Lesson Plan Format

Teacher Candidate: Nicole Smith Date: 10/5/18 Time: 12:30-1:00, 1:00-1:20

Cooperating Teacher: Mrs. Smith Coop. Initials:
Group Size: 20 Students Grade Level: 1st Grade
Subject or Topic: Johnny Appleseed, Apples Section: 035

I. Objectives, Standards and Assessments

A. Standard(s)
 CCSS.MATH.CONTENT.1.NBT.B.2
 Understand that the two digits of a two-digit number represent amounts of tens and ones.

B. Performance Objectives (Learning Outcomes)

 The students will be able to represent two digit numbers by stacking apples during a STEM activity.

C. Assessment/Evaluation Plan

1. Formative Assessment
 The teacher will ask the students, how can they build two structures that can support 10 apples?
How many more apples will you be able to add on? The students will stack at least 10 apples on
top of one another using their choice of substance to hold it together. Then, the students will
count how many tens there are, and how many ones there are. The teacher will monitor the
students and assess them based on how accurately they are able to count the tens and the ones.

 G – The goal is to have the students stack as many apples on top of one another as they can. Then
the students will count how many tens are in the tenths place, and how many ones are in the ones
place based on how many they counted.

 R – The role is for the students to pretend to be Johnny Appleseed. Johnny Appleseed has to bring
these apples to different families so that they have fruit to eat. Johnny Appleseed wants to stack
them up on top so that no apples will drop and get lost.

 A – The audience or the “clients” are the families who are receiving the apples.

 S – The challenge for the students will be figuring out how many apples they can stack on top of
one another, and also what can hold the apples together to have them stack easier. The students
will also have to count each apple in the tens place, and each apple in the ones place.

 P – The students will create a stack of apples in order to find the best way to stack the apples, and
also in order to be able to understand ones and tens placement.

 S – The product will meet this standard:

 CCSS.MATH.CONTENT.1.NBT.B.2
o Understand that the two digits of a two-digit number represent amounts of tens and ones.
 The product will be judged by how many apples are able to stay stacked, and how creative the
students were in creating their apple stacks.

2. Summative Assessment

II. Instructional Materials

 Ten Apples Up on Top by Dr. Seuss
 Pom Poms (at least 20 per group)
  Glue
 White Piece of Paper
 Pencil
 Place Value Chart (Tens and Ones)
 Crayons

III. Subject Matter Explanation

A. Prerequisite Skills
o The students should know what an apple is.
o The students should be able to count how many apples they have.
o The students should be able to sit through a read-aloud.

B. Key Vocabulary and Content

 Place Value – The numerical value that a digit has by its position in a number.
 Tens – Tells you how many tens are in the number.
 Ones – Tells you how many ones are in the number.
 STEM – Science, Technology, Engineering, and Mathematics.

 STEM activities help students to use brainstorming and questioning to create something that helps
to solve a task.
 Place Value is important because it allows for students to see how many numbers are in the ones
place, and the tens place. Place Value will also eventually help with math and addition and
subtraction.

Introduction
Hook
1. The teacher will read the story, Ten Apples Up on Top by Dr. Seuss.
2. The students will listen as the teacher reads the story.
3. At the end of the story the teacher will ask students, “What do you think we are going to be
learning today?”
4. The students may answer by saying they will learn to stack apples up on one another, or that
they will be putting apples on their heads.

Setting Today’s Objectives

1. The teacher will tell the students that today they are going to be doing a STEM activity. The teacher will
tell the students that by the end of the class the students should be able to stack at least 10 apples on top of
one another, and then say how many tens are in the tens place, and how many ones are in the ones place.

A. Development
1. The teacher will separate the students into five groups of four students.
2. Each group is going to receive one bag of at least fifteen apples, one place value
chart, and materials that are able to be used by the students by their choice. (Glue,
Tape)
3. The teacher will tell the students that they are Johnny Appleseed, and Johnny
Appleseed is trying to stack as many apples on top of one another as he can so that
he can bring families on the road a delicious fruit treat to eat.
4. The teacher will tell the students that Johnny Appleseed does not want to drop and
lose any apples, or else he cannot help anybody.
5. The teacher will tell the students, “Think about how can you stack 10 apples on top
of one another?”
6. The teacher will allow for the groups to explore their apples and try to stack them on
top of one another on their own.
7. The teacher will tell the students that they must try to stack at least 10 apples on top
of one another. The teacher will tell the students that they are going to discuss
amongst their group what they can do to stack 10 apples on top of one another.
 8. The students will talk with one another and discuss what can they do to stack 10
apples on top of one another.
9. The teacher will let the students build their structure and take any materials that they
think will help (Glue, tape)
10. The teacher will pass out a place value chart. On the chart, there will be a column for
the tens place and the ones place. After the students have finished their structure,
they will put the corresponding number for each place value on the chart. For
example if they stacked 10 apples, the students will write a 1 in the tens column, and
a 0 in the ones column.
11. The teacher will walk around and monitor how each student has built their structure,
and how they have charted the place value for how many apples they have stacked.
12. The teacher will allow for the students to discuss in their groups, “How can you
improve your stack? What is something that you can do or use to make your stack
taller next time?”
13. The teacher will let the students do a Gallery Walk and view the other apple stacks
that their classmates have come up with, and also how many apples they were able to
stack.

Closing
1. The teacher will give each member of each group a piece of white paper, and they will get out
their crayons.
2. The teacher will tell the students to draw their apple stacks on the piece of paper.
3. After the students have drawn their apple stacks on the piece of paper, the teacher will call out a
random number (34). The students will then write how many tens there are, and how many ones
there are in that number.

C. Differentiation and Accommodations

1. Differentiation Plan
C.B. – If C.B. is struggling to work in a group or build his apple stack, he may work with Mrs.
Osland, Ms. Smith, or Mrs. Smith. If C.B. needs a break while he is doing his work, he may go
with Mrs. Osland.

R.G. – If R.G. is struggling to work in a group or build his apple stack, he may work with Mrs.
Osland, Ms. Smith, or Mrs. Smith. If R.G. needs a break while he is doing his work, he may go
with Mrs. Osland.

2. Accommodations Plan
o If a student is struggling to come up with an idea to describe the life cycle of an apple,
they may tell the teacher one on one.
o If the student is struggling to come up with an I Spy sentence, the student may ask the
teacher for help.

V. Reflective Response:
A. Report of Students’ Success in Terms of States Objectives
(Reflection on student success written after lesson is taught, includes remediation for students who
failed to meet acceptable level of achievement)

B. Personal Reflection on Teaching Effectiveness

(Questions written before lesson is taught. Reflective answers to questions recorded after lesson is
taught.)

 How was this lesson exploratory/student based? How were the students able to learn on their
own?

 How did the objectives match up with the standards? Was this a good objective for the
 students?

IV. Resources (in APA format):

 Seuss. Ten Apples Up on Top. (2018) CreateSpace Independent Publishing Platform.