Writing assignment 7
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602_unit_7_lesson_plan_with_modifications.docx.pdf
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Unit Seven Lesson Plan with Modifications
Keysha Durr
Belhaven University
EDU 602: Psychology of the Exceptional Child
Dr. James C. Norton
December 5, 2020
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Compton Elementary School Lesson Plan
Teacher: Keysha Durr Subject: 4th Grade/Mathematics Week of November 16-20
Monday Tuesday Wednesday Thursday Friday
Unit/Theme Module 2:
Metric Unit
Conversions
Module 2:
Metric Unit
Conversions
Module 2:
Metric Unit
Conversions
Module 2:
Metric Unit
Conversions
Module 2:
Metric Unit
Conversions
Standards (cut and paste) 4. MD.1 Know relative
sizes of measurement
units within one system
of units including km,
m, cm, kg, g; lb., oz.; l,
ml; hr., min, sec. Within
a single system of
measurement, express
measurements in a
larger unit in terms of a
smaller unit. Record
measurement
equivalents in a two-
column table. For
example, know that 1ft
is 12 times as long as 1
in. Express the length
of a 4ft snake as 48in.
Generate a conversion
4. MD.1 Know relative
sizes of measurement
units within one system
of units including km,
m, cm, kg, g; lb., oz.; l,
ml; hr., min, sec. Within
a single system of
measurement, express
measurements in a
larger unit in terms of a
smaller unit. Record
measurement
equivalents in a two-
column table. For
example, know that 1ft
is 12 times as long as 1
in. Express the length of
a 4ft snake as 48in.
4. MD.1 Know relative
sizes of measurement
units within one system
of units km including
km, m, cm, kg, g; lb.,
oz.; l, ml; hr., min, sec.
Within a single system
of measurement,
express measurements
in a larger unit in terms
of a smaller unit.
Record measurement
equivalents in a two-
column table. For
example, know that 1ft
is 12 times as long as 1
in. Express the length
of a 4ft snake as 48in.
Generate a conversion
4. MD.1 Know relative
sizes of measurement
units within one
system of units
including km, m, cm,
kg, g; lb., oz.; l, ml; hr.,
min, sec. Within a
single system of
measurement, express
measurements in a
larger unit in terms of
a smaller unit. Record
measurement
equivalents in a two-
column table. For
example, know that
1ft is 12 times as long
as 1 in. Express the
length of a 4ft snake
4. MD.1 Know relative
sizes of measurement
units within one
system of units
including km, m, cm,
kg, g; lb., oz.; l, ml; hr.,
min, sec. Within a
single system of
measurement, express
measurements in a
larger unit in terms of
a smaller unit. Record
measurement
equivalents in a two-
column table. For
example, know that
1ft is 12 times as long
as 1 in. Express the
length of a 4ft snake
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table for feet and
inches listing the
number pairs (1,12),
(2,24), (3,36), …
4. MD.2 Use the four
operations to solve
word problems
involving distances,
intervals of time, liquid
volumes, masses of
objects, and money,
including problems
involving simple
fractions or decimals,
and problems that
require expressing
measurements given in
a larger unit in terms of
a smaller unit.
Represent
measurement
quantities using
diagrams such as
number line diagrams
that feature a
measurement scale.
Generate a conversion
table for feet and
Inches listing the
number pairs (1, 12), (2,
24), (3, 36),
4. MD.2 Use the four
operations to solve
word problems involving
distances, intervals of
time, liquid volumes,
masses of objects, and
money, including
problems involving
simple fractions or
decimals, and problems
that require expressing
measurements given in
a larger unit in terms of
a smaller unit.
Represent measurement
quantities using
diagrams such as
number line diagrams
that feature a
measurement scale.
table for feet and
inches listing the
umber pairs (1,12),
(2,24), (3,36), …
4. MD.2 Use the four
operations to solve
word problems
involving distances,
intervals of time, liquid
volumes, masses of
objects, and money,
including problems
involving simple
fractions or decimals,
and problems that
require expressing
measurements given in
a larger unit in terms of
a smaller unit.
Represent
measurement
quantities using
diagrams such as
number line diagrams
that feature a
measurement scale.
as 48in. Generate a
conversion table for
feet and inches listing
the number pairs
(1,12), (2,24), (3,36),
…
4. MD.2 Use the four
operations to solve
word problems
involving distances,
intervals of time,
liquid volumes,
masses of objects, and
money, including
problems involving
simple fractions or
decimals, and
problems that require
expressing
measurements given
in a larger unit in
terms of a smaller
unit. Represent
measurement
quantities using
diagrams such as
number line diagrams
that feature a
measurement scale.
as 48in. Generate a
conversion table for
feet and inches listing
the number pairs
(1,12), (2,24), (3,36),
…
4. MD.2 Use the four
operations to solve
word problems
involving distances,
intervals of time,
liquid volumes,
masses of objects, and
money, including
problems involving
simple fractions or
decimals, and
problems that require
expressing
measurements given
in a larger unit in
terms of a smaller
unit. Represent
measurement
quantities using
diagrams such as
number line diagrams
that feature a
measurement scale.
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Conceptual Knowledge
The student will
understand…
Procedure Knowledge
The student will be able
to…
Express metric length
measurements in terms
of a smaller unit; model
and solve addition and
subtraction word
problems involving
metric length.
Express metric mass
measurements in terms
of a smaller unit; model
and solve addition and
subtraction word
problems involving
metric mass.
Express metric capacity
measurements in
terms of a smaller unit;
model and solve
addition and
subtraction word
problems involving
metric capacity.
Use addition and
subtraction to solve
multi-step word
problems involving
length, mass, and
capacity.
Express metric
capacity
measurements in
terms of a smaller
unit; model and solve
addition and
subtraction word
problems involving
metric capacity. Use
addition and
subtraction to solve
multi-step word
problems involving
length, mass, and
capacity.
Materials/Resources
include books, page
numbers, manipulatives,
worksheets
Engage NY: Module 2
Pages 19-23
Whiteboards
Markers
Engage NY: Module 2
Pages 33-37
Whiteboards
Markers
Engage NY: Module 2
Pages 46-50
Whiteboards
Markers
Engage NY: Module 2
Pages 75-81
Whiteboards
Markers
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Opening/Hook TTW show students a
video on the heights of
basketball players.
TTW show students a
video on the weights of
different things
(Guinness Book of
World Records)
TTW show students
different containers
with the same amount
of liquid. TTW ask
students which
container holds the
most amount of liquid.
Various responses will
be recorded and
discussed.
TTW use a measuring
tool (measuring tape)
to measure student’s
heights. TTW tell
students that on
tomorrow they will
convert their height in
feet over to inches.
Assessment
Student engagement
Strategy
Response paddles, dry
erase boards, annotating,
random calling, etc.
Dry Erase Boards
Random Calling Sticks
Dry Erase Boards
Random Calling Sticks
Dry Erase Boards
Random Calling Sticks
Dry Erase Boards
Random Calling Sticks
Dry Erase Boards
Random Calling Sticks
Instruction (modeling)
I do
TTW COMPLETE
CONCEPT
DEVELOPMENT WITH
STUDENTS
TTW COMPLETE
CONCEPT
DEVELOPMENT WITH
STUDENTS
TTW COMPLETE
CONCEPT
DEVELOPMENT WITH
STUDENTS
TTW COMPLETE
CONCEPT
DEVELOPMENT WITH
STUDENTS
TTW COMPLETE
CONCEPT
DEVELOPMENT WITH
STUDENTS
Guided Practice (teacher
and students)
We do
TTW COMPLETE
CONCEPT
DEVELOPMENT AND
TSW RESPOND ON
WHITE BOARDS.
TTW COMPLETE
CONCEPT
DEVELOPMENT AND
TSW RESPOND ON
WHITE BOARDS.
TTW COMPLETE
CONCEPT
DEVELOPMENT AND
TSW RESPOND ON
WHITE BOARDS.
TTW COMPLETE
CONCEPT
DEVELOPMENT AND
TSW RESPOND ON
WHITE BOARDS.
TTW COMPLETE
CONCEPT
DEVELOPMENT AND
TSW RESPOND ON
WHITE BOARDS.
Independent Practice
(collaboratively/and or
Lesson 1 Problem Set Lesson 2 Problem Set Lesson 3 Problem Set Lesson 4 Problem Set Assessment
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independently)
You do
Modifications for Gifted
Student
Students will be given a
choice to work
independently or with
a peer. Student will be
given multi-step word
problems. When
student has finished,
he/she may help
another student
Students will be given a
choice to work
independently or with a
peer. Student will be
given multi-step word
problems. When
student has finished,
he/she may help
another student
Students will be given a
choice to work
independently or with
a peer. Student will be
given multi-step word
problems. When
student has finished,
he/she may help
another student
Students will be given
a choice to work
independently or with
a peer. Student will be
given multi-step word
problems. When
student has finished,
he/she may help
another student
Students will be given
a choice to work
independently or with
a peer. Student will be
given multi-step word
problems. When
student has finished,
he/she may help
another student
Modifications for Visually
Impaired Student
Modifications for Hearing
Students will be seated
near the front of the
class. Students will utilize
handheld video magnifier
when working in
workbook and given
worksheets with large
print. Students will do I-
Ready on the computer
using headphones.
Students will be seated in
the front of the class or
near the teacher/sound
source. Students will
watch videos with closed
caption on. Teacher will
repeat student questions
and responses made by
Students will be seated
near the front of the class.
