West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 1/13)
Teacher Candidate Benjamin Pannell______________
2016___________________
School Overbrook Elementary____________________
Kindergarten Math_____
Lesson Topic Line Up________________________

Date 10-13Grade/Subject

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Students will demonstrate their ability and knowledge of sequencing
numbers through 10 and 20 using activities.
Students will perform tasks showing their knowledge of ordering and
numbers.
Students will show their understanding of numbers and their
representatives through practice and observation.
WV CSOs
M.K.1 - Count to 100 using ones and tens.
M.K.2 - Count forward beginning from a given number within the known
sequence (not beginning with 1).
M.K.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).
NATIONAL STANDARDS
K.CC.2
K.CC.3
K.CC.4a-c
K.CC.5
MANAGEMENT FRAMEWORK
Overall Time 55 minute lesson
Time Frame
5 Minutes Introduction
30 MInutes Student Activities
15 Minutes Ten Frames
5 MInutes Conclusion
STRATEGIES
Teacher instruction
Teacher modeling
Scaffolding
Small group activity
Large group activity
Independent practice
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

For students who are lower level and having difficulties understanding I
will use representations. I will have marks on the board, counters, or
markers to give a physical representation of what is being spoken. For
the students who are ahead of the norm, I will have number cards from
11-20 and they will work on ordering these numbers.
PROCEDURES
Introduction/ Lesson Set
To begin the lesson, I will start by introducing myself and telling the
students that we will be working on properly sequencing the numbers.
I will then ask them if they remember the activities that they have
worked on in the mornings that have them sequence numbers in order.
This will gauge their knowledge and undertanding of counting. After I
ask this I will walk them over to the carpet and have them sit down.
Once we are over there, we will go over the numbers 1-30 together.
After this we will go over the tens up to 100. After we finish this I will
have students give me numbers. I will ask them to give me a number
above 13. After about half the class answers correctly; I will have them
give me a number below 10. After everyone is back to their seats, the
body of the lesson will begin..
Body & Transitions
Begin the activity "Making a Human Number Line."
I will shuffle up the number cards 1-16 and pass them out to the
students.
I will then explain to the students that they must quietly find
their place in the human number line. They must find the
number before and the number after your number until the
whole class is in order 1-19. The students will then go down the
line and say their number.
Following this I will put the students into 2 groups. The groups
will be separated evenly according to who is considered higher
level learners and lower level learners.
The groups will be placing the cards in order on the floor. The
first group who finishes will win. When the group finishes they
will sit on the ground quietly and wait.
Following this activity, I will have the students go back to their
seats and we will progress into the next activity; which is to
connect representations to the number.
I will discuss how we can count different items using these
numbers. I will talk about how the students can have 4 apples
and how those apples represent the number four.
I will give two examples for the class for each of the types of
question on the assessment. The examples for the first would be
1, 2, ___, 4; and 6, ___, ___. 9. The examples for the second one
will be a square with seven dots and a square with 12 dots. I will
work through the examples with the students.

After this we will progress into the ten frames activitiy. Students
will be given a worksheet with grames (squares) on it. I will tell
students a number, 5, 2, 9, etc. Once I tell them the number they
will show the number in whatever way they would like. They
could draw circles, or write the number, or write the numeral,
anything they would like.
I will then pass out my attached teacher made assessment. See
attachment
Students will then complete their assessment and turn it in to
me.
I will then ask the students which ones they chose and ask them why
they chose that way.
Closure
After they finished their worksheets we will do a quick review of the
number sequence. I will ask the students if they could tell me what we
did today. I will ask them if they can count out loud to 10 for me as a
class. After they do this I will gain my knowledge of whether the lesson
proved to be helpful or not.
ASSESSMENT

