Understanding Measurement Concepts

The assignment content discusses lesson plans for first-grade students. The math lesson involves hands-on activities such as making or buying clocks to practice time-telling and using fake money to buy items from a store. For linear measurement, the can of worms activity is used where students measure different lengths of ribbon to calculate their answers. In geometry, the lesson plan covers various shapes such as circles, cones, cubes, and more. Students will fill in squares on a grid with different shapes, then use 3D models to reinforce vocabulary.

Running head: ENGLISH 1
Name
Introduction
Lesson Sequencing Design

ENGLISH 2
Introduction
Scaffolding literacy is very apparent given the basis used on the socio cultural kind of
theories. The learners will easily get to learn the texts way beyond their ability to read.
The key areas that this lesson plans would focus on include math vocabularies. The specific
words would include those which describe the measurements and the shapes of items. Different
lesson plans would be utilized involving those applied for measuring a different kind of items
such as time, money and objects (Cronin, 2015). Quality texts would be applicable throughout
the lesson plans since they describe exemplary kinds of genres for teaching, reading, and writing.
Explicit teaching is applicable to the entire language and written texts through the application of
deliberate designs for sequencing lessons. Teaching a language is the first step towards
improving the literacy levels of students. They ought to be taught school language and the way
the literate texts tend to work. All learners must have a focused program that teaches them the
acceptable standards (Doyle, J., Cuthill, M., McDonald, L., & Keppell, 2014). Additionally,
mainstream students may fail to attend schools and further benefit from the program based on the
school language.
Lesson Plan 1
Teacher:
Lesson Date:
Subject:
Unit Title:

ENGLISH 3
Assessment Limits/Standards:
What are the skills that children
ought to learn?
Which standards should they address
in this lesson?
Agenda:
What is my class flow snapshot like?
 The daily do-now querries
 Motivation
 Discussion and introductory part including the text
code and annotation
 Smaller groups assignments
 Individual practice summary
 Wrapping up action
 Exit tickets
Lesson Learning Target:
What should my students know by the end of this lesson?
What must they do to learn it?
I may analyze or summarize the text by applying text codes and column notes
Time Instructional Sequence Formative Assessment
5 min Get ready/ Drill/ Do it Now:
What is that meaningful act that
students would complete soonest
possible as they get into theclass?
 The students will come up with
All the drill questions would be provided with
answers on a daily basis and submitted for
collection every Friday(Johnston, 2013)

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text features lists
 They will describe the
application of each feature list
 They will submit their
homework on the “Scavenger
Hunt.”
3-5
min
Engagement/Motivation:
o How will my students’ interests be
sparked?
o Is there any firsthand knowledge
that can be tapped?
o Must their vocabulary be cleared?
o Should students undertake
brainstorming exercises prior to the
start of the lesson?
The students should discussion the vocabularies
that they have learned throughout the
assignment(Rodrigues, L., & Smith, 2014).
10-12
min
All students’ instruction:
o The focuses areas include explicit
teaching, modeling, strategy
demonstrating, activate initial
knowledge, common reading,
discussing and writing.
o Let students know that the lesson
involves reinforcing their
o The students can observe the model of the
teacher
o They then will get involved during the
recruitment by the teacher

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comprehension of regulations
needed for taking notes through the
use of text coding strategies
o The designated reader should read
page 13 of the text while the
teacher’s model should think aloud,
annotate and code the text in the
note book.
o Teacher will then apply the
annotated notes bearing with it a
short summary of the text segment
o Teacher will then come up with a
discussion box that seeks to
scaffold the big question
How is progress?
o What is the best way of
determining the progress made?
o Cite some life areas that appear to
have made progress
All responses would be noted on the
board as:
Is the progress always a step
forward?

ENGLISH 6
 Yes for whom /what
 No for whom /what
 Why
15-20
min
Group practice using smaller groups
instructions:
This takes the form of teacher-
facilitated group discussions,
collaborations, conferencing,
intervention or writing procedures
The smaller groups tend to annotate the texts
through which the teacher facilitates such process
25 min
Independent Practice:
This pertains to personal practice,
discussion or the process of writing
Students may work personally towards annotating
and coding that is necessary for representation in
their note book
5 min
Assessment:
How will I assess the ability of students
to attain the objective of the day?
5 min
Summary:
How will I fix the loose ends?
How will I reinforce the objective?
How will I connect the lesson to the
unit?
Exit ticket-- personal summary
Extension
How will my lesson offer satisfaction
to the learners’ needs?

