Вы находитесь на странице: 1из 6


Lesson Plan Format
Madison Taylor, Ashlee Douglas, and Kelsey Anderson
Early Childhood Education

State PASS

ISTE Student

Materials Needed

Learning Objectives

Recognizing AB Patterns
Standard 1: Algebraic Reasoning: Patterns The student will sort and classify objects and
analyze simple patterns.
2. Explain verbally and extend simple patterns (e.g.,
O, U, O, U,)
6. Students demonstrate a sound understanding of
technology concepts, systems, and operations.
a. understand and use technology
I-pads for students and the Learning Patterns - Help
Kids Develop Critical Thinking and Pattern
Recognition Skills app
A strip of construction paper for each child
Two different colored star stickers for each child.
Video made for presentation and smartboard or
computer to play it.
The student will be able to:
Psychomotor: The learners will be able to duplicate
and imitate an AB pattern shown to them (guided
Affective: The learner will be able to recognize an
AB pattern (receiving).
Cognitive: The learner will be able to construct an
AB pattern on their own (apply).
The 3 types of objectives explained:
http://thesecondprinciple.com/instructionaldesign/threedomainsoflearning/ , or

Prior Knowledge,
Bellwork, or
Pre-Lesson Work

Dr. Jessica Koch

5 minutes

The teacher shows the students a

black and white shirt. The teacher will
ask them what colors are on the shirt,
what they notice about the shirt, and
if it repeats colors. Have they seen a
shirt like this before? Do they have a
shirt that is similar to this? The
teacher will tell the students that AB
patterns can be found through size,
shapes, numbers, colors, etc.,
East Central University

Hook, Launch,
Anticipatory Set, or
Beginning of Lesson

5 minutes

Class Discussion or
Whole Class


Practice or Group

Dr. Jessica Koch


The learners will watch the short AB

pattern video the instructor created
for the class. This goes over what an
AB pattern is and how to recognize
and create your own AB pattern.
The teacher will create an AB pattern
on the board with shapes, and the
learners will tell the teacher what is
next in the pattern. This will be
repeated several times with other
shapes, letters, and numbers. The
teacher will also write a wrong pattern
and the students will correct it.
(Ex. 1,2,1,2...)
(Ex. A, U, A, U, U,...) - WRONG
We will then stand up and create our
own AB pattern with our body.
(Ex. stomp, clap, stomp, clap,...)
The learners will be able to go to the
IPAD and play with the pattern app to
work on AB patterns for as long as
time allots. The teacher will check up
on each of them.
(See pages below on what to tell the
children to click to get the the
TSW: Students will be given a strip of
construction paper and two different
colors of stars (enough to make a
pattern). The learners will put the
stars on the paper to create their own
AB pattern.
(Ex. blue star, red star, blue star,...)
Differentiation: For students who
grasp the concept well they will be
able to make an ABBA pattern on their
sheet or they can use the I-pad app
longer. For students who need help
they will be able to team up with a
partner to complete their star sheet.

East Central University

Closure and
(Evaluation of
student learning)

Follow Up


5 minutes


Embedded or

The students will get on the carpet to

create their own AB pattern such as
Stomp, wiggle, stomp, wiggle. The
students will be able to work with the
teacher to create an AB pattern with
their body.
Learners will be evaluated through
their star sheets. The teacher will be
able to see who needs help and who it
To check if students know AB
patterns in the future, the instructor
will go over more patterns like ABBA
and check for understanding of AB
first. This can be done in next week's
math session. We will go over
patterns physically and on the board.
During the beginning of the lesson,
the teacher will ask of background
knowledge of patterns (informal). See
the background knowledge box above.
This will be an open class discussion.
During the lesson, students will be
evaluated through the pattern app
they are using. The teacher will visit
with each student (informal). After
the lesson, students are evaluated
through the pattern they created on
their star sheet (formal), which will be
taken up after the lesson.
__ Excellent
__ Okay
__ Needs Improvement
What were your expectations
prior to teaching this lesson?

Evaluation of

What went well?

What changes did you make as
you were teaching the lesson?
What would you do differently?

*The time is merely a suggestion based on a 45-55 minute period of time (normally middle school and high school).
Elementary school schedule depends on the subject. ELA/Reading is normally no less than a 90 minute block of


Dr. Jessica Koch

East Central University

Classroom Management- describe how you will manage the lesson to ensure
students are on task. Consider possible distractions and how you hope to limit these
negative behaviors.
Possible Behaviors/Distractions:
Student exhibits apathy toward lesson: The teacher will let the child know it is okay
to feel the way you do, but everything will be okay in this lesson. Remind the
student that these are just patterns we are making and nothing will be hurt.
Student exhibits disruptive behavior such as defiance, calling out, or
talking to peers about off-topic things: Students who are disruptive will have to do
the lesson next to the teacher, during IPAD time. If this continues, more disciplinary
actions will be merited.
Student was not in class for previous lesson: During independent practice, the
teacher will work one on one with the student to create their pattern. If the child
needs more help, during stations the teacher will work one on one with him or her.
Student has a low or high achievement level compared to the average
student in your class: High achievement students will be able to create ABBA
patterns on their star sheet.
The office has interrupted your lesson multiple times: If the office has interrupted
the lesson multiple times, the teacher will have the students stand up and breath.
They will raise their hands up and breathe in, and lift them down to breathe out.
This will get us focused again.
Other distractions: If they is a safety drill during the lesson, the teacher will do this
lesson during station time.
Student Learning BenefitsIn this lesson students will be using their body and visual art, with the help of
technology in creating an AB patterns. Patterns lead to sequences, which is
something the learner will need to learn in later grades. By using a video and Ipad,
the students will be able to work with something they see in their everyday life.
This lesson was created to connect technology and experiences they use and see in
their life to aid learning and to keep their attention. We started out with connecting
clothing they may wear. Next, we used a video. Children seem to like fun TV
shows. We then went into creating their own pattern. This lets them feel they did
something on their own. Lastly, we went into the Ipad, which is something they
have seen in their life or have.

Dr. Jessica Koch

East Central University

IPAD app instructions

1. The teacher will have all of these pictures printed off. Tell
students to click the app that looks like this.

2. Students will see this picture next.

3. The instructor will tell the students to scroll down to the blox with the
snakes and chickens. The children will need to click Pattern 1. It is the first
snake and chicken box on the left. The instructor will need to walk about and
make sure they click the right box.
Students will then start working on their AB patterns.
Dr. Jessica Koch

East Central University

Credits: all pictures are from https://itunes.apple.com/us/app/learningpatterns-help-kids/id717236674?mt=8

Dr. Jessica Koch

East Central University