RDG 312 Lesson

Plan Format
*WRITE THIS LESSON AS IF YOU WERE GIVING IT TO SOMEONE ELSE TO
TEACH FOR YOU.
IT SHOULD BE VERY DETAILED AND THOROUGH.
SHOW THE LESSON PLAN TO YOUR CT ONE WEEK PRIOR TO TEACHING
THE LESSON.
Title of Lesson: Kangaroo Grouping
Name: Kassey Earnest Course/Section Instructor: 312-001/ Calhoun
School/Grade: Whitesboro Elementary/ 3rd grade
Date Lesson Taught: October 6, 2015
Component
Alabama College and Career Ready Standard
These objectives are from the Alabama document for your specific practicum or internship
grade assignment. One standard must come from the Reading Standards, and one standard
must come from Math standards.
MA2013 (3) Represent and solve problems involving multiplication and division
3. Use multiplication and division within 100 to solve word problems in situations using
equal groups, arrays, and measures quantities; e.g.by using drawings and equations
with a symbol for the unknown number to represent the problem. [3-0A3]

LA2010 (3) 1. Ask and answer questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for answers. [R.L.3.1]

Specific Lesson Objectives (Audience, Behavior)

Three specific lesson objectives that specify what you expect students to be able to do as a
result of this lesson. All objectives must include the audience and behavior components.
Number your objectives (1, 2, 3) as follows:
1. Third grade students will demonstrate multiplication by grouping using examples
identified in the book Too Many Kangaroo Things To Do!
2. Third grade students will demonstrate understanding of the text by answering questions
from the book Too Many Kangaroo Things To Do!
3. Third grade students will apply grouping techniques by developing a word problem and a
multiplication sentence using information from the book Too Many Kangaroo Things To
Do!
Assessment of Student Learning (Must match specific lesson objectives)
Assessments must match the lesson objectives exactly. Assess the product to determine if
students were able to meet the objective. Begin each statement with The teacher will. All
three specific lesson objectives must have a corresponding assessment.

1. The teacher will observe students demonstrations of grouping techniques identified in

the book Too Many Kangaroo Things To Do!
2. The teacher will listen and give feedback as the students answer questions about the
reading of Too Many Kangaroo Things To Do!
3. The teacher will assess the understanding of the students by reviewing the word
problem and multiplication sentences written by the students.

Differentiation to Meet the Needs of All Students (Must include SPED, Gifted, and ELL)
List your options for differentiation for all three of these diversity groups regardless of practicum
class needs.

SpEd: Third grade students with special needs will be strategically paired with one of their
peers to group items together in the amounts identified from the text. Students will draw
pictures to demonstrate their learning.

ELL: Third grade students with special needs will be strategically paired with one of their peers
to group items together in the amounts identified from the text. Students will draw pictures to
demonstrate their learning.

Gifted: Third grade students who are gifted will write the multiplication sentences for each
example from the text.

Student Friendly Objective (I will statement)

Write your student friendly objective using student language. Begin with I will (from the
students perspective)
Today I will listen as my teacher reads Too Many Kangaroo Things To Do! I will answer
questions using grouping identified in the story. I will write a word problem and show the groups
I used with drawings and a multiplication sentence.
Introduction of Interactive Read Aloud
Motivation/Schema/Prior Knowledge/Background Building
Introduce the book in a creative way. How will you build motivation? What schema or prior
knowledge do you need to activate or build? How will you do it? Share the student friendly
objective.

The teacher will show the students four pictures of different types of groups, such as an array of
animals, a group of cakes, two groups of children, and a group of apples. The teacher will ask
the students what they see in the pictures that reminds them of yesterdays Math lesson. The
students may reply There is an array or They are all groups of things. The teacher will ask
What makes each group different? The students may say They are all different things, some
animals, some kids, and some food. They may also say There are different amounts in each
group. The teacher will say Very good! Today, we are going to continue learning about
grouping objects together to find the product. Who remembers what the word product means?
The students may reply The answer to a multiplication problem. The teacher will say Exactly!
Now, lets read what we will be doing today. I will read the objective first, then you will echo
read.

