CEP Lesson Plan Form

Teacher: Mackenzie Roberts Date: February 20, 2019

School: Beattie Grade Level: Kindergarten Content Area: Centers – Math and Literacy enrichment
Title: Where are my mittens? Lesson #:_2_ of _8_

Lesson Idea/Topic This lesson will help reiterate the learning of counting by two’s, and of
and rhyming. It is about mittens which have to do with winter and the
Rational/Relevance: weather we are currently experiencing.
Student Profile: This lesson will be taught to all the full day students in the
kindergarten class, which means 18 students. These children are pretty
similar in abilities. One has an identified IEP for speech, another is in
the process of being evaluated for one as well. 9 students are girls, 9
students are boys. After having we had 3 new students join the class in
January, and one left at the end of the month, we are starting to return
to normalcy.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Mathematics. 1. Number Sense, Properties, and Operations. 1. Whole numbers can be used to name, count, represent, and order
quantity. a. Use number names and the count sequence. ii. Count forward beginning from a given number within the known sequence.

Mathematics. 1. Number Sense, Properties, and Operations. 1. Whole numbers can be used to name, count, represent, and order
quantity. a. Use number names and the count sequence. iii. Write numbers from 0 to 20. Represent a number of objects with a written
numeral 0-20.

Mathematics. 1. Number Sense, Properties, and Operations. 2. Composing and decomposing quantity forms the foundation for
addition and subtraction. c. Compose and decompose numbers 11–19 to gain foundations for place value using objects and drawings.

Reading, Writing, and Communicating. 1. Oral Expression and Listening. 3. Vocal sounds produce words and meaning to create early
knowledge of phonemic awareness. a. Identify and create rhyming words.

Understandings: (Big Ideas)

What happens when two quantities are combined?

Evidence Outcomes: (Learning Targets)

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CEP Lesson Plan Form

Every student will be able to: Count by two’s up to 12, hear 3 pairs of rhyming words in a story.
I can: count by two’s and recognize rhymes in a story.
This means: counting the mitten’s and coloring words that rhyme in “Where are my mittens?”
List of Assessments: (Write the number of the learning target associated with each assessment)
The children will be assessed on if they are able to hear the rhyme while reading, and if they can count the mittens by twos.

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CEP Lesson Plan Form
Planned Lesson Activities
Name and Purpose of Lesson
Co-Teaching
Will co-teaching models be utilized in this
lesson? Yes _X__ No ___
Approx. Time and Materials
Anticipatory Set
Procedures
Colorado State University College of Health and Human Sciences
Where are my mittens?
This is a supplementary piece for the children to do in the afternoon to reiterate
learning.
Which model(s) will be used?
Station Teaching
Why did you choose this model(s) and what are the teachers’ roles?
The children rotate through the stations throughout the week. The other teachers are
doing their stations, with one independent station. This way each child is able to do
each activity, in small groups differentiated for them more specifically.
30 minutes
The children will be given their booklet to make their book
Each child will need scissors, 5 pairs
Crayons
Glue stick for each child, 5 of them
Stapler for teachers use
The strategy I intend to use is: Reading a book to the whole group
I am using this strategy here because: To calm the children after recess
The strategy I intend to use is: direct instruction
I am using this strategy here because: there are steps that the children would not get
on their own, they are able to do most of it by themselves as long as I tell them the
steps and what we’re doing.
Teacher and Student Actions Data Collected
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CEP Lesson Plan Form

First, I will present the children with the book. I will

tell them to write their name on the front and cut out
the mitten squares and the large mitten.

I will give the children time to do this. After they are Notice who is able to
all mostly done, I will ask them to look at the next read, or trying, or not
page and have them read it with me. trying.

Then the children can glue the mittens on their spot.

Then cut out those two pages.

I will repeat this with the children until all the pages
are done. Then I’ll help them put the story in order Who is able to put the
based on the page number and staple it for them. story in order?

After that we will re-read the story, I will read two Who can hear the
pages at a time and ask them to listen for the rhyming rhyming?
words. Once they identify the rhyming words, I’ll have
them highlight the words.

This will happen with all the pairs of pages. Then we’ll
talk about counting the mittens.

We will write the number of mittens so far in the book, Noticing who gets the
on the page, then talk about how it’s increasing by two counting by twos.
each time since mittens come in pairs of two.

If there is time the children will be able to color their Notice how precise the
book. children color.

Closure The strategy I intend to use is: Once all the steps are complete, I will tell the
children if they are happy with their book, they can help stack chairs or head out to
recess if someone is out there already.

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CEP Lesson Plan Form

I am using this strategy here because: It wraps up the lesson and transitions the
children to the next step.
Differentiation Content Process Product Environment
Modifications: For groups
who aren’t as
good with
scissors, to
save time I
can help them
with some
cutting.
Extensions: Children who
can read the
book on their
own and did a
good job of
rhyming with
be asked to
write more
rhyming
words on the
back.
Assessment No formal assessment will happen, there will be observations along the way of how
the children are doing on the standards.

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