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PEPE Lesson Plan Format
(
Written by: Heather Durham, HJEFFRIESCATFISH@aol.com
Graphics, Editing, & Formatting
by: Dr.
Beth McCulloch Vinson
Grade Level: 2nd
Title of Lesson:
The Band-Aid Counting Poem
Subject Area(s):
Mathematics
Lesson Duration:
30 minutes
1. PREPARING:
Materials
and resources needed: poem (Band-Aids
by Shel Silverstein), laminated poster board in the
shape of a little boy, laminated band-aids, and putty
Objectives: The
second grade students will:
1. place the correct number of band-aids on the little boy
(knowledge)
2.
re-write their
own poem and count their own number of band-aids by twos and fives
(comprehension)
2. ORIENTING:
Orientation/Anticipatory
Set:
Ask
students, “Has anyone ever fallen and had to put a band-aid over their cut or
cuts?” Ask the students how many
band-aids they have had to put on at one time.
Tell students that today they will read a poem by Shel
Silverstein, Band-Aids.
Purpose:
Explain that counting is
important to everyday life, not just mathematics class. Explain that they use counting to communicate
with other people. Explain that we will
count by ones, twos, and fives.
Connection
to previous learning:
The teacher will say, “I
know you can all count to twenty using single numbers. Today we will learn a faster way to count,
counting in groups of two and five.”
3. PRESENTING:
Teaching
Procedures:
·
After reading Band-Aids,
re-read the poem at a slower pace.
·
Tell the students to
write down the number of band-aids that is put on each body part of the little
boy.
·
Allow each child to
attach the correct number of band-aids to the little boy’s corresponding body
part. These band-aids can be laminated
and stuck on with putty.
·
Ask each child to
count the number of band-aids one by one, as they attach them to the little
boy.
·
After attaching all
the band-aids, go back and re-count the band-aids by twos and fives.
·
Have the students
re-write the poem matching their own amount of band-aids to each body part.
·
The students will
then share their poem with the other students.
·
As a class, they
will count each student’s number of band-aids while the student attaches the
band-aids to the little boy.
·
The class will then
count the number of each student’s band-aids by twos and fives.
4. PRACTICING AND SUMMARIZING:
Review:
·
Call on students to
use the word “counting” in a sentence (application).
·
Call on volunteers
to tell the difference between counting by single numbers versus groups of
numbers (analysis).
·
Call on volunteers
to count to twenty by twos and fives (comprehension)
Independent Practice:
·
Divide the class
into groups of two.
·
Have partners make a
collection of classroom objects such as crayons or books to count by twos.
·
Then ask them to
make a collection of objects to count by fives.
Summarizing:
·
The teacher will
say, “Today, we learned how to count by twos and fives. I want everybody to go home and try to count
at least two different groups of items from your house by twos and fives. I think all of you will find that counting is
faster when you count in groups.”
5. ASSESSMENT:
Using a counting rubric,
assess the students counting skills during the independent practices. For enrichment, these students will be
allowed to create their own skip counting squares for twos and fives
highlighted with crayons to demonstrate the numbers that are said when skip
counting. For remediation, these
students will work with skip counting squares with highlighted numbers to say
when skip counting.
Also, see the Counting PowerPoint
Slide Shows at:
http://www.athens.edu/pt3/vinson/counting.ppt
http://www.athens.edu/pt3/vinson/triangles.ppt
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