Lesson

Plan

Teachers: Josie Parry

Age Level: Preschool (4 & 5 year olds)
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Content of the Lesson
Title of Lesson/Content Area:
ABC Patterns

SMART Goals:
By the end of the lesson, 80% of the children will be able to predict and extend a simple ABC pattern using
body movements without any hesitation.

Standards/Benchmarks Addressed:
Math Standard 5:
#3: Predict, repeat, and extend a simple pattern in the context of play or daily activities (dish, spoon, dish,
spoon).



Process of the Lesson
Anticipatory Set/Motivation:
The children will first be asked if they know what a pattern is. The book Pattern Fish by Trudy Harris will
then be read to the children. Throughout the reading of the book, we will ask the children what the specific
pattern is after each example. The components of an ABC pattern will then be explained by comparing it to a
simple AB pattern.

Activities and Procedures:

Activity #1: Using nature to make a pattern (small group activity)

1. The children will be in their small groups. They will be asked to find a number of nature items out on
the playground. Go out and find four pinecones, four rocks, and four flowers.
2. The children will bring the items back inside and will be asked to make an ABC pattern with them.
How can we use the items you found on the playground to make our own ABC pattern?
3. The children will then document their patterns with cameras and drawings, and will then compare
them to one anothers. The children will notice that even though different nature items are used in
each group, they each have an ABC pattern.

Activity #2: Using movement to make a pattern (large group activity)

1. The children will come together in a large group activity. We will introduce the concept of making a
pattern with body movements.
2. The children will be asked what movements they want to use to make an ABC pattern (jumping,
clapping, and stomping).
3. Using these three movements, the children will create an ABC pattern. The children will sit in a line.
 The first child will do one movement, the next child will do the second movement, and the third child
in the line will do the third movement to complete the pattern. The children down the row will then be
expected to continue the pattern. This will enable us as teachers to assess each childs understanding
of an ABC pattern.

Closure:

How do you make an ABC pattern? How many different items do you need to make an ABC pattern? How do
you know?

Assessment:

See chart on next page. The large group activity with body movements is what was used for our assessment.

Class Management/Individualization:
Small group #3 will need close monitoring when outside, for Angela often times hides when she is outside and
it may become difficult/stressful to find her if she chooses to do so.

The children will need to be given clear expectations prior to implementing the body movement activity to
ensure no one accidentally gets hurt by running into each other.

Child Predict & extend Notes

ABC pattern?
Aaron Yes Knew EXACTLY what movement to do when it became his
turn.
Bailey Yes Had a little hesitation when it became her turn, but overall
had a strong sense of what movement came next in the
pattern.
Carter Yes Loved the activity! Would have done the whole pattern
independently if given the opportunity.
Daylee No Had to pause and talk each time it became Daylees turn. Did
not understand how the movements created a pattern.
Emery Yes Had to watch closely to make sure what she did was correct
in the pattern, but each time successfully completed the
right movement.
80%-- Met the
Goal!! J