipated guide. It was created to help students make predictions and use any prior knowledge relating to standard measuring tools and their efficiency. The anticipation guide was differentiated into three different levels based on the English Language Proficiency in the classroom. Level 2 students will circle TRUE or FALSE. Level 3 students will write the words TRUE or False. Whereas level 4 students will write a sentence stating why they believe the statement is TRUE or FALSE. Before we get any further, we will work on filling out our anticipation guides. Who can remind

me why we use anticipation guides? (​Take a volunteer) ​Correct! We want to build on what we already know and see how our thinking changed from the beginning of the lesson to the end. So, 1- stand up, 2-walking feet back to your seats, and 3- work quietly on your anticipation guides. I will read each statement aloud and allow time for you to fill them in. We will be focusing on the first column that says “Before the Lesson”. Once you are done, I want you to put it into your black folders and we will come back to it at the end of the lesson. ● Read each statement and allow time for students to answer. Observation of materials (5 minutes) We are going to transition into our lesson now. Quietly stand and use walking feet back to the rug and sit with your group (ELP​ group because they will be doing the activity together and work together to later fill out their graphic organizer. Students within each ELP group have similar backgrounds and L1. For example, most students in the classroom are Spanish or Haitian Creole Speakers, so there’s always someone else in the group that speaks the same L1​). Today we will be using a ruler, a measuring tape, and a yardstick to measure the teacher. I want you to divide into groups of three and I will give each group one of each measuring tool. I want you to observe each tool and discuss what you notice about them. “All hands on top!” (Student respond: “Everybody Stop!”) Okay, which group can tell me something they observed about each tool? (​Take volunteers) Did we make any observations about the units each tool uses? How many units long is each tool in feet? I want you to turn to a partner and discuss how long each tool is in feet. You can use the sentence frame “The _____________ is ______ feet long” Can I have three volunteers tell me how long each tool is?​ (Record on the board). Presentation and Application (30 minutes) Graphic Organizer (10 minutes) Students will work in small groups based on their English Language Proficiency Level to complete the Standard Measuring Tool Efficiency Graphic Organizer. The Graphic Organizer is differentiated into three different levels based on the levels presented in the classroom. Level 2 students will circle the correct word or phrase from each parenthesis to complete each sentence. Level 3 students will use a word bank to fill in the appropriate blanks to complete each sentence. Level 4 students will write complete sentences using the name of the measuring tools, and the terms ​shorter than, longer than, most efficient, less efficient, least efficient, because​. Now that you have observed each tool and we have the lengths recorded on the board, I want

you to argue which tool is the most efficient if we are to use it to measure a teacher and why? For your reminder, remember when we order objects, most efficient comes first, then less, and finally, least. Also remember, whenever we make an argument, we need a claim- that is our opinion and at least one reason. One way we can create a claim is by using the word “because”. We want to be sure that our comparison vocabulary is also used. For this activity, we will focus on the following comparison terms: shorter than, longer than, most efficient, less efficient, least efficient. Let’s look at this example on the board. “Clipboards are the m ​ ost efficient​ non-standard measuring tool ​because​ it is l​ onger than​ a snap cube or an inch tile.” We have identified the order of the clipboard in terms of most, less or least. We used our conjunction “because” after our opinion. And finally, we stated one reason in which we compared it to other materials by saying it is longer than _____. Using that model, I want you to take about 30 seconds to discuss with your group members which tool you think is the most efficient and why. Once you are done, complete the first box on your graphic organizer. Which is less efficient? Now fill in the second box. What about the least efficient? Now fill in the last box. Can I have a volunteer share out the most efficient tool, the less efficient tool and the least efficient tool? (​Record on the board). Measure the Teacher (20 minutes) Now that you know which tool is the most efficient and least efficient, you will go off and explore actually measuring the teacher. As you can see, we do not have enough of any one measuring tool for the entire class to use. So based on the information on your graphic organizer, I want you to decide carefully which tool you will use. I will be drawing popsicle sticks with your names on it to decide who gets to choose first. For this activity, you will be working in pairs. When you hear your name, you will first choose your partner and then you and your partner may go select your measuring tool and take a seat back on the rug. Who can repeat those directions for me? (​Take a volunteer). ​Right, so 1-choose a partner, 2-choose a tool, and 3-sit back on the rug. Call names until all students are paired up and have a tool. Hand out Measure the Teacher

Worksheet. Now, I want you to take a minute to estimate how tall you think your teacher is in feet. You may choose any 1 adult in the room to estimate and measure. Record that estimate on your worksheet. Between you and your partner, think about the best strategy to use to measure your teacher. What is the best way to measure the teacher using your tool? (E ​ ncourage students to think about the teacher laying on the ground vs. standing up, collecting more than one yardstick prior to measuring, deciding who will hold the end of the tape measure and who will read the measurement). There is one catch! You only have 30 seconds to measure the teacher. Once 30 seconds are up, the teacher will walk away. So, it is very important that you have a good strategy in place prior to calling a teacher over. Have students work around the room and be sure for each adult to start the timer once students call them over to be measured. Measure the Teacher Worksheet (10 minutes) “All Hands on Top!” (S ​ tudents Respond: “Everybody Stop!”) Now that everyone has had a chance to measure the teacher, we will transition to completing our worksheet. I want you to fill in the task title and then draw a picture or use numbers to show how you measured the teacher. Be sure to add how tall the teacher actually is in feet. Finally, I want you to find the difference between your estimate and how tall the teacher actually is. Who can remind me what the word “difference” means? (T ​ ake a volunteer). ​Right! It refers to subtracting. You may place your worksheets in the “Complete Assignments” bin when you are done. Assessment (Throughout the lesson) Students will be assessed throughout the the course of the lesson. As students are engaging in pair or group discussions, I will be checking for the use of academic vocabulary, comparative adjectives (shorter than, longer than) and their claims using the conjunction “because”. Students will be considered meeting the objectives if they are using these words orally and/or in writing (as is the case for level 4 students). In terms of assessment of the content objectives, I will be collecting and scoring their measure the teacher worksheet to check for accuracy in finding the

difference. I will also be collecting their anticipation guide and checking for understanding of the content based on their responses to each statement, after the lesson. After the Lesson (10 minutes) “All Hands on Top!” (S ​ tudents Respond: “Everybody Stop!”) Now that we have completed our activity, I would like you to go back into your black folders and take out the Anticipation Guide we started at the beginning of the lesson. We will now turn our attention to the “After the Lesson” column and based on what you learned today, I want you to write TRUE or FALSE next to each statement. Again, I will read each statement and allow time for you to answer. As your exit ticket, we will review our objectives to see if we have accomplished all of them. If you think we did, show me a thumbs up. If you think we kind of did, put your thumb in the middle, if you think we did not, show me a thumb down. Let’s start with our content objectives. Did we measure the teacher and find the difference between our estimate and actual measure? Let me see your thumbs. Did we complete our Anticipation Guide and Graphic Organizer on the efficiency of each tool? What about our language objectives? Did we use words such as efficient and feet long? Did we use comparison phrases? Did we create a claim using the word because? Awesome! Now that we know we covered all of it, we are all done with today’s lesson. Next class, we will focus on measuring other items around the classroom using various standard units of measurement.