DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 2nd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate: Matthew Thomas Grade Level: Preschool Title: Numbers
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
Classroom environment:

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to
do?)
State Standard/Objective (from Unit Plan):
Standard K.CC: Counting and Cardinality
Objective three: Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 (with 0
representing a count of no objects). (But the revised we will talk about 1-5)
Content Walk-Away: I will be able to write the number 1
Language Walk-Away: I will be able to identify the number 1 and write it

Vocabulary: One

ASSESSMENT EVIDENCE (What evidence do I need to show the students

have learned the Walk-Away? )

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson):

Observe the students and watch facial expressions.
Content Walk-Away Evidence (Summative):
I will identify the number one.
Language Walk-Away Evidence (Summative):

I will identify and say the number one.

ACTIVE LEARNING PLAN
Activate/Building Background Knowledge
In our lives there are many numbers. Numbers show a value. For example the number 1, represents one item. I will show
you an example.
Formative assessment:
Observe my students.
Modification/accommodations: (ELL, IEP, GATE, etc.)
Focus Lesson (I do it)
Here is an example of 1. In my hand I have one cookie. Now I have one ball in my hand. On my face I only have one nose.
How many noses do you have? (Hope they say one). Now when we write this symbol or drawing (1) represents one.
Formative Assessment:
Observe my students.
Modification/accommodations:

Guided Instruction (We do it)

We are going to look at some examples. We are going to tell me if there is just one item or more. Have examples on smart
board where there are some slides with one object and other slides with two or three. This activity will see if they can
identify when there is only one object.
Formative Assessment:
Find which students struggle with this concept.
Modification/accommodations:
Reteach for multiple exposures.
Collaborative/Cooperative (You do it together)
We are going to do the same activity but this time I am not going to help you. When I say go you are going to say the
answer out loud as a group. (Continue activity).

Formative Assessment:
Continue with observation
Modification/accommodations:
Step in if help is needed.
Independent (You do it alone)
Before you go to play time you are going to come up to one of the aides or I and we are going to hold up one or more
objects. You have to tell us if there is only one object or if there are more. When you answer this correctly you may go to
play time.
Summative Assessment:
Write down results from summative activity/assessment.
Modification/accommodations:
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
One is an important number that you will see everywhere. Here it is again (1).

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?