Вы находитесь на странице: 1из 7

# FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name: Justice Klene

Lesson Number: 2

## Start time: N/A End time: N/A

Cooperating Teachers
Signature_______________________________________________________________________
Topic/Concept/Skill: Today we will be learning more about addition problems. We will
be covering how to add numbers together to make a new number. We will learn how to
write an addition equation. Students will understand addition as putting together and
Related Standard:
K.NS.7: Identify whether the number of objects in one group is greater than, less than, or
equal to the number of objects in another group (e.g., by using matching and counting
strategies).
K.NS.9: Use correctly the words for comparison, including: one and many; none, some
and all; more and less; most and least; and equal to, more than and less than.
K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and
subtraction within 10.
K.CA.4: Find the number that makes 10 when added to the given number for any number
from 1 to 9 (e.g., by using objects or drawings), and record the answer with a drawing or
an equation.
Background: Students will use prior knowledge of knowing what the numbers one to
ten are. The students have worked on addition problems before; this is an
extended lesson to help clarify their ability to add numbers from one to ten.
They will also access their knowledge of Dr. Seuss for the anticipatory set.
Main Objective of Instruction:
In order to learn how to add numbers from one to ten and solve addition story
problems, the students will be able to write down any number from one to ten and
solve (Blooms Taxonomy Application) the equation to find the answer to the
problem given objects such as goldfish, stickers, and counters to help them visualize the
addition problem. The students will also be able to tell (Blooms Taxonomy
Knowledge) the teacher that one number plus another equals a new number. This will
happen within a 45 minute time period.

Language Objective:
In order to develop and increase their vocabulary, the students will be able to
than, and equal to given a lesson on what these words mean and objects such as
goldfish, stickers, and counters to represent addition within ten. This will happen
within a 45 minute time period.
Teacher Materials/Resources:
The book One Fish, Two Fish, Red Fish, Blue Fish, document camera, goldfish crackers,
fish bowl papers, white boards, dry erase markers, signal cards, butterfly addition mats,
butterfly recording sheets, dice, special die for IEP, star stickers, counters, four corner
vocabulary worksheet for ENL learner, homework worksheets, keys for all sheets
Student Materials:
Pencils, art boxes, crayons
Anticipatory Set (Introductory Approach): As soon as the students walk in the room
I will tell them to march to the carpet right away, we have a fantastic book to read! I will
sit on the teachers rocking chair and begin to read (with extreme expression and
excitement) One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss. The students have
completed a one weeklong unit on Dr. Seuss (this is where they will access prior
knowledge). This is a math lesson, but I have decided to start out with a book because
they will make connections between literacy and mathematics. I also believe they will
enjoy the colorful illustrations of a Dr. Seuss book! The reading of this book will appeal to
verbal and linguistic learners. This is the listening component of the lesson. This is
a verbal/linguistic multiple intelligence part of the activity. I will read a story
to the students and they will listen. The anticipatory set of this lesson will last
approximately 5 to 10 minutes.

## Instructional Procedures (Whole Group):

1. As soon as we finish the reading of One Fish, Two Fish, Red Fish, Blue Fish I will
instruct the students to move from the carpet to their group tables. I will say,
Walk to your seats with one hand on your head and keep it there when you sit
down! I say this in order to keep them on task and not become distracted.
2. I pass out the goldfish crackers to the students and instruct them to not touch or
eat the crackers! I will also pass out the fish bowl papers; white boards, dry erase
markers, and signal cards.
3. I will sit at the front of the classroom and turn on the document camera. I will then
begin the addition stories. I will tell the students to complete these addition stories

along with me. Speaking and giving directions to the students will be a
listening component of the lesson for the students.
4. I will then begin the first addition story (I prefer the word story instead of
problem). I will say You have two fish in your fish bowl. (I will put two goldfish on
my bowl.) Next I will say, Then you got one more fish. (I will then put one goldfish
below the previous two.) I will now say Someone please raise their fin and tell
me how many goldfish do you have in all? All of the students have modeled this
problem with their goldfish.
5. I will then continue to use the document camera and tell the students we are going
to write an equation for this addition story.
6. I will write 2+1=3. The students will also write this equation down. I will tell the
students to clear their bowl so we can start a new story problem.
7. I will now tell students to write their new equations on the back of their papers.
8. I will proceed to do 3 more addition stories as well as tell the students while they
follow along on the document camera. These addition stories will be one fish plus
three fish (1+3=4), five fish plus two fish (5+2=7) and six fish plus four fish
(6+4=10). These addition stories will be completed just like the first one explained
above. Because the students are writing, even on whiteboards, this is a
writing component of the lesson plan.
9. I will now use signal cards. I chose to use signal cards to check for my students
understanding because I believe they will be willing to admit their confusion and
not be embarrassed. This strategy addresses Blooms Taxonomys analysis
and application. The students are solving a mathematical problem and
are illustrating to me (the teacher) whether they understand the concept
or not. They are solving problems using required skills and knowledge.
(Textbook strategy page 144)
10.
I will tell them green means I understand! and red means Help I chose
not to use yellow for an in the middle because they are kindergarteners and I do
not want to confuse them by making the signal cards too difficult. I will make a
quick note of which students are holding up signal cards that say, I am
confused! I will check with these students at the end of the lesson and see if they
understand addition story problems any better or not. This part of the lesson
will take approximately 10 minutes.
11.
They are kindergarteners and need a quick break! I will tell them to now eat
their goldfish while I play this fun and educational YouTube video called When You
Add with a Pirate! I will walk around and collect their fish bowl papers. This video
will last 4 minutes.
12.
I will now pass out the students butterfly addition mat.
13.
The students will get out their art boxes and use crayons to color their
butterflies. (This will take 5 minutes)
14.
I will now tell the students we are going to do a Graffiti activity! (Say this
with enthusiasm!) This strategy addresses Blooms Taxonomys analysis,
application and evaluation because the students are solving a
mathematical problem. They are also debating and discussing the answer
with their group mates. (Textbook strategy page 79)
15.
Students will be placed into groups of four. (This is an interpersonal
multiple intelligence part of the activity. The students will be working in
pairs and working with each other to work on their addition problems.
Group work strengthens interpersonal connections). There are 4 tables
around the room. I will now give directions. I will tell the students that they will roll
one die and write down that number on the first blank on their butterfly addition

mat. (The students will be reading the numbers off of their die, so this is a
16.
They will then use their star stickers and place the number of stickers (the
number they rolled on the die) onto the left wing of the butterfly. They will then
repeat this process and record the second number and place that number of
stickers on the right wing of their butterfly.
17.
Each student will record their number on their butterfly addition mat as well
as place the stickers on the butterfly wings. (My butterfly mat will be displayed on
the document camera. My example addition problem will be 3+3=6. (This will
take approximately 2 minutes to complete their addition problem as a
group)
18.
I will now tell the students that they are going to move to each table (a total
of 3 more) and complete one addition story problem at each table. (This is a
bodily/kinesthetic multiple intelligence. The students are moving around
the room and not sitting in one spot.)
19.
They will move to the table (there will be ONLY one group at each table at a
time) and they will roll the die just like they did with their butterfly mat.
20.
Instead of using stickers to place on the butterfly that is taped down on the
table next to the recording sheet, they will use counters to place on the butterfly
wings.
21.
They will record the numbers and then figure out the answer as a group.
(This is evaluation from Blooms Taxonomy. The students will have to
debate with their group mates and determine what the answer is to the
problem)
22.
They will write down this answer on the answer line on their butterfly
recording sheet.
23.
I will set a timer for this part of the activity. (This part of the activity will
take 8 minutes)

## Provisions for Individual and/or Group Differences:

ENL

ENL students should be able to follow this lesson fairly easily because it is mainly focused on
mathematics. However, here are the provisions I have made for these students. For the anticipatory set, I
will assign this reading to the student for the previous nights homework. This link is to a YouTube video
that is a reading of One Fish, Two Fish, Red Fish, Blue Fish in Spanish.
(https://www.youtube.com/watch?v=jFRLI1nJDKE) I will email the students parents explaining that we
will be reading this book in class the next day, and it will be helpful for the student to read it before in
his/her language of origin. If the student does not have a computer at home, I will have the student listen
to this book during literacy station time, which is held before this lesson for about 6 minutes. This is
the listening part of the lesson for the ENL student.
When we move onto the math part of the lesson, I will have a designated buddy for the ENL student to
stick with throughout the entire rest of the activities.
Along with listening to the story on the YouTube video, I will assign specific homework for the ENL
student the previous night before the lesson is given.
This homework will consist of 5 vocabulary words from the Four Corners Vocabulary Strategies.

