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The Learner(s)

Who are your learners? What is their general level of development? What are their interests and

lived experiences, and how do those connect to this lesson?

There are 17 kindergarten students in Mrs. Morris's classroom at Samuel Clemens Elementary

school. Some students have experienced preschool before kindergarten while others are just

beginning their school career and because of this the students are at a wide range of

development. Students will be active in their learning during this lesson which is

developmentally appropriate for the ranges within this classroom.

Prior Learning

What do the students already know prior to this lesson? Consider prior assessment data, teacher

observations, MAP data, or other sources that will inform you about students' strengths and areas

of growth.

The students have been learning about counting to five in different ways. They know basic

equations like 4+1 and 2+3. The students can determine how many blocks are missing off of a

five stick when they are only shown three (there are 2 missing, etc.). They have played a game

called Shake and Spill where they have five counters, double sided with red or yellow

respectively, and they shake them in a cup and spill them out in front of them. The students were

able to determine that if they have three reds and two yellows they would color three reds and

two yellows to complete their five frame. They can also recognize the numbers 0 through 5 so

they will be able to discern the numbers of the equations.

Rationale

Given your answers to the above, describe your rationale for teaching this lesson in this way to

these students.

My rationale for teaching this lesson in this form is to give the students a fun way to count to five

using a seasonally relevant activity. The students will all be able to participate in the activity

whether they come up to the front to place the big feathers on the big turkey or if they are simply

coloring the feathers on their worksheets as the big turkey is being filled in. This way, all of the

students will show evidence of their learning. The final question is their challenge question. The

first part of the equation is present but the second additive is missing so that they have to

problem solve 3 + _ = 5.

What are needed supports and/or additional challenges needed for individuals or subgroups to

demonstrate high learning outcomes? Describe connections to IEP goals if known.

Some of the students in my classroom struggle with behaving in a respectful manner. In this

instance I will ask them to stop and follow the rules though if it gets out of hand on the carpet I

will ask them to sit next to me instead of where they are currently at. This way, they can still

participate but they will be under closer watch. Regardless of their behavior I want all of the

students to participate in this task so that they will still be learning with their fellow peers. If the

students are rushing ahead and not staying on task with the group I will ask them to explain the

current problem to bring them back to the present.

Outcomes/ Goals

Standards

What relevant content and anchor standards connect to this learning experience?

CCSS.Math.Content.K.OA.A.3

Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using

objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and

5 = 4 + 1).

CCSS.Math.Content.K.OA.A.5

Fluently add and subtract within 5.

Learning Objective

What will students be able to do as a result of this learning experience? Frame your response in

an "I can" statement (kid-friendly language).

I can color the correct number of red and yellow feathers to make five.

I can explain my choice of how many red or yellow feathers I have colored.

Assessment

What are the multiple ways you will know whether your students have learned, and how deeply

they have learned? What elements of choice in showing their learning can you provide to

students? Describe formative and summative assessment strategies. Provide examples of how

you will keep track of students' learning (chart, conversational notes, rubric for analyzing student

work, etc.)

I will know that my students have learned by seeing their agreement with the student that comes

up to place the red/yellow feathers on the turkey as well as how they color their feathers on their

individual sheets. The choice that I will give to the students is how they wish to explain their

thinking about their number of red or yellow feathers. During their number talks students are

exhibiting the ability to explain why they see three dots and how they knew, or four, etc. This

activity will be a good opportunity for them to continue practicing how they knew that there

were three yellow and two red feathers or four red and one yellow, etc. For my rubric I will have

a checklist so that if the student completed their worksheet correctly they will receive a

successful checkmark next to their name.

What are the academic language demands of this lesson? From the edTPA "Making Good

Choices" handbook:

"Language demands include the oral, visual, and written language that students need to

understand and use in order to complete learning tasks successfully within your learning

segment. Academic language demands are so embedded in instructional activities that you may

take many for granted, especially when you are a subject-matter expert. It is therefore important

to examine learning tasks and consider what language your students need to

Understand (what will they need to read, listen to, think about);

They will need to think about how many red and yellow feathers will need to go on the

turkey to color its five feathers properly; they will need to listen to what we are deciding

as a class and color in the same number as we decide on as a class; they will need to read

the equation under each turkey to know how many red and yellow feathers they will

need.

Communicate (what will they need to speak about, write about, connect to); and

They will need to say verbally how many red or yellow feathers will need to be placed on

the turkey; they will need to be able to verbally explain their thinking about why there are

the certain number of red or yellow feathers; they will need to draw upon their prior

learning from their number talks and other math lessons to complete this task

successfully.

