EDEL 300 Lesson Plan TemplateGroup Members: Jessica Mills and Alexis GibsonLesson Due Date: November 5thGrade Level and Teacher Name: Kindergarten/ Mrs. LeachDay 1Part 1 - Lesson Setup Standard: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number.Objective: From memory, students will count to 30 by ones orally with 80% accuracy. o   Attention-Getting Signal ( Miss Mills):

Teacher will say “hands on top” while putting hands on head, students will copy behavior of putting hands on head while saying “that means stop!”

o   Behavior Expectations (Miss Mills): Listening Bodies- I will listen and follow directions and stay in my seat. Raised Hands- I will raise my hand to share ideas. Respect Others- I will be nice to others, remember to share, and keeps

hands to myself.

o   Materials List (include at least one category of the four for visual supports): counting video: https://www.youtube.com/watch?v=-9ldYkMtZcM (email to

leach) 0-50 counting chart (for direct instruction) (email to leach) video recorder (laptops) index cards (1_, 2 _, 3_, 4_, 5_) (0-9) (6 sets of 10s place cards) (6 sets of

0-9 cards) (Miss Mills) magnets for index cards (Miss Mills)

Part 2 – Lesson Opening (possibly have students on the carpet area)

o   Build Prior Knowledge/Connection to Personal Experiences ( Miss.Gibson): Ask Student Questions to assess prior knowledge

Have you been learning how to count? How high can you count? Explain to students that we will teach them how to count higher

than 25. When do you think you can practice counting/what kinds of things can you

count?o   Hook: Counting Video/Sing Along ( Miss. Mills)

Counting Video: https://www.youtube.com/watch?v=-9ldYkMtZcMo   Goal for Learner: Today, boys and girls, we are learning about how to count from one to thirty.Part 3 – Lesson Body (Miss Gibson)o   Explain (Content):

1. Explain to students that we are going to learn how to count to 30 starting from one

2. Have students sit in their grouped desks with eye on teacher for direct instruction

3. Explain to students that we are going to begin counting to ten. 4. Start with 0 column. Go horizontal and explain numbers like (10,20,30,)5. Start with 0-9 and then continue to ten.6. Have students count out loud with teacher7. Start the same thing with remaining numbers to the number 30.8. Emphasize with students that when you are going from 10,20,30 the first

numbers always stays the same. Like 2,3, and they need change second number

9. Allow students to answer what number comes next.

o   Model (Demonstrate a product/Demonstrate a process) ( Miss. Mills and Miss.Gibson):

1.Model counting using fingers and fist signaling to practice. (Fist for counting 0-10, and adding a finger to demonstrate the tens place value, 1 finger for 10s, 2 fingers for 20s, etc.)

2. After we have modeled have students participate and check for understanding

3.Repeat if needed

o   Supervised Practice Activity: Students will participate in counting stations. (Miss Mills) Model activity first

Modeling Instructions: Students in assigned seats Get whiteboard, magnets, and index cards out Show index card with tens place first (2_) and place on whiteboard Display the 0-9 index cards on whiteboard Move each number index card over to partner with the 2_ card in

numerical order while counting along. Go over behavior expectations again

o Listening Bodies- I will listen and follow directions and stay in my seat.

o Raised Hands- I will raise my hand to share ideas.o Respect Others- I will be nice to others, remember to share, and

keeps hands to myself. Have students put their hands on their heads to show completion of

activity and teacher can check it over. Then if time allows, give students a new place value card and repeat the

procedure.

1. Each student will get in assigned groups ( 5 groups) ( 4-5 people per group)

2. We will separate groups according to seating in classroom.3. We place index cards with a number ( for example: 2__) on the table.4. Have students count from 20-29 and so on and match with correct index

card (numbers 0-9)5. Teachers will walk around checking comprehension. (Give students

positive praise)6. Students will put their hands on head when they have completed a set of

numbers.7. After students are checked for comprehension, give them the next set of

numbers.8. Make sure each group gets the opportunity to practice 0-30.9. Collect materials

Get students attention to transition to next activity “ Hands on Top” wait for all students to have hands on head.

Part 4 – Assessment :

o   Checks for Understanding (formative assessment techniques and questioning): Questioning (Miss. Gibson):

Can you list the numbers 1- 30 (given a certain range of numbers, 1-10, 20-30) ?

Can you retell the numbers 1- 30? (could even be a repetition process we go through)

Observe students and join in with the students.

Popcorn Activity (Miss Mills):1. Students are seated in their seats.2. We are going to count to 30 as a class.3. Remind students that they should be listening so they know what number

will be coming next and so they are paying attention to when it’s their turn. 4. Miss Gibson will start the count at 0, and each person after that will count

one number higher in numerical order.5. When Miss Gibson put her hand over you, it will be your turn, and you will

say the next number. 6. Repeat process until students have counted to 30 as a class.

Part 5 – Closing(Miss Gibson)o   Review of the Objective (Higher Level Questions):Today we learned about how to count from 1 to 30. Questions:

Are we building onto numbers when we count? Can you predict what numbers will come next (in the 1-30 range) ?

o   Real Life Application: Do you have to count time or money? What things can you can count at home up to thirty?

o food, toys, flowers, pennies

Additional ConsiderationsList at least one strategy you used to account for these categories in your lesson.Diversity Strategy – Consistent nonverbal signals and utilizing different learning styles (visual, auditory, kinesthetic) Active Participation Strategy –We will practice using hands on top now let’s stop to get students attention throughout the lesson.Accommodation/Modification (Gear Up/Gear Down) – Accomodate prior knowledge to build off of. For example, our class has only learned how to count to 25 so we are going to teach our students how to count to fifty instead of 100. This is more of a measurable goal for our students.

