Yvonne McGeough Lesson Plan 1 with Mentor Teacher Student Teaching Seminar II Professor Oakes April 12, 2013

Date: April 12, 2013 Lesson Plan Title: Identify and Counting Numbers By: Yvonne McGeough Concept/Topic to Be Taught: Increase his attention span to attend to a short activity; Identify numbers 1-10 verbally and count with one-to-one correspondence numbers 5-10. Standards Addressed: Domain 1: Approaches to Learning. 5. Demonstrate persistence a) Maintains focus on a task. Domain 5: Cognition and Knowledge of the World. Counting and Cardinality Count to tell the number of objects General Goals: Student will be able to verbally identify numbers 1-10 during the book reading. Student will learn to count 5-10 with one-to-one correspondence Specific Objectives: Student will identify the numbers 5-10 verbally. Student will be able to count with one-to-one correspondence the numbers 5-10. Required Materials: One Duck Stuck, by Phyllis Root Visuals of numbers 5-10 Five sheets of visuals of animals from the book ; 5 frogs; 6 skunks; 7 snails; 8 possums; 9 snakes and 10 dragonflies

Anticipatory Set: My mentor teacher reported to me that the student liked the book One Duck Stuck, by Phyllis Root. She also mentioned he likes to say a part in the book help, help, who can help? In order to keep him engaged I used this book. I will introduce the book to him and tell him he will help me with his favorite part of the book. Step-by-Step Procedures: Student will be introduced to the book One Duck Stuck, by Phyllis Root. Teacher will point to and read the title of the book. Teacher will begin to read the book. With every page that has a number on it; teacher will ask the student to identify the number. Teacher will also point to the animals that are on the pages for the student to also identify. (Teacher will identify the animal if student has difficulty). After the book is completed, the teacher will then have visuals of the numbers 5-10 for the student to identify.

Teacher will show the student one sheet at a time which contain visuals of the animals that were in the book. For example, there were 5 frogs in the book. The teacher will have a visual of 5 frogs on the sheet. Teacher will ask the student to count using one-to-one correspondence for each sheet that is presented to him. Teacher will direct the student if he demonstrates difficulty pointing and counting to the pictures on the sheet. Teacher will conclude the activity with having the student identify the numbers 5-10 as well as review the visuals of the animals that were in the book from 5-10 animals.

Adaptations: Accommodations: Use of visuals; prompting such as hand over hand for counting with one-to-one correspondence. Evaluation/ Assessment: Observations and anecdotal notes as well as photos of students work. Follow up: Student can hand out utensils to each of his classmates during breakfast and lunch. Student can count out loud the number of spoons, cups and/or napkins as he passes them out to each student. Extensions: Student can choose other items or manipulates in the classroom that he can identify and count using one-to-one correspondence. Integration with other Subjects: Art can be integrated with this lesson. Student can do art projects with each animal that is presented in the book. Music and movement can be integrated as well. Student can copy the movements of all the animals that are present in the book.