ENGLISH 7
Instructional Alterations:
 To scaffolding the text and the
big question
 Every document and activity
can be modified easily for the
sake of special needs students.
For instance through the filling
in of some data, underlining the
readings and providing clues
close to the chart items
 Work hand in hand with the
students to help them read and
interpret the handouts
 Allow more time for students to
clear the assignments
 Adapt smaller groups
 Create models that apply
different columns kind of notes
and text codes for textual
analysis
 Summarize the main points of
the model through a text

ENGLISH 8
Resources:
What is necessary for me to teach this lesson?
Projector, handouts and the text
Notes:
Lesson Plan 2
Title: Mythology
Overview
The myths can be traced right across several continents and even back to the start of time.
Folks from various cultures would have developed these myths in celebration of the diverse,
heroic and incredible ability of the unknown. At the first impression, students may tend to
wonder the kind of things that tend to tie down their lives to the Greek mythology if at all there is
any. On additional examination, they may realize that such myths have been offered for
explanatory purposes that influence the vocabulary, entertains people and keep teaching them
different lessons. Students would earn a lot of knowledge and comprehend the legacies of
Ancient Greek, chosen myths, gods, goddesses and their influence on the contemporary
literature. They would further learn about the association between the Greek myths and the
current world.
Objective
All students would be able to:

ENGLISH 9
 Come up with the skills necessary for responding to deductive and critical queries while
reading
 Utilize optimally the literal springboard work during writing
 Develop different vocabularies orally and through written kinds of skills
 Do comparison and contract of the Greek mythologies to other stories
 Write for various reasons and audiences
 Come up with different elements of the Greek mythology popular for their cultures such
as an advertisement, writing humorously, fictional works and product identities.
Materials
 A printable KWL Chart
 Myths texts and books
 World map
 Scrapbooking materials
Directions
Step 1: K-W-L: Utilize this action from the start of the unit for assessing the level that which
students understand the aspect of mythology. Further, determine the things that these students
would be willing and interested in learning. In the end, students should work in smaller groups to
come up with improved comprehension of what they studied.
Step 2: Comprehending Conflict and Resolution: All through the initial two weeks, the
students must read the myths aloud in class to realize the kinds of conflicts that may potentially

ENGLISH 10
occur. This may include person versus person conflict or person versus nature conflict.
Additionally, they must know how such conflicts can be resolved (Hay, 2015).
Step 3: Word Maps: All students must plot the world maps that assist in facilitating their
comprehension of newer vocabularies met while studying the unit. The world map should bear
their definitions, synonyms and also the right use of correct words and illustrations.
Step 4: Punctuation Review: The students should be presented with talks in between the
mythological features from where the punctuation has been deleted. Each student must work
towards partnering to correctly punctuate the talk then conduct a comparison with the original
version (Lynch, D., Smith, R., Provost, S., & Madden, 2016).
Step 5: Predictions: The students should conduct a discussion of the name and the characters in
the myths while predicting their future in the myth. Students would further conduct predictions
that either uphold or reject these predictions.
Step 6: Analysis: Here pertains to what happens naturally to the characters
Step 7: Descriptive Writing: The students must brainstorm the vocabularies that best describe
the spirit of the underworld. Later they would rewrite descriptive paragraphs about what they
saw as the myth advances.
Step 8: Class Debates: Upon reading the myth, divide students into about two groups. One
group would support the decision of giving a man a gift while the other group would decree that
man does not deserve any kind of fire (Callow, J., & Orlando, 2015). The students should utilize
this as evidence that sounds reasonable enough to boost their positions.

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Step 9: Collaborative Writing: Once the reading of the myth is concluded, the students should
start another class book. Every member of the class plus the teacher must offer their
contributions towards this book.
Step 10: Culminating Activity: The students develop scrapbooks that seek to show the new
knowledge of mythology. Such scrapbooks must be displayed in the classroom museum. All
through the unit, these students must contribute towards their learning activities right which they
choose the items present in the scrapbooks. For instance, if students have assigned the goddess,
this should be part of the character that is present like the flowers, maps and the article that talks
about postcards and the underworld. All students must participate in the development of this
rubric and their scoring guideline for evaluating the entire project even before they start work
(Rodrigues, L., & Hyde, 2015).
Evaluation
The teacher’s observation should show the need for preparedness, samples of the students’ work
and the level of participation in group work.
Assessing Students
 The article about war
 Word maps
 Vocabulary quizzes
 God or goddess character chart
 Journal entries
 God or goddess oral presentation

ENGLISH 12
 Mythology scrapbook
Lesson Plan 3
Title
List the subject, grade level and also the class name at the top right of the page.
For instance: 9th Grade Writing Course
Subject: Developing a Thesis
Materials
Come up with a list of materials that boost your level of organization. This section would allow
me or my supervisor to understand the extent of my orderliness and the preparation for next
lessons beforehand (Simpson, 2016).
For instance: plastic bags, paper strips that have literary evidence scripted onto them
Student Objectives
Upon writing down the basics of the course, you may have to bring in what you expect the
students to learn. Students should indicate their actions on their end (Wilson, K., & Devereux,
2014). The objectives should be given in bullet form.
For instance:
 The students will watch some part of the case
 The students would examine the pieces of evidence and their manner of connection
 The students would come up with a thesis as their base of evidence

