Lesson Plans- Fall 2014

Brittany Bisese

Design for Learning

Instructor: Miss Bisese Grade Level/CT: 1st Mrs. Wiggins
Lesson Title: Cause and Effect with
Click, Clack, Moo Cows That Type Date: 10/21/2014
Curriculum Area: Language Arts Estimated Time: 30 minutes

Standards Connection: CCRS: 1st Grade (12): Describe the connection between
events in a text. [RI.1.3]

Learning Objective(s): When given a matching activity and verbal assessment, the
student will identify and describe cause and effect relationships between events in
the story Click Clack Moo Cows that Type with at least 4 out of 5 relationships
matched and described correctly.

Learning Objective(s) stated in kid friendly language: Today, we will be
learning to identify and describe cause and effect relationships between events in the
Story Click Clack Moo the Cows That Type through correctly matching 4 out of 5
relationships in a matching activity and through answering a few explanation
questions of what we have learned. .

Evaluation of Learning Objective(s): The students will be given a matching
activity with 4 causes and 4 effects from the story printed on individual shapes.
Students will create a fifth cause and effect relationship as practice. They will also
use this relationship during the final assessment. Each student will match at least
four out of five cause-effect relationships correctly to be considered proficient.
Students matching less than four relationships correctly with instructional support
will be retaught. Students who match all five relationships with ease will complete a
Cause and Effect Extend Worksheet where the student will write about the cause
and effect relationships in the story.

Engagement: The teacher will tell the students to have a seat on the carpet and to
wait quietly for instructions. Alright boys and girls, well be working on the carpet
today as usual! Take a seat and wait quietly while I get my things together! The
teacher will pull out materials for the lesson. Then, she will begin the lesson by
explaining to the students what they are going to be learning about and doing that
day. Today, we will be learning to identify and describe cause and effect relationships
between events in the story Click Clack Moo Cows That Type through correctly
matching 4 out of 5 relationships in a matching activity and through answering a few
explanation questions of what we have learned. Well talk more about what cause and
effect relationships are later but basically we are going to talk about what causes and
effects are in a story and how they relate to each other. Then well practice this
through playing a sorting game! Then at the end, I have a fun matching game for us to
play today where well try to get at least 4 out of the 5 relationships matched up
correctly! But first who can tell me what we learned yesterday? What did we look for

in our story yesterday Student C? (wait for student response) Yes! We did read
through the story and made story maps with the circles on them. What kind of
information did we put on our story maps yesterday? What were the categories of each
circle, Student A? (wait for student response). Very good! We looked at the main
characters, and what are characters again Student A? (wait for student response) Yes
they are the people in the story and who were our main characters Student C? (wait
for student response) Yes! There were the cows, Farmer Brown, the hens and then
duck. and we talked about what happened in the story, which are called the events in
the story! Then a lot of events happened in the story, like how the cows and hens both
went on strike, how Farmer Brown demanded milk and eggs, and how all the animals
had a meeting. What else did we look at yesterday besides the characters and events?
(If students do not respond- prompt them by saying: What do we call the main idea
of the story that needs to be resolved) Very good, the problem! What did we say the
problem was? (wait for student response) Uh huh, the cows are cold and want electric
blankets. That is what causes them to go on strike. Then we also looked at the solution,
which is how the problem gets resolved. Did the cows get their blankets Student A?
(wait for student response) Yes they did. And finally, what is it that term again that
describes where the story takes place? I think it starts with an s (wait for student
response) Yes the setting! And where does this story take place Student C? (wait for
student response) Very good, Farmer Browns farm. So we already talked about our
main characters, the problem, setting, events, and solution in this story. Now today
were going to re-read the story again and look carefully for cause and effect
relationships within the story.

Learning Design:
I.
Teaching: Does anyone know what I mean when I say cause and effect? (wait
for student response) Well, a cause in a story describes why something happens.
The teacher will point to this definition on the chart on chart paper as she reads it.
When I am trying to determine the cause in a story I think, I know that the cows asked
Farmer Brown for electric blankets, but why? Hmm, why did they ask for electric
blankets Student A? (wait for student response) Very good! Because they were cold at
night! That means that, The cows were cold at night, is the cause of what action the
cows took in the story. The teacher will then write the The cows were cold at night
under the cause column on the chart. So the cause is usually motivated by how a
character is feeling (like how the cows were cold) as a result of something that has
happened to the cow. That event or what happens in the story, is called an effect.
The teacher will point to this definition on the chart as she reads it. So from what we
learned yesterday, we said that because the cows were cold they did what Student C?
(wait for student response) Yes, they did go on strike but what did they ask for before
going on strike Student C? Yes, they asked Farmer Brown for electric blankets. So
asking Farmer Brown for electric blankets is the effect of the cows being cold. It is
the action that resulted from the cause, the cows being cold. The teacher will write
They asked Farmer Brown for electric blankets under the effect column on the
chart. Just like yesterday, when you all see the Click clack moo, Clickety clack moo
part you all, my typing cows, are going to read that part aloud for me! Now, while
were reading listen for and think about WHY things are happening in the story. What

causes them to happen? For example, listen for why the cows want electric blankets
and why they go on strike. The teacher will begin reading the story and will stop
after the 4th page. Alright, so the cows went on strike, that is something that happened
in the story, so which category does that go under Student C, cause or effect? (wait for
student response) Wonderful! Yes it goes under the effect category. The teacher will
write, The cows went on strike under the effect column while asking, and why did
they go on strike Student A? (wait for student response) Yes, because Farmer Brown
did not give them electric blankets! This makes it a cause, it is why something in the
story happened. Teacher will write, Farmer Brown did not give them electric
blankets in the cause category. Lets keep reading in the story! The teacher will read
the next two pages then stop. So now who is cold in the story Student A? (wait for
student response) Yes the hens! So what happens in the story because they are cold
Student C? (wait for student response) Good! So if we have two parts, the hens are
cold and they ask for electric blankets, which one is the cause, Student C? The
teacher points to the definition of cause on the chart. Think really hard, which one
describes why something is happening, the hens are cold or they ask for electric
blankets Student C? (wait for student response) Yes, the hens are cold! And can you
tell me why? (wait for student response) The teacher will write The hens are cold
in the chart while the student responds Wonderful so that makes they ask for
electric blankets the what Student A? If necessary the teacher can add, If the hens
are cold is why something happens, then what happens as a result is that they ask
Farmer Brown for electric blankets. Remember, what do we call our what happens in
the story? (wait for student response) Good job sticking with it Student A! Yes, the
cows writing a letter to Farmer Brown for electric blankets is the effect of the hens
being cold! The teacher will write the cows write a letter to Farmer Brown asking
for electric blankets for the hens in the chart. So lets read our chart so far altogether
Get ready go: Cause: the cows are cold at night. Effect: They ask Farmer Brown for
electric blankets. Cause: Farmer Brown did not give the cows electric blankets. Effect:
The cows go on strike. Last one! Cause: The hens are cold. Effect: The cows ask Farmer
Brown for electric blankets for the hens. Alright, so Student C, can you tell me what a
cause is and give an example. (wait for student response) Very good! Now Student A, I
what is an effect. (wait for student response) Wonderful! And what is the effect of
(example of cause that Student C provides). IF the student doesnt respond: prompt
with: Use the chart! (wait for student response) Thank you for sticking with it! Great
job today boys and girls! Do we have any questions so far?
II.
Opportunity for Practice: Now what were going to do is I am going to finish
reading the story, then Ill give you a sorting activity to practice identifying the cause
and effects relationships together in the story. Keep listening for effects, what is
happening in the story, and causes, why these things are happening! The teacher will
finish reading the remainder of the story. Then she will tell students how they will
be practicing identifying the cause and effect relationships from the rest of the story.
Now Im going to give you a bit of practice. The teacher lays out the sorting activity in
front of the students. Together, the two of you will determine which of these
statements are causes and which ones are effects. Then youll decide which cause
goes with which effect. Use the chart weve made for help, especially look at the
definitions. Remember, a cause is, lets say it all together, why something happens and

an effect is, what happens in a story. The teacher will point to the chart as she
reads. The effect is a result of the cause. When you all are done, well discuss it
together. Allow students time to work together to figure out the appropriate
categorization of each statement. The teacher will help them organize their thoughts
if they are thoroughly struggling. The teacher will read the causes and effects back
to the students and talk about if they make sense. After this activity, the teacher will
inform the students of the next practice activity. Finally, I want each of you to write
out one cause and effect relationship from the story that we have talked about. Think
of one cause and one effect that we have talked about and write each one out on one of
these two cards. The cause will go on the cloud shape and the effect will go on this
wavy rectangle shape (the teacher will hold up each shape as she describes). The
teacher then will allow students time to fill out their cause and effect shapes. She
will correct them as necessary and collect them for the final assessment.
III.
Assessment: The teacher will get out the materials for the final matching
assessment. Now boys and girls we only have one more thing to do! I am going to
work with each of you individually to see how much you have learned today! I am
going to give you some statements just like the last activity and you are going to tell
me if they are a cause or an effect, match which cause goes with which effect, and
explain why. It is just like the last activity, but youll be working on your own this time!
Im going to go ahead and work with Student C. Student A, I would like for you to
scramble the pieces and try to sort them again. The teacher will begin the assessment
with the first student and will assess the second student when finished.
IV.
Closure: The teacher will revisit what the students have learned about cause
and effect. So who can quickly tell me what a cause is? Call on a student with hand
raised. (wait on student response) Very good and (other student) can you tell me
what an effect is in a story? (wait on student response) Now Student A, give me one
example of a cause effect relationship, you can use the chart! (wait on student
response) Very good! Now Student C, can you give me another example of a cause and
an effect in this story? (wait on student response) Wonderful job today boys and girls!
Now, I want to reward you all for doing so well today, so these are my notes that I take
for each of you when we meet! You may each pick a sticker and put in the box for the
day which is right here! The teacher will point to the box. Now Im going to get all my
things cleaned up. Go ahead and line up and wait quietly while I clean up. Then we will
go back to class. Awesome job today!

Materials and Resources:
Carpet
Book: Click Clack Moo Cows That Type
Chart paper w/ chart drawn
Marker
Cause and Effect Practice Sorting Activity Pieces
http://theappliciousteacher.blogspot.com/2014/01/cause-and-effect-and-
freebie.html
Cause and Effect Matching Assessment Pieces (see included)
Dry erase marker

Stickers
Anecdotal Notes

Differentiation Strategies

H- Higher-level learners will extend their learning by writing their thoughts about
cause and effect relationships in the story in a graphic organizer. This
summarization technique will allow them to practice writing and organizing their
thoughts on paper.

L- Lower-level learners will work individually with the teacher with the teacher to
identify cause and effect relationships. The teacher will read through the story with
the student and provide heavy scaffolding/ prompting in her questions to help the
child connect events in the story with cause and effects.



Data Analysis:

As I tried to collect data, I learned the hard way that my matching assessment
was not easily measurable. Although I created a small table with which effects went
with which causes, it was not easily accessible so that the kids could not see it and
only I could. Since some of the causes and effects were similar, I got a little confused
about which ones went with which. I did not label which causes went with which
effects and because of this got confused in my lesson. Also, I ran out of time to ask
the students if they could describe the relationships between events. As we went
through the story and I asked them questions, they could answer questions such as,
What caused ________ to happen in the story? and What was the effect of __________
It was confusing for students when I started calling one event a cause and one
event an effect. I quickly learned that this is a cause for one event in the story can
be the effect of another.

Overall, when asked about cause and effect relationships, Student C
answered the majority of my cause and effect relationships questions. Student A
could answer about 50% of these questions accurately. However, when I gave them
the matching activity, Student C matched 3 correctly and Student A matched 2
correctly. Thus because the assessment was poorly designed my students did not
score well and would technically be in the red category, however I know that they
understood the information better than the red definition because they could
explain most relationships to me. Explaining is also at a higher level or
understanding than matching according to Blooms Taxonomy.

Reflection:

If I were to teach this lesson again, there would be a variety of things I would
change and a few that worked very well. First of all, I would clarify my teaching of
the ideas: cause and effect. Looking back now, my teaching was confusing. In this
lesson plan I taught that, a cause describes why something happens in the story.

As in it was a noun a cause versus an event caused _______ where cause is used as a
verb. An effect is an event or what happens in the story as a result of something
else. I would redefine the concept of cause to be a verb and not a noun. I would
focus my teaching on to cause- means to influence or help something else happen
and an effect is a result of an action. In my teaching, I would also include more
higher-level questions at the evaluating level of Blooms Taxonomy such as How
would you feel if you were the cows and hens? What would you do in their
situation? Also, I would choose another form of practice and assessment for this
topic. As mentioned above, one difficulty my students and I had was distinguishing
between whether a card should be an effect of one event or a cause of another! This
was the main issue in both the practice and assessment, which were similar sorting
activities. I think it would be beneficial in the future to have the students sequence
the events in a timeline rather than isolated left and right relationships. This way,
students can see that an event can both cause another event and can also be an
effect of a previous action. This sort of activity would continue to incorporate the
tactile and visual component of learning from the original activity. Also, I would
consider picking another book such as a Laura Numeroff Book to supplement the
lesson so that students can have more practice with cause and effect relationships
before going into a harder book such as Click Clack Moo; The Cows that Type.
Finally, I would have to ensure that my assessment was clearly measurable and
could do this by adding a simple checklist to record the data immediately.

Overall, the students thoroughly enjoy the lesson. They enjoyed continuing to
work with this beloved story and they both enjoyed the tactile sorting activity.
Management was a strength in this lesson and I effectively managed their
excitement in the lesson. Also, I promoted higher-level thinking by asking questions
at the analyzing level of Blooms Taxonomy such as, Why did the hens go on strike?
Why did the cow want electric blankets?

