Home | Profile | Research | Courses | Student | Contact | Slideshows | Lessons
PATTERNING
PEPE Lesson Plan Format
(
Written
by: Chasity
Bishop,
Graphics,
editing, & formatting by: Dr. Beth McCulloch Vinson
I.
Preparing (to plan for instruction)
·
Materials:
Alabama
Course of Study: Mathematics, page 15, numbers 20, 21, 22, children’s literature: I See
Patterns, pattern cards, colored foam shapes, color beads, bracelet string,
crayons, color pattern worksheet
·
Objectives:
The students will:
o
(Knowledge) sort a collection of objects
by various characteristics,
o
(Synthesis) explore and create patterns
using objects, and,
o
(Application) reproduce and extend
patterns with objects.
·
Grade Level:
kindergarten
II. Orienting
(to establish purpose, build background knowledge, sustain motivation,
and provide directions)
·
Anticipatory Set:
The teacher will read the book I See Patterns. The teacher will express to the students that
they will be learning to identify color patterns. The teacher will say, “ Learning what a color
pattern is will make finding color patterns very easy.”
·
Purpose:
The teacher will say, “The purpose of this lesson is to teach you how to
identify color patterns. After today’s
lesson, you will be able to find color patterns in things all around you.”
·
Connection to previous learning/Build
background knowledge: The teacher will say, “I know all of
you know your colors and you can identify them.
Today, we are going to look for patterns in color sets.”
III.
Presenting (to use sequential
direct instruction)
·
Teaching Procedures:
o
The teacher will define “color
pattern.” The teacher will say, “Color
patterns are simply colors that are repeated over and over, for example,
red, gray,
red, gray,
red, gray…” The teacher will show
various examples of color patterns. The
teacher will use voice inflection to make the color words sound different from one
another.
o
The teacher will say, “My shirt has a
color pattern on it.”
o
The teacher will say, “We are now going
to look at some color pattern cards and see if we can extend the pattern.”
o
The teacher will show the students a
complete color pattern on the pattern card.
Beginning color patterns will be: a, b, a, b, etc. The next color patterns will be a, b, c, a,
b, c, etc.
o
The teacher will use partially complete
color patterns and have the children extend the color patterns. The teacher will use all the same shapes so
that the students will only focus on the color differences, and not the shape
differences. An example would be: pink
SQUARE, blue SQUARE,
pink SQUARE,
blue SQUARE, pink
SQUARE, blue SQUARE.
o
The teacher will explain that being able
to identify color patterns will allow us to locate patterns on all types of
things.
o
The teacher will relate the content to
other subjects by giving examples of how to use color patterns. The teacher will say, “When you are coloring
or painting in art class you can create a color pattern in your artwork.”
IV. Practicing and Summarizing (to reinforce and
extend ideas)
·
Review:
o
(Knowledge) The teacher will call on volunteers to define
what a “color pattern” is.
o
(Application) The teacher will call on volunteers to locate
something in the room that has a “color pattern” on it.
o
(Synthesis) The teacher will call on volunteers to give
us an example of a “color pattern”.
·
Guided Practice:
o
The teacher will pass out a piece of
bracelet string to every student. The
teacher will tape one end of the bracelet string to the desk so that the beads
will not fall off the end while stringing.
Students will need help tying their bracelets.
o
The teacher will show the students an
example of a color pattern in her beaded bracelet.
o
The teacher will ask volunteers to tell a
different way that the color pattern could have been created.
o
The teacher will model and guide how to
create a color pattern bracelet while the students participate by calling out
the color pattern of the beads.
·
Independent Practice:
o
The teacher will ask everyone to get out
his or her crayons.
o
The teacher will pass out the color
pattern worksheet.
o
The teacher will instruct the students to
complete the two color patterns on the worksheet. The teacher will instruct the students to
create their own color pattern with their crayons. They will have to create two color patterns
each.
·
Summarizing:
o
The teacher will say, “Today, we learned
what a color pattern is, how to complete a color pattern, and how to create our
own color patterns. I want everybody to
go home and try to find at least two color patterns on things in your
house. I think that all of you will find
that color patterns are everywhere.”
V. Assessment: (to check for attainment of
objectives)
The teacher will use a
checklist to assess the guided practice and independent practice
activities. The checklist will have the
objectives listed as column headings.
Checks and minuses will be used to determine attainment. For enrichment, those students
will be instructed to use more than 3 colors in color patterns when they
construct them. For remediation,
those students will stay on the concrete level by using their foam shapes to
create color patterns instead of drawing color patterns.
Also, see the Counting
PowerPoint Slides Shows at:
http://www.athens.edu/pt3/vinson/counting.ppt
http://www.athens.edu/pt3/vinson/triangles.ppt
Home | Profile | Research | Courses | Student | Contact | Slideshows | Lessons