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Gabrielle GalanoDr. BulgarELD 375 0221 October 2014Lesson Plan 1Rationale:I am teaching this lesson to reinforce the concept of counting through manipulatives. The common core state standard I am trying to convey is 4.1- Children demonstrate emergent writing skills. I will be using part 1 of this standard which is demonstrate emergent understanding of numbers (for counting at least through 20 for ordinals first through fifth, including the last). This lesson is important because being able to count and identify numbers to 10 is a development skill that needs to be reached in preschool. For this lesson I got the idea for the activity from Pinterest. I have found that this website has a lot activities that can be used for teaching or have activities that teachers have posted to share. The only changes I made to the activity is that when I use it for the afternoon class I will be using numbers larger than 10 because they have gone passed that and know their numbers up to 20. In the textbook, chapter 8, the topic of interest is developing early number concepts and number sense. It talks about how verbal counting is the starting point which has two separate skills. The first skill is that the child must be able to produce the list of counting words in order such as "one, two, three, four,..." Second the child must be able to connect that sequence with one-on-one correspondence with the objects being used. Then they will use that information to recognize that each counting number is one more than the previous number. It also mentions how students who are learning the skills of counting should be given blocks or counters that can be moved or pictures of sets that are arranged in an organized pattern for easy counting.Objective:Students will be able to count to selected numbers from 1 to 20 by using blocks.Lesson Design Elements:I will start the lesson by telling a story of how I want to go pumpkin picking this weekend and how I am having a hard time with trying to figure out how many I want to get. Then I will say "I know you guys have been working on counting your numbers and thought you could help me so I know how many pumpkins I should buy."This lesson is appropriate for preschoolers because they are working on counting up to 20 and they are also in the middle of their fall unit.I will hand each student a worksheet that consists of six pumpkins that have numbers written on them. Then I will explain to them that we will be counting each number by stacking blocks together.Then I will put the box of blocks on the table.I will take turns with each student for asking them what number is written on each pumpkin but I will have them count out the blocks together as they stack them.Once we are done with going over all the numbers and stacking blocks, I will ask some questions as a closure.For the closure I will go back to my pumpkin picking story. I will have them look at the stacks of blocks and say if I wanted to get a lot of pumpkins, how many should I count out. Then I would ask if I wanted to get a small amount of pumpkins, how many should I count. Then I can ask them if there ever was a time they went to the store and bought a lot of objects and if they remember how many.What might influence with how I proceed with the lesson is that the two students I work with may not recognize what number is written on a pumpkin so I would have to help them by trying to get to identify the number on their own in some way like saying the numbers that are before and after it. There is always the possibility of the students playing with the blocks which could cause distractions for their fellow peers. I would respond to this by asking them to stop and if they do not listen to me then I would remove the blocks from the table and hold on to them. Also preschoolers have the tendency to ask questions that are off topic so I would respond to them by either telling them to focus on what we are doing or ignore them so they possibly get the hint to stop.Other Considerations:Materials:Worksheets with pumpkin pictures and numbersBlocksTechnology is not needed for this lesson unless it is a requirement in a student's IEP.Some questions that I would ask during the lesson to elicit better mathematical thinking is some that have to do with ordinal positioning. I can ask them by looking at the blocks which do you think is first, second, and third. I can also ask questions like what number comes before and after a certain number.In terms of classroom management, I thought that having the students count aloud together would allow them to hear someone else say the numbers as well. Also if they were to say them independently, one student might be having a hard time which could lead the other student to jump in which I think it is not fair. Another thing is that I would be keeping the blocks in their bucket because I do not want there to be any added distractions or clutter on the table while we are working.I expect that some of the students will catch on faster than some of their peers because of their level of learning. Some misconceptions I will be looking for are confusions of numbers. A couples of the students are still new to learning their numbers so they are mixing them up. Also some of them say one number for all of the numbers. Another misconception I will be looking for is to see if they take the right amount of blocks. Differentiation:The afternoon class knows more numbers than the morning class so I made two different types of the activity. This allows both of the classes to work of their level of learning. The blocks will be good for learners who do better from visual examples and being hands-on with their work. This will help with the students in the classroom who have a hearing disability as well. Also having them count aloud will help the students who are auditory learners. Having them working together will give them the opportunity to learn from each other. For example if one student if having a hard time with a certain number then the other student could help them.Assessment:The assessment is linked to the objective by seeing if the students were able to count through the use of manipulatives. The data collected will be if the students are able to stack up the correct amount of blocks for each number, if they can count to that number, and if they can answer my questions. This data will be used to see if they understand the concept of counting.654-730250389699526720808997953589519489941021-7308857823205894705383730525819103837305How Many Pumpkins?How Many Pumpkins?58801002768602597150276860-730885261620151413-73045818047122582368180471158951941834692 10 11 12 ................
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