Lesson Planning

Waynesburg University

Pre-Instructional Planning:
The thought process that leads to the development of quality,
meaningful lesson plans

Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)
I will be teaching students at the preschool level, ages 3-5. This lesson would be best suited for whole class instruction, even though my target
group includes students who receive early intervention services. For this lesson I would have accommodations for students with special needs
such as visual supports and verbal and gestural prompting.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?
I would have the classroom teacher assist with this lesson. She/He would help as an extra support for students that need help counting the
letters in their names. Being the early intervention teacher in classrooms I do not usually take the lead, but for this lesson I would.

What is the long range goal(s) that is tied to this lesson?

The long range goal of this lesson would be for students to identify all numbers from 1-10.

What is the specific learning objective(s) for this lesson?

Students will be able to count the letters in their names. Students will then work as a whole group to graph the results of their name and their
peers’ names.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?
For this lesson it would be helpful to have students independently be able to rote count, using one to one correspondence, to at least the
number of letters they have in their names. If students are not able to do this then support will be offered.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning
maintenance lesson, or learning generalization lesson?)
This lesson would be presented as an acquisition lesson for my identified early intervention students. Many of these students have goals that
are to identify numbers, rote count, and match numbers. For typical peers in the classroom, this lesson could be considered a maintenance
lesson being that they feel more confident with these skills.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)
This lesson would be a one day lesson. If I saw that students’ attention was not being sustained, I would expand it into a two day lesson,
counting and listing the number of letters in the students’ names the first day, and actually charting the next.

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab…) AND
what materials will be needed?
This lesson would be presented in the classroom. The materials needed include nametags with the students’ names written out, a computer,
and a projector for students to see the graph that is being made.

Why are you planning to teach this lesson? Why must this information/skill be presented to the students?
This lesson would be taught because it includes concepts that are essential for students’ concrete math skills. Without these skills, it would be
impossible for students to move on to later, higher level skills.

How does this lesson relate to the PA Academic Standards?

LM 2.1: Learn about numbers, numerical representation, and simple numerical operations.
LM 2.1 B: Count up to ten objects in meaningful context with emerging one-to-one correspondence
LM 2.1.C: Understand number concepts, vocabulary, quantities and written numerals, in meaningful ways

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?
This would be an introductory lesson. This lesson could help later lessons by giving practice for number skills. This lesson would help students
with its use of visuals. Later lessons may include less supports.

How will you determine if students have met the lesson objective? (Think assessment)
I would use observation to assess students counting and number identification skills. The students would meet the lesson objective if they were
able to count the letters in their names and then identify that number on the graph independently.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group
activities, cooperative learning groups…)
This lesson would be best presented in a whole group setting. For students that really struggle, small group lessons would be planned for extra
support.

Lesson Planning
Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)
LM 2.1: Learn about numbers, numerical representation, and simple numerical operations.
LM 2.1 B: Count up to ten objects in meaningful context with emerging one-to-one correspondence
LM 2.1.C: Understand number concepts, vocabulary, quantities and written numerals, in meaningful ways

Lesson Objective(s)
(Stated in observable and measurable terms)
Students will be able to, identify and rote count numbers 1 to 10.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)
The teacher will use observation to determine if students are able to rote count the number of letters in their names and identify that number on
a graph. Early Intervention students who have number concepts as one of their goals will get these results recorded n their data collection.

Materials:
The materials that will be used include nametags with the students’ names written out, a computer, and a projector to display the graph that will
be made.

Inclusion Techniques for Students with Special Needs:

My Early Intervention students will be included as a whole group in this lesson. Extra supports that will be offered during this lesson include
visual supports, and verbal and gestural prompting. If during the lesson it is noticed that these or any other student is struggling with this
concept, future lessons will be planned where support could be offered in a small group or one-on-one setting.

Enrichment Techniques:
Excel will be used to create a classroom graph on the computer.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to
participate in the lesson):
As mentioned under inclusion techniques, verbal and gestural prompting would be used along with visual supports. For students that were not
able to locate numbers independently, I would use number flashcards and have students match the number on the graph to the number on the
flashcard.
Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
I will have all girls stand up. As a whole group, students would rote count the number of girls in the class. This sequence would be continued
with the boys in the classroom.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)
1) I will write my name on the front board. As a group, we will count the number of letters in my name. I will write that number
in numerical form on the board.

2) I will then write the classroom teacher’s name on the front board. As a group, we will count the number of letters in her/his
name.
3) I will hold up one of the classroom nametags (already written out). I will have students look at the nametag and have the
student who’s name matches the nametag come to get it. If the student cannot identify their name independently, I will tell
the name on the tag.
4) I will continue this process for the remainder of the nametags.

Guided Practice/Independent Practice/Assessment Activities

1) Once all nametags have been passed I will ask students to count the number of letters in their names.
2) When students are finished counting, I will ask them to check their neighbor’s names. At this time , myself and the
classroom teacher will circle the carpet helping students who are struggling. We will also write the number on the back of
their nametags.
3) I will then call on students one at a time to come to the front to show their names and to tell how many letters they have in
their name.
4) As a class, we will check by counting aloud the number of letters.

5) I will then graph the number using Microsoft Word. The projector will be set up so students can see what is being graphed.

6) We will continue this process with all students.

Closure:
1) I will have students use the graph and as a group we will count how many students have names with 4 letters, 5 letters, etc.
2) I will ask students what number on the graph has the tallest bar.

3) I will ask students what number on the graph has the shortest bar.

4) I will ask students if any of the numbers on the graph do not have a bar.