Lesson Plan Requirements

The lesson plan should be developed to address identified standards and/or benchmarks of the
curriculum map determined by the CT and needs to be submitted to your CT and US at least
five days (or whatever timeframe agreed to by the CT and US) prior to any of the four
observations scheduled during the semester. Less plans should be formatted using the lesson
plan template below.
1. All lesson plans must include Common Core/National Standards or other State Standards
(if doing student teaching outside of Hawaii) and State Teacher Standards.
2. The outcome of the lesson should be clearly stated and aligned with the standard
addressed and the assessment used to determine whether students have met the outcome.
The rubric for the assessment should detail what should be in student responses for each
performance rating.
3. Differentiation plans should address the needs of specific students and should be based on
data.
4. Results/Reflections section of the Unit/Solo Plan should include assessment data analysis
of student performance, discussion of what went well, what should be done differently
that would improve student achievement. This section should also include samples of
student work for each rating level.
5. A bibliography and resources tapped should be included at the end.
6. A seating chart should be provided to the US for any observed lesson.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

Lesson Plan Template

Teacher: Jessica Pagtulingan

Date: August 4, 2016

Class: Mathematics

Level: 1st

Purpose: In this lesson, students count in steps of two to 20. The mathematical practices
construct viable arguments and critique the reasoning of others (SMP3) and look for and make
use of structure (SMP7) are embedded in this lesson.
Objectives:
Students will be able to skip count by twos and tens using a number track
Students will be able to verbally explain the concept and skill of skip counting
Common Core Standards:
1.OA.2 Skip count by 2s to 15
1.NBT.1 Skip count by 10s to 100
GLOs:
GLO #1: Self Directed Learner (The ability to be responsible for ones own learning)
GLO #3: Complex Thinker (The ability to demonstrate critical thinking and problem
solving)
GLO #4: Quality Producer (The ability to recognize and produce quality performances
and quality performances and quality products)
GLO #5: Effective Communicator (The ability to communicate effectively)
Hawaii State Teacher Standards:
Standard #4: Content Knowledge
Standard #6: Assessment
Standard #7: Planning for Instruction
Assessments:
Formative:
Students will complete the Student Journal 2.2 to document their proficiency and
understanding of skip counting by 2s and 10s; a rubric will be used to measure student
understanding. Student results will be recorded on a checklist. (*See attached for
rubric)
Class discussion will be used to monitor individual student understanding on the
importance of skip counting.
Students will be asked to identify when skip counting is used in real life.
Summative:
Module 2 check up will be given at the end of lesson 12
Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

Materials/Set-Up:
Teacher:
Soccer ball or similar
Origo-Stepping Stones interactive whiteboard
Origo big book- Shoes in Twos
1 frog puppet made from support 2
life size of a number track
Student:
Stepping Stones Student Journal 2.2
Procedures: [Include a detailed description of what is done at each of the following stages of
the lesson.]
a. Introduction
Starting the lesson:
Have students sit in a circle. Give a student a soccer ball or similar and say, We are going to
count by tens to one hundred. When you say the number that comes next, roll the ball to
another student. Ready? Ten. Then have the first student say twenty and roll the ball to
another student. Repeat a number of times so that all the students have a turn. Repeat other
times during the week.
b. Developmental
Teaching the lesson:
1. Show the cover of the book, Shoes in Twos and read the title aloud. Encourage
volunteers to predict what they think the story might be about. Read the story and stop
periodically to check for understanding. Read the story again and have students count
in two to figure out the number of shoes on each double-page spread.
2. Display pages 4 and 5 of the storybook. Act out the scene by asking four students to
neatly place their shoes at the front of the classroom. The remaining students then
count in steps of two to figure the total number of shoes. Have student put their shoes
back on and repeat for the remaining double-page spreads.
3. Have students sit in a horseshoe shape on the floor. Ask, what are some other things
that we can count in steps of two? Invite five students to come to the front. Say, Lets
count their eyes. Count in steps of two, Two, four, six, eight, ten. Repeat with four
students and counting arms, then six students and counting feet.
4. Open the life size number track teaching tool and show the frog to the students. Say,
This frog likes to jump in steps of two. Place the frog just off the number track and
jump to 2, 4, then 6. Ask, What other numbers will the frog land on? Invite a

