ETSU Lesson Plan Format - Megan Leonard



Name: Date: 2/21/2013Lesson Title: Dime Grade/Level: KindergartenLicensure: K-6Curriculum Standards Focus Question/Big Idea/GoalRationale/Theoretical ReasoningState Curriculum Standards0006.1.6 Name and identify coins and their values.What question(s), big idea(s), and/or goals drive your instruction?How can you find the value of a group of coins?The curriculum/common core standards directly correlate with the Tennessee stateKindergarten grade curriculum standards. The standards were obtained from the education website. It is important that the students understand mathematics related topics. Lesson Objective(s)Objectives are measureable.Students will identify a dime and find its value.Students will find the value of a group of coins.These objectives were chosen because they connect directly to the standards.Academic LanguageWhat is the key language demand? What Academic Language will you teach or develop? What is the key vocabulary and or symbols? What opportunities will you provide for students to practice content language/vocabulary and develop fluency? DimeCent?Give each student a real dime. Encourage students to identify the attributes of a dime: color (silver), edge (ridges), and pictures (head and torch). Identify the sides of the dime as “heads” and “tails”. Explain that a dime is worth 10 cents. Write 10? on the board. Point to the ? and tell children that the cent sign means “cents”.Students will hear the vocabulary during instruction and will practice using it in guided practice. The AV chosen is essential to the successful completion of my lesson. The students must be able to use the vocabulary to understand the mathematical concept. The AL chosen connects directly to the objectives.Assessment/EvaluationFormative: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback? How will feedback promote student understanding?The teacher will monitor students during the Independent Practice to assess the student’s understanding. Summative: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?The teacher will assess student learning with the Quick Check. Exercise 1 in worth 1 point. Use the rubric to assess exercise 2.PointsPrescription0-3INTERVENTION4ON-LEVEL5ADVANCEDMy formative assessment was designed to let the teacher assess whether or not the students were ready to move on to the worksheets. If the teacher does not feel that the students are ready, then a re-teaching of the lesson may be necessary as well as guided thinking. My formative assessment was designed to allow students to practice the concepts being taught/reviewed and receive immediate feedback. My summative assessment provides the educator with the opportunity to reflect on each student’s work and see if they are ready to move on or need extra help. This type of summative assessment can be done immediately after the lesson so the teacher can quickly assess the student’s work. InstructionSet/Motivator: How to engage student interest in the content of the lesson? Use knowledge of students’ academic, social, and cultural characteristics. Remind students that they learned what a penny and a nickel looks like and what they are worth. Today we will learn what the dime looks like and what it’s worth.Instructional Procedures/Learning Tasks: Provide specific details of lesson content and delivery based on students’ prior knowledge, strengths and weaknesses.The teacher will begin the lesson by posing the students with a problem found in their Math workmats. Percy Parrot wants to buy something that costs 10 cents. He has 1 nickel and 5 pennies. Does he have 10 cents? How can you find the value of his set of coins?The teacher will then model solving this problem. Let’s use play coins to show the value of Percy Parrot’s set of coins. Place 1 nickel and 5 pennies on the workmat and have students do the same. How many cents do we count for the nickel? [5 cents]. Now let’s count on 1 cent for each penny. Have students point to each coin and count with you: 5 cents, 6 cents, 7 cents, 8 cents, 9 cents, 10 cents. Does Percy Parrot have 10 cents? [yes] Have students trace the 10 and read aloud “10?”. Explain to children that there are more ways to show 10 cents. One way to make 10 cents is with a nickel and 5 pennies. Model again using 1 dime. Then with 2 nickel and 4 pennies (9?). The teacher will then lead the students through the guided practice exercises in the workmat. Help students understand that 1 dime has the same value as 1 nickel and 5 pennies. Then the students will complete the Independent practice section. Children find and record the value of each group of coins and write the values. After children complete the page, have them read aloud the values they recorded. This practice will serve as the formative assessment. The teacher will reteach if necessary. Questions and/or activities for higher order thinking: These cannot be answered by yes or no.Question: How can you find the value of a group of coins? [I can count 10 cents for a dime, 5 cents for a nickel and 1 cent for a penny]Activity: Value BingoMaterials: (per student) 3 by 3 grid of 2 inch squares, pennies, nickels, dimesWrite “1?”, “5?”, and “10?” in the 9 squares of the grid. Write each amount 3 times and vary the placement of the amounts. Hand out grids and coins. Call out an amount, such as 10 cents. Tell students to cover a matching square, using just one coin that represents its value (e.g., a dime)Tell students to say “Bingo” when they fill a row or column.Closure: Verbalize or demonstrate learning or skill one more time. May state future learning.The teacher will repeat the focus question. A dime is worth 10 cents. A nickel is worth 5 cents. A penny is worth 1 cent. You can figure out the value of a nickel and some pennies by counting on from the nickel. You can figure out the value of a dime by counting 10 cents. The teacher will use the Quick Check page to assess children’s understanding of the lesson. (This serves as the summative assessment) Material/Resources: What do you need for this lesson?enVision workmatsplay coinsSet/motivator is related to the standards and objectives and applies concepts students have learned from past lessons to get them interested in the lesson.Tasks are aligned with the standards / objectives and engage students in application of previous learning. Tasks ask students to make connections between new content and prior learning. It is very important for students to try to use a higher order of thinking. I think the question/activity I have provided the students with this opportunity.The closing activity is relevant to the objectives and provides an opportunity to conduct a final check for understanding.Adaptations to Meet Individual Needs: How will you adapt the instruction to meet the needs of individual students?Two students regularly require additional guided instruction. Mostly these students simply need added support, perhaps to hear explanations again. During instruction, I will pay careful attention to the progress of these students, and provide intervention when necessary. I also have the students learn in smaller groups so that there will be fewer distractions and important information should be heard clearer. Throughout the entire lesson, the students will also receive immediate feedback. In addition, these students will also be given the opportunity to watch, listen to, and work with their peers for guidance. They also struggle with staying on task. To accommodate this, I will seat them near me to help keep them focused on the task. I will also ask them questions frequently to keep their attention on the lesson.Management/Safety Issues: Are there any management and/or safety issues that need to be considered when teaching this lesson?There are no management or safety issues to be considered for this lesson.I believe that it is very important to be aware of the individual needs of your students. This lesson has been designed to reach all different types of learners. The majority of the lesson will be done together in class and anyone that may be struggling will be helped during the lesson.Reflections/Future Modifications: To what extent did the class learn what you intended them to learn? What will be your next steps instructionally? What did you learn about your students as learners? What have you learned about yourself as a teacher?Students did very well in the higher order thinking activity. I would like to play this coin value bingo game throughout the rest of the year to ensure students remember coin values. This reflection was completed after the lesson so that I can see what I need to improve on. ................
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