Lesson Plans

PEPE Lesson Plan Format

(Alabama Professional Education Personal Evaluation Program)

Written by: Deedee Hendrix, DKT 25@aol.com

Athens State University (Summer, 2002)

Graphics, Editing, & Formatting by: Dr. Beth McCulloch Vinson

I. Preparing (to plan for instruction)

· Materials:

Alabama Course of Study: Mathematics, page 13, number 6, children’s literature: Ten Black Dots, bags of number buddies, magnets, cookie sheet, overhead projector, pictorial representation of numbers, card stock, cotton balls, beans, noodles, buttons, tissue paper, lace, stickers, glue, paillettes, crayons or markers, pudding, telephone.

· Objectives: The student will

· (Application) work with the numerals four, five and six,

· (Synthesis) create and manipulate numerals, and,

· (Application) read and write the numerals four, five, and six.

· Grade Level: kindergarten

II. Orienting (to establish purpose, build background, sustain motivation, and provide directions)

· Anticipatory Set: The teacher will read the book Ten Black Dots. The teacher will express to the students that they will be learning three new numerals (four, five, and six). The teacher will say, “This new way to write numerals will be very easy.”

· Purpose: The teacher will say, “The purpose of this lesson is to give all of you another way to read and write numerals. After today’s lesson, you will be able to stand in a room and read a book or a poster with the numerals four, five, and six.”

· Connection to previous learning/Build background knowledge: The teacher will say, “I know all of you can read and write the numerals one, two and three. Today, we will learn to write the numerals four, five and six.”

III. Presenting (to use sequential direct instruction)

· Teaching Procedures:

· The teacher will define the “numeral four.” The teacher will say, “These are four counting bears we will use.” The teacher will show that the manipulatives represent the numeral four. The teacher will count out the bears one at a time.

· The teacher will define the “numeral five.” The teacher will say, “These are five counting bears we will use.” The teacher will show that the manipulatives represent the numeral five. The teacher will count out the bears one at a time.

· The teacher will define the “numeral six.” The teacher will say, “These are six counting bears we will use.” The teacher will show that the manipulatives represent the numeral six. The teacher will count out the bears one at a time.

· The teacher will say, “My telephone has several numerals on it.”

· The teacher will say, “We are now going to look at our number buddies.”

· The teacher will show the number buddies and point out all the number four’s (his body is a four, he has a four on his cow and he has a four on his hat).

· The teacher will repeat this action with the numeral five and six.

· The teacher will count the objects on the transparency to show the numeral represents a certain number of objects.

· The teacher will repeat this action with the numeral five and six.

· The teacher will relate the content to other subjects by giving examples of numerals. The teacher will say, “When you use a thermometer in science, you can read the numerals on the thermometer.”

IV. Practicing and Summarizing (to reinforce and extend ideas)

· Review:

· (Application) The teacher will call on volunteers to use the numerals four, five, or six in a sentence.

· (Analysis) The teacher will call on volunteers to tell us the difference between the numerals (four, five and six).

· (Comprehension) The teacher will call on volunteers to tell us in their own words, how they could use the numerals. In addition, the teacher will ask a volunteer to come to the board and show us how to write the numeral (four, five or six).

· Guided Practice:

· The teacher will ask everyone to get out his or her bag of pudding.

· The teacher will ask everyone to write the numeral four in his or her bag of pudding.

· The teacher will repeat action with the numeral five and six.

· The teacher will model and guide each number while the students participate using their pudding.

· Independent Practice:

· The teacher will ask everyone to take out his or her numeral six.

· The teacher will instruct the students to trace the numeral with his or her finger.

· The teacher will instruct the students to choose the correct amount of objects for his or her number. In addition, the teacher will ask the students to glue the objects on their numeral.

· Summarizing:

· The teacher will say, “Today, we learned to read and write the numerals four, five and six. I want everyone to go home and try to find an item with the numeral four, five, or six. I think all of you will find that you will see these numerals throughout your house.”

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 group manipulatives in sets of four, five, and six (also may challenge them with the next set of numerals). For remediation, those students will stay on the concrete level by using their number buddies to construct the numerals four, five, and six.

Also, see the Counting PowerPoint Slide Shows at:

http://www.athens.edu/pt3/vinson/counting.ppt

http://www.athens.edu/pt3/vinson/triangles.ppt