Emily Reverman EDC 281 October 29, 2013 Lesson Plan

1. Grade: Preschool/Ages 3-4 Domain: Cognitive 2. Activity Name: Ten Timid Ghosts coloring/counting activity 3. Standards: CCSS.Math.Content.K.CC.B.4a: 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. 4. Goal: Students will be able to count the number of objects given to them and understand oneto-one correspondence. This skill is essential to children's development because it gives them the understanding to later perform higher level math, such as addition and subtraction. One-to-one correspondence is also important for a child to be successful when reading. This skills enables the child to understand that each word they see stands for only one word that they speak. One-toone correspondence is very important in math and reading. 5. Objectives: After reading the book Ten Timid Ghosts, by Jennifer O'Connell, students will be able to count the objects given to them, pairing each object with only one number name. 6. Content: Counting objects, one-to-one correspondence 7. Materials: Ten Timid Ghosts by Jennifer O'Connell, colored pencils, blank ghosts to color (10 per student), ten larger ghosts to hang on the wall as we read the story

Ten Timid Ghosts is a short story about 10 ghosts who live together in a haunted house. A witch finds the house and wants it all to herself so she tricks the timid ghosts into leaving. One by one, each ghost leaves until there is only one left. This ghost realizes what the witch is doing and, with the help of the nine other ghosts, is able to get their house back! 8. Instructional Procedures: a) Introduction: 1. After music and movement, the students and I will stay on the rug in a large group. 2. I will explain to them that they must be respectful when I am reading in order to see what happens in the story. I will tell them that they have to keep their hands to themselves, sit crisscross apple sauce, keep their mouth closed, and their ears open. 3. I will place ten ghosts on the board for the students to see to represent the ten ghosts in the story. I will tell them to pay attention to the number of ghosts in the story and the ghosts on the board. 4. We will count the ghosts together before beginning the story. b) Presentation: 1. I will read the story and as the ghosts disappear in the book, I will remove one from the board until there are none left. 2. Each time after removing a ghost from the board, the students and I will count the remaining ghosts together. 3. During the story, I will ask the students questions about what is happening in the book. Where do you think the ghosts are going? Will the ghosts ever get their house back? How do you think the ghosts will get their house back?

4. After reading the story, I will explain to students that they will each be receiving ten ghosts that they will be able to color. Once they receive their ghosts, they may walk quietly over to the small group tables. The students will be given the opportunity to color the ghosts and I will be asking them to count and tell me how many ghosts that they have. 5. Once they are done coloring, and after they have shown me that they are able to count them, the students may move on to planning what centers they will play at during work time. After explaining this to the class, I will begin passing out ten ghosts to each student. 6. As students are coloring their ghosts, I will walk around to the small group tables and ask them to count their ghosts for me. 9. Accommodations: There is a student in the class who is partially blind. I will bring in a second copy of the book so it is easier for him to see the pictures and words as I read. 10. Simplifications: If a student is unable to understand the one-to-one correspondence, the teacher can count with them to help or give them fewer objects to count. 11. Extensions: To expand this activity, the students would be able to paste their colored ghosts onto paper. For students who are advanced, they can write the number under each ghost until they reach ten. 12. Assessment: The assessment for this lesson will be informal. As the students are coloring their ghosts, I will walk around and ask them to count their ghosts for me. If they point to only one object for each number and give each object only one number name, then they are able to understand one-to-one correspondence.

13. Reflection: I chose this book because it was close to Halloween time and while observing in the classroom, I noticed that some of the students did not fully understand one to one correspondence. I thought that this would be a good activity to help these students gain practice and experience with one to one correspondence. I would do this activity in my own classroom in the future. It seemed to be very successful and the students enjoyed the book and coloring the ghosts. It is also a simple activity, but gives the students more practice with counting. I believe that the activity did reach the objectives for the majority of the students. Most of the students in my small group were able to successfully count to ten, pointing to one ghosts at a time as they counted. Some students required my help to count, but they were able to count each object when I helped them point. There were a few students who were unable to grasp the concept of one to one correspondence. When I tried to help these students, they were still unable to count correctly. I think that these students will be able to understand one to one correspondence if given more opportunities to practice. I do not think that the activity was either too long or too short. The story was a good length because the students did not get distracted. They were able to work at their own pace while coloring and counting their ghosts. If the activity happened to be too long, I would have not given the students the option to color. If the activity were too short, I would have given the students different numbers of ghosts to count and would have require them to count again. If I were to do this activity again, I would most likely glue the students ghosts on to a piece of paper before giving it to them. The students sometimes got their ghosts mixed up with their classmates because of the limited space at the group tables.

I had many good student/teacher interactions during this activity. Many of the students seemed happy and excited to count their ghosts for me! After one student had successfully counted his ten ghosts, he demonstrated how the ghosts kept disappearing one by one in the story. He had his ten ghosts lined up and when he took the first one away he said, "Nine!" He was able to subtract the ghosts by one correctly until he had five ghosts left. I was surprised that this student was able to subtract without having to recount each time he took one away. After teaching this lesson, I learned the importance of being prepared! I was glad that I had sets of ten ghosts counted out for each student. If I had to do this after reading the story, it would have taken too long and the students would have become inpatient. I also learned how to help each student count the ghosts based on their level of understanding. If students were unable to count the ghosts by themselves, I had to use different methods to help each student because they learn differently.