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Pumpkin Lesson Plan 1
Pumpkin Lesson Plan 1
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
List of Assessments: (Write the number of the learning target associated with
each assessment)
students and teacher will do from the and making sure students are anticipatory set and directions for
minute they arrive to the minute they listening and paying attention (2 creating the pumpkins (5 minutes)
leave your classroom. Indicate the length minutes). -Students will find their spots and
of each segment of the lesson. List actual -Explain the anticipatory set to the start working on their pumpkins (1
minutes.) students (5 minutes) minute)
Indicate whether each is: - Let students start creating their -Students will trace their pumpkins
-Teacher input pumpkin and gluing on their from the stencil that is given to
-modeling shapes, straw, and feathers. (6 them and cut it along the lines (4
-questioning strategies minutes) minutes)
-guided/unguided: -As students are working ask them -Students will start gluing on their
-whole-class practice why they used certain shapes for shapes for the eyes and nose (2
-group practice the eyes and nose and bring minutes)
-individual practice attention to the shapes they used, -Students will then use a marker to
-check for understanding and ask them how the shapes are draw the mouth (2 minutes)
-other alike and how they are different (2 -Students will glue on the straw
minutes) and feathers to create hair for
-Have the student count the their pumpkins (3 minutes)
shapes that they used (1 minute) -Students will be asked by the
-Once the student is finished with teacher how many/which shapes
their pumpkin hand them the they used for their pumpkins eyes
worksheet. If students are unable and nose (2 minutes)
to read the worksheet themselves -Students will then fill out the
you can help them read it. (4 worksheet that follows along with
minutes) their pumpkin (5 minutes)
-Check each students worksheet to -Clean up (3 minutes)
make sure that it matches their -Students can share their
pumpkin (4 minutes) pumpkins with the class if they
-Clean up (5 minutes) would like to (5 minutes)
-Have students share their
pumpkins if they want to (5
minutes)
Closure Closure:
Those actions or statements by a teacher - For the students that want to share their work I will have them leave
that are designed to bring a lesson their pumpkins on the table so that I can keep them for them to show to
presentation to an appropriate conclusion. the class.
Used to help students bring things -After students are done sharing I will ask the class which shape was
together in their own minds, to make mostly used for the eyes of the pumpkins and which shape was used
sense out of what has just been taught. more for the nose.
Any Questions? No. OK, lets move on is -I will then ask the students which part of creating their pumpkin was
not closure. Closure is used: the hardest to do
To cue students to the fact that -I will end the lesson by asking if the students now have a good idea on
they have arrived at an important what they can carve on their pumpkins that they get to take home on
point in the lesson or the end of a Friday.
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation Since this is an activity where students have many choices I will make
To modify: If the activity is too advanced sure to watch students who might be struggling a little.
for a child, how will you modify it so that S and Z: I will have S and Z pick one shape to glue onto their pumpkin
they can be successful? for the eyes and nose so that they are able to work on her one-to-one
To extend: If the activity is too easy for a correspondence while counting the shapes for the worksheet.
child, how will you extend it to develop
their emerging skills?
Assessment
How will you know if students met the Assessment:
learning targets? Write a description of -(Interview): While students are working I will ask them questions such
what you were looking for in each as why did you use this shape for the eyes of your pumpkin? and How
assessment. many circles did you choose to put on your pumpkin? This will assess
immediate understanding of the shapes and one-to-one
correspondence. While interviewing the students I will be looking for
students ability to identify shapes, and their ability to group the shapes
into different groups. I will also be looking for the students ability to
share some characteristics of their pumpkin. During this time I will be
making anecdotal records to show their abilities.
-(Observation): While observing I will watch to see if students are able
to cut their pumpkin out and are able to pick different shapes for the
pumpkins eyes and nose. I will be watching to see which students have
a harder time doing this activity.
-(Finished product): Once the students turn in their pumpkins I will
make sure they followed directions and properly identified their shapes
on the worksheet that is included. I will be looking to see if students are
able to write their numbers and if they are able to write them on the
correct line.
Name: __________
My Pumpkin Has:
Yes, all lesson objectives were achieved. While looking at my anecdotal records I was able to
take note of each students ability to count with one-to-one correspondence and another anecdotal record
for student fine motor ability while they were cutting, gluing, sticking, and drawing. Students were able to
finish the center by themselves and only needed a little assistance figuring out the worksheet that went
with the pumpkin. While I was interviewing students I was able to tell that the lesson objectives were
achieved because they were able to understand the questions that I was asking them and answering them
correctly. Some students even went above and beyond and got really creative with naming their pumpkins.
After students turned in their pumpkins the worksheets were al correct but there were minor mistakes with
the direction the number faces but that is being worked on with the students through other activities. The
pumpkins turned out so good my mentor teacher is keeping them to hang up around the room for
decoration.
2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
There are not many changes I would make to this lesson because it went so well. If there were
one thing to change it would be to offer a few more types of supplies for students to put on their
pumpkins. A few students did not want to have straw as hair on their pumpkin which was fine, but a few
asked for yarn to put as their hair.
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
For my next lesson I will be creating a whole group for farm, which is where we can include
shapes that are found on a farm. When talking about a farm we can talk about how a barn is made
from a rectangle, and triangles as the roof. Also during the whole-group farm activity we will work on
and reinforce one-to-one correspondence with the students. BY creating a mural students will be able
to work with shapes and one-to-one correspondence by collaborating on one mural per table group.