What happened before the lesson?

Where did the idea come from? 

• “Measure March,” pages 117-118 in Showcasing Mathematics for the Young Child.
• “Walking the Circle,” page 141 in the Young Child and Mathematics. 

What had the children learned BEFORE this lesson? 
They had many informal experiences with measurement vocabulary. For some children, this was an introduction to new terms.

What did you plan to do AFTER this lesson?
We continued to walk and move using HEAVY, LIGHT, LONG, SHORT, and other measurement terms.

What's happening during the lesson?

Objective: Children will move according to directions using measurement vocabulary.

Introduction:
The teacher suggested that children stand and move to get ready for lunch.

Procedure:
Using a variety of measurement terms, teacher models and asks children to move according to the measurement directions. Some suggested terms are: heavy, light, short, long, tall, fast, slowly. 

What will I do after the lesson?

How would you describe the teaching that occurred using the words on the Continuum of Teaching Behaviors?
I MODELED the actions and children followed my model.