Claflin University School of Education

EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Kamaria Downs PART I: PLANNING One Bear Lost- Counting Down from Ten Title of Lesson
This is an original lesson plan created by Kamaria Downs.

Date: February 2, 2014

Source Mathematics Subject Area (s) Preschool- Kindergarten Grade Level

K.OA-Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
This lesson is based on counting down from 10 by ones until the difference equals 1. Students will start by counting up to 10 by ones to demonstrate their knowledge of numbers and counting. While counting to 10, I will ask the students to demonstrate a light physical motion, such as a jumping jack, to indicate the number. The class will then proceed to read the book One Bear Lost by Karen Hayles and Jenny Jones. Throughout the story, I will pause after each page and ask students which number would come next if we are counting down. Upon completing the story, we will review the process of counting down or backwards from 10. After completing this, I will ask individual students questions referring to counting backwards such as which number comes after 5 if we are counting backwards? I will then bring the lesson to a close by asking the class to count down from 10 once more to show their comprehension and complete more light physical motions as were completed at the beginning of the lesson. At the conclusion of this lesson, students will be able to understand how to subtract from 10 by ones until the difference equals 1, as demonstrated in the book One Bear Lost.

Curriculum Standards

Description and Background Information

Lesson Objectives

Varying Objectives for Individuals Needs

For students having trouble understanding the material for this lesson, I will encourage them to refer back to the counting skills that they have already acquired. By referring to their prior knowledge, it will allow them to realize that they already know the material and that it is just being applied in a different manner. Students who have mastered the skill will continue to review with the class, but may be asked more difficult level questions during individual practice. For English Language Learners, I will allow them extra time to complete the activity and also modify the questions by giving them answer choices. The concept of counting down is important for students to understand because it aids in the skill of subtracting, which will be used in the grades to follow kindergarten.

Statement of Purpose
One Bear Lost by Karen Hayles and Jenny Jones

Materials and Resources

Anticipatory Set

To start the lesson off, the students will participate in counting up to 10 by ones while completing light physical requirements, such as one jumping jack or two arm raises, to show their knowledge of counting and demonstrating it.

Part II: IMPLEMENTATION

Students will be evaluated by their ability to count up to 10 during the anticipatory set. Assessing their ability to count in regular fashion will help to assess their ability to count backwards.

Pre-assessment

Teacher Modeling or Demonstration Guided Practice Checking for Understanding

Bring students together and read the book One Bear Lost by Karen Hayles and Jenny Jones. Start by reviewing the parts of the book and asking the students what they think the story is about. Begin to read the story, stopping after each page to inquire from students about which number they think will come next. Ask students to demonstrate, using their hands, the next number. Continue this process until the end of the story. For guided practice, the entire class will participate in counting down from 10 by ones and counting back up, by ones, to 10. Throughout the duration of the story, I will stop to ask students how many bears will be left on the next page. Students will be asked individual questions pertaining to counting backwards from 10 (e.g. If we are counting down, which number would come after 6?)

Independent Practice Closure Assessment (attach to lesson plan) Extension Activities

To bring the lesson to a close, the class will count down from 10 by ones once more and participate in light, physical motions (e.g. jumping jacks) to show their understanding. Students will be informally assessed on their ability to count down from 10 during the independent practice session.

As an extension of the lesson, I will ask students to recall an instance when they have had to count down and how successful they were at it.

No technology will be needed for this lesson, but can be incorporated by using the SmartBoard to stream fun, interactive videos demonstrating to students how to count down.

Technology
The Arts: Counting down is essential in the arts, especially music. Counting down in music allows students to understand how much time is left during the duration of a song. Counting down can be used in art to indicate how much time is left when allowing a piece of art to dry if it has been painted.

Connection Across the Curriculum

Health: Students can use the concept of counting down to determine how much weight has been lost or how many bananas they have left for the remainder of the week. Physical Education: Students can use counting down to understand how many sets of a physical activity are left to complete.

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management. Describe the strengths of student engagement.

Strengths
Describe the weaknesses of your instructional techniques, strategies and classroom management. the weaknesses of student engagement. Describe

Weaknesses Suggestions for Improvement

What would you change when teaching this lesson again?

Revised 6-2013
THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY