Lesson Plan Organizer
Kristin Sayeski Lesson Plan formatting (used with permission)
Lesson Components
Class Title:
Grade Level:
Lesson Topic:
Number of Children in Small
Group:
Link to Curriculum Standards:
I.
Originating Idea:
Teacher Directed Portion
(circle time):
Activity and Assessment:
Names: Katherine Yeacker
Description *Below is the original Lesson Plan that will be accommodated and
modified *
Early Childhood Preschool for 4-year olds
Preschool (3-4-year-old class)
Apples Small Group Counting Activity
4-6
Missouri Early Learning Standards for Mathematics:
Number and Operations
1. Uses number to show quantity
a. Shows interest in counting and quantity.
b. Develops an increasing ability to rote count in sequence
c. Counts objects with understanding
The children have recently been on a class field trip where they picked apples of many types and varieties.
The apples were available in classroom center areas for children to explore and describe similarities,
differences, and attributes of the apples (VI. Science Developmental Goal: Explore physical properties of
objects and materials.)
Children are seated in a semi-circle. The teacher tells the children that she has brought some of the apples
from the field trip to small group. The apples are all in the basket. One by one, the teacher pulls out the
apples and places them on a felt tree that is on the table, until the tree has the same number of apples as
the number of children in small group. The teacher puts on a farmer’s hat and introduces herself as an
apple farmer. The teacher begins to sing: “Farmer Kate has (number) red apples, hanging on the tree.”
With each verse, the teacher has one child remove an apple, until all the apples have been removed and
each child has an apple in their hand. Apples are counted chorally every time an apple is removed.
Then, the teacher hands each child their own basket of apples for counting. The teacher asks students:
“What is in your basket?”
After saying, “I had (number) of apples in my basket! We counted them together!” She tells the children
that they can count their own apples and poses the question: “How many apples are in your basket?”
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Lesson Plan Organizer Names: Katherine Yeacker
The children open their baskets and take out the apples.

The teacher moves from child to child, helping the children as they take out the apples and place them on
the table in front on them and begin counting. She supports children as they try to maintain one to one
correspondence. She asks the question, “How many?”

The teacher writes on a piece of chart paper how many apples each child has in their basket after the
children have finished counting them.

The teacher hangs the chart paper at children’s eye level in the classroom.

The materials used in this group activity/experience are as follows:

Visual Display in the
 Felt tree
Classroom:  Large basket
 One basket for each child in the small group
 Apples
 Paper and markers
 Tape (for hanging apple chart)
Lesson Materials:  Back up/ extra materials:
-Additional apples for children who want to count more
- Dry erase boards and markers for students who may want to write their own number of
apples in imitation of the teacher or independently

