TOPIC DETAILS CK Name Miss Micaela Reed Subject Mathematics Grade Level Kindergarten- Modified for a Resource room with K- 2nd grade Date/Duration Friday, March 23, 2018- 20-25 minutes Big Ideas Strategies for filtering and organizing information are important to the learning process. Essential Questions How do I decide what information/task to attend to? What strategies do I use to organize information? NAEYC Pre- AL.2 PK.D- Recognize and extend simple patterns. Kindergarten Standards Objectives Pre-Kindergarten students will be able to use their bodies and M&M manipulatives to recognize, design, and extend patterns Bloom's Taxonomy with at least 8/10 accuracy. Jeff may get bored because he is knowledgeable with patterns Webb's Depth of already- included harder patterns for him. Knowledge (DOK) Alex may not enjoy working with peers- place him with peer he likes to work/play with Hunter may get frustrated if the other students move too quickly. Ensure that Hunter is placed with another peer that benefits from slower instruction.
Formative & Students’ understanding will be checked throughout the lesson
Summative with questions and their responses. Assessment Students’ patterns will be checked to ensure they placed the Evidence colors in an AB, AAB, ABB, or AABB pattern. Students are observed while they are completing activity within their groups. Accommodations, Scaffold students who are struggling while making patterns. Modifications Students will have assistance while coloring their patterns. Include harder patterns for Jeff- AB, AABB, ABBA, ABC. Include slower paced instruction for the group that would benefit from it. SUPERVISING TEACHER’S SIGNATURE Seton Hill University Lesson Plan Template Step-by-Step Procedures RATIONALE for the CK Learning Plan Introduction Activating Prior Knowledge Students are asked what a pattern is. A pattern is a design that repeats. Sing pattern song; students listen to it first, and then sing along with the teacher. “Patterns happen all the time. It’s pattern, pattern, pattern, pattern time. (clap three times) It’s something that happens over and over again. (roll hands around each other). Hook/Lead-In/Anticipatory Set Go Noodle- Make a Pattern movement Explicit Big Idea Statement Instructions Strategies for filtering and organizing information are important to the learning process. Essential Questions Statement How do I decide what information/task to attend to? What strategies do I use to organize information? Objective Statement Pre-Kindergarten students will be able to use their bodies and M&M manipulatives to recognize, design, and extend patterns with at least 8/10 accuracy. Transition Go Noodle- Make a Pattern Movement (Banana, Banana, Meatball) Key Vocabulary Pattern Extend Next Lesson Procedure PreAssessment of Students Must include Students are asked what a pattern is. A pattern is a design that adaptations & repeats. accommodations Sing pattern song; students listen to it first, and then sing along for students with with the teacher. special needs “Patterns happen all the time. It’s pattern, pattern, pattern, pattern time. (clap three times) It’s something that happens over and over again. (roll hands around each other). Students will listen to the book “The M&M’s Color Pattern Book” by Barbara Barbieri McGrath and Roger Glass Modeling of the Concept Students will stand up and the teacher will arrange them in a pattern (boy, girl, boy, girl, or standing, bending, kneeling, etc.) Students will say what would come next in the pattern to extend it.
Guiding the Practice
Students will work in small groups to extend and create patterns with M&M’s. Place Hunter with Justin and Jeff Providing the Independent Practice Students will design a pattern independently using their M&M’s. Students will color completed pattern on paper. Transition Pattern song Adaptations/Accommodations for Students with Special Needs Scaffold students who are struggling while making patterns. Students will have assistance while coloring their patterns. Evaluation of the Formal Evaluation Learning/Mastery Students’ patterns will be checked to ensure they placed the colors of the Concept in an AB, AAB, ABB, or AABB pattern. Informal Evaluation Students are observed while they are completing activity within their groups. Closure Summary & Review of the Learning Students are asked what a pattern is. Each student is selected to display their pattern to the rest of the class. Homework/Assignments N/A Reading Materials iPad Technology speaker Equipment paper Supplies M&M Book Crayons Teacher Self-reflection