Information About the Author/Illustrator

The title, author, & illustrator are shared. Interesting facts about the author OR illustrator are
shared with the students. At least one other book is shared that is a) written by the same
author, b) illustrated by the same illustrator, OR c) similar in content or theme. The purpose of
this activity is to encourage children to look at the book after the lesson and be interested in
reading another book.

The teacher will tell the students that today we are going to read the book Too Many Kangaroo
Things To Do! written by Stuart J. Murphy and illustrated by Kevin OMalley. While showing the
book to the students, the teacher will say, Stuart J. Murphy loved to tell stories as a child. His
fourth grade teacher told him he was so good at telling stories that he should start writing them
down. Stuart thought, Wow! She thinks my stories are good! That is when he started to really
enjoy writing. His passion followed him throughout his life and he has now written 63 books in
his MathStart line. If you like this book, you may also like 365 Penguins written by Jean-Luc
Fromental. Both books will be available on the marker tray after the lesson.

STEP BY STEP LESSON OUTLINE

Describe the lesson step by step. The description should be in sequential order and include all of the
following components. Strong scripting of the entire lesson is required. Label & highlight each step of
explicit instruction in your lesson. (Tell, Model, Guide, Apply) Keep in mind that each step should build
on the previous step. All steps should relate to your ACCRS.
Before-During-After Framework
BEFORE: Student Friendly Objectives, Explanation of motivation, schema, prior
 knowledge, and background building. You have already written your motivation,
schema, etc. You will copy and paste it to this portion of the lesson plan so that your
lesson is cohesive from beginning to end.

The teacher will show the students four pictures of different types of groups, such as an array of
animals, a group of cakes, two groups of children, and a group of apples. The teacher will ask
the students what they see in the pictures that reminds them of yesterdays Math lesson. The
students may reply There is an array or They are all groups of things. The teacher will ask
What makes each group different? The students may say They are all different things, some
animals, some kids, and some food. They may also say There are different amounts in each
group. TELL The teacher will say Very good! Today, we are going to continue learning about
grouping objects together to find the product. Who remembers what the word product means?
The students may reply The answer to a multiplication problem. The teacher will say Exactly!
Now, lets read what we will be doing today. I will read the objective first, then you will echo
read. After students echo read, the teacher will say Now turn and talk to your partner about
what we are going to do today.

The teacher will tell the students that today we are going to read the book Too Many Kangaroo
Things To Do! written by Stuart J. Murphy and illustrated by Kevin OMalley. While showing the
book to the students, the teacher will say, Stuart J. Murphy loved to tell stories as a child. His
fourth grade teacher told him he was so good at telling stories that he should start writing them
down. Stuart thought, Wow! She thinks my stories are good! That is when he started to really
enjoy writing. His passion followed him throughout his life and he has now written 63 books in
his MathStart line. If you like this book, you may also like 365 Penguins written by Jean-Luc
Fromental. Both books will be available on the marker tray after the lesson.

DURING: Explicit Instruction: Reading the Text (Teacher Read Aloud)

List what you will say, do, and ask as you read the lesson aloud. Include page numbers
with questions you plan on asking and the anticipated responses. Also list other details
regarding the manner in which the text should be read aloud, illustrations that should be
pointed out to the students, comments that you will make as you read aloud, etc.
Remember that your interactions need to be ON PURPOSE. They need to relate the
students back to the objectives.