Perform (what will they need to sing, play, demonstrate, express, read, create

and expectations for acceptable forms).

The students will need to demonstrate the ability to color in the five feathers and/or

demonstrate it to the rest of the class by placing the red or yellow feathers on the turkey;

they will need to express what they are thinking and their reasoning behind the number of

red or yellow feathers they have chosen.

These language demands include a language function, important vocabulary and/or symbols,

syntax and/or discourse. The focus should be on new or partially mastered language demands

that are central to the planned learning tasks."

Materials/ Resources

Materials and Resources

What materials and resources will your students and you need for this lesson?

Red and yellow construction paper to make the big turkey feathers

Count to five turkey worksheet for the students to complete

Red and yellow crayons/markers/colored pencils for each child

Will you need to reconfigure the arrangement of the room, and if so, how?

N/A

What charts or visuals will you prepare?

I will create a large turkey to be placed on the board as well as large yellow and red feathers for

the students to demonstrate their thinking about how many red or yellow feathers they will need.

Are there particular materials or resource needs for particular individuals or subgroups?

No

How will you support and engage your students through technology?

N/A

If you're "flipping" your lesson or classroom, what online resources or learning experiences are

connected?

N/A

Procedures

Introduction

How will you engage the students in the important and essential ideas at the beginning of the

learning experience? What open-ended questions might you ask to activate their curiosity and

wonder? What connections can you make to their interests and strengths?

I will begin by reminding the students of the shake and spill game that they played with Mrs.

Morris. Then I will explain to them that the turkeys are missing their colorful tail feathers and

how we need to help them find the proper number of the correct color feathers. I will ask them

all to think about how they might explain their answers as to how many red or yellow feathers

belong on each turkey. Whether they are able to share or not is due to how much time we have,

but regardless I still want them thinking about how they would explain their thinking and express

how important that is. Then I will tell them that for each turkey one student will come up and

place the number of red or yellow feathers they think belong on the turkey in front of the rest of

the class. Then they will signal whether they agree or disagree.

Demonstration / Modeling

How will you provide interactive/ demonstrative examples of the activities and expectations of

the learning experience? (Modeling, reviewing norms for group work, co-constructing a rubric

for self assessment, other?)

I will have the first student come up to model the number of turkey feathers needed for the first

turkey. This student will demonstrate placing the feathers in the blank spaced provided for them.

Then I will ask this student to explain their thinking for the rest of their classmates (modeling

thinking strategies.)

How will your students work individually or collaboratively with the ideas of the lesson? What

will you do to support and probe their thinking as they engage with ideas?

I will then proceed by asking one or two students to explain how they thought differently about

the problem (if there are any) before moving on to the next turkey. The students will not all have

the opportunity to come up to the front to demonstrate placing the turkey feathers on the turkey

but if they do not get a turn to model this time, they will next time (this is an idea already

explained to them by Mrs. Morris so the students know that this is the way it will be). Once the

one student places the feathers and explains their thinking then as a class the students will all

color in the number of yellow or red feathers respectively.

How will students exchange and share their work? How will you select students for sharing, and

how do you anticipate that you will connect their individual or group work with the learning

objectives and assessment methods?

The students will be sharing their ideas and their work throughout the entire lesson when they

share how they came to the conclusion of the number of feathers needed to complete each

turkey. I will call on students as when they raise their hands quietly and respectfully. If other

students really want to share but are not exhibiting proper behavior I will praise the students that

are exhibiting good behavior so that the others will follow suit (this is a technique that Mrs.

Morris employs and I find that it is quite effective).

Closure/ Transition

How will you adjourn the learning opportunity and make an effective transition, both to the next

time that students will engage with the ideas as well as to the next moment of the day?

I will end the lesson by reminding them that there are many ways to make the number five and

there are many strategies that we can use to determine how to do so. Then I will ask them to

place their papers in the center of the rug and line up for their next session (It could be library or

art or computers).

How can you flexibly adapt your plan if you run out of time or if things go more quickly than

you anticipate?

If I run out of time I will end here. If I end up with extra time I will take the feathers and

alternate red, yellow, red, yellow, red and ask the students how many red feathers and yellow

feathers they see. Then I will do red, red, yellow, yellow, red and repeat the question. This will

engage their thinking that even if the feathers are rearranged, they are still the same number of

feathers on the turkey.

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