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PEPE Lesson Plan Format
(
written by: Carol Harrelson,
(Spring, 2002) tbhtmh01@aol.com
Graphics, editing & formatting by: Dr. Beth McCulloch Vinson
I. Preparing (to plan for instruction)
- Materials:
- Objectives: The students will:
- (Comprehension)
describe patterns.
- (Application)
create simple patterns.
- (Analysis)
identify patterns in the environment.
- (Comprehension)
reproduce and extend patterns.
- (Synthesis) Group activity: design a book of patterns using a
digital camera to take the pictures.
- Grade Level: first
II. Orienting (to establish purpose, build background, sustain motivation, and provide directions)
·
Anticipatory
Set: The teacher will express to
the students that they will be learning how to extend and create patterns with three-colors. The teacher will read the book I See
Patterns. The teacher will ask the
students if they can identify patterns at home, at school, and outside. The teacher will say “I have taken pictures
of patterns that I found at my house so we can create a class pattern
book. I have started the book and I
would like the class to finish the book by taking pictures of patterns from
around the school.”
·
Purpose: The teacher will say, “The purpose of this
lesson is to help you develop critical thinking and problem solving
skills. After today’s lesson, you will
be able to complete three-color patterns and recognize patterns found in
the environment.”
·
Connection
to previous learning/Build background knowledge: The teacher will say, “I know that you have
done patterns using two colors. Today,
we will simply be using one more color to extend our patterns to a three-color
pattern.”
III.
Presenting (to use sequential direct instruction)
· Teaching Procedures:
· The teacher will define “patterns.” The teacher will say, “Patterns are sets of objects with a similar characteristic that are grouped together in a particular way.”
· The teacher will review and practice a two-color pattern with the students using the overhead projector and pattern tiles.
· The teacher will demonstrate how to use voice inflection in a pattern. Say “green” louder and with a lower tone (like a troll). Say “yellow” a little softer and with a medium tone (normal voice). Say “pink” very softly and with a higher tone (baby voice).
· The teacher will extend the two-color pattern to a three-color pattern with the color tiles.
· The teacher will say, “I have some pattern headbands that show a three-color pattern.” The teacher will extend the pattern on the headband.
· The teacher will say, “The outside of my house has a pattern.” The teacher will show pictures of patterns taken from home of patterns.
· The teacher will say, “The class is going to make an innovation of the book I See Patterns. The class story will be called We See Patterns Everywhere.”
· The teacher will relate the content to other subject areas. The teacher will say, “Our spelling list this week has word patterns. We will learn the spelling list by grouping the words according to the word pattern.”
· The teacher will relate the content to other subject areas by creating a class pattern book. The teacher will say, “Now that we have pictures of the patterns we found at school and home, you can create sentences to tell our story about patterns.”
IV. Practicing and Summarizing (to reinforce and extend ideas)
· Review:
· (Comprehension) The teacher will ask volunteers to describe a two-color pattern.
· (Application) After the teacher demonstrates the three-color pattern, she will call on volunteers to solve what the next three colors will be.
· (Synthesis) The teacher will call on volunteers to develop a song or rhythm to their pattern necklace.
· Guided
Practice:
· The teacher will model and guide a three-color
pattern using an overhead projector. The
students will complete the pattern with the teacher using pattern tiles at
their desk.
· The teacher will ask volunteers to complete
the pattern. The teacher will ask, “Who
can tell me what comes next?”
· The students will get into groups of
two. Each group will be given a pattern
headband, pattern shapes, and a small felt board. One student will create a pattern on the
headband while the other student completes the pattern on the felt board. The students will take turns wearing and
creating the patterns on the headband.
· The teacher will share the pictures for the
pattern book. The teacher will say,
“These are the pictures that I have taken at my house to start our class
pattern book. Now, we will walk around
our school taking pictures of more patterns to add to the book.”
· Independent Practice:
· The teacher will have the students work on pages 4-5. Afterward, the teacher will have the students get into small groups to compare answers.
· The teacher will introduce the cereal necklaces to the students. The students will use string and cereal to create a necklace with a three-color pattern. The students will share their necklaces with the class before eating the cereal.
· Summarizing:
·
The teacher will say, “Today, we learned to
create three-color patterns and we have produced our own book about
patterns in the environment. For
homework tonight, I want everyone to look at home for objects that have
patterns. You will share your findings
tomorrow in class and write a sentence about the pattern. We will add the sentences to our pattern
book.”
V. Assessment: (to check for attainment of objectives)
· The teacher will use a checklist to assess the guided practice activities.
· Individual assessment will be based on the textbook exercises.
· For enrichment, those students will be asked to increase color patterns to four-colors and higher.
· For remediation, those students will work in pairs using manipulatives and other activities to reinforce concepts.
Also, see the Counting
PowerPoint Slides Shows at:
http://www.athens.edu/pt3/vinson/counting.ppt
http://www.athens.edu/pt3/vinson/triangles.ppt
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