Students will utilize
handheld video magnifier
when working in workbook
and given worksheets with
large print. Students will
do I-Ready on the
computer using
headphones.
Students will be seated in
the front of the class or
near the teacher/sound
source. Students will
watch videos with closed
caption on. Teacher will
repeat student questions
and responses made by
Students will be seated
near the front of the
class. Students will utilize
handheld video magnifier
when working in
workbook and given
worksheets with large
print. Students will do I-
Ready on the computer
using headphones.
Students will be seated in
the front of the class or
near the teacher/sound
source. Students will
watch videos with closed
caption on. Teacher will
repeat student questions
and responses made by
Students will be seated
near the front of the
class. Students will
utilize handheld video
magnifier when working
in workbook and given
worksheets with large
print. Students will do I-
Ready on the computer
using headphones.
Students will be seated
in the front of the class
or near the
teacher/sound source.
Students will watch
videos with closed
caption on. Teacher will
repeat student
Students will be seated
near the front of the
class. Students will
utilize handheld video
magnifier when working
in workbook and given
worksheets with large
print. Students will do I-
Ready on the computer
using headphones.
Students will be seated
in the front of the class
or near the
teacher/sound source.
Students will watch
videos with closed
caption on. Teacher will
repeat student questions
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Impaired Students
Modifications for ADHD
Student
other students. Student
will use visual aids to
support the lesson.
Students will be seated
in a quiet area near at
least one role model.
Students will be given
more time to complete
assignments. Tasks will
be broken up into
smaller tasks and a
timer will be used
during assignments.
Students will work each
step in an assignment
in different colors.
Student will be
assigned a peer tutor.
Student will be
provided learning aids
such as manipulatives
and models to help
students focus on
conceptual
understanding and skill
other students. Student
will use visual aids to
support the lesson.
Students will be seated
in a quiet area near at
least one role model.
Students will be given
more time to complete
assignments. Tasks will
be broken up into
smaller tasks and a
timer will be used
during assignments.
Students will work each
step in an assignment in
different colors. Student
will be assigned a peer
tutor. Student will be
provided learning aids
such as manipulatives
and models to help
students focus on
conceptual
understanding and skill
building.
other students. Student
will use visual aids to
support the lesson.
Students will be seated
in a quiet area near at
least one role model.
Students will be given
more time to complete
assignments. Tasks will
be broken up into
smaller tasks and a
timer will be used
during assignments.
Students will work each
step in an assignment
in different colors.
Student will be
assigned a peer tutor.
Student will be
provided learning aids
such as manipulatives
and models to help
students focus on
conceptual
understanding and skill
questions and responses
made by other students.
Student will use visual
aids to support the
lesson.
Students will be
seated in a quiet area
near at least one role
model. Students will
be given more time to
complete
assignments. Tasks
will be broken up into
smaller tasks and a
timer will be used
during assignments.
Students will work
each step in an
assignment in
different colors.
Student will be
assigned a peer tutor.
Student will be
provided learning aids
such as manipulatives
and models to help
students focus on
conceptual
and responses made by
other students. Student
will use visual aids to
support the lesson.
Students will be
seated in a quiet area
near at least one role
model. Students will
be given more time to
complete
assignments. Tasks
will be broken up into
smaller tasks and a
timer will be used
during assignments.
Students will work
each step in an
assignment in
different colors.
Student will be
assigned a peer tutor.
Student will be
provided learning aids
such as manipulatives
and models to help
students focus on
conceptual
understanding and
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Modifications for Student
with Cognitive Delay
building. building. understanding and
skill building.
skill building.
Closure TSW recap the topics
covered and remind
them that on tomorrow
we will discuss mass.
TSW recap the topics
covered and remind
them that on tomorrow
we will discuss capacity.
TSW recap the topics
covered and remind
them that on
tomorrow we will
discuss length, mass,
and capacity.
TSW recap the topics
covered and remind
them that on
tomorrow we will
have an assessment
on the metric system
and conversions.
Formative Assessment/
Exit ticket
TSW complete Exit
Ticket 1
TSW complete Exit
Ticket 2
TSW complete Exit
Ticket 3
TSW complete Exit
Ticket 4
Assessment
Summative Assessment n/a n/a n/a n/a TSW complete
Summative
Assessment on 4.
MD.1 & 4. MD.2
Health Move to Learn Move to Learn Move to Learn Move to Learn Move to Learn
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Reference
www.jodidurgin.com/elementary-math-accommodations-and-modifications
www.ttaconline.org/instructional-strategies-students-with-cognitive-disabilities
www.teachingvisuallyimpaired.com/accommodations--modifications.html
Common Core State Standards, 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers.
www.Mde.k12.ms.us
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