Advanced Lesson Plan

Teacher Candidate: Kendall Hagar

Title of Lesson: Fill the carton
Grade Level(s): Pre-k, Kindergarden
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 1-12 (observed when counting gems)
-write numbers 0-9 (observed when writing on dry erase boards)
- rolling and interpreting dice (seen during the fill the carton activity)


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).

Students will be taught how to count the dots on the die. They will use this
skill during the fill the carton activity. This will be modeled and explained.
They will be given practice in counting, writing, and quantifying numbers.

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 numbers 1-12.



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.


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


4 Big dice
empty egg carton (with numbers 1-12 written on the bottom of each hole)
pebbles (gems)
Chicka Chicka 123



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.
a. 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)?

After reading the book, the students will divide into small groups to
go to centers. I will choose the groups to make sure that students are
placed with a group that suites their ability and needs. Centers include: dry
erase boards to practice writing numbers 0-9 and the fill the carton activity.
I will be helping students with the fill in the carton activity. I will
show students how the activity is played. The students will work together
to roll two of the dice. They will need to identify the number displayed on
the dice and then count on the same number in gems and place them in
the hole with the number written on the bottom. I will roll the dice and
demonstrate how to count the dots on each die. I will then demonstrate
how to count out the gems to match the number of dots on the dice. After
counting the gems I will place them in the hole that has the corresponding
number. I will explain that the point of the game is to fill the entire carton
with holes. The students will take turns rolling the dice until numbers 1-12
are represented with gems in the carton.
Students at the writing center will play a game called box oh box.
(box oh box shake shake shake, box oh box what will Jimmy take?) The
box will have cards with numbers 0-9 written on it. Each student will get
the chance to pick a card out of the box and identify the number. Then
each student will practice writing the number on his or her small dry erase
board.



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

There will be dry erase boards with numbers that can be traced as well as
blank dry erase boards. There will also be a template and a number line to
help students count the gems they need to put in the carton. Students will
not be expected to complete this activity alone and will be given guidance
as well as guiding questions as needed.

1. Checking for Understanding- How will you check for understanding?
Using Blooms Taxonomy, what questions might you ask your students?
Knowledge- how many dots are on this die?
Comprehend - what is the difference between 1 and 10?
Apply
Analyze which hole has more gems?
Synthesize
Evaluate

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


If students do not understand the concept of counting the dots on the dice
I will have manipulatives we can use to help us count. There will also be a
number line to help students organize their counting.

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

Counting and associating a number with a value is a skill that the students
will use for the rest of their lives.


6. 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 ask the students to return to the circle. I will roll 2 of the big dice and
ask the students to help me count the dots. I will ask each student which
activity was their favorite. Then they will be transitioned to book time
before lunch.

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

Later in the week the students will play an activity during gross motor time
that will involve rolling a die to determine how many times to do an activity
(jumping jack, stomp feet etc). The skill during this lesson will aid them
during this activity. Students will also be continuing their work with
numbers 1-20.


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

I will assess student learning by watching them during the rest of the week as the
complete counting tasks independently. Everyday the students will get a short
review of counting before they are asked to complete a short task on their own.