Final Assessment Questions:

Cause: Why something happens (clouds)
The cows are cold at night
Farmer Brown ignores the cows first note
Farmer Brown ignores the other note that
requests the hens get blankets too
The cows agree to give Farmer Brown the
typewriter in exchange for blankets

Effect: What happens in the story

(rectangles)
The cows write a note to Farmer Brown asking
for electric blankets
The cows leave another note saying they will not
give any milk
The cows leave a note saying there will be no
eggs.
Farmer Brown gives them electric blankets

Group Activity Chart: (What it should like like at the end)

Cause Why something happens

Effect What happens in a story
The cows were cold at night
They asked Farmer Brown for Electric Blankets
Farmer Brown did not give the cows electric blankets The cows went on strike.
The Hens are cold
The cows ask for electric blankets for the hens.

Practice Sort Pieces:

Farmer Brown
will not give the
hens electric
blankets.

Farmer Brown
demands Milk
and Eggs.

The Hens go on
Strike

The Cows and

hens hold a
meeting.

The Cows are

willing to trade
their typewriter
for electric
blankets.

Farmer Brown
gives the cows and
hens electric
blankets.

Design for Learning

Instructor: Miss Bisese Grade Level/CT: 1st Mrs. Wiggins

Lesson Title: Vocabulary and The Littlest Pilgrim Date: 11/20/2014
Curriculum Area: Language Arts Estimated Time: 45 minutes

Standards Connection: AL Language Arts (13) Answer questions to help determine
or clarify the meaning of words and phrases in a text.

Learning Objective(s):
When given a tic-tac-toe board, students will correctly match 5 vocabulary
words with their definition with 100% accuracy by placing a marker on the correct
word after the teacher has read its definition. The teacher will observe and record
this information using a checklist.

Learning Objective(s) stated in kid friendly language:
At the end of the day to show me what you have learned about our new words,
we will play a Bingo game where each of you will get a game board with the
vocabulary words written on it. I will read you the definition of the word, by saying,
Which word means.? and you will place a marker on top of that word!

Evaluation of Learning Objective(s):
To assess students mastery of the words, the teacher will administer a final
assessment in the form of a tic-tac-toe board. Each student will receive a board with
all five words listed on it with a few first grade sight words to fill in the extra spaces.
The teacher will tell the students that she will read them the definition for each
word. The students must listen carefully then place a marker on the word that the
teacher has just described. The teacher will then observe the students response
after each word and check off if the student has placed the marker correctly or
incorrectly. By the end of the assessment, the student should have five markers that
are placed on the correct word. Students who match 5 out of 5 or more words
correctly will be considered proficient. Students who match 4 words correctly will
be placed in the yellow category and Students who match less than four words
correctly will be re-taught.


Engagement:
The teacher will gather the students to the carpet by jingling a wind chime in
the classroom. The teacher will say, Touch your ears if you are listening. Touch you

mouth if you are quiet. Wonderful, thank you for being such good listeners! If you see
me touch my ears or count down from 5, you know it is time to be quiet. Boys and girls,
to get started today, who can tell me about a time where someone told you that you
were too small to do something? Im looking for someone waiting quietly and
patiently with their hand raised. The teacher will call on 3-4 students to hear their
stories and will ask the student, How did that experience make you feel? Did anyone
else have an experience like Sallys (make the me-too sign.) Well today, we are going to
read a story, called the Littlest Pilgrim, which is about Mini, a girl who also is told that
she is TOO SMALL to help! We will ask questions about our story to help us learn the
meaning of 5 new vocabulary words! While were reading, were going to go on a
scavenger hunt by LISTENING for our new vocabulary words, which are Pilgrim,
village, chore, neighbor, and job! I have given each of you 5 vocabulary cards with
these words and a picture on each! When you hear the word in the story, I would like
for you to hold up the card! Then we will discuss what we know about each word! So
as we read, listen for these five words, think about if you have heard them before and
what we know about them based on the story! The teacher will then read the story
aloud to the students and will pause at the vocabulary words as student raise their
picture cards. She will interject by saying, Ohhh I see we mustve found a word, to
ensure students note when a vocabulary word is used. The teacher will read to the
end of the story. So do you think it was a bad thing or a good thing that she
wasnt able to help her neighbors and family? Why or why not? Wait for student
response. Was Mini too small to do something special? No! She was still able to
make a friend, which is always very important!

Learning Design:
I. Teaching:
Words to Teach: pilgrim, village, chore, neighbor, and job
She will begin with the first word, Pilgrim. Before we read our definition, can
anyone tell me what they know about the Pilgrims? Can you think of any pilgrims
you have learned about? (If they struggle, assist with questions like: What did they do
and what are they like?) The teacher will pause to allow for student response, she
will then lead into the definition of pilgrim: These are all great thoughts, lets read the
definition of a pilgrim together, get ready go:
Pilgrim- is a person who traveled from England and helped build the
first American colony.
o Now a pilgrim boys and girls is a person, so since it is a person place
or thing, what part of speech is it? The pilgrims were a group of
people that came all the way from a country called England to start
a new life in America! They suffered through harsh winters, which
made it hard for them to grow food! So the Indians, who were the

native people that lived in America, and the Pilgrims worked

together to produce an abundant harvest! Abundant means a LOT
and a harvest is when all of the food that has been planted is picked
and eaten! So this abundant harvest meant they had a lot of food to
eat! So when they sat down to a meal together and gave thanks for
their successful harvest- they named that celebration Thanksgiving!
o Is Thanksgiving coming up soon? Are you going to eat some turkey
soon? Yes! And that is because of the Pilgrims- who traveled from
England to build the first American colony worked together with the
Indians to produce an abundant harvest.
o What did we learn about the Pilgrims in Minis village? The
teacher will wait for student responses.

Our next word is village, who can tell me if they know what a village is? Can you
think of an example? The teacher will wait for responses and lead into a discussion
of the definition: Wonderful job boys and girls! Not lets read our definition together,
get ready go
Village- a place a little smaller than a town.
o Villages are places that are a little smaller than a town where
people live close to one another. You all came up with a great
example! Lets see if you can guess where this village is located,
Ill give you a hint it is close by! The teacher will show a picture
of Old English Village. This is actually a picture of Old English
Village! Old English Village and Vestavia Hills are small villages
that are a little smaller than a town where many people live
nearby to one another.
o Villages look different in other parts of the world whether thats
in another part of our country or in another country. The houses
may not be made of bricks but of straw or tarps depending on
where in the world you go! The teacher will show a printed
picture of 2 villages (One of an American Indian village and one
of village in another part of the world). This is a picture of a
village in can you tell me what their houses are made of? So
villages look different in many different parts of the world! She
will repeat the same procedure for the next picture. Then she
will continue reading.
o What do we know about Minis village? What was it like?
What did they do there?

