Common Lesson Plan

MUSIC TEMPLATE
15 minute lesson

Teacher Candidates: Brendan Roso, Anna Sayler, Ashleigh Ochsner-Nelson, Lizz

Kolda, Tessa Adelmann, Cody Voegeli
Cooperating Teacher: Wendy VanGent
Grade Level: 1st
Subject: Math
Date: 2/29/16

Common Core/State Standard(s)

1.0A.C.6 Add and Subtract within 20.

Learning Objective(s): Students will be able to(SWBAT)

Students will be able to solve addition and subtraction equations within 20.

Planning
Rationale
We will be using music in our lesson to help students get more involved,
active and have fun. According to the arts integration article (Rinne et. all,
2011) students learn better and have more fun through enactment where
they are being active and/or acting out material. We are using this concept
by using students to act out addition and subtraction in our lesson opening
and also by having them pick a cookie out of the cookie jar to get their
equation. Also from the article, they explained about the concept effort
after meaning. This is where students continue working on the material even
after they have learned it. The students have already covered and learned
this material and we are reviewing with them to help continue that effort
even after they have learned it to help them better understand the
material. Finally, emotional arousal is another reason we are using music.
According to the article, music can help students get more motivated and
 excited to learn and we feel that this song will get them excited and have
fun learning about addition and subtraction.

Rinne, Luke, Gregory, Emma, Yarmolinskaya, Julia, & Hardiman, Mariale. (2011). Why
Arts Integration Improves Long-Term Retention of Content. Mind, Brain, and Education,
5(2), 89-96. doi: 10.1111/j.1751-228X.2011.01114.x
Pre-Assessment
We have already pre-assessed the students before this lesson by giving
them a short quiz about addition and subtraction. We will be pre-assessing
the students before our activity by reviewing with them in our lesson
opening to see how much they remember from the previous day.

Assessment
To assess the students during this lesson, we will be observing the students
during our addition and subtraction activity to see how well each student
understands the concepts of addition and subtraction. We will be
formatively assessing the students here.

Evaluation
To see how well the students have grasped the concept of addition and
subtraction, we will give the students the same short quiz as the pre-
assessment to see how much they have learned; this is a summative
assessment that shows growth and will help us evaluate not only the
students learning but also how well we did teaching this.

Key Vocabulary
Subtraction
Addition

Technology needed
Computer for YouTube to introduce song
Speakers to play the song loud enough for the class to hear

Other required materials

 Whiteboard will be used to review and also to display the equations on the
cookies
Paper cookies with addition and subtraction equations on them

Accommodations
Juan Sanchez is an ESL learner and sometimes struggles with vocabulary
terms. To accommodate Juan, we will use lots of visuals and provide equation
comparisons with both languages. Example. one plus three = uno mas tres or
three minus two = tres menos dos.

Lesson Plan Implementation

Lesson Opening (Hook) (1-5 minutes)
To start this lesson, we will review what addition and subtraction means and
what to do when you have one of those equations. We will give an example
equation of each.

Then we will call up students randomly and as we call them up we will be

reviewing and working on addition by using the students coming up as an
equation. For example, There will be two teachers up at the front, then we
will call up another student and ask the class how many students are now up
front and the equation they used to get the answer. We may call up more
than one at a time.

After we have gotten everyone up to the front, we will call students to sit
down and use this as a review and practice for subtraction by having the
students solve the equation. For example, we have ten people up front and
two sat down so how many are still standing? We will do this until everyone is
sitting down. Then the next group of teachers will come and transition to
their activity.

Teaching Procedures (Step-by-step instructions)

First part:
 The group will be up at the front of the room sitting in a circle on the floor
from the lesson opening. We will come in and explain to the students what we
will be doing for the activity.

Second part:
We will introduce the song, Who Stole the Cookie from the Cookie Jar by
the two teachers singing it to each other. The students will be listening to
get the beat and the lyrics. After everyone seems to get the song down, we
will start the activity.

Third part:
Students will begin going around singing : who stole the cookie from the
cookie jar then we will go around the circle calling out a child and saying for
example: Lizz stole the cookie form the cookie jar.

Fourth part:
Lizz will take a cookie and read the equation to the group and either by
herself or asking help from the group they will state the answer but she will
write the equation on the board so that way students can see and hear the
problem.

Fifth part:
Repeat steps 3-4 until every student has gotten the opportunity to grab a
cookie and solve an equation.

Lesson Closing (Transition) (1-5 minutes)

The third group of teachers will go over what the definitions of addition and
subtraction are with the class on the whiteboard. The group will go over a
few problems to review the material and check for understanding. Once the
class understands the material fully, we will play the song one more time and
this time when we sing their name, they will walk back to their desk.