The student will complete these 5 vocabulary words and turn them into me at the beginning of the day. I
will check to see that the student has completed them correctly and understands the words and their
meanings. This will help the student be more prepared for the lesson!
This will be the students only homework for the previous night.
The five vocabulary words are attached. These vocabulary words will address Blooms Taxonomy
higher level thinking skills. Synthesis will be used to design their own picture for the vocabulary
word and create a sentence. Application will be used to illustrate the word in a sentence.
Language Objective for ENL students:
o In order to develop mathematical vocabulary terms, the student will be able to name, recall, and
describe the terms addition, equals, and equation given a lesson where they learn what these
words mean and how they are applicable to math. The goal of the language objective is for
students to be able to work on their mathematical skills while also making connections to
language and increasing their vocabulary. They will be using their left and right sides of their
brain in this lesson!

IEP

The student with an IEP in the classroom I will be giving the lesson plan in has a learning disability. He
has trouble with reading and mathematics. He is also quiet and tends to put his head down.
This student will have no problem sitting on the carpet and listening to the story for the anticipatory set.
For the math activities, I will assign this student to a specific group where I know he will feel
comfortable. For the goldfish activity, he will be able to follow along with me while I am doing the
example on the document camera. This will address the multiple interpersonal multiple intelligence.
Working with a specific group mate will help him develop his interpersonal skills.
The main accommodation for this student will be that I will give him a die that only has the numbers 0,
1, and 2 on it. I have personally made this die for this student. Because he is using a die that only has
three numbers on it, his addition problems that he has to solve on the butterfly math activity will be
simplified compared to the other students.
This student will be exemplified from putting the counters on the butterfly wings in order to save time
and try to help him finish more addition problems.
I plan on working with this student while he is solving his addition problems and working on the
butterfly activity. If I have to go help another student, his designated buddy will be there to help him.
Because this student is quiet, it helps him to have another person he feels like he can ask questions to
and rely on.

Closure:

To close out the lesson, I will call the students over to the carpet. I will be sitting in the teacher
chair and will be holding flashcards that have addition problems from numbers one to ten on
them. I will tell the students that I will read the addition problem out loud, and they will shout out
the answer as a group. (This is a speaking component of the lesson) They will love this! We
will do 10 addition problems ranging from very simple (0+2=2) to more difficult (1+9=10). At the
end of the closure, I will tell students to head back to their seats.
Evaluation of Learning:
There will be no test at the end of this lesson. This lesson addresses many multiple intelligences
such as verbal linguistic during the reading of the Dr. Seuss book, and interpersonal when
working with group partners. It addresses bodily kinesthetic because the students move a couple
different times from their seats to the carpet, and then around to different tables when we do the
graffiti activity. The musical multiple intelligence is covered because we have a YouTube video
that is an addition song, which I think the students will enjoy! Also, if there are artistic students
in the class, the coloring of the butterfly will help grab their interest. Formative assessment will
happen when we do the butterfly addition activity. I will be walking around and mentally checking
whether the students are understanding the addition problems they write down on their
recording sheets. The use of signal cards and quickly recording which students say they
understand or not will help me, know who is feeling okay and who is not. I will collect their
recording sheets at the end of the lesson and go through them to see who needs more review
and who does not.
Remediate: After reviewing the students butterfly recording sheets, I will make a list of students
who need to review addition concepts again. They will meet with the aide during morning work
the next day and practice addition flash cards. This is a continuing concept and will not be
completed in one day. Kindergarten starts out addition and it is continued all year and into first
Enrichment: The students who finish early will quietly get out their iPads and get on to the
application Lady Bug Math. This is an app that is fun for kindergarteners and there are levels
for them to move up to once they master new addition problems.
Independent Practice:
Students will have one addition story problem for homework. There will be a gifted learner
worksheet for the high ability students, an on-level worksheet for students who are at the correct
level for their age, and a lower level worksheet for the students with IEPs or who need extra
help. I will pass these sheets out at the end of the class and tell the students to complete these
problems at home and bring them to school the next day. These addition story problems
address Blooms Taxonomys Application. They are solving problems using required
skills and knowledg

Resources

Bibliography
Seuss. One Fish, Two Fish, Red Fish, Blue Fish. New York: Beginner ; Distributed by Random House, 1960.
Print.