ENGLISH 13
Procedure
The teacher would write down what he will undertake and how students would engage in this
activity. These procedures would be listed numerically such as:
1. The teacher will show the clip to the class
2. He will explain to them how lawyers present their evidence to come up with central
arguments(Nicholas, M., & Paatsch, 2014)
3. The discussion comes up seeking answers for the following questions:
 How similar is the lawyer’s process to the writing process
 How does evidence help in building thesis but not in constructing it
 Must you start by writing the introduction or the body of this essay?
4. Teacher shares out some bags marked as Evidence A to C to a little group of students.
The students would be asked to work hand in hand in coming up with the thesis basing on
the evidence found (Ellery, V., Oczkus, L., & Rasinski, 2015).
5. The little groups would present their kind of evidence then connect them to the thesis
6. Wrapping up involves the teacher asking his students to answer these two questions:
 How was the activity beneficial to you?
 How have you learnt to construct essays in relation to this lesson?
Lesson Plan 4
Lesson Plans: Math Vocabulary

ENGLISH 14
Lesson 1 - Measuring:
The teacher would introduce these words to the students:
 Time: calendars, days, hours, minutes, months and o'clock
 Money: dimes, dollars, nickel, and pennies
 Linear measurement: inches, rulers, and centimeters(Anderson, 2016)
For first grade students, the teacher would need hands-on activities. In math, he can do the
following:
 Make or buy the clocks for students to apply and turn hands while making time. This
activity would be necessary for a larger group who instantly check the work they have
done
 Several textbooks are used to pop out coins used by students and the plastic coins that are
used. The progress of the students can be noticed from the store. They may decide to pay
for different items using the fake money.
For the linear measurement act, the teacher may conduct the can of worm action. This involves
cutting down the ribbon of avarious collection of colors to many lengths and placing them in
containers. The students alone can carry out this action in their groups by taking out worms and
measuring them then recording all their answers(Sumirat, 2014). This is deemed to be an activity
with a lot of fun as seen in the worksheet.
Lesson 2
This lesson plan is set to cover several geometrical terms such ascircles, cones, cubes,
cylinders, pyramids, rectangles, rectangular prisms, spheres, squares, and triangles(Denton,

ENGLISH 15
2017). One positive thing about such activity is their ability to reinforce such vocabulary to come
up with quilts. It is important to print out the grid of about one inch squares. These shapes are
then cut out into several colors in the construction papers to help in filling all the squares. Some
squares may have two triangles or rectangles. For the sake of learning, three dimensional words
may have to utilize models(Simu, 2017). The games that follow up will be highly important,
educational and fun for the recognition of such words.
References
Anderson, C. M. (2016). An experimental study of literacy intervention: Teaching foundational
reading skills and guided reading (Doctoral dissertation, D'Youville College).

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Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: a framework of student
engagement for students from low socio-economic backgrounds with implications for
technology and literacy practices. Pedagogies: An International Journal, 10(4), 349-371.
Cronin, L. (2015). A Kindergarten teacher goes to pre-school in NSW. Practically Primary,
20(2), 34.
Denton, L. (2017). Literacy through literature: Why invest in a literature-rich teaching program?.
Educating Young Children: Learning and Teaching in the Early Childhood Years, 23(1),
49.
Doyle, J., Cuthill, M., McDonald, L., & Keppell, M. (2014). Researching regional impact: the
challenges and complexities. In Proceedings of the 2nd Digital Rural Futures Conference
2014 (pp. 84-84). University of Southern Queensland.
Ellery, V., Oczkus, L., & Rasinski, T. V. (2015). Literacy Strong All Year Long: Powerful
Lessons for K–2. International Literacy Association.
Hay, J. (2015). Think creatively. Practically Primary, 20(2), 32.
Johnston, J. (2013). Contemporary issues in Australian literacy teaching. Lulu. com.
Lynch, D., Smith, R., Provost, S., & Madden, J. (2016). Improving teaching capacity to increase
student achievement: The key role of data interpretation by school leaders. Journal of
Educational Administration, 54(5), 575-592.
Nicholas, M., & Paatsch, L. (2014). Teacher practice: A spotlight on the use of feedback and
conferencing in the first year of schooling. Australian Journal of Teacher Education
(Online), 39(9), 130.
Rodrigues, L., & Hyde, F. (2015). Scaffolding Literacy.

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Rodrigues, L., & Smith, B. (2014). Linking pedagogy: Scaffolding literacy and first steps using
linked planning and teaching to improve the language and literacy of students.
Practically Primary, 19(1), 34.
Simpson, A. (2016). Designing pedagogic strategies for dialogic learning in higher education.
Technology, Pedagogy and Education, 25(2), 135-151.
Simu, M. Y. (2017). THE USE OF SCAFFOLDED READING APPROACH TO IMPROVE
STUDENTS’READING COMPREHENSION (A Classroom Action Research at the
Seventh Grade of SMP Negeri 24 Surakarta in 2015/2016 Academic Year). Karya Ilmiah
Mahasiswa Progdi Pendidikan Bahasa Inggris FKIP, 3(1).
Sumirat, R. S. (2014). English Education Department Graduate School of Teacher Training and
Education Faculty (Doctoral dissertation, Sebelas Maret University).
Wilson, K., & Devereux, L. (2014). Scaffolding theory: High challenge, high support in
Academic Language and Learning (ALL) contexts. Journal of Academic Language and
Learning, 8(3), A91-A100.