Alright lets keep going! Our third new word is chore! Now I think that each of you can
tell me an example of a chore that you do for your family around the house or
maybe that your older sibling does for your family? Whats an example of a
chore? The teacher will wait for responses and lead into a discussion of the
definition: Wow you all are so helpful at home! Im sure that makes your parents very
happy! Now that we know some examples of chores, lets talk about what a chore is!
Lets read our definition together, get ready go
Chore- a task that must get done
o A task- is just an action. So a chore is an action or task that must
get done. Lets look at this picture. What is he doing in this
picture? Yes washing dishes! Could you imagine what would
happen if you never cleaned your dirty dishes? What would
it be like? How would it smell? How would it feel? Wait for
responses! That would be gross! So we have to wash our dirty
dishes, so washing our dishes is a chore! What about this picture
what is she doing? Yes putting away her clothes! Have you ever
been unable to find something because your room was so messy?
I know I have, so we have to put our clothes away so that we can
find things when we need them, so putting our clothes away is a
chore. Our other examples, we said too like sweeping and making
the bed are all chores too because they must get done so that
your house stays clean and so that you stay healthy!
o What were some chores in the story that Mini tried to help
her family and friends with? (fishing, baking, sowing, hunting,
etc.) Then she will review the definition.

You all are doing so well! Neighbor is our next word! So what words have we talked
about so far, lets read them, Pilgrim, village, chore and neighbor! Great job Mrs.
Wiggins class! Now a neighbor is, lets read this definition together
Neighbor- someone who lives near where you live
o See how in this picture, these two people live near each other?
o At college, Miss Bisese lives in a building with three floors! So I
have a lot of neighbors that live near me. I have two neighbors
that live right beside me and I have neighbors that live above me
and below me!
o Can you think of a neighbor that lives near you? What did
Mini try to help her neighbor with? Have you ever helped
your neighbor?

So what words have we learned today? Remind me! Read them aloud, get ready go!
Pilgrim, village, chore, neighbor, and job. Wonderful! So get ready for our last word,
drum role please. Our last word is job! So who can tell me what they know about
what a job is? Can you give me an example of a job? Maybe that your mom or
dad has, a community helper, or someone else you know? The teacher will wait
for response and lead into a discussion of the definition. Now I thought that you all
would be more familiar with this word! So we thought of a lot of examples, but lets
learn what a job is! Lets read the definition together, get ready go!
Job- a position at which someone works for pay or a special task
o So a job, boys can girls a job is something that someone is hired
for and they work for pay. It is a way of helping the community.
What kinds of jobs do you see being done in these three
pictures boys and girls?
o In Minis case, she wanted a job to do but was she wanting to
work for pay? No! She just wanted to help! So sometimes boys
and girls, words have multiple meanings! They can mean more
than one thing! So Mini wanted a job as in a special task to do.
She wanted to do something, a job, that would help her family.
This meaning of job is very similar to our new word chore! Great
job today boys and girls!

II. Opportunity for Practice:
Now, were going to continue practicing our vocabulary words! First, you are
going to work with a partner to match your vocabulary words to the definition
of that word. You will each have a set of vocabulary words so make sure your
words are matched correctly before RAISING YOUR HAND to have me come
check! Once you have matched all your words, raise your hand and I will come
around and give you a small booklet and a glue stick! You will write your name
on the front page, the name of the word at the top of the first inside page
(teacher models as she flips open the book and points) and will glue your
words and definitions into the book. If you finish early, I would like for you to
write two examples each word in your book!
III. Assessment:
The teacher will say, Touch your ears if you are listening. Touch your mouth if you
are quiet to gain the attention of students. Now that we have practiced with our
words, I want to see what you know! Now, We are going to play a Bingo game where
each of you will get a game board with the vocabulary words written on it. I will read
you the definition of the word, by saying, Which word means.? and you will place a
marker on top of that word! I will come around and see which word you have put the
marker on top of to check for understanding! The teacher will then read each of the

definitions, show the students the definition, and mark of the students
understanding on her checklist.

IV. Closure:
The teacher will quiet the students by saying Touch your ears if you are listening.
Touch your mouth if you are quiet. Now boys and girls, who can raise their hand
and tell me a vocabulary word that we learned today and what it is? After
students have responded, the teacher will say, Now who can give me one example
of of . (for each word). Great job today boys and girls!

Materials and Resources:
- Wind Chime
- Carpet
- The Littlest Pilgrim by Kristen Dougherty
- Power point with visuals and definitions Vocabulary the Littlest Pilgrim
- Marker
- 20 sets of 5 small cards for students with picture and vocab word on each
- 20 sets of Sorting cards (no pictures) and matching definitions
- 20 glue sticks
- 20 books- 1 book per student
- 20 tic tac toe boards
- Teacher checklist for tic tac toe assessment- (insert words)
http://www.teacherspayteachers.com/Product/Bingo-Board-Generator-
Creates-32-Unique-Game-Boards-Customizable-1209081
- Clipboard
- Pen

Differentiation Strategies
H- Have students write two examples and two non-examples of each word in their
vocabulary book. They may also illustrate each of the words or write a short story
incorporating all of these words.

L- Allow students to use their cards from the carpet activity which already have the
picture as well as the word on them for the sorting activity and bingo game.
(Opportunities for practice- sorting activity) Also, show students a visual of the
definition that is being read by the teacher.


Data Analysis:


For this lesson, I did not have time to make it through my final assessment.
Instead, I modified their practice and had them work individually to match the
vocabulary words to their definition. They did not glue them into booklets. Then I
wrote on a checklist, how many terms out of five total they were able to match with
and without assistance. After the lesson, 11 out of 15 of the students were able to
match all five vocabulary words to their definitions. Of the remaining students, one
student was able to match four terms without assistance and all five with assistance.
Two others were able to match three terms without assistance and all five terms
with assistance. Finally, the remaining student was not able to match any of the
terms without assistance and was able to match all five terms with assistance.

I believe that these results are indicative of the students knowledge.
However I think that my four students who matched less than five terms correctly
without assistance would have benefited from having the extra time to work in a
group and play the Bingo game. If this had been done, I think that they would have
performed at a higher level.

Because I did not assess my students in the way that I wrote my objective, I
cannot determine the categories red yellow and green as the lesson plan stands. If I
were to categorize them by their performance today, I would say that my 11
students who matched all five terms correctly without assistance are in the green
category. My one student who matched 4 terms correctly without assistance is in
the yellow category. Finally, my three students who matched 3 or fewer terms
correctly without assistance are in the red category and should receive another
exposure to the material.

Reflection:

Overall, I think that the students responded well to the lesson! They were
engaged in the story and in answering questions. They gave insightful responses
and I had to refocus their attention very few times. As for classroom management, I
found that the Touch your ears if you are listening, touch your mouth if you are
quiet, and show me your eyes is an effective technique to regain student attention.
In this lesson, I promoted higher level thinking by engaging their prior knowledge,
helping them make text to self connections (Who can tell me about a time where
someone told you that you were too small to do something? What chores do your
parents ask you to do around the house? Who is a neighbor that lives near you?), and
by asking questions that align with the top three categories of Blooms Taxonomy
(So do you think it was a bad thing or a good thing that she wasnt able to help her
neighbors and family? Why or why not? Could you imagine what would happen if you
never cleaned your dirty dishes? Took out the trash?) I also incorporated best
practice McRel strategies such as clearly stating the objective, incorporating non-
linguistic representations (PowerPoint and vocabulary cards), higher level
questioning, and if fully taught, the lesson wouldve allowed for collaborative
thinking.

