DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate _Angie Koch_____ Grade Level _K__ Title _Composing 4 and 5__
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:

Contextual Factors: 20 students: 9 girls, 11 boys

5 ESL students
Johnathan is very talkative and has very little attention span.
Leslie is very talkative in Spanish to her friends.
Porsche is emotionally unstable, gets upset very easily.
Classroom environment: Classroom has rug area as well as desks and chairs for each students. The teacher has an
easel to write on and a smart board for the projector. She has many books and materials lining the classroom that
are used often to enhance student learning.
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:
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Button to show links.
1. Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out
situations, verbal explanations, expressions, or equations.
Content Walk-Away: I will use numbers and objects to make four and five. 1
Language Walk-Away: I will talk about the numbers I use to make four and five. 2

Vocabulary: Four, Five 3

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

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
I will be checking for students paying attention and participating throughout the
lesson. I will also be listening to their discussions as they work.
Content Walk-Away Evidence (Summative):
Students will put two numbers together to make the numbers four and five
respectively.
Language Walk-Away Evidence (Summative):
Students will talk about the numbers they are using to make four and five.

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

ELL: encourage students to

count out loud and point to
the objects as they count to
help create one-to-one
correspondence. Teacher
should do the same when
counting.
Behavior: Keep all students
engaged, keep teacher talk
to a minimum while still
being clear and explicit.
Advanced: Ask them to
explain how they know the
two numbers they chose
makes four or five. Ask
student if he or she knows
any other way to make four

or five.
Approx.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Today we are going to talk about how to make the numbers four and five. Lets read our goal. We have already
learned how to write four and five, now we are going to learn how to put other numbers together to make four
and five. Get your sky pencils ready, we are going to draw the number four in the air. (do motion), now on
your hand, now on the floor. Now get ready, were going to do the same thing but with number five (do 3
motions). Good, now we are ready to use other numbers to make four and five. 6,7,8
Formative assessment:
Learning Goal
Students will draw invisible fours
and fives.

Success Criteria
Students will have to use their
hands and follow along while
writing four and five in the air

Assessment Strategy
Students will write four and five
three times each. In the air, on
their hand, and on the floor. All
with their hand, not a real pencil.

Modification/accommodations: (ELL, IEP, GATE, etc.) 5,8,11

ELL: I will model writing the four and five as well.
Emerging: Be sure to talk clearly and model what I am saying.
Advanced: Have student come to the front of the class to help model the motions of writing four and five.
Focus Lesson (I do it)
I have orange and black popsicle sticks up here. I am going to use them to make four and five. I also have two
cups, one has the number four on it, and the other has the number five on it. This is where I am going to put
the sticks as I count them.
First I am going to make four. I am going to count three orange sticks (1-2-3) and put them in the cup. Now I
am going to count one black stick (1) and put it in the cup. Now I am going to count all the sticks in my cup.
(1-2-3-4). I have four sticks! So three and one makes four!
Now I am going to make five. I am going to count three black sticks (1-2-3) and put them in the cup that has
the number five on it. Now I am going to count two orange sticks. (1-2) and put them in the cup as well. Now I
am going to count all the sticks together. (1-2-3-4-5) I have five sticks! That means that three and two make
five! 4,6,9,10,11,12
Formative Assessment:
Learning Goal
Students will follow along and
listen to my demonstration.

Success Criteria
Students will sit quietly and
follow along with the
presentation.

Assessment Strategy
I will look for students sitting
quietly and being attentive.

Modification/accommodations:
ELL: Hold up the objects as I am counting them, do not count too fast.
Emerging: Hold up the objects as I count, do not count too fast.
Advanced: Keep them in mind when differentiating for emerging and ELL students, do not go so slow that
they lose interest. Keep pace but do not rush.
Guided Instruction (We do it)
-When I say go, I need everyone to get into a circle on the rug. Ready, go. Okay, drop hands and have a seat on
your pockets. Now we are going to make four and five together.
-First we are going to make four. I have my cup that says four, Im going to put it here. Now I have my
popsicle sticks. I am going to use black first, I have three black sticks. Count them with me (1-2-3), now I am
going to add one orange stick. Count it with me (1). Now together lets count all the sticks in the cup. (1-2-3-4)
Great! We just used three and one to make four!
-Lets make five. I have my five cup. First I am going to put in two orange sticks. (1-2). Now I am going to put
in three black sticks (1-2-3). Now lets count all the sticks in the cup to see how many we have all together. (12-3-4-5). Wonderful! We used two and three more to make five.

