UW-Platteville SoE Lesson Planning Template

Name: Jessica Pearce

Lesson Title: Number Turkeys
Grade level(s)/Course: Kindergarten
Date taught: November 19, 21, and 22, 2013
GENERAL CONTEXT
Textbook or Instructional Program referenced to guide your instruction (if any)
Title: n/a
Publisher: n/a
Date of Publication: n/a
District, school or cooperating teacher requirement or expectations that might influence your
planning or delivery of instruction.
Students have been working with ten frames, tally marks, dice, hands, and written numbers for the past
week. They have cards that have all of these items on them and have been practicing with them.
Cooperating teacher thought that this would be a good, visual project for the students to keep and be able
to look at.
Amount of time devoted each day or week in your classroom to the content or topic of your
instruction.
Three to four days a week the students work on math. Every morning, in the morning meetings, tally
marks and ten frames are worked on.
Describe how ability grouping or tracking (if any) affects your planning and teaching of this
content.
This lesson will be taught to the entire class. I will just have to walk around the classroom as they are
working to make sure everyone is working and staying on task.
List any other special features of your school or classroom that will affect the teaching of this
lesson.
n/a
INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS
Total students_ 15__
Students with Special
Needs: Category
Students with IEPs

Males 9
Females_ 6 _
Number of
Accommodations and/or pertinent IEP Objectives
Students
n/a
n/a

English Language
Learners

n/a

n/a

Gifted

n/a

n/a

504

n/a

n/a
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UW-Platteville SoE Lesson Planning Template

Students with autism

or other special needs

n/a

n/a

Students with
Behavioral Disorders

n/a

n/a

INFORMATION ABOUT THE LESSON

Standards
WI.CC.K.CC.
Counting and Cardinality
Count to tell the number of objects
K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to
begin at 1).
K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with one and
only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number of
objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a ling, a
rectangular array, or a circle, or things in a scattered configuration; given a number from 1-20, count out
that many objects.
Enduring Understanding and/or Essential Question
Students will have an understanding of how numbers can be represented by ten frames, hands, dice, and
tally marks.
Objective(s)
DOK
The students will be able to categorize the right
2
pictures with the matching number.
The students will be able to compare how the
different pictures look in comparison to the
different numbers.

The students will be able to recognize the

1
differences in the ten frames at the end of the
lesson.
Academic Language related to the lesson
n/a
Prior Learning/Prior Thinking
The students have been working with ten frames and tally marks every morning in their morning meeting.
For the past week they have also been working with a set of cards that have numbers , tally marks, hands,
ten frames, and dice on them. They have been matching the correct number in each set to all the others
(ex: the number 1 matches the hand hold the number one, the ten frame with only one dot in it, etc).

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LESSON IMPLEMENTATION
Procedures:
November 19
1. Instruct students to stand around me at my table/work spot.
2. Show the students the turkey bodies that are already cut out for them.
3. Show the students the different colored feathers they will have. Demonstrate cutting out a feather
and leaving the black line on.
4. Discuss how the students will cut out 10 feathers and on each one, they leave the black line one.
5. Call the students one-by-one to go get one sheet of each color of paper on the other side of the
table and then to start cutting once they get to their special spot.
6. As the students are working, tell them that when they are finished cutting out all ten of their
feathers, they can come back to my table spot.
7. Once all the students are at my table spot, show how each feather has a number on the top.
8. Put the numbers in order together.
9. Show the students how five feathers will go on either side of the turkeys head.
10. Demonstrate how to start, by gluing the number five on first, which is closest to his head on the
left side. When gluing, use glue bottle and ONLY put glue on the area under the dotted line. This
is where the glue goes and where the feather will stick to the back of the turkey body.
11. Then demonstrate how the students will work their way down on both sides, but they need to
make sure the numbers are in order.
12. Send the students back to their special spots.
13. Instruct students to lay out their five feathers on both sides of the turkey in order, before they start
gluing them on.
14. Allow students to glue their feathers on. Remind them it must be done carefully and not to cover
up any squares.
15. Once students are done, write their names on the back of their turykey, put their turkeys at their
table spots to dry, clean up their area of scraps, put their art boxes in their pockets, and get a book
to read.
November 21
16. Instruct all the students to stand on the carpet in their carpet spot.
17. Sing the finger-play: Heres the giant so tall, tall, tall And heres the elf so small, small, small.
The elf who is small, will try, try, try To reach the giant in the sky, sky, sky. My hands upon
head Ill place, upon my shoulders, on my face. At my waist and by my side, then behind me they
will hide. Then I will raise them way up high, let my fingers fly, fly fly. Then clap, clap, clap and
1, 2, 3 Just see how quiet they can be. Two little hands go clap, clap, clap, Two little feet go tap,
tap, tap. Two little hands go thump, thump, thump, Two little feet go jump, jump, jump. One little
body turns around, many little children sit quietly down.
18. Inform the students of my expectations of not speaking out of turn, raising our hands, following
directions, and that Work time is quiet time.
19. Anticipatory Set/Elicit Prior Knowledge: Discuss with the students the cards that they cut out
last week and have been using often. Ask them questions like the following:
-What were on all of the cards? There are five different things.
-Numbers, tally marks, dice, hands, and ten frames.
-What were you doing with all of the green cards that you had?
-Matching the tally marks, dice, hands, and ten frames with the correct number.
20. Focus/ Purpose Statement: Today we are going to work on the things we were just talking
about, numbers, tally marks, dice, hands, and ten frames. We will glue the correct picture of each
tally mark, dice, hand, and ten frame on the feather that has the same number on it. So if I had a
hand that looked like this (hold my hand up with two fingers), what feather would we glue this
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UW-Platteville SoE Lesson Planning Template

