Pre-practicum 2 Lesson Template

Name: Rachael Harper

Date: 10/22/15
School: William E. Russell Elementary School Grade: Kindergarten
Starting and Ending Time: 11:45 to 12:38
OVERVIEW OF THE LESSON
MA Curriculum Frameworks incorporating the Common Core State Standards: With regard to
how this lesson fits into the big picture of the students long-term learning, which MA framework does
the lesson most clearly address?
Counting and Cardinality
Know Number Names and Count the Sequence
o Write numbers from 0 to 20. Represent a number of objects with a written numeral 012
(with 0 representing a count of no objects).
Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or strategy will
the student(s) learn and (2) how will they demonstrate that knowledge?
SWBAT utilize four different strategies to accurately count and keep track of quantities up to 20,
which they will demonstrate orally and pictorially during the group work section of the lesson.
Assessment: What specific, tangible evidence will show that each student has met this objective?
During the group work section of the lesson, students will demonstrate their ability to meet this
objective using at least one strategy through their pictorial explanations.
Academic Language Objective: By the end of the lesson, (1) what language, relating to the lesson and
lesson content, will the student(s) know or learn, and (2) how will they demonstrate that knowledge?
Refer to Read Aloud Training (Elementary) or Academic Language Training (Secondary) and to WIDA
and Three Tiers of Vocabulary Beck, Kucan, and McKeown (2002) as cited by Thaashida L. Hutton in
Three Tiers of Vocabulary and Education.
SWBAT demonstrate their knowledge of cardinality of numbers by correctly attaching a number
to a specific object.
SWBAT write numbers 0 through 12 in their counting books
Assessment: What specific, tangible evidence will show that each student has met this objective?
I will ask students to draw a picture representing the math strategy they used to solve the
problem to check their understanding of cardinality as well as their ability to write numbers 0
through 12.
Content: What are the specific details of the lessons content knowledge?
Students will become familiarized with three different methods for counting quantities up to 12.
These three methods will solidify the meaning of cardinality to the students.

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PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone else to
effectively teach the lesson and meet the lesson objectives.
Opening (20 minutes): How will you introduce the instructional objective to the students, activate
learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson content?
Introduction to math period
o As students come in from recess, I will ask them to sit in rows on the rug facing the
smartboard.
o I will then commence the unit cube activity that the students do each class.
I will ask students to tell me how many students are in the class today. (Are there
any students absent today?)
o Once I get a few answers from the students I will take off or add the appropriate number
of blocks depending on absences.
o I will then count with the students the number of unit blocks attached to one another.
o As we are counting aloud, as a class, I will use my finger to point to the block I am
counting, demonstrating the concept of cardinality.
During the counting, I will stop moving my finger up the stick and see if the
students stop counting. I will do this to see if they see that they are counting
objects, not just counting from 1 to 22.
o Once we correctly count the number of unit blocks, I will introduce the math activity.
Introduction to math lesson
o I will ask students to tell me all the ways the different ways they have learned to count
(grab and count, roll and record, counting book, and counting jar).
o I will ask students to raise their hand and explain which method they like best and why
they like it best.
o If no student mentions the counting jar, I will mention it.
o I will then ask them how Ms. Hanson wants them to show how they count
They have to draw a picture
o I will then tell them that I have another way for them to show how they counted
something.
o I will use the examples of past student work where they draw marbles in jar and put dot
in counted ones.
o I will show them my example where I put a number in each marble and count the marbles
that way (refer to example attached to document).
o I will tell them that they will able to choose the method they want to use, but each student
must draw a picture representing the method they used.
If use counting jar, then draw the counting jar
If use grab and count, the draw a picture of the objects that you counted.
If use roll and record, fill in chart (Ms. Hanson has already given them these).
If use counting book, then do exercises in counting book.
o Tell students that I will be reviewing their work during the lesson.
Bathroom break as a class (7 minutes)

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During Lesson (20 minutes): How will you direct, guide, and/or facilitate the learning process to
support the students in working toward meeting the instructional objectives?
Once students return from the bathroom, I will ask them to sit at their tables.
Once all students are seated, I will ask them to decide as a group which method they will use to
count (this is customary in Ms. Hansons class). I will remind them of their options (grab and
count, counting jar, roll and record, or counting book).
I will instruct the table leader to raise his or her hand once his or her group has decided on a
method.
If two groups desire to practice using the same method, then I will allow one group to do the
activity for 7 minutes and the other group do the activity for 7 minutes.
o The group that is not practicing its desired method will be using the new method I taught
them with the counting jar.
o If this situation arises, I will use a timer to let students know that I will be giving both
groups equal time
Before students begin, I will remind them that I will be walking around to check their work and
to raise their hand if they have any questions.
Once each group has decided upon an activity, I will walk around the room will facilitate their
learning by answering questions and reminding to use pictures (or words depending on method)
to demonstrate the strategy they are using.
Closing (13 minutes): How will you bring closure to the lesson and, by doing so, review and determine
what students have learned?
o I will remind students when there is 5 minutes left in group work, and give them 3 minutes to
clean up and show me that their table is ready to go back to the rug.
o Table is ready when all materials are put away and students are quiet.
o I will call each table individually to sit on the rug
o During this portion, I will choose a piece of student work representing each strategy and
highlight the work they did.
o I will ask students what they liked about this method and what the did not like and ask
them to explain the method they used.
o I will give the student a clap after their work is presented.
o Once we go through all the student work, I will hand the lesson back to Ms. Hanson and she will
begin the writers workshop.

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FINAL DETAILS OF THE LESSON

Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.
Before beginning the lesson, I will make sure all students will be able to see me and are sitting
a correct distance apart so they will not be tempted to touch one another.
At the beginning of the lesson, I will remind the students that I only call on my friends who
have their hands raised and are being quiet.
If students are shouting out, I will tell the students that I am calling on a certain student
because his/her hand is raised and he/she is not talking.
I will also utilize the Green rug (timeout) space if students are disrupting the class.
I will be reinforcing positive behavior when I highlight good student work during the closing
section of the lesson.
Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?
22 unit blocks connected into a stick-form
22 counting jar worksheets
22 number booklets
2 Grab and Count sets
2 Roll and record sets
1 model counting jar worksheet that I will complete
Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later time so
that the students continue to work toward the lessons overarching goal (i.e. the MA Curriculum
Framework incorporating the Common Core State Standards)?
She will continue to stress the importance of examining cardinality as well as continue using
the activities that students used that day in future lessons.

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Example of Counting Jar:

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