-Now we are going to make four again but in a different way. I am going to start with two black sticks. (1-2)
now I am going to add two orange sticks to the cups also. (1-2) Now lets count and see how many sticks we
have all together. (1-2-3-4) Wow! So we made four sticks using two black and two orange sticks. Did anyone
notice that we used different numbers to make four? The first time we used three and one, this time we used
two and two.
-I bet we can find another way to make five. I am going to start with four black sticks (1-2-3-4) and put them
in the cup. Now I am going to add one orange stick to the cup (1). Now lets count the sticks together to see
how many four and one more makes. (1-2-3-4-5)
14,15,16,18,20,21,22,23,24
Formative Assessment:
Students will count along to make the numbers four and five with orange and black popsicle sticks. They will
recognize the number on the front of the cup and count the sticks with me to make that number.
Learning Goal
Students will add by counting
numbers to make four and five.

Success Criteria
Students will need to count out
loud the number of sticks going
into each cup.

Assessment Strategy
Students will follow my lead, and
together we will count popsicle
sticks to make the four and five.

Modification/accommodations:
ELL: seat them in a spot where they have a clear view of me. Be sure to hold the sticks up as I am counting.
Emerging: Hold up the popsicle sticks as we are counting them. Make sure the students can see me put them
into the cup to help them make that relationship connection.
Advanced: Make sure this is interesting to them. Call on them to predict how many more sticks will be
needed to make our goal number.
Collaborative/Cooperative (You do it together)
Now you guys are going to have a chance to make four and five together. I am going to call someone up here to
start and count the first sticks, then someone else will get a turn to count more sticks to make four or five. Ill
help you with the first one, Tyson, will you come up here? We are going to make four. What is the first
number you want to use? (1, 2, or 3) great, can you count them and put them in the cup? Thank you, you can
go sit down now. Charlize, can you come up here? Tyson put in (3) orange sticks in the cup. We want to make
four, how many more sticks to we need to add? (1) Great! Can you put one black stick in the cup? Lilly, can
you come up and count all the sticks in the cup and see if we made four? (1-2-3-4). You did it! You used three
and one more to make four!
Okay, lets try to make five this time. (Go through same process but use my voice less, let the students try to
figure it out) Keep guiding them however.
Do two for four, and three for five.
13,14,15,16,18,20,21,22,23,24
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students will work together to use Students will need to put the
Students will take turns coming
numbers and counting to make
correct number of sticks in the
up to place and count sticks.
four and five.
cup and count them.
Modification/accommodations:
ELL: Call on them when they raise their hand. Encourage them to try. Give them plenty of wait time when
counting.
Emerging: Encourage them to participate. If it seems like they would rather, have them come up to count the
total number of sticks in the cup.
Advanced: Have them come up to add the second set of sticks to the cup. Try to challenge them by having
them make a prediction of how many more sticks they will need to add.
Independent (You do it alone)
Now lets look up at the board. I am going to explain your worksheet. (Go through first problem on first page)
This is like what we were doing with the popsicle sticks but you are going to circle instead of put sticks in a
cup. Lets do the first one together. On the next page, you are going to draw four windows on the top part of
the library building. Then you are going to use two different colors to show how to make four. Like this.
(show)
Okay, when I call your name, go sit at your desk and start working on your worksheet.
6,11,17,18,19,20,21,23,25,30

Summative Assessment:
Students will turn in their worksheet demonstrating how they used two different numbers to make four and
five.
Modification/accommodations:
ELL: help guide them through the first couple problems on their worksheet. Encourage them to count out
loud.
Emerging: help them with the worksheet, but give them goals to meet while I am walking around checking
on other students.
Advanced: ask them if they can come up with any other ways to make four or five, have them write those
down on their paper.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Okay, lets read our goal again. Can someone give me a way that we can make four? (call on 2 students) Can
someone give me a way to make five (call on 2 students) How did we represent or show numbers in todays
lesson? (look for 2 or 3 different answers).
27,28,29,
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
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
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?
Be prepared to reintroduce and use counting on. Scoop and bonk.

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?