picture on? (The feather with the number two on it.)
21. Instruct the students to go to my table spot and make sure that they can see what is going on (may
have to move some students).
22. Demonstrate how they will cut out the tally mark of number one (leaving the black line on).
23. Ask the students what feather this tally mark should be glued on (the feather with the number one
written on it).
24. Show the students how the tally mark fits in the first/top box on the feather and demonstrate
(pretend) to glue it on there. Tell the students they can use their glue stick.
25. Next, show the students the hands and the hand that is holding up one finger. Cut this out and ask
where it should be glued on (the feather with number one written on it).
26. Show the students how the hand fits in the second box on the feather and demonstrate (pretend) to
glue it on there
27. Show the students the ten frame with only the one dot in it. Cut it out and ask where it should be
glued on (the feather with the number one written on it).
28. Demonstrate how the box that the ten frame is in fits perfectly in the third square on the feather
and pretend to glue it there.
29. Ask the students what went in the first box on the feather (tally marks), what comes next (hands),
what the next thing will be (ten frame) and what they think the last box might be (dice).
30. Show the students the dice with only one dot on it, cut it out, and show the students how it fits
nicely in the last box on the feather.
31. Pretend to glue it in that last box.
32. Explain to the students again how everything that they cut and glued onto the first feather shows a
picture of one and how it will look like that for all the feathers.
33. Go over the order that things will be glued on the feather (from top to bottom: tally marks, hands,
ten frame, dice) and tell them that if the box they cut out should fit perfectly inside the box on the
feather.
34. (The previous day that students had glued the numbered feathers on their turkey bodies in order
from 1-10. The turkeys should be sitting in front of you and the students names are on the backs
of their turkey.) Call the students names, give them their turkey, direct them to grab the three
different worksheets on the other side of the table, get their art boxes, and then go to their special
spots but to not start cutting yet.
35. Once everyone is at their special spot, allow the students to start cutting their pictures out and
gluing them in the correct spot. Give them reminders as they are working like the following:
-Remember to double check before you glue something onto your feathers.
-Do not cut out more than one piece at a time. You might lose them then.
-Work time is quiet time!
-If you arent sure you have something in the correct spot, count the dots/tally marks/fingers.
36. Instruct the students to only work on numbers one through five. Do not move onto numbers six
through ten.
37. When they are finished working with numbers one through five, instruct them to leave their
turkey on their table to dry, clean up scraps, write their name on the worksheets they still have
left, and bring those worksheets up to me.
38. When they have completed all of the above steps, they can get a Turkey Roll-and-color sheet and
take that to their table spot to work on.
November 22
39. Instruct the students to come stand around my table spot.
40. Discuss the turkeys they were working on the previous day.
-What were the different things that we were cutting out?
-If you cut out a ten frame with seven dots on it, what feather would it go on?
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UW-Platteville SoE Lesson Planning Template

41. Pass out the sheets the students still need to cut their items out of and instruct the students to go to
their special spots.
42. When everyone gets to their special spots, pass out their turkeys they were working on the
previous day.
43. Let the students start working on their feathers six through ten, and remind them that Work time
is quiet time.
44. When they are finished with their project, instruct them to bring their turkey up to you.
Closure:
-When everyone has completed their turkey and brought it up to be corrected, I will discuss their
turkey and what they learned. I will ask questions regarding the ten frames, tally marks, hands, and dice
like:
-How many dots are on this dice? (Cover up the dice)
-How many fingers is this hand holding up? (Cover up hand)
Differentiation
In order to assure that all students are learning in the best possible environment, I will make sure that
when I am discussing their prior knowledge at the beginning of the lesson, that all the students are
looking and paying attention. When the students are at my work-station and I am demonstrating how to
do their projects, I will make sure that the students who struggle to pay attention are up front and
kneeling. This means that they have the project and my demonstration right in front of them and they
cant be turning around and doing things that they arent supposed to be doing.
Materials and Resources
15 turkeys
15 red feathers with the number 1 on them
15 red feathers with the number 10 on them
15 orange feathers with the number 2 on them
15 orange feathers with the number 9 on them
15 yellow feathers with the number 3 on them
15 yellow feathers with the number 8 on them
15 green feathers with the number 4 on them
15 green feathers with the number 7 on them
15 blue feathers with the number 5 on them
15 blue feathers with the number 6 on them
15 sheets with dice and tally marks on them
15 sheets with hands on them
15 sheets with ten frames on them
Scissors
Glue
Classroom Management/Democratic Practices
A song will be sung at the beginning of the lesson to grab the students attention and get them to sit down
quietly. Before beginning the lesson, I will inform the students of my expectations of not speaking out of
turn, raising our hands, following directions, and that Work time is quiet time. Throughout the entire
lesson, the students will be encouraged to continue working quietly and that they are doing good work. If
they get too loud, they will be reminded that Work time is quiet time.

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UW-Platteville SoE Lesson Planning Template

ASSESSMENT
Formative
Before the lesson

During the lesson

After the lesson

I know that the students have

been working on ten frames,
hands, dice, and tally marks for
quite some time.
Walk around and check the
feathers the students are working
on.
Discussion after correcting the
turkey feathers about the
different ten frames, hands, dice,
and tally marks.

Summative
Asking the students about ten
frames and having them answer
the questions.
n/a
Check all of the students turkeys
and their feathers. Make sure the
numbers and everything look
correct.

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