Before the teacher begins reading, she will explain the hands-on activity with the manipulatives.
The teacher will say If you look at the center of your table you will see two clear cups and a
bag of 16 colorful puffy balls. While I am reading the story, we will group the balls using the
groups given in the book. Do not play with the puffy balls while I am reading. Also, we will be
taking turns showing the groups. Each person will have a turn to group the puffy balls, so the
same person should not be doing all of the grouping. The first person to group the puffy balls
will pass the bag to the person on their right. This will continue until everyone has had a turn.
The teacher will begin reading the story aloud with the students. As she reads, she will stop at
predetermined points in the book to allow the students to interact with the text. The students will
use the puffy balls to demonstrate the grouping in the text. The teacher will stop at the following
predetermined points in the book:

Page 7: The teacher will say The emu said he had to spread two colors of frosting. How can
you show the two different groups with only one color in each group using the grouping
techniques we learned yesterday? Use the puffy balls at your table show your work. The
teacher will assess the students understanding of grouping by observing the use of
manipulatives. MODEL The teacher will model the drawing and writing for the students using
the Smart Board. The teacher will say Great job! Now look at your graphic organizer. In the first
blank square, we will draw the groups we put in the cups. So, we will draw two groups with one
dot in each circle. This shows the two colors of frosting the emu had to spread. Now, we need
to fill in the blanks. We had 2 groups of 1 color each. The multiplication sentence will look like
this: 2 x 1 = 2.

Page 14: The teacher will say The platypuses had to pour three cans of ginger ale each. How
may platypuses were there? The students will reply, Two. The teacher will say Yes! That
means we have two groups of? The teacher will allow the students to answer the amount in
each group. The teacher will say Now, show your answer using the puffy balls. Remember, the
person who used the puffy balls last time should not be the person using them this time. The
teacher will allow the students time to place the correct amount of puffy balls into each cup.
GUIDE The teacher will say How many groups should we write on our paper? How many are
in each group? The students will write their answers. The teacher will write multiplication
sentence 2 x 3 = 6 on the board.

Page 20: The teacher will say The koalas had use three pieces of tape for each box they
wrapped. Using the puffy balls show the amount of tape they used in all. The teacher will
observe the students work. The teacher will say They also had to use four ribbons on each
box to tie a bow. Pass the puffy balls to the next person so that they can show the amount of
ribbons the koalas used on the boxes. The teacher will allow the students time to show their
work. The teacher will say Awesome job! Work quietly with your partner to fill in the blanks on
your graphic organizer. Dont share your answers until I call on you. GUIDE The teacher will
walk around the room and observe the students working. She will use wooden sticks with
students names written on them to call on different students to share. If any students have the
wrong answer, the teacher will model how to find the groups and amount in the groups. If no
answers are wrong, the teacher will say, I think you are ready to do a few on your own while I
finish the story. Are you ready? Great! Listen to the story closely! The last person will use the
puffy balls to demonstrate the groups. Then, everyone will fill in the blanks on your graphic
organizer. Remember how to write your multiplication sentence. MODEL The teacher will model
how to write a multiplication sentence on the board.

The teacher will finish reading the last pages of the book, making sure to show the pictures to
all of the students. The students will use the pages in the book to check their answers.
 AFTER: Wrap-up of learning, application of learning, summation of lesson. This is
where you integrate your writing application.
Strong descriptions of expected teacher actions and student learning actions
Thorough descriptions of student artifacts (note: ANY reading program workbook page
or similar artifact is NOT acceptable)

The teacher will say, Now boys and girls, you all did an awesome job grouping today! I know
that you are all grouping experts now so, I want you to tell me what you know. In the story, how
did we know how many groups we had of each object? Yes, we counted the animals using the
objects. How did we know how many objects went in each group? Right! The amount of objects
given in the story. Great job mathematicians! Since you are all doing so great, I have a
challenge for you. Are you up to it? Great! If you look at your graphic organizer you will find one
more square. Using your knowledge about grouping, I want you to write your own word problem
using grouping. Once you have written your word problem, fill in the blanks and write a
multiplication sentence that supports your word problem. APPLY Does everyone understand
what to do? Good! You may begin. I will give you about 10 minutes to complete the two tasks.
You may work with a partner if you need to.

When the writing is completed the teacher will return to the student friendly objectives. Class,
class. Did we listen and answer questions using grouping from the story? Did we show our
understanding using the manipulatives? Did we write a grouping word problem and draw the
groups used?

Writing
Describe how writing will be integrated into the lesson after the read aloud.

