Ally Moore

ELM-490

Professor Spiezio

September 29, 2019

STEP Standard 4 - Unit and Lesson Planning

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Write and Represent Write and Write and represent Write and Review number
Activity Numerals 0-5 represent numerals numerals 11-15 represent writing 0-20
6-10 numerals 16-20
Standards and K.CC.A.3- I can write K.CC.A.3- I can K.CC.A.3- I can write K.CC.A.3- I can K.CC.A.3- I can
Objectives numbers from 0-20. write numbers numbers from 0-20. write numbers write numbers
What do students from 0-20. from 0-20. from 0-20.
need to know and
be able to do for
each day of the
unit?
Academic Language Count Six Eleven Sixteen All numbers.
and Vocabulary Altogether Seven Twelve Seventeen
What academic Zero Eight Thirteen Eighteen
language will you One Nine Fourteen Nineteen
Two Ten Fifteen Twenty
emphasize and
Three
teach each day
Four
during this unit? Five
Summary of We will start off by
Instruction and reviewing what each
Activities for the number looks like. I will
Lesson hold up a number card
and have the students
How will the
tell me what number it
instruction and
is. After that, I will have
activities flow? the students get a white
Consider how the board, marker and
students will eraser and sit back on
efficiently transition the carpet. I will read
from one to the the number writing
next. poems for the numbers
0-5 before writing each
number on the active
board. The students will
write the same number
on their board. The
students will then break
off into their math
stations, with my table
as a station. I will have
the students count a
certain number of
objects and write the
number for each.
Differentiation I will observe as the
What are the students are writing the
adaptations or numbers on the carpet,
modifications to the and then I will group
them based on how they
instruction/activities
The students will The students will grab The students will The students will
grab a white board, a white board, marker grab a white board, sit on the carpet
marker and eraser and eraser and sit on marker and eraser with a white
and sit on the carpet. the carpet. We will and sit on the board, marker and
We will start off by start off by reviewing carpet. We will eraser. We will all
reviewing how to how to write the start off by practice writing
write the numbers 0- numbers 6-10. Then I reviewing how to each number 0-20
5. Then I will read the will read the number write the numbers on our white
number writing writing poems for the 11-15. Then I will boards. The
poems for the numbers 11-15 before read the number students will then
numbers 6-10 before writing each number writing poems for break off into
writing each number on the active board. the numbers 16-20 their math
on the active board. The students will before writing each stations, while I
The students will follow after me. I will number on the pull groups to
follow after me. I will then break out into active board. The review number
then break out into math groups with my students will follow writing and
math groups with my table being a station. after me. I will then counting objects.
table being a station. The students at my break out into
The students at my station will be math groups with
station will be counting objects 11- my table being a
counting objects 6-10 15 and writing the station. The
and writing the number of objects the students at my
number of objects counted on their station will be
the counted on their white boards. counting objects
white boards. 16-20 and writing
the number of
objects the
counted on their
white boards.
I will observe as the I will observe as the I will observe as the The students who
students are writing students are writing students are are still struggling
the numbers on the the numbers on the writing the writing their
carpet, and then I will carpet, and then I will numbers on the numbers, will get
group them based on group them based on carpet, and then I extra practice
as determined by are doing with it. At my how they are doing how they are doing will group them with me during
the student factors station, we will practice with it. At my station, with it. At my station, based on how they math stations. We
or individual at the level of the we will practice at we will practice at the are doing with it. At will practice on
learning needs? students. If they can the level of the level of the students. my station, we will white boards and
only write 0 and 1, we students. If they are If they are having practice at the level tracing paper.
will not work on having trouble trouble writing the of the students. If
counting yet. writing the numbers, numbers, I will have they are having
I will have them trace them trace the trouble writing the
the numbers on a numbers on a numbers, I will
worksheet. worksheet. I will cut it have them trace
down to 0-10 if they the numbers on a
are still struggling. worksheet. I will
continue working
on 0-10 with the
students.
Required Materials, -Number cards -Number writing -Number writing -Number writing -Number writing
Handouts, Text, -Number writing poems poems poems poems poems
Slides, and -White Boards -White Boards -White Boards -White Boards -White Boards
Technology -Markers -Markers -Markers -Markers -Markers
-Erasers -Erasers -Erasers -Erasers -Erasers
-Different objects -Different objects -Different objects -Different objects -Different objects
-Math work place -Math work place -Math work place -Math work place -Math work place
activities activities activities activities activities
Instructional and Direct instruction, Direct instruction, Direct instruction, Direct instruction, Direct instruction,
Engagement learning centers, hands learning centers, learning centers, learning centers, learning centers,
Strategies on learning, guided hands on learning, hands on learning, hands on learning, hands on learning,
What strategies are practice, and think-pair- guided practice, and guided practice, and guided practice, guided practice,
share. think-pair-share. think-pair-share. and think-pair- and think-pair-
you going to use
share. share.
with your students
to keep them
engaged throughout
the unit of study?
Formative Mostly observation Mostly observation Mostly observation Mostly observation Mostly
Assessments during whole group during whole group during whole group during whole group observation
How are you going instruction and small instruction and small instruction and small instruction and during whole
to measure the group instruction. If group instruction. If group instruction. If small group group instruction
students are completing students are students are instruction. If and small group
learning of your
a tracing worksheet, I completing a tracing completing a tracing students are instruction. If
students
will collect those to keep worksheet, I will worksheet, I will completing a students are
throughout the track of how they are collect those to keep collect those to keep tracing worksheet, I completing a
lesson? progressing. track of how they are track of how they are will collect those to tracing worksheet,
progressing. progressing. keep track of how I will collect those
they are to keep track of
progressing. how they are
progressing.
Summative, Post-
Assessment
What post-
assessment will
measure the
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.