In the future, I will plan more time for the lesson and read the story twice.
Since it is a shorter story, I will read it once through for comprehension and ask
higher-level questions as we go throughout the book and once for teaching
vocabulary. I will also ask them to compare the text to another text where a

character feels too small to make a big difference. Then I will have them listen to the
story again with their vocabulary cards and have them raise up the card when they
hear the word. For practice, I would like for them to have the opportunity to
collaborate in matching the words together and coming up with examples. Instead
of individual booklets, I will give each set of partners a piece of chart paper on which
they can glue the definitions and write examples and non-examples for each word.
Also, I will create a more clear distinction between job and chore. These two words
were very similar and students struggled with distinguishing between the two. I
would like to think of more examples and no-examples of each to teach these two
concepts. Finally, I would revamp my differentiation strategies, particularly for my
higher level learners.

Pilgrim

Chore

Neighbor

Job

Village

Pilgrim

Chore

Neighbor

Job

Village

A position at which
someone works for
pay or a special
task

Someone who lives

near where you live

A task that must

get done

A place a little
smaller than a town.

A person who traveled

from England and
helped build the first
American colony.

Design for Learning

Instructor: Miss Bisese Grade Level/CT: 1st Mrs. Wiggins

Lesson Title: Estimation & Greater Date: November 6th, 2014
Than and Less Than with Legos
Curriculum Area: Mathematics Estimated Time: 45 minutes

Link for Video:
https://www.dropbox.com/s/0kgwe12w3hmxddz/IMG_2342%20%28Brittany%2
0Bisese%E2%80%99s%20MacBook%20Pro%27s%20conflicted%20copy%20201
4-12-01%29.MOV?dl=0

Standards Connection: AL 1st grade (11): Compare two two-digit numbers based
on the meanings of tens and ones digits.

Learning Objective(s): When assessed using a checklist and story problem,
students will identify a number that is greater than 25 and less than 50, then defend
their answer using their knowledge of tens and ones with an accuracy of 14 out of
15 components answered correctly.

Learning Objective(s) stated in kid friendly language: Today during math time,
we are going to read a story about a boy whose parents gave him a gift to help you
learn to use your knowledge of tens and ones to determine and defend why you think a
certain number correctly answers a greater than less than statement.

Evaluation of Learning Objective(s): In order to meet this objective, students will
meet individually with the teacher. The teacher will explain to the student that for
this assessment they will be given a story problem that will be written on a given
handout. She will tell the student that, there can be many correct answers to this
problem, to remember what they know about the words greater than and less
than and to think about the ten and ones in each number. The teacher and the
student will read the story problem together. The teacher will then prompt the
student to respond to each part of the checklist and wait for the students response.
Based on the students responses, the teacher will mark a check or an x next to each
statement of the rubric. The child should score a 14-15 out of 15 to be considered
proficient. A score between 12-13 out of 15 will place the student in the yellow
category and below an 11 out of 15 correct will require re-teaching.

Engagement: The teacher will call the students to the carpet using a wind chime.
She will count down on her fingers from 5 to quiet the students. Boys and girls, all of
you know that Christmas is coming up soon- so were going to get in the spirit today by
reading a book about a very famous figure of Christmas! Who do you think is on the
cover of this book today boys and girls? Yes its Santa! And our story today is called
Christmas Magic by Lauren Thompson. While I am reading, listen for if you think Santa

likes to give gifts or receive gifts in this story. The teacher read the book aloud to
students. So Mike, do you think that Santa liked to give or receive gifts more in the
story? Why do you think that? (Wait for students response) Yes and why do you think
he likes to give? (Wait for student response). What a wonderful answer! Yes, boys and
girls does it feel good to give a friend or family member a gift? Raise your hand and tell
me about a time you gave a gift to a friend or family member and how that made you
feel? The teacher will call on three students. So it sounds like we all like to give in this
classroom! Boys and girls remember this Christmas that it is always better to give than
to receive.
Learning Design:

I.
Teaching:
Introduction and Daily Objective: So today during math time, we are going to
read a story about a boy whose parents gave him a gift to help you learn to use
your knowledge of tens and ones to determine and defend why you think a
certain number correctly answers a greater than less than statement. To start
out, we are going to do a little pretending and estimating! Now remember how
we talked about that to estimate means to make a reasonable guess. You do not
have to guess one correct answer! I am going to show you a story problem on
the board and we will read it together as a class. Once we have read the
problem, make your estimate and raise a quiet thumb. The teacher will pull up
the story on the promethean board and will quiet the students by raising out
her hand and counting down from 5. Then she and the students will read the
story aloud:
Story: Calebs family bought him Legos for Christmas last year. He cant
remember exactly how many he has, but he knows the number of Legos is
greater than 34 but less than 72. How many Legos could Caleb have? After
reading the story, the teacher will say, Alright boys and girls when you think
you have your estimate of how many Legos Caleb may have, raise a quiet
thumb!
Turn and Talk: The teacher will then say, Now I would like for you to turn to
your elbow buddy and tell them why you guessed your estimate. Listen to your
buddys estimate also. After students have shared for a few minutes, the
teacher will call on five students and record their estimates on the board.
Tens and Ones of 34 & 72: Alright boys and girls, now that we have recorded
our estimates, lets see which estimates we think are true. Lets start with
looking at our tens and ones in the smallest number, 34. Allie which number is
in the tens place in 34? (Wait for student response) Yes, the 3! So that means
that there are three tens in this number. So each base 10 block represents 10
legos. So if there are 3 tens, I think that we should put up three base 10 blocks
under 34. The teacher will tape up the blocks. So that leaves how many ones
leftover in 34 Joseph? (Wait for student response) Yes there are 4 ones left
over! The teacher places four ones in a bag already taped to the board under
the 34. So Hallie how many tens do I have in 34? (Wait for student response)
Yes 3! And how many ones do I have in 34 Nick? (Wait for student response)

