Direct Instruction Lesson Plan Template

Topic: Math-numbers Grade Level: BYU-I Student Name: Sadie Jackson

Preschool

Lesson Type: Re-teaching Performance Group Size: Small

Level: Below

CCSS: K.CC.C.7 Compare two numbers between 1 and 10 presented as written numbers.

Objective/s: Student
Students will be able to use the playdough to correctly form numbers 1-10.

Assessment Plan: Curricular assessment: Students will be given printouts of numbers and
will be asked to shape the playdough to fit the number on the page.
Language assessment: Ask the students to identify each number.

Key vocabulary terms and definitions:

1. Playdough-modeling compound for children.
Materials:
● Numbers printouts
● Playdough (red, blue, and green)

Technology Integration: None

Differentiation/Accommodations: None

Extend Support

Management

Behavioral Transitions: Fast Finishers:

Expectations: Have students push in Students who finish early can be
1. Students will follow their chairs and walk to the given a new paper to make a new
my instructions and form next station. number.
the playdough to fit the
number on their paper.
Attention Signal Material Management Grouping
(Regain Student Pass out a number The lesson will be a small group of
Focus) worksheet to each student 2-3 students.
Teacher: “One, two, and a can of playdough to
three, eyes on me!” each.
Students: “One, two,
eyes on you!”

Sequence of Lesson

Time What the teacher is doing What the students are doing

1 Orientation (Anticipatory Set, Attention Each student will listen to me talk

minutes Grabber, Hook) and explain what we are doing.
Invite each student to the table and explain
what we will be doing for the activity.

1 Activate Prior Knowledge Students will raise their hands

minutes Ask the students what numbers they recognize and wait to be called on to give
on the worksheets to see what numbers they their responses.
know better than others.
3 Input & Modeling (Sequential step-by-step
minutes instruction) Students will participate and
work with the playdough.
“I do” Explain to the students how to take a
worksheet and model the number on the
worksheet in front of them.

“We do” I will hand out number worksheets to

the rest of the kids and we will all work on
shaping the numbers together.

“You do” Give each student a paper and have

them do it on their own.

Check for understanding (Needed Students will answer questions.

throughout the lesson procedures, not just
at this point, but also after guided practice.)

Ask questions throughout the lesson to help

the students vocalize their thought process.
For example, “What number are you making
right now?” Also check for understanding
during the “we do” section of the input and
modeling by ensuring students are
understanding the numbers.
Guided practice: (Tell how you check
understanding of each student during
guided practice.)

Ask the students if they are understanding

everything and answer any questions that they
may have.

Closure/Summary:

Do a quick review. Make sure they understand

the differences between the numbers they are
making.

Independent practice:

Work on each worksheet individually with the

number on the sheet.

To be collected:

We will collect the students number worksheet

to be used for the next group and collect the
playdough once they are finished.
Reflection: To be typed in a separate 4 paragraph paper and handed within a week after lesson is taught.

1. Whether the students were able to do what your objectives said- Cite evidence in your paper.
 2. What went well during the
lesson and why it did so- Give specific examples of what happened during the lesson so that a person who was not there could
“see it” in their mind’s eye.
 3. Explain specifics of what you would want to improve if you were able to do this same lesson again
and general ideas learned from this lesson that will help your future lessons go even better. Give specific examples of what
happened during the lesson so that a person who was not there could “see it” in their mind’s eye.