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Lesson Planning Template (Based on Wiggins & McTighe, Damian Cooper & MB Ed)

Grade/Course: Unit:

Grade 1
Calendar

Length of Lesson: 35-45 minutes Stage 1 Desired Results


General and Specific Outcomes (Knowledge, Skills & Attitudes/Values):
Math 1.N.1 Say the number sequence by: 1s forward and backward between any two given numbers (0 to 100), 2s to 30, forwards starting at 0, 5s and 10s forward starting at 0. -record a numeral (0 to 100) symbolically when it is presented orally -read a numberal (0 to 100) when it is presented symbolically -skip counts by 2s to 30 starting at 0 -skip counts by 5s and 10s to 100 starting at 0 1.PR.1 Demonstrate an understanding of repeating patters (two to four elements) by: describing, reproducing, extending, and creating patterns using maniputlatives, diagrams, sounds, and actions -identify repeating patterns (eg days of the week, birthdays, seasons) 2.SS.1 Related the number of days to a week and the number of months to a year in a problem-solving context -read the date on a calendar -name and order the days of the week -identify the day of the week and the month of the year for an identified calendar date -identify yesterday's/tomorrow's date -name and order the months of the year English 3.1 -Ask and answer questions to satisfy personal curiosity on a topic and discuss information needs -Ask answerUnderstandings: questions to satisfy group curiosity 1. and Enduring Students will understand that. . . 3.2 -Make and check predictions using prior knowledge and oral, visual, and written text features to understand -how to use a calendar information -that skip counting is faster than counting by 1s

2.

Essential Questions: The key questions we will answer are. . .

-how many days have we been at school? -can we skip count by 2s, 5s, 10s? -what are the days of the week? what day are we today? -what are the months of the year? what month are we in?

3. Students will know. . .


-skip counting -days of the week, months of the year

4. Students will be able to. . .


-skip count by 2s, 5s, 10s -how to use a calendar

Stage 2 Assessment Evidence (Assessment AS/OF/FOR Learning


1. Assessment Strategy (Performance Task, Observation Checklist, Interview, etc.):
Observation Checklist

2. Assessment Criteria (Rubric, Achievement Indicators from Curriculum, Student or Teacher Generated):
Teacher Generated Checklist -count by 2s -count by 5s -count by 10s -what days is today, was yesterday, will be tomorrow -what are the days of the week -what are the months of the year

3. Formative / Summative (How will assessment be used in this lesson?)


Formative -this is a daily task, so using the checklist, it can show how the student progresses through the year until reporting time, and then the teacher can use all the formative assessments to create their summative assessment

4. Consideration of Assessment for I.E.P. students (if any):


Many visuals -calendar -numbers -days of the week -current month -today is -yesterday was -tomorrow will be -100 chart -numbers 0 to 100 -Days at school -tally -digi-block stand -pocket chart -10 frame Songs -today is song -montherina song -there are seven days song

Stage 3 Learning Plan


Instructional Strategies For This Lesson Consider learning styles, multiple intelligences, learner abilities and student interests. 1. Activating 2. Acquiring
-various students will change the days at school station, the calendar, and today is, yesterday was, tomorrow will be -days at school -tally -digi-block -10 frame -pocket chart

-students will come in and work on their own personal calendar -days at school -today's date -today's weather

3. Applying
-ask various questions -what is today's date -what day of the week are we on -what was one day ago/will be in 1 day -what was two days ago/will be in two days -how many days until Friday? -how many days have we been at school -how many days until 50 day? -what day is today/yesterday/tomorrow -skip counting by 2s, 5s, 10s -Sing Montherina -morning stretch

4. Accommodations/Modifications for Exceptional Learners


Multiple Intelligences: Word/Verbal - read yesterday is/tomorrow will be... Picture/Visual - looking at calendar, 100 chart... Body/Kinesthetic - getting up and changing days at school stations, morning stretch Musical - singing montherina, skip counting song... People/Interpersonal - group counting/singing Self/Intrapersonal - raising hand to answer a question not done as a group

Resources/Technology:
2013 Math Curriculum Kindergarten to Grade 4 English Language Arts, Manitoba Curriculum Framework of Outcomes and Grade 3 Standards

Learning Materials Required:


-100 chart -blank calendar and stick on date pieces and month labels -digi-blocks and stand -10 frames -today is, yesterday was, tomorrow will be posters and days of the week to stick on -paper, markers crayons

Cross-Curricular Integration:
This lesson is already cross-curricular integrated

Stage 4 - Reflection

Supportive Ideas for Lesson Plan and Unit Plan Development 1. Gardners Multiple Intelligences include: a. Linguistic (reading, writing, telling stories) b. Logical / Mathematical (experimenting, working with numbers, questioning) c. Spatial (drawing, building, creating, very visual) d. Musical (singing, listening to music, using instruments) e. Bodily / Kinesthetic (moving, touching, interacting, acting) f. Naturalistic (interacting with ones environment and surroundings, enjoying the outdoors) g. Interpersonal (talking with peers, mediating, sharing, organizing) h. Intrapersonal (thinking inward, working independently, pursuing personal goals) i. Existential (understanding religious & spiritual needs, naturalistic, see the big picture in life and the universe) 2. Learning Styles to Consider: a. Visual (spatial): prefer using pictures, images, and spatial understanding. b. Aural (auditory-musical): prefer using sound and music. c. Verbal (linguistic): prefer using words, both in speech and writing. d. Physical (kinesthetic): prefer using your body, hands and sense of touch. e. Logical (mathematical): prefer using logic, reasoning and systems. f. Social (interpersonal): prefer to learn in groups or with other people. g. Solitary (intrapersonal): prefer to work alone and use self-study. 3. Groupings (Taken from MB Education & Training) A variety of groupings facilitate differentiation in a multilevel classroom, including flexible and cooperative groups. Flexible groups: a. meet a particular need or interest of a small group of learners for strategic or explicit instruction, guided practice, or independent inquiry. b. will change frequently throughout a day or a learning/teaching sequence. c. may be formed by and across developmental levels and by student choice. Cooperative groups: a. develop a collaborative micro learning community within the larger classroom community (Johnson and Johnson). b. may stay together for an entire term. c. offer valuable opportunities for independent learning, thereby also allowing the teacher more time to work with flexible groups. d. require thoughtful role assignment in cooperative groups is essential so that younger students are not overshadowed by older ones. Assign roles that are based on students skills (e.g., reader, recorder, reporter, helper) and rotate them. Alternatively, suggest a share-the-pen strategy, with each member taking a turn at recording an idea while the others are coaches, assisting with spelling, and encouraging thinking. e. may be formed across developmental levels. Select students who have a range of social and academic abilities that will foster interdependence.