Wonderful, I have 4 ones! The teacher will write 3 Tens and 4 Ones under
34. Then she will repeat this procedure with the number 72.
Using Tens and Ones in GTLT Relationships: So when we are looking at these
two numbers boys and girls, we first look at the tens place. So if we need to find
a number that is GREATER than 34 and LESS than 72. We need to think about
the number that can be in our tens place. Ginnie, I would like for you to come up
to the board and be my special helper! Class, I want us to figure out how many
tens we can add to 34 without going OVER 72. So Ginnie, add one more base 10
block to our 34. Thank you Ginnie you may have a seat. Class how many do we
have now? (Wait for student response) Yes we have 44! Is that GREATER than
34? (Wait for student response) Yes it is greater than 34! Is 44 LESS than 72?
Yes it is less than 72! So lets keep going! Im looking for those who are quietly
sitting, showing me you are engaged in the lesson. Jaylon, thank you for keeping
your eyes on me, come up and add another 10 to 34! So how many do we have
now class? (Wait for student response) Yes 54! Wow thats a big number! Is 54
GREATER than 34? (Wait for student response) Yes!!! And is it LESS than 72?
(Wait for student response) Wonderful job boys and girls were getting closer!
The teacher will repeat this with 64. When she reaches 74 the teacher will
ask the class, Now boys and girls should we put up another 10 or not? Raise
your hand to tell me, dont shout out. The teacher will call on a more advanced
student who will likely know that this will make 74 which is bigger than 72.
The teacher will then say, Very good Caleb! We cant put up another 10
because then we would go over 72 because 74 is greater than 72. The number
we are searching for is LESS than 72 not greater than it! So from this exercise,
we saw that one strategy for finding a number in a greater than less than
statement is to COUNT UP by tens from the SMALLER number until your
number is too big. However, we HAVE to then look at the ones also like we did
with 72 and 74! This is because even though the tens place is the same, 74 is
bigger than 72 because it has extra ones. How many extra ones does 74 have
than 72 Allie? (Wait for student response) Yes it has two extra ones. Start at
72. 73. 74! So our strategy for today is that we can count up by tens from
the smaller number, then we look at the ones place to see if our number
makes sense for the statement!
Checking Student Estimates: So now I want each of you to rethink about the
estimates on the board. Then I want you to explain to me which of these
numbers may be the number of Legos you NOW think Caleb will receive. I want
you to tell me WHY you think that number may be correct! Think for silently to
yourself. After giving the students 30 seconds to think the teacher will tell the
students, Now I would like for you to talk to your elbow buddy about the
number on the board you think is correct and why. Turn and talk. The teacher
will then lead a discussion with the students about the estimates on the
board. She will also use the example 39 as a final example.
II.
Opportunity for Practice:
Introduce Center time: Now boys and girls I would like for you to practice
with greater than and less than relationships using tens and ones at

III.

centers! Get in your center group and you may walk to a center that you
have not been to this week. The teacher will walk around and briefly
describe each center:

Center time: Greater than less than (GTLT)
o Center 1: Ipads: 4 students: Have students play the greater than
less than games listed under Materials/Resources on the Ipad. The
first game introduces them to GTLT symbols without requiring
knowledge of them! The second game picks a number gives the
student clues along the way to narrow their guess to get closer to
the number that is greater than and less than two given numbers.
o Center 2: Roll the Dice GTLT Game: 6 students: In this game
students will work with their partner. The first person will draw a
card with a number on it. Both players will then put out the
correct number of tens and ones for that number using base 10
blocks and cubes. Then the second person will draw another card.
They will set out the correct number of tens and ones for that
number. Then the pair will fill in their activity sheet with the two
numbers and circle either greater than or less than to make the
statement true.
o Center 3: Spin the Alligator GTLT Game: 6 students: Students will
take turns spinning the Alligator wheel and will both record the
number the arrow lands on their activity sheet. Once all four
numbers have been rolled the students will set out the number of
tens and ones with base 10 blocks and cubes. They will then write
is greater than or is less than in the blank.
o Center 4: Which Witch is Greater?: 4 students: Students take turns
choosing two cards. The students will lay out both numbers with
base 10 blocks and cubes. Both players will then record which
witch (with a printed number on her) is greater on their activity
sheet.

Assessment:
As centers are coming to a close, the teacher will begin pulling students
one at a time for their assessment. The teacher will begin by saying, Hallie
I want to see all that youve learned today! Can you tell me what it means
when a number is greater than another number? Less than another
number? Wonderful! Now using our knowledge of greater than and less
than,I am going to give you a story problem on a handout where we will be
estimating and using our tens and ones to think about a number that is
greater than and less than two given numbers. Now Id like for you to read
the story problem aloud. The teacher and the student will read the story
problem together. The teacher will then prompt the student, Hallie I want
you decide what number of Legos do you think Arianna may get for
Christmas. Then be sure to show me your thinking using your base 10 blocks
and cubes. Once you are finished, I will have you explain why you chose that

IV.

number. Based on the students responses, the teacher will mark a check
or an x next to each statement of the rubric. She will prompt the student
to assemble a 25 and a 50 out of blocks if the child does not do so on their
own to assess if they can perform this skill. Once the child is finished, the
teacher will call up the next student.

Closure:
The teacher will re-assemble the students on the carpet to review what
they have learned. She will review the lesson by saying: So today, we
learned about one strategy for looking at greater than less than
relationships. Take few seconds to look at the board and tell me, the number
of Calebs Legos was greater than how many Ann? (Wait for student
response) Yes the number of Legos Caleb had was greater than 34, and less
than how many Billy? (Wait for student response) Good 72. And what did
we do to the number 34 today until the number go to big Jack? (Wait for
student response) Yes we added 10 each time! We added 10 until the
number go too big. We found that 74 was too big. And how did we know
then number, 74 was too big when the problem said it is less than 72? Nick?
(Wait for student response) Yes- we knew that 74 was bigger- how did we
know that? Was it the tens that were bigger? Cole? (Wait for student
response) No it was the ones that were bigger! So remember, when you
have a greater than less than relationship like this, one strategy is that we
can count up by tens from the smaller number, but we also have to look at
the ones place to see if our number makes sense for the statement!
Wonderful job today boys and girls using your tens and ones to defend your
answers! Now when I say go, I would like for you to walk back to your tables
and begin read to self. You may go to your tables.

Materials and Resources:
Wind chime
Carpet
Christmas Magic by Lauren Thompson
Dry erase board
Dry erase marker
Story problem on flipchart
Promethean Board
5 Ipads
Greater than Less than Game:
http://www.sheppardsoftware.com/mathgames/earlymath/BPGreatLessEq
ualWords2.htm
Guess the Number Greater than/Less than Game:
http://www.abcya.com/guess_the_number.htm
Base 10 blocks and ones.
3 sets of cards printed and laminated with numbers 25-99 on them.

3 sets of Spin the alligator greater than less than game http://fun-n-
first.blogspot.com/2011/10/greater-than-and-less-than.html
2 sets of Which Witch is greater?
http://www.pinterest.com/pin/19351473368500779/

Differentiation Strategies

H- Modify one of the centers above by replacing the numbers with larger numbers.
Depending on their skill level, these numbers could exceed 100. For the Roll the Dice
or Alligator game, the teacher could create a sheet with three places instead of 2.

L- The teacher will assist these students during center time as they work with real
Legos and smaller quantities. She will have the students count out 15 Legos then
sort them into tens and ones. She will then have the students count out 30 Legos and
sort them into tens and ones. Then she will ask the students about the number of
tens and ones in each number and what it means to be greater than a number and
less than a number. The teacher will show the student examples and non-examples
of numbers greater than 15 and less than 30 and explain why.

Data Analysis:

For this lesson, I ran out of time to do the final assessment with the checklist
of questions of 15 questions. However, based on their practice, I realized that I
should have been more clear in my teaching. In their practice, 6 Students were able
to choose a number within a given range (greater than____ and less than _____), while
9 were not able to perform this task. I cannot give a defined red, yellow, and green
because I did not administer the actual assessment, yet I predict that more than half
of my students would have been on red if I had administered the assessment. I think
that because I could have been more clear in my teaching, there was a substitute
teacher that day, and the lesson was near lunch so the students were thrown off by
the disruption to their daily routine. I learned from this that in real life I would not
have time to do a checklist assessment that is as long as the one that I had planned,
especially in a one on one setting. I have to have one or two things I am looking for
with teach student that I can mark off a checklist quickly!


