Daily Lesson Plan (Template)

Name: Destany Cline Date: 10/1/2017

Subject: Reading Topic: Grammar

Grade: 1 Length of Lesson: 1 hour

The Big Idea: Short I and ks/x words

Standard: Early Learning Foundations.

Cluster: Phonological Awareness

Objective: ELA.1.IV

Demonstrate understanding of spoken words, syllables, and sounds

(phonemes).

Distinguish long from short vowel sounds in spoken single-syllable

words.
Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends.
Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words.
Segment spoken single-syllable words into their complete sequence of
individual sounds (phonemes).

Specific Objective:
Students will be able to distinguish between words that have a ks or x when trying to
sound them out.
Materials:

Smart board, books, decodables, test

Direct Instruction: I will do a review of the story Pig in a Wig. I will review what a
character, setting and plot is with the children and have them tell me what these are in our story.
I will also go over the words with short /i/ sound and /ks/ and /x/. \
Guided Practice:
We will draw a retelling of the story based on the concept review pictures in their book. Then we
will go over the words that have a short /i/ sound in them and the children will help me list other
words with this sound. We will do the same for /ks/ words. I will explain that /ks/ makes the /x/
sound.
Differentiation:
Tier 1: Above
These children will catch on quickly to the lesson so they may write down words that we
do not list on the board that have the short/i/ and ks sounds.
Tier 2: On
These students will read with the class. They will be able to come up with their own
words to give me with guidance.
Tier 3: Below
These students will need extensive help in knowing what the sounds are and the different
words with the sound. I will use a different color marker to highlight the sounds we are
looking for. I will then sound out each letter for them.

Lesson Closure:
We will go over the different words that we have listed and how the are alike. I will list a few
other words that do not have that sound to see if they understand.
Independent Practice:

The students will read in their decodables on the story Mix and Fix.
Assessment:
Students will be assessed a test that goes along with their story. They must get 12/15 to achieve
mastery.

Lesson Reflection:

1.

2.

3.
 Daily Lesson Plan (Template)

Name: Destany Cline Date: 11/20/2017

Subject: Math Topic: Fractions

Grade: 5 Length of Lesson: 2 hours

The Big Idea: How do we multiply fractions?

Standard: Numbers and Operations-Fractions

Cluster: Apply and extend previous understandings of multiplication and division to multiply
and divide fractions.

Objective: M.5.14

Apply and extend previous understandings of multiplication to multiply a

fraction or whole number by a fraction.

1. Interpret the product (a/b) q as a parts of a partition of q into b

equal parts; equivalently, as the result of a sequence of operations
a q b. (e.g., Use a visual fraction model to show (2/3) 4 = 8/3
and create a story context for this equation. Do the same with (2/3)
(4/5) = 8/15.)
2. Find the area of a rectangle with fractional side lengths by tiling it
with unit squares of the appropriate unit fraction side lengths and
show that the area is the same as would be found by multiplying the
side lengths. Multiply fractional side lengths to find areas of
rectangles and represent fraction products as rectangular areas.

Specific Objective:
 I want students to understand the steps to multiplying fraction by whole numbers. They
should understand that we always put the whole number over one and multiple straight
across.

Materials:
Math journals pg. 108/109
Direct Instruction:

I will start the lesson off with their mental math section. It will be on division. We will then do

their mental math section which will be on multiplying fractions with whole numbers. I will go

over the steps to multiplying fractions again with the students.

Guided Practice:
We will then do the next problems in the section together on the smart board. We will then work
on pg. 108 together.
Differentiation:
Tier 1: Above
These students may go ahead and do their math boxes on page 109 if finished.
They get bored easily so they need something to challenge them.
Tier 2: On
These children will work the problems out with the class. They may use their
activity cards to help the if they need a visual.
Tier 3: Below
These children may work with peer tutors, use their activity cards, and their math
reference journals as needed.

Independent Practice:
The children will work independently on page 109. After they are finished, they will be doing a
Thanksgiving math coloring sheet. They will also take pg.114 in their homelinks home for
homework.

Lesson closure:
We will go over the steps to multiplying fractions. I will give them a chance to race on
the white board.

Assessment:
Children will be graded on class participation. They will also have a grade for page 109. They
must get 4/5 to achieve mastery.
Lesson Reflection:

1.

2.

3.
 Daily Lesson Plan (Template)

Name: Destany Cline Date: 11/21/2017

Subject: Math Topic: Fractions

Grade: 5 Length of Lesson: 2 hours

The Big Idea: How do we multiply fractions?

Standard: Numbers and Operations-Fractions

Cluster: Apply and extend previous understandings of multiplication and division to multiply
and divide fractions.

Objective: M.5.14

Apply and extend previous understandings of multiplication to multiply a

fraction or whole number by a fraction.

3. Interpret the product (a/b) q as a parts of a partition of q into b equal parts;

equivalently, as the result of a sequence of operations a q b. (e.g., Use a
visual fraction model to show (2/3) 4 = 8/3 and create a story context for this
equation. Do the same with (2/3) (4/5) = 8/15.)
4. Find the area of a rectangle with fractional side lengths by tiling it
with unit squares of the appropriate unit fraction side lengths and
show that the area is the same as would be found by multiplying the
side lengths. Multiply fractional side lengths to find areas of
rectangles and represent fraction products as rectangular areas.

Specific Objective:
 I want students to understand the steps to multiplying fraction by whole numbers. They
should understand that we always put the whole number over one and multiple straight
across.

Materials:

Direct Instruction:

We will start reviewing for their Unit 3 assessment. I will go over the steps for adding and
multiplying fractions.
Guided Practice:
We will race using adding and multiplying fractions on the board. They will then go back
through their math books and do any unfinished pages.
Differentiation:
Tier 1: Above
These students may go already be finished with all their pages. They may get a
Thanksgiving activity or play Prodigy(math game.)
Tier 2: On
These children will work in groups to get their work finished.
Tier 3: Below
These children may work with peer tutors, use their activity cards, and their math
reference journals as needed.

Independent Practice:
The children will work independently on their math journals. Once finished we will play Kahoot.

Lesson closure:
We will go over the steps to adding and multiplying fractions.
Assessment:
Children will be graded on class participation. They will eventually be graded on all their math
journal pages they have completed.

Lesson Reflection:

1.

2.

3.