Lesson Plan Four ECED 329 Candidate: Amber Jordan Date and Time of Lesson: March 22, 2013

8:30 am School: Greenwood Early Childhood Center Subject: Math 1. Curriculum Standards Addressed: Good Start Grow Smart Standards Standard K-3: The student will demonstrate through the mathematical processes an emerging sense of repeating and growing patterns and classifications based on attributes. Indicators: M-4K-1.4: Locate patterns in the environment. M-4K-3.3: Recognize a simple pattern and extend. 2. Cross Curricular Connections: PD-4K-2.3: Show beginning control of drawing and writing tools. 3. Instructional Objective(s) Criteria: After students have been given a lesson on patterns, they will be able to successfully create more complex patterns such as AAB, ABB, and ABC patterns. They will also have a better understanding of patterns in the environment. 4. Assessment(s) of the Objectives: Pre-Assessment- On a day prior to the lesson, ask students about their prior knowledge about patterns. Ask the students questions like: 1) What is a pattern? 2) If given the pattern orange, yellow, orange, yellow what would come next? 3) Can you create a pattern? 4) If given the pattern orange, yellow, yellow, orange what would come next? Anecdotal notes will be taken on the pre-assessment checklist to provide documentation of students prior knowledge to the lesson. During-Assessment- While teaching the lesson, the students will be assessed on how they engage in the story. Did they answer questions and did they give thoughts and ideas? The students will also be assessed on how well they interact in the lesson. I will ask questions to determine if the students were able to comprehend the story as well. After reading the book, I will ask different students to recall patterns that were in the book. Anecdotal notes will be taken on the during-assessment checklist. Post-Assessment- The students will create their own ABC patterns, which will make an ice cream. The students will then answer questions about patterns. Were they able to create an ABC pattern? If given the pattern blue, red, green, blue, red, green what would come next?, and What is a pattern? This will give documentation of their knowledge gained from the lesson. Anecdotal notes will be taken on the postassessment checklist. L#: 00178188 Grade Level: 4K Cooperating Teacher: Annette Blackwell Lesson Title: Patterns Everywhere

5. Materials/Resources: Big Book- Patterns Everywhere by Kari Jenson Gold Copy of Lesson Plan Pre-Assessment, During-Assessment, and Post-Assessment Checklist Smart Board Activity Pre-made Pattern Ice cream Model Pre-made pattern ice creams for students to color their patterns Crayons 6. Prerequisites (Prior Knowledge): Students have some prior knowledge of patterns. The students have been given a lesson on simple AB patterns, so they know and understand simple patterns. They can identify and make AB patterns. During the pre-assessment when I gave two colors to the students they could make their own patterns. I also had an example of a simple AB, AB pattern and they could identify what came next in the pattern. Through these observations, I felt that these students could understand and create more complex patterns if given a lesson on them. Documentation was taken on the pre-assessment checklist. 7. Procedures: 1. On a day prior to the lesson assess students on their prior knowledge of patterns. Assess them by asking questions about patterns. The questions will consist of 1) What is a pattern? 2) If given the pattern orange, yellow, orange, yellowwhat would come next? 3) Can you create a pattern? 4) If given the pattern orange, yellow, yellow, orange what would come next? Anecdotal notes will be taken on the pre-assessment checklist to provide documentation of students prior knowledge to the lesson. 2. On the day of the lesson, gather students to the colorful rug at the front of the room. Begin by getting the students sitting quietly with their legs crossed and their hands in their lap. Get them ready to listen by telling them to turn their listening ears and eyes on. 3. Before getting the lesson started, give the students an insight of what they will be learning and doing during the day. Tell students, We are going to be learning about patterns today. We will be reading Patterns Everywhere by Kari Jenson Gold. In our centers today, we will be creating our own patterns. 4. Next, start a discussion about patterns. Explain to them what patterns are. Give them a good detailed description. Let them find patterns in the room or tell of an animal that has patterns on it. 5. After discussing what patterns are, begin to read Patterns Everywhere by Kari Jenson Gold aloud to the class. 6. After reading the book, have students recall patterns that were in the book. Discuss what made the patterns in the book. 7. On the smart board, have pre-made patterns on the board to give examples of patterns. The patterns will consist of AB, AAB, ABB, and ABC patterns. This will teach the students more complex patterns. 8. After going through each pattern, I will have different students to tell me what comes next in the pattern and I will allow them to color the next color onto the pattern.

9. After finishing the smart board activity, I will model to the students the ice cream pattern activity we will be making at my table. 10. Students will then leave the colorful rug and divide into center groups. I will have four to five students at my table to do their activity. 11. At my table, the students will be making their own ABC patterns that will create an ice cream. The students will be given a pre-made ice cream with a cone. The students will then color the cone and the circles. The circles will be colored brown for chocolate ice cream, white for vanilla ice cream, and red for strawberry ice cream. The students will color the circles to create an ABC, ABC pattern that represents a more complex pattern. 12. After creating the pattern ice cream, I will ask them post-assessment questions to see what the students gained from the lesson. The questions will be, Were they able to create an ABC pattern? If given the pattern blue, red, green, blue, red, green what would come next? and What is a pattern? These notes will be taken in the post-assessment checklist to have documentation. 8. Accommodations: During the lesson, for the students who have a hard time listening and focusing, have them sit on the floor near the teacher so they will listen and focus. Also if problems still continue ask student(s) to help with the lesson. If there are early finishers in small group instruction the students will return to the centers and continue with their work there. Make sure the students with IEPs are at the front of the rug so they can hear, see, and focus. In small group instruction, if any students are struggling, I will give them the help needed to ensure they understand and can do the activity. 9. References: Good Start Grow Smart Standards Patterns Everywhere by Kari Jenson Gold