The students will write a word problem using groups. The word problem should include two or
more groups of an amount of items. The students will draw a picture showing the grouping and
write a multiplication sentence that supports their word problem.

Materials
List all the materials you will need throughout the lesson. Include the title of the book you are
reading aloud in addition to the other two books you will share by the author or illustrator.

Book: Too Many Kangaroo Things To Do! by Stuart J. Murphy

Book: 365 Penguins by : Jean-Luc Fromental
Prezi presentation with pictures of groups
20 clear cups
80 puffy balls
20 Grouping graphic organizers
pencils

Self-Evaluation (5 part reflection)

Reflect on the following elements. A paragraph (at least five sentences) is required for EACH
element. Vague or nonspecific statements such as the kids liked it, or it went well are not
acceptable.
1. Reflect on the success of the lesson. What went well?
The group activity worked out very well. The students were able to use the knowledge
they had gained the day before with learning to group objects together. The hands on
activity allowed the students to listen for the groups and place the correct amount
together showing how they can add the two groups to get their total. One student, who
struggled the day before, grasped the concept using the hands on activity. The book was
a big success also. The students were happy to be read to. They enjoyed getting to
listen to a book relevant to their learning, but also fun. When the lesson was over, they
all asked me if they could read both books. I was able to check the Accelerated Reader
list and allow them to take a test on both books. I was very shocked at how much they
wanted to read the books I brought with me.
2. Reflect on the challenges of the lesson. What presented a challenge?
I attempted to explain the rules with the activity prior to starting; however, the students
still struggled with not playing with the puffy balls. I think the activity would have been
more manageable in a small group setting. The students got distracted too easily being
spread out over the classroom. I also think that I in a small group setting I would have
been able to assist more with each group. I wasnt able to hear from the students who
needed the extra practice with grouping. I walked around the room, but I dont think that
was enough assistance for some of the students. I had the students in groups so they
were able to work together. I think this also presented a challenge because the class
does not work in groups that often.
3. Reflect on the student learning. How do you know that the objectives were met?
I believe the objectives were met because the students that struggled with learning
grouping in the previous lesson understood the concept after this activity. I also
introduced writing a multiplication sentence to show the groups. The students were able
to see the amount of groups and write the equation that matched. They also wrote a
word problem to go along with their own multiplication sentence and illustrations. The
students were able to explain their word problems and multiplication sentences to the
class.
4. Explain how the planning process for this particular lesson contributed to the lessons
overall success.
This lesson would not have succeeded if I had not taken the time to plan appropriately. I
had to make sure I had enough materials for all the students and that I could explain the
process they needed to take to complete the activity. I also had to work with my
Cooperative Teacher to group the students together. I had to make sure the students
would be productive and not argumentative with each other. I also had to make to Prezi
presentation to show the motivation and objectives. The lesson would not have went as
well as it did without all of the preparation.
5. Reflect on next steps for growth as a teacher. What will you go forward with from this
lesson? What will you do next?
I will work more with the technology provided in the classroom. I struggled a little but with
the ELMO and Smart Board. I worked with both pieces of equipment the day before to
become familiar with them, but I did experience some difficulty switching back and forth.
 I will also work more on my classroom management skills. I would like to make sure I
can get the students attention more effectively. I believe this also goes with making sure
the students are more comfortable working in groups. I think that if they had more
experience working together then the lesson would have went a little more smoothly.
Digital Artifacts of Planning, Teaching, Student Work (Do not include actual samples,
digital artifacts are required. Only digital artifacts that are clear and readable will be
given credit. Blurred images, images too small to see, student samples or other pictures
with text that is not readable will not be given credit.)
Attach digital artifacts of the following:
Evidence of planning- materials created, supplies gathered, lessons practiced

Evidence of teaching- charts made, pictures of lesson in progress (does not have to
include children), pictures of technology use
 Evidence of student learning- student products, what was written, drawn, created.
Actual items will NOT be accepted. Digital artifacts are required. Please attach
photographs of the above. Please see examples in class. This requirement is non-
negotiable and must be adhered to in order for your lesson to be accepted for grading.