Reflection:

This was my first lesson to teach and it was certainly a learning experience!
In the future, I would begin with stating a kid friendly objective for the day. I
introduced the concept and what they would be learning that day, but forgot to give
a formal objective. Looking back, I should have provided multiple ways to
understand greater than less than. In the future I will provide other representations
of this concept, particularly for kinesthetic and visual learners. Also, I will
incorporate students prior knowledge and more manipulatives in the lesson. Also, I
will make my practice much clearer, with fewer blanks and words! This was
confusing for the kids who knew the answer but didnt know how to put it on paper!

Also, I will shorten the assessment so that it is quick, clear, and measureable. This
group taught me that I need to try a variety of classroom management strategies.
Since there was a substitute teacher for the day, students were having difficulty
staying engaged and were overly excited about the word Legos. Finally, I need to
remember to stand still while giving directions! The most common misconception
amongst students was confusion over what each term meant and what it mean to be
greater than ____ AND less than _____. With more exposures to the concept and more
visual and kinesthetic opportunities, I think students would understand these
concepts better.
However, I did give my students the opportunity to read, write, listen, and
speak during this lesson. I promoted higher-level thinking by asking students to tell
me why they thought their answers were correct, which accesses the analyzing level
of Blooms Taxonomy. However I will incorporate more higher-level questions based
on Blooms Taxonomy in the future.

Calebs family bought Caleb Legos for

Christmas last year. He cant
remember exactly how many he has
but he knows the number of Legos is
greater than 34 but less than 72.
How many Legos could Caleb have?

Estimation with Greater than Less than

Knowledge of Tens and Ones:
AL 1.11

Arianna found out that her parents are giving her Legos for Christmas! They told her
that the number of Legos under the tree will be greater than 25 and less than 50.
What number of Legos could Arianna receive for Christmas? Use base 10 blocks and
cubes to show your answer.

Teacher Rubric:
Student Name: ______________________
Standards Connection: AL 1st grade (11): Compare two two-digit numbers
based on the meanings of tens and ones digits.
Learning Objective(s): When assessed using a checklist and story problem,
students will identify a number that is greater than 25 and less than 50, then
defend their answer using their knowledge of tens and ones with an accuracy of
14 out of 15 components of the checklist answered correctly.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

The student could answer the question, What does it mean when a number is
greater than another number?
The student could answer the question, What does it mean when a number is
less than another number?
The student could represent 25 using base 10 blocks and cubes
The student could represent 50 using base 10 blocks and cubes
The student could represent their estimate using base 10 blocks and cubes
The student chose a number greater than 25
The student chose a number less than 50
The student was able to identify how many 10s are in 25
The student was able to identify how many 1s are in 25
The student was able to identify how many 10s are in 50
The student was able to identify how many 1s are in 50
The student was able to identify how many 10s are in their estimate
The student was able to identify how many 1s are in their estimate.
The student explained why they chose the number.
The student explained why they chose the number using tens and ones in their
description.

Total Score:

/15


Candidate Self Assessment of Video-taped Lesson
Estimation and Greater than/Less than
Miss Bisese
1st grade
Content Knowledge
o
o
o
o
o

I establish good eye contact with my

class. I do not talk over their heads, to the
blackboard or to just one individual.
If I tend to teach predominantly to one
area of the classroom, I am aware of this.
I make a conscious effort at all times to
pay attention to all students equally.
I divide my students into small groups in
an organized and principled manner.
I recognize that these groups should differ
in size and composition, varying with the

Teaching/Learning
B. The Classroom
o
o
o

I arrange the seating in my class to suit the

class activity for the day.
I consider the physical comfort of the room
such as heat and light.
When I need special materials or
equipment, I have them set up before the
class begins.

Literacy
C. Presentation
o

o
o
o
o

My handwriting on the blackboard and /or

charts is legible from all locations in the
classroom. It is large enough to
accommodate students with vision
impairments.
I speak loudly enough to be heard in all
parts of the classroom and I enunciate
clearly.
I vary the exercises in class, alternating
rapid and slow paced activities to keep up
maximum
interest level in the class.
I am prepared to give a variety of
explanations, models or descriptions,
understanding that
one explanation may not be sufficient for
all students.

Notes:
I feel like I did a good job at engaging all
of my students and calling on many
different students. I didnt focus on talking
to just a few students in particular.

I dont think that I struggle with eye

contact, teaching to one side of the room,
or favor certain students.
I broke up these groups by their table
groups so students know where they
should go which made the process more
organized.

Notes:
I thought that having them all on the carpet
for whole group instruction would be
easiest which was true. Once they went
back to their tables, it was difficult to
maintain their attention.
I didnt notice any climate or lighting
issues and I did set out all of my materials
before hand. I did set them on the floor
however and should put them in a more
accessible place in the future.

Notes:

My handwriting probably should have

been much larger and more centered on the
board.
I want to work on making my voice louder
and stronger. I think that would establish
my presence more as the teacher and
would help students hear me better. I dont
want to be too loud because then the
students will feel like they need to be loud
too.
My pacing could have been a little quicker.
Most of the lesson seems pretty slow. I
should vary my speed to increase student
involvement.
I wasnt able to explain the concept of
greater than or less than in many ways to
students depending on their need. I should
try to better incorporate this in the future.

o
o

I help the students form working principles

and generalizations.
Students use new skills or concepts long
enough so that they are retained and thus
future
application is possible.
I plan for "thinking time for my students
so they can organize their thoughts and
plan what
they are going to say or do.

Diversity
D. Culture and Adjustment
o I am aware that cultural differences affect
the learning situation.
o I keep the cultural background(s) of my
students in mind when planning daily
activities and am aware of culture
misunderstandings which might arise from
the activities I choose.
o I work for an atmosphere of understanding
and mutual respect.
o I tell students when they have done well,
but I don't let praise become mechanical.
o My activities are varied, some more visual,
aural, oral and kinesthetic. I provide
models, examples, and experiences to
maximize learning in each of these areas.

Professionalism
B. Self-concepts
r I treat my students with the same respect that I
expect them to show me.
r I plan "one-centred" activities which give all
students an opportunity at some point to feel
important and accepted.
C. Aptitude and Perception
r I am aware that my students learn differently.
r My exercises are varied, some ore visual,
aural, oral and kinesthetic. I provide models,
examples, and experiences to maximize learning in
each of these areas.
r I finish my class period in a way which will
review the new concepts presented during the class
period. My students can immediately evaluate their
understanding of those concepts.

Notes:

The lesson ended too short because the

students were just so rowdy that we didnt
get to finish the whole lesson. I didnt get
to give out their formal assessment which
is crucial to knowing if in the future I
would have to reteach the lesson. The
video cut out for this part but I did have a
short recap at the end and we all came
together, made one more final guess as a
class and got our legos back from the
bandit.
I gave my students small group time to
think about the concepts and try to
internalize them using hands-on materials.
I also tried to ask the question completely
and pause shortly before calling on a
student.

