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Ktip 2

The assistant will work with students who need more one-on-one support. Student A, who struggles with self-control, will join the assistant along with two other students. They will work through the same activities using manipulatives but with extra support and in a smaller group setting. Student C, who is repeating kindergarten, will have bags with higher quantities of 10 or more objects to challenge him at an appropriate level. Differentiation: Some students will be challenged with higher quantities while others receive extra support in a small group. Student C will work at a level beyond the class standard to meet his needs as a repeating student.

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110 views3 pages

Ktip 2

The assistant will work with students who need more one-on-one support. Student A, who struggles with self-control, will join the assistant along with two other students. They will work through the same activities using manipulatives but with extra support and in a smaller group setting. Student C, who is repeating kindergarten, will have bags with higher quantities of 10 or more objects to challenge him at an appropriate level. Differentiation: Some students will be challenged with higher quantities while others receive extra support in a small group. Student C will work at a level beyond the class standard to meet his needs as a repeating student.

Uploaded by

api-269912451
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Your committee members will review and evaluate your performance on this task using Standard 1: The teacher

demonstrates
applied content knowledge and Standard 2: The teacher designs and plans instruction.

Component I: Classroom Teaching


Task A-2: Lesson Plan
Intern Name: Jenna Howe
# of Students: 20
Unit Title: Counting

Date: September 18, 2014


Cycle: 2
Age/Grade Level: Kindergarten
Content Area: Math
Lesson Title: One more, One less

Lesson Alignment to Unit


Respond to the following items:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
The Kindergarten student will recognize the relationship between numbers and quantities.
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic
Standards.
K.CC.4: Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each
number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their
arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
c) Describe students prior knowledge or focus of the previous learning.
This is the fourth lesson in the unit. The students have been working on counting quantities and realizing that they can be seem in different
ways. We have also been working on one to one correspondence with counting.
d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
Students will be assessed by a post test at the end of this unit the students. This unit contributes to the post test by helping students build the
bridge numbers and quantities.
e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs
impacting instructional planning in this lesson of the unit.
Student A struggles to stay on task and maintain self-control when the task becomes frustrating. This student along with two other
students who need more one-on-one attention will join the assistant to work together. Student C who is repeating kindergarten will
have a more objects in his bag at least over ten. This will challenge the student to not only use two ten frames to chart his amount, but
also use higher numbers to add one more or one less.

f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will
trigger prior knowledge):
The class was pre-assessed for this learning goal. Six students met the object and have been working with larger numbers throughout the unit.
Most students struggled on the pre-test and therefore we have been working on the concepts that they missed. A few students have struggled to
answer any question on the pre-test. The aid has been pulling those students to work with those students on the concepts that they are missing.
This lesson will help close the gap for the students who struggled on the pre-test and advance the students who have been doing well.
Lesson Objectives/
Assessment
Instructional Strategy/Activity
Learning Targets
Objective/target:
Assessment description:
Strategy/Activity: This is a direct teaching lesson. The
Given a prompt, the kindergarten
The students will be assessed through a
students will be introduced to the content in the while
student will demonstrate the
checklist on the ability to quantities when
group setting. The teacher will model and teach the
relationship between numbers and
given a number.
content. The students will then work at their seats with
quantities scoring a check on a
their own manipulatives.
checklist.
The teacher will conference with each student.
The teacher will give the student a number and Activity Adaptations:
I can count items to tell you how many ask them to show that amount.
Student A will be pulled to work with the assistant.
so that I can add.
Demonstrated: Student showed correct
Student C will be given a bags with higher amounts of
amount.
objects.
Partially demonstrated: Student showed
correct amount with prompting.
Media/technologies/resources:
Did Not Demonstrate: The student made no
Smartboard: Number quantities with pictures
attempt.
http://www.ixl.com/math/kindergarten/count-up-andExceeded: The student showed quantities
down-with-pictures
higher than 10.
Worksheet A & B. Students will record their answers
Assessment Accommodations:
on this paper.
Three bags per two students. The bags will have 3
unifix cubes, 7 pennies, and 9 counters. Some students
will have more in their bags as they will be extending
with higher quantitates.
Activity adapted from: Georgia DOE. Kindergarten
frameworks unit 2. Task: Howe many are in the bag
Objective/target:
Assessment description:
Strategy/Activity:
Assessment Accommodations:
Activity Adaptations:

Media/technologies/resources:
Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this
sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to
outline the who, what, when, and where of the instructional strategies and activities.)
Lesson Expectations: Remind students how to sit during whole group time. Go over poster. Tell students I can statement.
Strategy/Modeling: The students will be seated on the carpet. The teacher will refer to the lesson from yesterday to connect that content to today
and review what they practiced yesterday on the smart board. The teacher will then talk to the students about what happens to the numbers when
we add one more object or take one away.
Guided Practice: The teacher will refer to the ten frames in order that are already in place. After talking about adding one more or one less. The
teacher will begin the smart board activity quiz. After working through the quiz the teacher will introduce the bag activity.
Independent Practice: The students will be given three bags with different quantities. The bags will have 3 unifix cubes, 7 pennies, and 9 counters.
Some students will have more in their bags as they will be extending with higher quantitates. The students will also be given a worksheet with the
bag letter on it. The worksheet asks for the amount in the bag, then the students draw that amount on the ten frame, it then asks for how many to
ten, and finally it asks for more and one less.
Assessment: Checklist on the students being able to show a quantity from a given number.
Closing: Remind the students of the I can statement. Have students answer questions about adding one more or one less. Repeat until several
students have answered.

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