Advanced Lesson Plan

Teacher Candidate: Kendall Hagar

Title of Lesson: How many?
Grade Level(s): Pre-k, Kindergarten
Subject Area: Math
Location of the lesson (specify if in general or special education
class):
Grouping (highlight: 1:1, small group, large group)


Preparing for the Lesson

1. Lesson Topic: What are the big ideas? How does this relate to what
students are currently learning in general education?

Each number has a corresponding quantitative value.


2. What are your learning targets for the lesson (i.e., what are your primary
and supporting objective of instruction)? What do you want the student(s)
to learn and be able to do at the end of the lesson?

- count numbers 10-20 (seen through the worksheet, how many bears in
are the bag?)
- practice writing numbers 0-9 (on the worksheet)


3. What Content Standards(s) and/or EEOs will this lesson address? How
does this lesson relate to the 21
st
Century skills?

Colorado State Standards:
1. Whole numbers can be used to name, count, represent, and
order quantity
a. Use number names and the count sequence.
b. Count to determine the number of objects. (CCSS: K.CC)
i. Apply the relationship between numbers and
quantities and connect counting to cardinality.3
(CCSS: K.CC.4)
ii. Count and represent objects to 20.4 (CCSS:
K.CC.5)


Common Core:
CCSS.MATH.CONTENT.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written
numeral 0-20 (with 0 representing a count of no objects).

4. List specific IEP goals that will be addressed during lesson:

By July 2014, Student A will be able to quantify numbers 10-20 with 80%
accuracy 4 out of 5 times.

5. Describe Specific Strategies to be taught/modeled during the lesson. How
will you incorporate the strategies, which have been taught/modeled into
the students content courses (math, literacy, behavior).

Strategy: quantify numbers 10-20. The students will discover this through
the activity in the lesson.

6. What background (prior) knowledge do the students need to have to be
successful? If the students do not have this knowledge how will they get
it?

Students will need to be able to identify written numbers 1-20. They will
also need to be able to write numbers 0-9. Students will also need to have
beginning counting skills.


7. How will you address classroom and behavior management/grouping
issues during the lesson?


Students who are not following directions will be given the choice to take a
break or complete what they were asked to do. Some students will be
given a countdown after given the choice. According to the current
intervention for one student, her loud outbursts will be ignored. Students
will be reminded to work with their team and not to rush through their
work.


8. Materials and Resources (What do you need? How/where will you get it?)

10 bags with items ( each bag will have a different number of items 10-20)
Worksheet made (Kids will use a pencil to write their answers)
Chicka Chicka 1 2 3 and manipulatives
Envelopes
Numbers 10-20 (blue, red, yellow, green)



Teaching the Lesson

1. Anticipatory Set
a. How will you get the student(s) attention?
b. Review and relate prior learning/lessons.

I will gain the students attention by reading Chicka Chicka 1 2 3 by Bill
Martin Jr. and Michael Sampson. The students will interact with the story
using the manipulatives provided with the book.

2. Teaching: Is this an informal presentation or direct instruction? Please
circle/highlight. Structured Discovery
c. What are the specific steps you will follow when teaching this
lesson. Be sure to include the following:
i. what the teacher will teach or model,
ii. how the students will be engaged in the lesson, and
iii. how the students will demonstrate their learning (Guided
Practice)?


We will start in a circle and I will explain to students what will be doing. I
will point out that there are 10 bags around the room, and each bag has
something different inside. I want you to tell me how many items are in each
bag. I will demonstrate how I would like them to complete the activity by
counting 9 items in a bag (this bag is just for demonstration purposes). I will also
explain that everyone will get a worksheet, and they will be required to write the
number next to the picture of each item. I will do this for my 9 item bag. I will
explain that I want each student to go around to each bag and count the items
with a partner or partners that I assign. I will also show students that each group
will receive an envelope of numbers 10-20. Next to each bag is an envelope.
Once the group has counted the items they will need to find the number in their
envelope and place it in the envelope next to the bag.

I will then pass out the worksheets. Every student will get a worksheet so
they can practice writing their numbers. I will have already placed their stools in
the circle according to their groups. I will pass out the envelopes of numbers to
each group. (Each group will have a different color of numbers to help me
evaluate their learning). I will remind the students to work together to determine
how many items are in each bag.


2. What, if any, scaffolding and/or additional
accommodations/modifications are needed for specific student(s)?

Students will be placed in groups with peers who can help them determine
the number of items. One student will get a matching worksheet because
they are currently unable to write numbers 0-9.

1. Checking for Understanding- How will you check for understanding?
Using Blooms Taxonomy, what questions might you ask your students?
Knowledge how many bears are there? What comes after 12?
Comprehend
Apply How would you organize these bags to show smallest to
biggest?
Analyze Are there more bears or gems?
Synthesize
Evaluate

3. Re-teaching: What will you do differently if the student(s) do not
understand the concepts in the lesson?


If a student does not understand the directions of the lesson, I will first ask
them to ask their partner/s. If they still do not understand I will explain
once more verbally, and then follow the group for at least one round to
make sure they understand what they are being asked. If a student is
having trouble counting the objects, I will ask their group members to slow
down and help their peer.

4. How/where will students integrate (generalize) this learning into
future lessons/activities? This is your PURPOSE (how will this relate to
real life?).

Being able to quantify numbers 10-20 is a very important skill that these
students will use for the rest of their lives.

5. Closure:
a. How will you review the content covered during the lesson so
students can demonstrate learning of the lesson concepts (this
should be tied to the main objective).
b. How will you formally END the lesson (e.g., Students show/tell what
they learned, answer an exit question as their ticket out the door,
list 2 things you learned, and one question you still have).


I will close the lesson by asking the students to come back to the circle. As
a group we will go through each bag and I will ask the students to tell me how
many items are in each bag. I will then ask the students to help me put the bags
in numerical order. As a group we will count 10, 11, 12, ... and then students will
be directed toward centers time.

6. Independent Practice: What will this look like? Is there homework?
Completion of a product? Practice a skill learned in class?

Later in the week students will be asked to find 10 rocks and 15 pieces of
grass to add to the sensory table. Each student will need to find and count
these objects independently.

7. Evaluation: How will you evaluate/assess student learning (this must be
more than completing classroom work)?


I will use the completed worksheets and the envelopes by each bag to
evaluate the students learning during the lesson. Throughout the week
students will be asked to orally count objects ranging from 10-20.