I strove to make sure my whole lesson was

culturally sensitive and that nothing I said
could be misconstrued.
Classroom culture- agree hand signal
Didnt do a good job of praising my
students when they got the correct answer.
Need to incorporate this better into my next
lesson.
See below under attitude and perception

Notes:
I want to be sure to never degrade or
devalue a student. I tried to treat all
of their answers with respect.
I tried to help all students feel
successful and recognized by calling
on them to answer questions to the
class. If they missed the question,
then I would help them correct it so
that they reach the correct answer.
Aptitude and Perception:
I intentionally made sure that my
students were reading, writing,

III. The Activity

A. Interaction
r The activities maximize student involvement.
r The activities are organized to insure a high
success rate, leaving enough room for error to
make the activity challenging.
r The activity is focused.
r The activity is geared to the proficiency level
of my class or slightly beyond.
r I make the content of the activity relevant and
meaningful to my students' world.

speaking and listening in the lesson

in order to appeal to each of my
learners that may be visual, auditory
or kinesthetic. I appealed to my
visual learners through the number
line on the board, by having them
read the story/instructions so they
could refer to it, and recording all of
our responses on paper. I appealed to
auditory learners through explaining
what it means to be greater than or
less than and what an estimation is.
Also, I modeled my thinking about
what these concepts mean so that
they can begin thinking this way.
Then I appealed to my kinesthetic
learners by giving them bags to
handle to get a feel for how many
legos may be in the bag.
I did review the concepts at the end,
however I didnt collect a formal
assessment at the end, which is a
crucial component of the lesson. If I
had administered the assessment I
had made, students could have
evaluated their own learning
The Activity:
I tried to involve students by
having one student read the story,
each student reading along, calling
on a variety of students, splitting
them into groups for small-group
practice, and then conferencing
with some of them individually. I
think that I could have tried to put
students in pairs to be more
efficient.
For organization/focus- I should
have started with a clear kid
friendly objective. I explained
what we were going to do that day
but I didnt explicitly state an
objective. Also, I should have given
a clear statement of Lets see what
this would look like if we put this
on a number line. Next, I should

have given clearer instructions of

what to do at the centers and had
the students pass around the bags,
talk about their guesses and
record. I meant this but didnt
explicitly say this. The activity
could be easily made harder by
having larger bags of legos on
hand to guess higher numbers and
a clue already written on a sticky
note and taped to the bag!
Proficiency: Estimation is a
complex skill that may not be
mastered by my students at this
age. However, greater than and
less than is a skill that is
appropriate for this age and my
teacher wanted me to go ahead
and link these two concepts
together for her students.
Relevant and Meaningful: I tried to
appeal to student interests
through using the lego and bandit
story. I knew that all of the
students in Mrs. Wiggins class
LOVE legos and superheroes so we
stuck with this theme. However, I
should have led a discussion with
them about when we need to
estimate and why it is important.

Other comments:
CLASSROOM MANAGEMENT: I should try different strategies than touch
ears, put an X over your mouth, and the countdown. I didnt model this well
in this lesson but I usually use positive reinforcement to ensure that students
are behaving. Also, I need to be consistent and make sure all students are not
talking while another student or I are talking.
I would give a clearer worksheet in the future with less words and blanks
I would stand still while giving directions
I need to use the same language throughout my lesson greater than and less than
not more than and less than.

Video Observation- Peer Review:

Note-taking Tool

Observers name: Ashley Staarmann

Lesson Observed: Brittany Bisese Estimation Lesson
Purpose: To provide a framework for reflection and collaborative
conversations about teaching and learning.

Directions: Read over the guiding questions below. As you view the
video, jot down notes about what you see and hear. Note any examples
or evidence to support answers to the questions.

Student Engagement/Classroom
Notes
Involvement
1. How are students involved
At the beginning of her lesson, she
in the lesson?
gave one of the students a chance
What is the extent of student to read the scenario to the whole
involvement?
class out loud. The students also
got to guess about how many
leggos they thought were in a
container.
2. Were there opportunities for There were not many
students to
opportunities for the students to
ask questions? What kinds
ask questions during the lesson.
of questions
She did do a great job asking the
were they asking?
students questions to get them
How did the teacher help
involved with their learning!
students make connections
She asked them guiding questions
to what they were learning? to help the understand the
direction in which they needed to
take as they were learning the
concept of estimation.
3. Describe the interaction in
Brittany made sure that she was
the classroom.
asking a lot of questions about
estimation. She also kept the
students silent by counting down
from 5 to 0.
Student Learning

Notes

1. What evidence do you see

that indicates student
learning?
2. Was the learning outcome
explicitly conveyed to the
students?










3. What evidence did you see
that the learning goals were
achieved?
4. How did the teacher monitor
student progress?












Instruction

She gave the students an

opportunity to help show where
their estimations fell on the
number line that she wrote on the
board. The students, shouting out
of turn, but were stating that the
numbers were correct when they
were between correct numbers.
The learning outcome was briefly
explained at the beginning when
she stated the students objective.

The students were getting their

estimations correct during the
teaching portion. They also
understood the directions very
well when they were given they
bag of leggos to estimate from
during practice.
She walked around the room
during the practice and made sure
to monitor each table to see what
estimations they got. She always
helped out the students if they
needed more instructions or
directions on what to do or how to
do it.

1. What is the teacher doing?

(Facilitating, lecturing, co-
learning, etc.)
2. How was content/concepts
presented to students? Was
there adequate explanation
of the concepts to ensure
student learning?

She was doing a lot of some

facilitating, but mostly lecturing.

She was giving the students
instructions on what they needed
to do to help find out if they were
making good estimations or bad
estimations.

3. What kinds of questions did She asked the students many

the teacher ask?
prompting questions such as:
- is this number greater than
What questions
20 and less than 70?
provided opportunities
- What was your estimation
for students to explain,
guess?
defend, compare,
- How do you know that there
evaluate?
are this many leggos in this
Did the teacher wait
container?
for responses? Probe
- Do we agree with (students
for deeper
name)?
understanding?
She waited a few seconds for the
students to respond.
4. What tasks are students
The students are constantly
doing? Did the students have looking at objects (tactile) and
the opportunity to practice
estimating how many they think
their new knowledge or
are in the container based on the
skill? Did the practice help
size of the object and the size of
support the learning
the container.
outcome?
With a little prompting on a given
5. How did the teacher manage range of numbers from 20-70, they
the learning environment?
were able to estimate numbers
(Procedures, securing
that were in this range.
attention, time on task, etc)
The teacher used a count down
technique to get the students
silent, counting down from 5 to 0.
She also instructed the students to
put their hands on their ears to

acknowledge that they were

listening, and to also put their
fingers in a x over their mouth to
show they were silent.


Feedback
3-2-1

3 Affirmations based on the observations and

evidences above
1. Great job managing the students with the
count down strategy!
2. Awesome use of the number line to help
affirm the students estimations and where
they fall on the number line.
3. The practice was very engaging, and the
students were able to learn group work skills
while passing around the bag of leggos. They
had to learn to share the bag with each other.

2 Questions for Consideration
1. What other management strategies could you
use?
2. What are some other ways to get the kids
involved during teaching?

1 Recommendation
1. I would recommend giving the students more
opportunities to ask questions about the
concept to assess if they are understanding it
or not.