Spring 2014

Sem I-ECED372

LESSON PLAN OUTLINE

JMU Elementary Education Program
The following information should be included in the header of the lesson plan:
Stephanie Dean
Christy Mozingo, Clymore Elementary School
March 16 at 9:00 AM
February 26

TITLE OF LESSON St. Patricks Day Sensory Play with Numbers

CONTEXT OF LESSON

My cooperating teacher informed me that her students are working on counting to and
identifying numbers up to ten. It will be good practice for them to have the number in their hand and
then count out the same number of coins. When I was in the classroom observing, I found that some
students struggled to get past observing the number 8. This is appropriate because not only are they
seeing what the number looks like, but they are also seeing that number in a quantity.
When I was observing, the students in center time I noticed them trying to count out blocks or
squares. Some of them could count fluently to ten while others struggled and were a bit hesitant. I
hope that this lesson will help cement this knowledge in their minds.
During out workshop, the students will be immersed in a St. Patricks Day Theme. The idea of what
this holiday is about will have already been introduced before I implement this lesson. My
cooperating teacher also told me that they are still focusing on recognizing numbers 1-10.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will draw a number out of
the rice tub and will tell me what number
they have in their hand.

2. The students will count out the

corresponding number of gold coins to
match it with their number.

3) The students will then draw tally marks

to correspond to their number.

Assessment
1) I will listen and watch for the number that the child pulls out of the rice
tub. If they do not voluntarily vocalize what number they got, I will ask
What number did you pull out of the tub? If necessary, I will try and
help the student figure out what number he or she has. I will record this
information on the attached data collection instrument.
2) I will observe and see how many coins the child gets to correspond
with his or her number. I will note if the child has pulled out the correct
number or if they have pulled out less or more than what is needed. I
will have the child count out the number of coins he or she chose and ask
them if it matches their number. If necessary I will assist the child in
counting out the correct number of coins.
3) I will then watch and see if the child is able to link his or her tally
marks with the number. If necessary, I will assist and help the child when
needed. The information will be recorded on the attached data collection
instrument.

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COLLECTION OF ASSESSMENT DATA

RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool)

MATH:
1) K.2 The student, given a set containing 15 or fewer concrete objects, will
a) Tell how many are in the set by counting the number of objects orally;
b) Write the numeral to tell how many are in the set; and
c) Select the corresponding numeral from a given set of numerals.
2) K.13 The student will gather data by counting and tallying.
MATERIALS NEEDED
1) Small Tub (Me)
2) Rice (Me)
3) Green Beads (Me)
4) Magnet Numbers (Or something similar) (Me)
5) Gold Coins
6) Paper For Tallying (Me)
7) Pencils (Me)
8) Instruction cards (Me)
9) Camera (Me)
10) Small dustpan / broom (Me)
PROCEDURE

Preparation of learning environment- To set up this activity, I will put the materials on a table
so that the children can easily reach the rice tub. I will put the numbers in the rice tub before the
students come over to participate. I will put a piece of paper and a pencil at each students spot
on the table for them to tally their numbers. After each student has arrived at his or her seat, I
will pass out the gold coins to them, to prevent them from falling on the floor when they first sit
down.
Engagement and introduction of the lesson- I will first review about St. Patricks Day and
give them a bit more background knowledge on the holiday: St. Patrick's Day is celebrated
wherever Irish people live, including in the United States. It is a cultural and religious
celebration held on 17 March, the traditional death date of Saint Patrick, the major saint of
Ireland. After this, I will ask if they want to go digging for leprechaun gold. I will be setting up
the theme as a treasure hunt. Then I will explain that whatever number they draw out of the rice
tub, they have to choose that same number of gold coins. Afterward, they will have to tally the
correct number as well on their paper. (May need to review what tallying is/how to do it). They
will take turns during this process and if need be, they can help one another.
Implementation of the lesson - As the students pull out their numbers, I will ask them if they
can tell me what number they have. If they answer, I will ask them to count out that same
number of gold coins as well as write out that numeral on a piece of paper. If they are unable to
identify it, I will give help when needed. If some students seem advanced and find this too easy,
I will ask if they can tell the number that is one more than what they drew out. I will then
instruct the students to lay out their gold coins with their number beside it and count the number
of coins out loud and point to each one. The coins will then be put aside with the number and
the students will draw out another number and correlate that number of coins again. Once again,
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I will have them tally it on their paper. I can ask the question is the first number they had was
more or less than the number they have now.
Closure- As we transition, I will have the students help me clean up the numbers and coins and
put them back in their place. Then I will say, Class, class, to which they respond, Yes, yes.
This is an attention grabber that they are already familiar with since they use it in class. I will
have the students ask me any questions they have on the lesson if they need any clarification. I
can also have the students tell me if they liked or disliked the lesson. Then they can tell me what
they specifically what they liked or did not. I will also have them explain to me what they did in
the lesson and why it was helpful. I will explain that the main reason for doing this game was to
help the students in counting, identifying, and tallying their numbers.
Clean-up

DIFFERENTIATION
To differentiate among the students, I will have numbers ranging 1-20 for the magnets. The students
who are struggling a bit with the lesson will do the numbers 1-10. For the students who are a bit more
proficient in the lesson, I will have the students do numbers 10-20. I can also ask some of the students
who seem comfortable with the lesson to give the ordinal number of the number they pull out. If
children are still unsure of the lesson, I can demonstrate first and have them watch me. I can also help
the students count out their coins if this is something they struggle with. We can also review counting
from 1 to 20 or 1 to 10 before we begin the lesson just to get the kids started. The students will also be
split into different color groups depending on the level they are at: red is the lowest, followed by
yellow, green, blue, purple, and pink, with pink being the highest.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
I will need to have paper towels on hand in case the rice spills or some sort of broom and dustpan. The
children could accidentally knock over the rice tub and spill it so I will make sure that before we begin, it is out of their
reach. I will also not pass out the coins until necessary to avoid the spilling of those as well. Kids could also have
confusion about the lesson itself so I will make sure that I explain the lesson thoroughly. The students may also be
very excited at this lesson and will get loud; I will need to remind them to use their inside voices so that they wont
disrupt the other groups in the class. They also may not know the correct numbers and not be able to count the coins,
which I will assist them with by helping them count.

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A COPY OF THE DATA COLLECTION INSTRUMENT MUST BE ATTACHED TO THIS DOCUMENT.

Lesson Plan Reflection

As soon as possible after teaching your lesson, reflect on the experience. Use the questions/prompts below to guide
your thinking. Be thorough in your reflection and use specific examples to support your insights.

A. How did your actual lesson differ from your plans? Describe the changes you made & explain why you made
them. Be thorough & specific in your description. (3 pts)

B. Evaluate the impact of the lesson based on your plan for assessing learning and the individual data you
collected on each objective. Cite multiple examples of student behavior & language that document your
conclusions. (8 pts)

C. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to present this lesson again. (2 pts)

D. If you were the teacher in this classroom, what follow-up experiences would you plan? (Develop your answer
based on the data that was collected and your observations during the lesson.) (2 pts)

E1. Share something you learned about young children as a result of planning and conducting the activity. Relate
this new knowledge to principles of child development or appropriate curriculum from your ELED 308 and
ECED 372 courses. (2 pts)

E2. Share something you learned about teaching as a result of planning and conducting this activity. Describe
how you will apply this new knowledge to upcoming opportunities for developing learning experiences for
children. (6 pts)

E3. Share something you learned about yourself as a result of planning & conducting this activity? (2 pts)

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