UMF Unit-Wide Lesson Plan Template

Name: Rachel Layman Program: ECH Course: 460

Lesson Topic/Title: Thing 1 and 2 Roll and Free Choice Small Group Large Group
Color
Lesson Date: March 5, 2020 Lesson Length: 30 minutes Grade/Age: First Grade
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences
learning experiences and performance tasks that support learners in reaching rigorous
curriculum goals based on content standards.
Learning Objective(s) Instructional Decisions /
Children will add two numbers between one and six Reasoning
to equal a number no more than 12. For this activity children will be
rolling two dice and adding the
Children will use colors to represent numbers numbers up. Adding the two
numbers helps with their addition
fluency.
The children will color the
numbers they get. If they get the
same number more than once they
should use the same color.
Content Standard(s) Instructional Decisions /
Common Core: Operations and Algebraic Reasoning
Thinking: Add and Subtract Within 20: The first objective relates to the
Add and subtract within 20, demonstrating fluency standard because 12 is a number
for addition and subtraction within 10. within 20 and most of the numbers
the children will be working with
are 10 and under.
Assessment - Uses assessment flexibly to expand and deepen understanding of learner
performance and determines best supports for continued learner growth.
Assessment Instructional Decisions /
This is a formative assessment. Reasoning
I will be looking to see that most numbers match. This is a formative assessment
Example: all the 2’s should be the same color. because it will inform me of their
Some numbers can be the same color, as long as it progress in identifying and
remains consistent. Example: 2’s and 11’s can be representing numbers. The next
the same color, but all 2’s and 11’s should be the math lesson plan will be
same color summative.
Instructional Materials and Resources - Stays current in content knowledge and expands
expertise in reviewing instructional materials from the perspectives of both the discipline
and individual learner needs.
Materials, Resources, and / or Technology Instructional Decisions /
Two foam dice each (Teacher and student) Reasoning
Thing 1 and 2 worksheet (Teacher and Student) The teacher will use two foam
Whiteboard (Teacher) dice, the worksheet, whiteboard,
Markers (Teacher) markers, and magnets to explain
Magnets (Teacher) what needs to be done for the
Coloring Utensils (Teacher and Student) activity.
The children will use two foam
dice each, the worksheet, and
something to color with.
Instructional Methods: Selects, creates, and sequences learning experiences and
performance tasks by using a variety of instructional approaches, strategies, and
technologies that make learning accessible to all learners and support learners in reaching
rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions /
Transition/Opening (3 minutes) Reasoning
Discuss that we are moving on to do our math
Vocabulary:
work.
Add
Explaining the Lesson (7 min) Addition
Put up the worksheet with magnets on the
whiteboard. Ask the children what the first thing is
that I need to do. Put my name on the paper. Questions:
Instruct the children how to do the activity. Roll What is the first thing I need to do
two foam dice and add the numbers together. on this paper?
Demonstrate this. Color in the number. Repeat the What does ____+____ equal?
process. Show the children what to do if they get What do I need to do next?
the same number. Color it in with the same color.
Ask the children to show me that they understand
with a thumbs up or a thumbs down.
Work Time (15 min)
Children will work on their worksheet. I will roam
the room and answer questions and prompting
children as needed.
Transition/Closure (3 min)
Discuss the activity we had just completed and that
it is now time for spelling.

Meeting students’ needs (differentiation, Instructional Decisions /

extensions, modifications, accommodations) Reasoning
H’s IEP states that providing wait time for them to J, H, and K have IEPs. J and H’s
comprehend the directions is necessary. Check in to IEPs are in English/Writing. K’s
ensure they understand the directions. Seating close IEP is in math.
to the teacher and frequent check ins are specified
as instructional strategies for them.

J’s IEP states that directions should be broken down

into smaller steps. Breaks should be built into the
schedule to ensure that they do not become fatigued The children who finish early have
by the academics. Positive reinforcement and
immediate feedback is helpful for keeping them on
task. Frequent check ins are also specified.
K’s IEP does not have any specific instructions at
this point in time. So frequent check ins and
individual time to instruct is used during work time.
A is color deficient. I will help him sort the
different colors and label them.
either work they need to finish
from another part of the day or
they can read a book from the
bookshelves or their reading bin.
Bringing certain children to the
reading table can be done for
various reasons: 1) The child needs
help. 2) The child is distracted and
needs a more quiet place to work
away from their peers. 3) They are
distracting their peers.

For the children who finish early they can do

leftover work or they can read a book if they have
no extra work.
Some children may be asked to go to the reading
table if they need extra help focusing or
understanding the work.

Field Course Only – Post lesson

Reflection
15 out of 17 children were present for this assignment. One of the children colored the
entirety of the paper orange. Another one of the children did the assignment with very
few numbers matching. Nine of the children did not finish the paper. Three of the
children did most of the paper correctly. A few of the numbers are colored differently.
Example: the 2’s are two different colors. Pink and brown. But they should be the same
color. One child did the entire paper correctly with colors matching or close to matching.
Example: one of the 2’s is pink and colored with marker. The other 2 is colored with
crayon and is a different shade of pink. However, it is still pink.

Overall, this lesson went very well. While on the rug the children were attentive and
engaged. While at the tables, the children talked and worked quietly. They asked
questions when they needed to and got very close to finishing their work. Most often,
when a child is not done with their work, it gets put into a small pile on their side of the
table. Some children are habitual in not finishing their work so their pile grows daily. As
the day goes on their work gets farther and farther down in the pile, making it hard for
them to get it all done.

Rationale

Common Core Teaching Standard #7:

The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners,
the community, and pedagogy to plan instruction that supports every student in meeting
rigorous learning goals.

The teacher creates a lesson using information from content areas, cross-disciplinary
skills, knowledge of students and their community, as well as knowledge of the
pedagogy. The lesson should include different types of supports for each student so they
can meet their learning goals.

Indicator a:

Individually and collaboratively selects and creates learning experiences that are
appropriate for curriculum goals and content standards, and are relevant to learners.

Creates lessons that match curriculum goals, standards, and are engaging to the students.
This can be chosen individually or with colleagues.

I met this standard and indicator because I chose a lesson that fell within our theme for
the week: Dr. Seuss. Dr. Seuss is a figure that most children are familiar with and engage
with. Having the theme for the week be Dr. Seuss creates many different possibilities for
different lesson plans and activities for the students. I also know that these children love
to color with marker. Quite often, it is not allowed due to arguing over the markers and
also the marker bleeding through the papers. Allowing them to have the option of
coloring with markers helps focus them on the task at hand.

Common Core Teaching Standard 2:

The teacher uses understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that allow each learner to reach
his/her full potential.

The teacher will use their knowledge of their students to account for differences among
them such as different needs, different views, and different cultures and their traditions.
This will allow all children to participate in all activities to the best of their abilities.

Indicator b:
Makes appropriate and timely provisions (e.g. pacing for individual rates of growth, task
demands, communication, assessment, and response modes) for individual students with
particular learning differences or needs.

The teacher prepares for certain aspects of the lesson. IEP needs, individual preferences,
etc. The teacher responds positively to each student and helps them with their individual
learning needs.

I met this standard and indicator by including IEP needs in my lesson plan and preparing
for that. I also prepared for the fact that one of my students is color deficient, therefore
having a difficult time identifying colors. I sat down with them and sorted out a few
colors with them so they could easily participate in the lesson.

Rev 8/17