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

confident volunteer to come to the front and continue the jumps on the number track.
The remaining students can call out the numbers that the frog lands upon. Repeat the
activity, placing the frog on alternate starting numbers and having it jump in both
directions.
5. Project the Step In discussion from student journal 2.2 and work through the questions
with the whole class. Read the Step Up and Step Ahead instructions with the students.
Make sure they know what to do and then have them work independently to complete
the task.
c. Concluding
Reflecting on the work:
Discuss the students answers on Student Journal 2.2. Ask, What do you notice about the
patterns in each example? Students might notice that there is one shape that they did not color
between each shape that they did color. This is true regardless if the jumps go forward or back.
Draw the students attention to questions 1a and 1b. Ask, Will the frog and bee ever land on
the same number? How do you know? Invite students to share their reasoning. Then ask the
other students whether or not they agree with the speaker and have them explain their
reasoning.
Adaptations and Extensions:
Differentiation:
English Language Learners (ELL)- Prior to step 2, use a hundreds grid to count by tens to 100.
Point to tens in random order (e.g. 30, 60, 10, 80) and have students say the number.
Extra help- Practice rote counting from 1to 20. Ask the students to clap their hands for every
second number name they say, for example, One, two (clap), three, four (clap), five, six (clap)
nineteen, twenty (clap). Repeat several times. As students gain confidence, start the count
with a clap so students clap on every odd number, for example, One (clap), two, three (clap),
four, five (clap), nineteen (clap), twenty.
Providing one-on-one help to those who need extra help, or creating a small group if there are
a number of students who arent quite yet grasping skip counting by twos.
Extra challenge- Have students make a train of 20 cubes that show groups of two cubes in
alternating colors. In turn, the students make a train of 20 cubes that show groups of two cubes
in alternating colors. In turn, the students then point to each group of two cubes as they count
in steps of two for the entire train.
Adaptations:
None
Extension:
Students will be able to build upon the concept of skip counting by twos by even and odd
numbers beyond the goal of 20.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

*See attached worksheets and board games

Management Considerations:
Student 14- Behavior Support Plan (BSP): Chunking student work and time frame to improve
behavior during instructional time. Using happy, okay, and sad face as a form of behavior
management. Each instructional block will be monitored and assessed for behavior.
Observed that student 14 has a difficult time focusing, staying on task, and staying
seated in one place for a certain period of time.
*See attached for behavior management method
Student 17- A ELL NEP student, with attendance concerns, seems to lack discipline and
support from home, which at times causes disruptions during instructional time and individual
seatwork.
Student 1- New student at this school, and after observing for three and a half weeks, CT and I
have noticed that she seems to lack control of her emotions (i.e., cries, shouts out).
Reflections:
What went well?
In all honesty, the way I conducted this lesson could have gone better than I intended it to
be. If I could point out what went well in this lesson, it probably would have been when I gave
my students the exit pass, which was to tell me the next number if we were to skip count by two.
Majority of the students were able to tell me the answer, with the help of the number track that
was posted on the whiteboard. It was one way to assess which students sort of understood the
concept and pattern of skip counting by two.
Results of the lesson
I feel that the result of this lesson, students still didnt quite understand the pattern and
concept of skip counting by 2. When I went back to check how they were doing on their student
journal, a few of them started skip counting, and half way through got lost on which number to
go to next. I would say that about four to five students truly understand how to skip count; I
found that I needed to do a better job at allowing extra support kinesthetically when students are
on the floor.
How could the lesson be revised to further improve student learning?
This lesson could be revised to further improve student learning, would be to practice the
lesson and to learn the lesson thoroughly, in order for me to execute it to the students with
minimal mistakes. As an aspiring teacher, I would like to grow and learn to make improvements
by going over the lesson to be more prepared (rehearsing the lesson, learning the lesson),
planning the lesson, looking for those teachable moments (be more attentive), be more specific in
the expectations I hold for my students (the use of GLOs), and the use of resource tools used in
the lesson.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