Diagnostic:
At the beginning of the lesson, I will ask students about their prior
knowledge with sequencing numbers from previous worksheets
(Objective 1, Standard M.K.2). Another assessment is going over the
numbers together to get an introductory understanding of whether the
students know their numbers and how well they can order them
(Objective 2, Standard M.K.1).
Formative:
The students will give me a number above 13 or below 10 before they
return back to their seats (Objectives 1, 2 Standard M.K.2). Students
will organize themselves in the proper number order with their given
number (Objectives 1, 2 Standard M.K.2). This assessment will be done
a couple of times with the different numbers and grouping that will be
done in the activity. The final formative assessment will be the ten
frames (Objectives 2, 3 Standards M.K.2, M.K.3). Other formative
assessments will be through guided questions such as: "What number
comes before 5?" The main assessment will be through the observation
and interaction with students throughout the entire lesson. The focus
of these assessments will be all three of the instructional objectives at
the top.
Summative:
The assessment that I created and gave to the students is the first
summative assessment (Objectives 2, 3 Standards M.K.2, M.K.3). At
the end of the lesson the students and I will have a brief discussion of

what we did today and what we learned today (All objectives and
standards). Finally, as a class the students will count to 10 to give
another brief recap of something that occured during the lesson
(Objectives 1, 2 Standard M.K.1).
MATERIALS
Number cards 1-10, 11-20
Paper clips
Counters
Marker
Blank Tens Frame
EXTENTED ACTIVITIES
If Student Finishes Early
During the lesson, most of the activities that the students are doing
will be quick or they will be a slight competition therefore when the
students finish early they will wait patiently for the rest of the students
to finish.
If Lesson Finishes Early
If the lesson finishes early then I will have other meaningful things that
I will do. I will use the SmartBoard or the white board to make dots. the
students will each have a card and if they have the amount of dots
they will raise their card into the air. I will also verbalize numbers to
help the correlation for the number and the numeral representation of
it. An example of the first one would be making five dots on the
SmartBoard and the student with the number five card will raise it into
the air. An example of the second one would be one where I say the
number thirteen and the student with that card raises it into the air.
If Technology Fails
If the technology in this lesson does not work then I will use the white
board that is in the classroom to create the marks.
POST-TEACHING
Reflections
1. Lesson Objectives and Student Outcomes
During the creation of my lesson, my objectives were too vague for me
to use. After revising them, the objectives were clear, concise, and
appropriate for the lesson. The objectives were aligned with the WV
standards as well as the National Standards; which were the Common
Core Standards. These are the standards that are used in the observing
classroom that I am in and that is why I chose to use them.
2. Design of Lesson and Pedagogy
The layout of my lesson was clear and organization. After the feedback
I received on my lesson I realized that I needed to change around part
of the activities as well as added more substance to my explanations of

each part. I switched around the teacher made assessment and the
activities using the ten frames. This was done because the ten frames
activity is one that will be more descriptive and is directed more
toward the questions on the assessment. Having that after the
assessment would have been doing an activity just for doing it and
would not have been as beneficial to the students. My lesson was
directed around the students and had them being engaged and
interactive with not only the content but with other students. As stated
before, changing the order of activities in my lesson gave it the logical
sequencing that it needed. There was a balance between the different
activities that were taught. Students worked in small groups then
worked together as a large group. The students also had a balance of
individual learning that was beneficial to them. The lesson was
designed to support the objectives of the lesson and the
implementation of the lesson supported this because the students
completed all of the objectives. The use of technology was designed to
help me with the implementation of the lesson. It was used to help to
show the different ways that a number could be shown. It was also
done to bring vision to the auditory instructions that were given. The
use of technology in this lesson was very supportive and helped to
differentiate my instruction.
3. Content Knowledge
In the lesson, I made it a point to connect the assessment that they
were doing to previous worksheets and activities they have done in the
class. This was done several times, telling the students that it is what
they work on in the mornings sometimes where they must find the
missing number(s) and write what they are. The activities in this lesson
are directly related to the standards and this was evident during the
lesson. During the activities, the objective of sequencing was clearly
observed with them correctly sequencing themselves in 1-8, 9-16 and
1-16. The second objective was done during the part of the lesson
where I was giving the students problems and they solved them on the
ten frames. These problems including finding the missing number,
adding objects and subtracting objects. These helped to build a base
for future learning. The objectives of sequence 10-20 helps lead them
to be able to sequence 20-30 and to 40 and above that. The other
objectives also set the base for future learning because they are part of
scaffolding and laying down the mold. Once these activities, such as
counting and adding small numbers are complete, students can
progress into two number counting and addition and forward beyond
that.
4. Understands Characteristics of Students
The area of understanding the characteristics of students is one of the
areas that I bleieve I struggled with during the lesson. In the aspect of
engaging the studetn i think that I did well because the students were
up and interacting with each other and had their own role in the

activity. The students each had their own number and had to find their
place in the correct order in the sequence; therefore they did not have
an opportunity to be disengaged. The activities that were done were
ones that were appropriate to their developmental levels. The lesson
was differentiated according to the different styles of learners. I
planned to have differentiation in the higher level and lower level
learners but I did not implement this as I should have. I would have
changed this if I could teach the lesson again. I would have made sure
to give the higher level learners more challenging parts of the
questions. An example of this would be for them to show both the
numeral and a representative when working with the ten frames.
Another example would be to have them add together the numbers
that were answers on their assessment. These extensions on their
activities are ones that are not hard to do and challenges them a little
bit more than they were before. For lower level learners I would have
worked with them individually to help them with their numbers. A
couple of students in the class mentally understand numbers and can
tell you what the numbers are but they struggle to write them. if I
would teach the lesson again I would make sure to spend more time
with the to help myself understand they know the information and help
them to put their known information into writing.
5. Assessment
My lesson plan included a description of all of the assessments that I
used during my lesson. Along with the assessments that I originally
had in my lesson plan, I had a lot of informal formative assessments.
My formative assessments were mainly through the observation of
students. One example of this was through watching the students work
through sequencing their class number line. The students understood
the number that came behind them but struggled a little more with
remembering the number that was in front of them. After seeing this I
made sure to do a couple of added problems on the smart board
directed toward finding the number before. One of those problems was
"What is the number that comes before 7?" Then students made the
number or used dots to represent. Attached to my lesson was the
handmade assessment I created for the class and all of the
assessments and activities that were created prior to the lesson were
included with a description of them. One thing that I would have done
different if I taught the lesson again would be to include more informal
assessment and ask students guided questions to gain an
understanding. One thing that I thought was a really good assessment
for the students was to ask them how their got their answer and ask
them to repeat the directions of what they were supposed to complete.
This shows me that they know what they are doing and they know how
they are doing something. My diagnostic assessments in the lesson
included asking the students about previous lessons and asking
questions that were linked to the lesson. It also included hearing them

count to 30 and to count by tens to 100 before the body of the lesson
started. The formative part of the lesson was observation and analysis.
I watched the students as they worked both together and separate
during the activities and watched their understanding of the concepts.
Another formative assessment that was done was through asking
questions to the students and viewing who raised their hands to
answer and who was working on their activity the correct way. For
example, there were several students who completed the activity the
correct way and I could observe that. If the student was not doing it
the correct way I would come to them and discuss what they are doing
and what the answer they came up with is and why. I think this was
beneficial to the students who seemed to be struggling and helped
them to understand better.
6. Management of Classroom Time
For the most part, the management of class time for me was not an
issue. The students were given adequate time to complete all of their
activities and assessments. If I saw that students were still working and
focusing on getting the correct answer I would give them the time they
needed; but if I felt like students were losing focus and not trying to get
the correct answer then I would give the class a warning of five
seconds remaining before I moved to the next question. This gave
them a few seconds to get focused and get the answer before we
moved on. The activities in the lesson were given a general timeframe
of how long they would take. One thing in my lesson that needed
changed was the amount of time I gave for the student activities. I
gave a lot of time to complete and I did not reach that time. I would
have lowered the time to better fit with the activities. Although I did
this I made sure that I included a section of activities we would do if
the lesson finished early. I changed this in the lesson to the creation of
more questions that we can solve as a classroom. One of these was "If
I had 11 pieces of candy and ate 6 of them, how many pieces of candy
remain?" This was spoken, then was written on the board. After the
students answered the question then we as a class worked through the
problem together; marking out the candies that were eaten.
7. Technology
The technology that was used in the classroom was not used by the
students. I was the one who was using the technology; therefore I did
not align this technology use with any standards. The technology was
used at their level is used daily so I believe that it is at their
appropriate development levels. An improvement of the lesson would
be for me to allow students to come use the board and interact with it.
This would have met national technology standards while also meeting
the mathematical standards we were trying to reach.
8. Data Analysis
I did collect data and it was analyzed. After I viewed the data that I
collected I found that there was a large gap in the learning in this