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Lesson Plan Organizer
Identification of the Class
(Population of Students,
Grade, Number of Students)
State Standards
(Write out relevant parts of the
standard applicable to your
lesson.)
IEP Goal(s)
Rationale for Instruction
(Topic—what is the specific
concept or skill you are
teaching today? Rationale—
why are you teaching this and
how does it connect to what
you taught before and will
teach in the future?)
Names: Katherine Yeacker
Population of Students:
Early Childhood, Preschool
Grade:
Preschool (ages 3-4)
Number of Students:
4-6
S1 student: A student with Williams Syndrome and moderate cognitive delay (has
modifications)
S2 student: A student with mild hearing loss (has accommodations)
*additional information in later section, see “Self-evaluation” section for further
student descriptions and accommodations and modifications*
Missouri Early Learning Standards for Mathematics connect component 1: number and operations goals
are applicable to the lesson. Process standard 1 of component 1 is that students will use numbers to show
quantity. Students will be encouraged to show interest in counting by developing an increasing ability to
rote count sequentially. Students will use numbers to count apples and show quantity.
Link to standards referenced: https://dese.mo.gov/sites/default/files/eel-el-math-
teacher.pdf
Topic:
Rationale: The children have recently been on a class field trip where they were able to pick apples of
many types and varieties. The apples have been available in classroom center areas for children to explore
and describe similarities, differences and attributes of the apples (VI. Science Developmental Goal:
Explore physical properties of objects and materials.) The application of counting can be used in further
units of learning, such as to counting during music time, reading, or when describing the environment.
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Lesson Plan Organizer
Daily Objectives
(State in operational,
measurable terms; objectives
should be directly linked to
evaluation procedures; If you
are working with a small group
or one-on-one, individual goals
may be appropriate; 1-3 goals
per lesson).
Write 3-part objectives:
(1) who, (2) will do what/the
behavior, and (3) to what
degree or criterion (condition).
Evaluation/Monitoring
(Description of how you will
evaluate student achievement
of lesson objectives; Attach
any quizzes, questions used
for assessment, or
worksheets; “Observation”—
needs to include a checklist of
specific behaviors observed.)
Names: Katherine Yeacker
Number each objective. In the Evaluation section, clearly define how you will
measure student performance of the corresponding objective.
Example: 1. Given 10 single digit addition problems, the students will correctly solve
the problems with 90% accuracy. (See the next section for corresponding
evaluation.)
1. Given a basket of apples, the students will remove apples from the basket and count to at least 6
apples out loud.
For each numbered objective, create a corresponding plan for evaluation.
Example: 1. During independent work, students will be given a 10-problem worksheet
(attached to this lesson plan). Worksheets will be graded to check for 90% accuracy.
1. After the teacher led circle time, students will be given their own baskets of
apples. The teacher will ask each student how many apples are in their basket
and observe them count the apples. The task and counting will be graded to
check that students can count to 6 apples out loud. The S1 student will be
graded to check that they can count to at least 2 apples out loud with
additional modifications, see additional information below.
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Lesson Plan Organizer
Instructional Sequence
(The Instructional Sequence
should pass the “substitute
teacher test.” That is, anyone
should be able to pick up this
lesson and teach it. Examples
and exact language should be
included.)
Overarching Instructional
Sequence
Advance
Organizer/Anticipatory Set
Demonstration/Modeling
Guided Practice
Independent Practice
Closure
Embedded Instructional
Questions
At a minimum of 3 points
within your lesson, provide
thinking questions or
opportunities for problem
solving. Prior to prompting
these questions, be sure to
have built sufficient prior
knowledge or skill that will
allow students the opportunity
to apply the new knowledge or
skill. Clearly highlight these
questions within your lesson
(bold font or yellow
highlighter).
Names: Katherine Yeacker
Teacher Does
(Identify all of the things the teacher will
do or say during the lesson)
The teacher tells the children that she has brought
some of the apples from the field trip to small
group. The apples are all in the basket. One by
one, the teacher pulls out the apples and places
them on a felt tree that is on the table, until the tree
has the same number of apples as the number of
children in small group. The teacher puts on a
farmer’s hat and introduces herself as an apple
farmer. The teacher begins to sing: “Farmer Kate
has (number) red apples, hanging on the tree.”
With each verse, the teacher has one child remove
an apple by saying “(student name) will you take
one apple from the tree and hold it nicely?” until all
the apples have been removed and each child has an
apple in their hand. Apples are counted chorally
every time an apple is removed.
The teacher then hands each child their own basket
of apples for counting. After saying, “I had
(number) of apples in my basket! We counted them
together!” She tells the children that they can count
their own apples and poses the question: “What is
in your basket?”
The teacher moves from child to child, helping the
children as they take out the apples and place them
on the table in front on them and begin counting.
Students Do
(Identify the activities, actions, and
expected responses of students) *For
additional accommodation and
modification descriptions see “Self-
evaluation” section*
Direct instruction with the S1 student can be used
before circle time begins.
Children are seated in a semi-circle for the teacher
directed portion of the lesson. The students should
connect the activity to the experience of the field
trip. The S2 student should be seated towards the
front of the group, closer to the teacher and with a
clear path of view. Throughout the lesson visual cue
cards should be presented to the S2 student. The
teacher can sign to S2 to supplement verbal
instruction.
Students help the teacher by each removing an
apple from the tree as directed by the teacher during
the song. Children will wait to remove an apple
until they are asked by name. A wait command card
can be shown to the S2 student until it is their turn
to remove an apple.
Each child receives their own basket of apples to
count. The children open their baskets and take out
the apples.
Children will respond when asked what is in their
basket, with “apples.”
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Lesson Plan Organizer Names: Katherine Yeacker
She supports children as they try to maintain one to When asked how many apples are in their basket,
one correspondence. She asks the question, “How
many apples are in the basket?”
The teacher writes on a piece of chart paper how
many apples each child has in their basket after the The children watch as the teacher writes the number
children have finished counting them.
The teacher hangs the chart paper at children’s eye
level in the classroom.
students will each count independently their apples
up to 6. Direct instruction with the S1 student can
be used. The S1 student should count 2-3 apples.
The S1 student should be encouraged to use a sing-
song form. A learning mat should be used with S1,
the student can place real apples onto the visual
representation of the apples and use the mat to
guide counting. A box organizer could also be used.
The child should be encouraged to talk through the
task. The S2 student should be given additional time
on this task. The teacher can hold up a “count”
command card or a sign asking, “how many?” with
the S2 student.
of apples from the child’s basket on a piece of chart
paper.
The children can observe their displayed apples and
the corresponding number of apples present.
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Lesson Plan Organizer
Assistive Technology
(Identify specific technology
that will be used in the lesson.
Technology can include the
use of UDL technologies that
support the learning of all
students or technology used
by one or a few students)
Materials/Equipment/Preparati
on
(list materials, attach any
worksheets or assessment
forms)
Names: Katherine Yeacker
A personal hearing aid or FM system can be used to support learning for the S2
student, additional information in the “Self-evaluation” section below.
The materials used in this group activity/experience are as follows:
 Felt tree
 Large basket
 One basket for each child in the small group
 Apples
 Paper and markers
 Tape (for hanging apple chart)
 Learning mat of apples for the S1 student (complete with the same number of
apples the student must count represented with written numbers) or box
organizer
 Music
 Visual cue cards and/or print out of instructions/ teacher lines for the S2
student
 Personal hearing aid and/ or FM system for the S2 student
 Back up/ extra materials:
-Additional apples for children who want to count more
- Dry erase boards and markers for students who may want to write their own number of
apples in imitation of the teacher or independently
-Take home coloring sheets for students and parents to work with to further use counting
skills
-Back up materials to complement the original materials for students who finish their apple
counting early
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Lesson Plan Organizer Names: Katherine Yeacker
Working with Families A progress report can be sent home to parents telling of the student’s progress with
(Identify the way(s) in which using numbers to represent quantity. The teacher can also send home a picture of
you will make connections the child by their basket, apples, and numerical representation of the apples. The
with families through this teacher could also send children home with a coloring sheet of apples for parents to
lesson. For example, are you work with children on counting the number of apples.
working on a specific IEP
skills that can be
communicated to families, is
there homework assistance or
checklist that can go home to
support the learning or is
there information about
student progress such as CBM
data that can be documented
for family information.)

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Lesson Plan Organizer
Self-evaluation
List and describe instructional
modifications or adaptations
made for student differences
(evidence-based practices,
lesson pacing, selected
content or materials, grouping,
alternative modes for
participation or evaluation,
model of instruction, specific
strategy instruction, etc.)
Names: Katherine Yeacker
Modification: The modifications listed have been developed for a student with
William’s Syndrome. This student will be referred to as student one or S1. In
addition to William’s Syndrome the student expresses a moderate cognitive delay.
Her strengths include being very outgoing, language, auditory, memory, and
musically inclined. She struggles with staying focused. Modifications implemented
for this student includes putting less apples in the basket (2-3, for example),
therefore requiring less counting. Placing 2-3 apples in the basket for counting can
also be aided using a learning mat. The learning mat can feature the same number of
apple pictures so that the child can place the real apples onto the visual
representation of the apple with 1:1 correspondence. Abstract ideas are difficult for
the student, making the task concrete allows for better understanding. Including a
written number on each of the visual representations of apples on the learning mat
allows the student to see and say “1 apple,” etc. The use of concrete objects with a
visual organizer will help this student to stay organized and focused. If apples roll on
the mat and become distracting to the student, depending on their motor skills, a
rubber mat or box organizer may be more beneficial. The box organizer would contain
separate squares for each apple with the coordinating number in each. As the
student places the apples in their boxes, she says the number and counts her apples.
This helps to keep the child focused by eliminating possible distractions. Because of
the student strengths, counting in a sing-song manner may also be a useful. The
lesson can also be paired with music. The experience should be hands on and
multisensory to help maintain interest and student attention. High interest materials
can help to keep student focus. Direct instruction before and after the teacher
directed/ circle time can be beneficial to the student. The teacher can use direct
instruction to engage the child orally, using a sing-song approach. The student will
receive additional support and one-on-one direction to aid in understanding, give
additional attention, and check for progress. The teacher can also promote the child
to talk through the task. Because the student is outgoing and verbal, the student
may be able to make associations or form memories to help with understanding as
they talk through the task. Peer interest and a social personality can help peers
serve as models and encourage the student.
Accommodation: The accommodations listed have been developed for a student with
mild hearing loss.
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Lesson Plan Organizer Names: Katherine Yeacker
This student will be referred to as student two or S2. The student can benefit from
the use of a personal hearing aid. The teacher should have extra batteries and be
aware of the positioning of the hearing aid to ensure it works effectively, children
may not be able to change batteries without help or could move and cause the
hearing aid to shift. An FM system can also be useful in the classroom for this
student. The FM system can help to enhance the teachers voice and allow for easier
communication with the student. A specialized seating arrangement can also be an
important accommodation for a student with mild hearing loss. For instance, moving
the student closer to the teacher can help to keep the student engaged and able to
experience the lesson more effectively and efficiently. The teacher can clearly
enunciate her speech as well as keep sight unblocked for the student to read lips
and social cues. The teacher should avoid covering her face with her hands, etc. so
that the student can read facial expressions. Noises within the classroom can also
be reduced. Auditory distractions can take away from the lesson, having an
accommodating environment, such as with the use of carpet or rugs to muffle
distracting sounds, can help decrease distractions. The classroom can feature
specialized lighting to help with viewing the teacher, tools, and peers. Lights, such
as flashing them to signal transitions, can also help cue the child. The lesson can be
delivered in sign language in addition to verbally and the student can be allowed to
communicate in sign language. ESL or makataan, signs and symbols, can be used to
supplement instruction and further understanding. The teacher can repeat and
rephrase information. The teacher should obtain the students attention prior to
speaking to ensure that the student is paying attention. The teacher can also do
checks for understanding. The teacher can also allow the student extra time for
evaluation. The lesson should also be supplemented visually for the student with
mild hearing loss. A vocabulary list or print out of sentences the teacher is saying
can be used. Examples of teacher lines that should be presented visually to this
student include: “Farmer Kate has (number) red apples, hanging on the tree,” “(Student name)
will you take one apple from the tree?” “What do you have in your basket?” and “How
many apples are in your basket? Let’s count them.” Additional command cards can
also be used such as wait, quiet, and listen. Another accommodation includes
allowing time for a break from listening if the student becomes overwhelmed. Charts
and light boards can help to keep the student focused, involved, and organized. The
student could benefit from peer models, for instance having peers go first can help

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Lesson Plan Organizer Names: Katherine Yeacker
model the behavior to the student.

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Lesson Plan Organizer Names: Katherine Yeacker

Co-Teaching
A one teach/ one assist co-teaching strategy could be used during this lesson. This could help to give
students additional, personalized help if needed. For instance, a student struggling with counting their
apples, could receive and additional explanation about the task or guidance with counting. The assisting
teacher could help monitor and check for understanding, then target students who need additional
assistance. The other teacher could remain teaching the lesson so that it is not interrupted or delayed for
the entire class, but the students who need help can still receive the extra help they need. The co-teacher
can help meet the needs of the student with accommodations by making sure they are actively listening,
engaged, and involved. The co-teacher can also make sure hearing aids and other resources are available
and working properly. They can also present visual aids or communicate with signs. The co-teacher can
help meet the needs of a student with modifications by giving extra one-on-one support, including before
and after the lesson to strengthen and supplement the learning of skills presented in the lesson. The co-
teacher can also help by using a sing-song manner to guide the child through the counting exercise. They
can also monitor the students success and struggle to help make any additional modifications that may
become necessary. The co-teachers can help any student who is struggling whether they have a disability
or not. Those who are not struggling will also benefit from co-teaching because it will allow the lesson to
be less interrupted and delayed. It also can offer a variety of approaches to material to better
understanding. There can also be more attention for students.

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