To improve on myself as a teacher, I need to learn what Im teaching, so students can

trust what Im teaching them, is valuable information. This would mean that I should continue to
practice writing lesson plans so that I could better understand all of the finer points of
instruction. I should analyze the lesson plans from Stepping Stones and Wonders, so I would
have a better understanding of how the instruction is scaffolded from previous learning to new
learning. By then I would be able to rehearse the lesson, and time each portion of the lesson
equally, for example, how long will I take to read the story and ask questions, how much time
will I spend on providing examples to students of how to skip count, how much time will be
allotted to go over what they are expected to do on their student journal, and how much time will
my students have to do their seat work? I felt that I kept the students on the floor too long, and
that behavior started to kick in because they were beginning to feel restless.
What I would like to do is to chunk up the lesson, so that students arent sitting there for
more than 10-15 minutes. As I continue to practice teaching, I will have students move around
time to time so that they are not sitting for more than 10-15 minutes, because I feel Ill lose them.
For example, my US (Bernice Kihara) provided me some suggestions that I will use in the next
lessons that I teach, is to provide manipulative that are kinesthetic so students are more engaged,
moving around, and spend less time sitting on the floor.
What also needs work is for me to be more attentive with my students. I need to look for
those teachable moments, and listen to what my they say. For example, when I read the title of
the story Shoes in Twos, someone had said Hey that rhymes, and I dont think I caught on,
but I should have said, Yes youre right, we have been working on words that rhyme this week,
and which words in the title rhymes? I also made a mistake when I asked, what other things
could we count by twos, and a student had mentioned fingers, I quickly disagreed, when I should
have said, Technically youre right, but if I wanted to use fingers to count by twos, how much
fingers should each person hold up? I will continue to listen more attentively to the students for
they will inform instruction.
Another area that needs improvement would be the expectations I hold for the class when
they are instructed to work on their deskwork. When it is time to send them back to do their
student journal, this would be a perfect opportunity to use GLOs, and since my CT and I have
been using add your name into the heart if you demonstrate this GLO (i.e. GLO #1: SelfDirected Learner), I should have introduced GLO #4: Quality Producer. I didnt hold this
expectation for my students as they went back to their seat, and because of that it resulted in
rushed work (messy coloring). I need to continue to hold these expectations with the use of
GLOs, whether they are on the floor or at their desks doing work everyday.
As I was teaching the lesson, I realized that the resource I used, which was hoppy the
frog, wasnt in proportion to the number track I had on the whiteboard. I think that this might
have confused the students because hoppy was so big for the number track, that when I explained
how he was skipping over the next number to land on the one after it, students werent able to
see the connection. I need to take into consideration that the resources I use when teaching the
lesson are not only proportion to each other, but useful and engaging so that visually, students
have a better understanding of the concept being taught.
I will continue to grow in this journey as I student teach, and make use of the suggestions
and recommendations given to me by the team (US and CT). I will continue to practice writing
out lessons, learning and understanding them thoroughly, so that I could teach the lesson with

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

minimal mistakes. I will look for those teachable moments, and be more sensitive to the
comments or remarks my students throw at me when I address questions or ideas.
Bibliography
Stepping Stones. Origo Slate. https://www.origoslate.com
http://www.mathwire.com/numbersense/blankhundredchart.pdf
https://www.teacherspayteachers.com/Product/Skip-Counting-by-2s-771607

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu