Вы находитесь на странице: 1из 3

Giselle Munoz

Lesson 2- Mathematics/ Art


Ten Apples Up on Top- Counting
A. Personalization / Individualization / Differentiation

Learning Goals. Who selected what is being learned?


o The teacher selected what is being learned.

Learning Activity. Who selected how it is being learned?


o I, the teacher, chose what I wanted students to learn and created the lesson.
Students will watch the video of the book Ten Apples Up on Top. Followed by the
video, students will play an apple counting game. They will then color and cut the
tree and apples based on the amount of apples in the basket and glue them on to
the tree. There finished work will also be added to the classroom story made in
the literature lesson.

Assessment of Learning. Who selected how students demonstrate their knowledge and
skills and how that will be assessed?
o I, the teacher, selected how students will demonstrate their knowledge and skills
as well as how they will be assessed. They will be assessed based on their score
during the apple count game and their math/art activity.

Technology Selection. Who selected which technologies are being used?


o As the teacher I selected which technologies will be used in the lesson. The
technologies used are computer, iPads or projector. Technologies used in this
lesson will be the video of the story, apple counting game, YouTube song and
online rubric.

B. Agency / Control / Ownership / Choice / Interest / Passion

Talk Time. During the lesson/unit, who is the primary driver of the talk time?
o Both, the teacher (myself) and the students. Students will watch the video of me
reading Ten Apples up On Top, and then students will then play online counting
game, and ending with their math and art activity.

Technology Usage. Who is the primary user of the technology?


o Both. I will present video of the story again, and direct students to the online
game. The students will be navigating to the online game and playing until further
directions are made by the teacher.

C. Communication

Audience. How are students communicating?


o Students will be sitting on the carpet for the story. For the online game, students
will be working individually and quietly unless they have a question for the
teacher. For the math/art activity students will be working alone on their activity
Students will be also communicating with me after the story, during instruction,
online game and activity.

D. Collaboration (co-working, co-creating; more than just communication)

Collaborators. How are students working?


o Students will be working individually while playing the apple counting game
online and completing the activity.

E. Authenticity / Relevancy

Real or Fake. Is student work authentic and reflective of that done by real people
outside of school?
o Somewhat. Students are counting the amount apples they will use based off of a
number in a basket. Students can do this outside of school when making apple
pie and counting how many apples will be used based off of the recipe.

F. Discipline-Specific Inquiry

Domain Knowledge. Are students learning discipline-specific and -appropriate content


and procedural knowledge?
o CCSS.MATH.CONTENT.K.CC.2: Count forward beginning from a given number
within the known sequence (instead of having to begin at 1).
o CCSS.MATH.CONTENT.K.CC.3: Write numbers from 0 to 20. Represent a
number of objects with a written numeral 0-20 (with 0 representing a count of no
objects).
o CCSS.MATH.CONTENT.K.CC.4: Understand the relationship between numbers
and quantities; connect counting to cardinality.
o CCSS.MATH.CONTENT.K.CC.5: Count to answer how many? questions about
as many as 20 things arranged in a line, a rectangular array, or a circle, or as

many as 10 things in a scattered configuration; given a number from 120, count


out that many objects.
G. Critical Thinking (HOTS + metacognition) / Creativity / Initiative / Entrepreneurship

Creativity. Do students have the opportunity to design, create, make, or otherwise add
value that is unique to them?
o Yes students will be coloring the tree and apples how they want, cutting and
gluing apples on the tree and then gluing it on their choice of colored construction
paper.

H. Technology

Technology Adds Value. Does technology add value so that students can do their work
in better or different ways than are possible without the technology?
o Yes because they get to review, learn and create in a more appealing and
interactive way.

Meaningful Technology Usage. Are digital technologies utilized appropriately and


meaningfully for the learning tasks?
o Yes, the apple counting game is being used to review and refresh there counting
skills. The online rubric is being used to assess their math/art work. The YouTube
video is a song about the story that will be played during the activity section.

I. Assessment

Authentic Assessment. Are students creating real-world products or performances?


o Yes. Students are creating a math and art visual that will be added to the
classroom story.

Assessment Technology. Are digital technologies being used to facilitate the


assessment process?
o Yes the counting apples online game is being used to asses and refresh there
counting skills as well as the online rubric to assess their math/art creation.