EDEL 300 Lesson Plan TemplateGroup Members: Jessica Mills and Alexis GibsonLesson Due Date: November 10, 2015Grade Level and Teacher Name:Kindergarten/ Mrs. LeachDay 2Part 1 - Lesson Setup

Standard:K.NS.1: Count to at least 100 by ones and tens and count on by one from any number.Objective: From memory, students will count to 50 by ones orally with 80% accuracy.

o   Attention-Getting Signal (Miss Mills):

Teacher will say “hands on top” while putting hands on head, students will copy behavior of putting hands on head while saying “that means stop!”

oo   Behavior Expectations (Miss Mills): Listening Bodies- I will listen and follow directions and stay in my seat. Raised Hands- I will raise my hand to share ideas. Respect Others- I will be nice to others, remember to share, and keeps

hands to myself.

o   Materials List (include at least one category of the four for visual supports): counting video: https://www.youtube.com/watch?v=-9ldYkMtZcM (email to

leach) 0-50 counting chart (for direct instruction) (email to leach) From One to One Hundred by Sloat, Teri (book) video recorder (laptops) index cards (1_, 2 _, 3_, 4_, 5_) (0-9) (5 sets of 1-9 cards) magnets for index cards connect the dot worksheet

Part 2 – Lesson Opening o   Build Prior Knowledge/Connection to Personal Experiences: (Miss.Gibson)

-review part of what we learned Day 1 Who remembers how to count to thirty? Let’s do it together

-connect back to what we counted during Day 1

-make further connections (why we need to count to 50)o   Hook: Read book: From One to One Hundred by Sloat, Teri (introduce and show new numbers -begin from 30) (Miss Mills)o   Goal for Learner: Today, boys and girls, we are continuing to learn about how to count from one to fifty.Part 3 – Lesson Body (Miss Gibson)o   Explain (Content):-Continuation of the number chart from where we left off from Day 1 (review steps here)

1. Explain to students that we are going to learn how to count to 50 starting from one

2. Have students sit in their grouped desks with eye on teacher for direct instruction

3. Explain to students that we are going to begin counting to ten. 4. Start with 0 column. Go horizontal and explain numbers like

(10,20,30,40,50)5. Start with 0-9 and then continue to ten.6. Explain to students that when they get to the number ten each number will

always have a number one in front of it. Point to chart.7. Start the same thing with remaining numbers to the number 50.8. Emphasize with students that when you are going from 10,20,30 the first

numbers always stays the same. Like 2,3,4,5, and they need change second number

9. Allow students to answer what number comes next.

o   Model (Demonstrate a product/Demonstrate a process): Model counting using fingers and fist signaling to practice. (Fist for counting 0-10, and adding a finger to demonstrate the tens place value, 1 finger for 10s, 2 fingers for 20s, etc.)

o   Supervised Practice Activity: (continuation of Day 1 activity, with number up to 50)

Students will participate in counting stations. ( Miss. Mills)Model activity first Modeling Instructions:

Students in assigned seats Get whiteboard, magnets, and index cards out Show index card with tens place first (2_) and place on whiteboard Display the 0-9 index cards on whiteboard Move each number index card over to partner with the 2_ card in

numerical order while counting along. Go over behavior expectations again

o Listening Bodies- I will listen and follow directions and stay in my seat.

o Raised Hands- I will raise my hand to share ideas.o Respect Others- I will be nice to others, remember to share, and

keeps hands to myself. Have students put their hands on their heads to show completion of

activity and teacher can check it over. Then if time allows, give students a new place value card and repeat the

procedure.

1. Each student will get in assigned groups ( 5 groups) ( 4-5 people per group)

2. We will separate groups according to seating in classroom.3. We place index cards with a number ( for example: 2__) on the table.4. Have students count from 20-29 and so on and match with correct index

card (numbers 0-9)5. Teachers will walk around checking comprehension. (Give students

positive praise)6. Students will put their hands on head when they have completed a set of

numbers.7. After students are checked for comprehension, give them the next set of

numbers.8. Make sure each group gets the opportunity to practice 0-50.9. Collect materials

Get students attention to transition to next activity “ Hands on Top” wait for all students to have hands on head.

Part 4 – Assessment (Miss Mills and Miss Gibson)o   Checks for Understanding (formative assessment techniques and questioning):

Can you list the numbers 1- 50 (given a certain range of numbers, 1-10, 30-40, etc.) ?

Can you retell the numbers 1- 50? (could even be a repetition process we go through)

o   Individualized Practice Assessment:Students will individually count orally from one to fifty.

-While selected students are being assessed, students will be given a connect the dot worksheet practicing their skills of counting 1-50 to work as an extension.

Part 5 – Closing (Miss Mills)o   Review of the Objective (Higher Level Questions): Today we learned about how to count from one to fifty. Emphasize the newest numbers (30-50)Questions:

Are we building onto numbers when we count? Can you predict what numbers will come next (in the 1-50 range) ?

o   Real Life Application: Do you have to count time or money? What things can you can count at home up to thirty?

o food, toys, flowers, pennies

Additional ConsiderationsList at least one strategy you used to account for these categories in your lesson.Diversity Strategy – Consistent nonverbal signals and utilizing different learning styles (visual, auditory, kinesthetic) Active Participation Strategy –We will practice using hands on top now let’s stop to get students attention throughout the lesson.Accommodation/Modification (Gear Up/Gear Down) – Accommodate prior knowledge to build off of. For example, our class has only learned how to count to 25 so we are going to teach our students how to count to fifty instead of 100. This is more of a measurable goal for our students.