Lesson Plan Two (ECED 329) Candidate: Amber Jordan Date and Time of Lesson: March 1, 2013 8:30

am School: Greenwood Early Childhood Center Subject: Math 1. Curriculum Standards Addressed: Good Start Grow Smart Standards: K-1: The student will have a basic understanding of the mathematical processes of problem solving, reasoning, and proof, communication, connections, and representation. K-2: The student will demonstrate through the mathematical processes an emerging sense of quantity and numeral relations, sets, and place values. Indicator: M-4K- 2.2: Show one-to-one correspondence through ten when counting real objects. 2. Instructional Objective(s) Criteria: Students will be able to successfully count backwards from ten to one, after reading Ten Wriggly Wiggly Caterpillars by Debbie Tarbett. 3. Assessment(s) of the Objectives: Pre-Assessment- Prior to the day of the lesson, the students will be asked questions in small group instruction. The students will be asked do you know what numbers comes before ten, do you know what comes before seven, can you count back from five, and which number is smaller ten or one? Anecdotal notes will be taken to record the students knowledge of these questions. During Assessment- During the whole group lesson, the students will be assessed on how they can predict how many caterpillars will be on the next page. Also how they answer questions and interact during the lesson. Notes will be taken on how well the students comprehend the story. Anecdotal notes will be taken during the small group instruction and recorded on a during assessment checklist. Post-Assessment- In the small group lesson, the students will be given a pre-made caterpillar and a number sheet. The students will cut and paste the numbers onto the caterpillar counting from ten to one backwards. This will assess if they can count backwards from ten to one. Also discuss with them that ten is the biggest number and one is the smallest. I will also ask them the same questions as in the pre-assessment. Anecdotal notes will be taken as the students complete this activity. 4. Materials/Resources: Book- Ten Wriggly Wiggly Caterpillars by Debbie Tarbett The smart board activity The caterpillar with the numbers on it to model to the students Pre-Assessment, During Assessment, and Post Assessment Sheets L#: 00178188 Grade Level: 4K Cooperating Teacher: Annette Blackwell Lesson Title: Counting Backwards From Ten

Copy of Lesson Plan Pre-made, construction paper caterpillars for the students to do during small group instruction Number Sheets Scissors Glue 5. Prerequisites (Prior Knowledge): Good Start Grow Smart Standards M-4K-2.1: Count orally forward to twenty and backward from three. 6. Procedures: 1. A day prior to the actual day of the lesson, evaluate students in small group instruction on information they already know about counting backwards. The pre-assessment ask students questions such as- do you know what comes before ten, do you know what comes before seven, can you count back from five, and which number is smaller ten or one? While asking questions, document on the pre-assessment checklist and include notes or comments. 2. Before starting the lesson, gather the students to the rug and get them ready to listen. Start the lesson off by discussing what we are going to do. Tell students, We are going to learn about counting backwards from ten. We will be reading Ten Wriggly Wiggly Caterpillars by Debbie Tarbett. We are going to count the caterpillars as they disappear throughout the book. In small groups with Mrs. Amber we will do an activity with the caterpillars and count backwards from ten. 3. Have students count backwards from ten chorally with me. Show the students the numbers on my hands as we count backwards. Get them to show you the numbers ten and one on their hands. Discuss that ten is the biggest number and as they count backwards the numbers get smaller and the smallest number is one. 4. Read the book, Ten Wriggly Wiggly Caterpillars by Debbie Tarbett. 5. During the book keep students focused and engaged in the book by asking questions and getting them to predict what is going to happen next. Ask in depth and guided questions to engage them in the book. 6. After reading the book, I will ask students to think about how many caterpillars were at the beginning of the story and after they know the answer they should raise their hand. I will then ask how many caterpillars were at the end of the story and students will raise their hands and answer when I call on them. 7. I will have different students to come to the board and drag the numbers to make the caterpillar on the smart board counting backwards from ten to one. After completing this ask students to count with me as I point to the numbers. I will give each student a turn at the smart board. 8. Model to the students what they will be making in their small group instruction by showing them a caterpillar that is already finished. I will have the pre-made caterpillar at my table as well to guide the students in the right direction. 9. As small groups start, document on the during assessment checklist the progress made during the whole group instruction.

10. In small groups, the students will cut each number out, and then glue the numbers in order from ten to one onto their pre-made caterpillars. This will give the students practice in counting backwards starting with ten and working to one. 11. During the small group instruction, observe and evaluate the students on how well they put the numbers in order from ten to one. Discuss that ten is the biggest number and one is the smallest number. Document the information on the post-assessment checklist of each childs work. 12. After the students finish their caterpillar, ask students to count backwards by pointing at the numbers on the caterpillar with me. Also ask them which is the biggest number and which is the smallest number. Determine what knowledge the students learned from the lesson and document in the post-assessment checklist. 7. Accommodations: During the lesson, for the students who have a hard time listening and focusing, have them sit on the floor near the teacher so they will listen and focus. Also if problems still continue ask student(s) to help with the lesson. If there are early finishers in small group instruction the students will return to the centers and continue with their work there. Make sure the students with IEPs are at the front of the rug so they can hear, see, and focus. In small group instruction, help those that have trouble cutting with the scissors. 8. References: Good Start Grow Smart Standards Ten Wriggly Wiggly Caterpillars by Debbie Tarbett