classroom. There are many students who are at level and performing
correctly. They are writing the numbers correctly and counting correctly
and doing their work well. They are not completing the work quickly
and while observing them you can see that they have to work to get
this answer; it is not just instant. There is a smaller number of students
in the group who are very behind. Two of them were there during my
lesson and they both struggled with doing this assignment. One
student does not really know the numbers, and does not know how to
write them. The other student knows the numbers very well but does
not know how to properly write the numbers. The third group is the
higher level of learners. They finished the work quickly and looked
unphased while completing the work. My activities and assessment
were at the correct level for the on level students, but my
differentiations were incorrect for the whole class. I should have given
more differentiation for the higher and lower level students. The higher
level students should have been given a couple of problems that would
have challenged them more. The lower level students should have
been given a different worksheet that was more apt for their abilities;
or I should have worked with them individually so they could
communicate their thoughts to me and I would know they understand
the material. My data helped me to realize that I need to do a better
job of differentiation. It is more than just fewer problems or more or
things similar to that; it is about giving them work that is at their level
that will be a challenge for them but one that they can complete.
9. Reflection
For the reflection, I would give myself at 36 out of 40. I have identified
each section and tried to answer each part to the best of my abilities.
There may be a couple of grammatical errors and there may be parts
that are not fully explained or that I may have not done a good job of
which is why I give myself a 36 out of 40. In the first section I went into
detail about how my lesson objectives were what I wanted and they
aligned with the outcomes I wanted for the students. For the second
component I gave a good description about the creation of the lesson.
In the third component I discussed the content knowledge in
connection to prior, current, and future knowledge. In section four I
showed that I understand the characteristics of students and explained
how I could improve on this understand. In section five I discussed my
assessments in all of the lessons and how they were helpful to me to
see how the students were doing. In section six I discussed how I
handled the classroom time and how I could have bettered my
extended activities. In section seven I discussed how I used the
technology and how it could have been used better to incorporate the
students. In section eight I discussed my analysis of the assessment
that I gave them and talked about how I could improve on it. In section
nine (this one) I am discussing how I performed throughout the lesson

and the reflection of the lesson. And in section ten, I discussed turning
in the lesson plan and if it were good professional practice.
My list for improving instruction:
Give students more clear instructions. More detailed.
Improve my implementation of the lesson.
Improve on my knowledge of students.
Improve on my use of time and organizational skills.
Improve on my use of activities.
My list for improving my creation of the lesson plan:
Make my objectives more clear and precise.
Be more specific/do a better job with differentiation.
Improve on my creation of extended activities.
Improve on the sequence of my lesson.
10. Professional Practice
My lesson plan was not submitted on time. I submitted my lesson a
week late, but it was turned in on the revised date on the late sheet. To
answer the question on the late sheet, I did not know that she was not
going to be at school for the week and we did not discuss the lesson
before that. My lesson plan contains all of the identified components
and it did follow the WVSU lesson plan format. My reflection in the
lesson plan contains few to no errors in grammar, spelling, or
punctuation.
Data Based Decision Making (If Needed)
After viewing my data, I think that I need to do a lot better with the use
of differentiation. I used it as something like fewer problems and more
problems and a change in how the problem was presented but it was
not as effective as I had hoped. I think that I need to do a lot better of
a job at reaching all of the students. I noticed during my lesson that a
couple of students were done really early and I realized that they
needed more challenging work. I also noticed that some students were
struggling to get the answers and were not quite at that level yet; or
they were and they just needed a new way to express this answer. The
next time that I teach, based on this I will make sure to change how I
do differentiation and make it more tailored to the students that I know
need it. Another thing that I observed was the level of instruction was
not where it needed to be. At times I told them something and it lacked
specificity so they did not act how I was expecting. I noticed this after I
told them to line up and they lined up in a place that wasnt where I
wanted them to. I realized that I was not specific about where and that
even something as small as that needs to be properly explained in a
Kindergarten classroom. These are the data based decisions that I
made that I could really improve at that will help me tremendously in
my next lesson.

Differentiating Instruction for

Students with Special Needs
Please describe all that apply:
Needs-Based Planning
Learning Differences

Sensory Differences

Attention Differences

Behavioral Differences

Motivational Differences

Ability Differences

Physical Differences

Cultural Differences

Communication Differences

Enrichment

Multiple intelligence addressed (check all that apply):

Verbal/linguistic
Naturalist
Spatial
Interpersonal
Logical/mathematical
Intrapersonal
Bodily-kinesthetic
Existential
Musical
Others (explain):