General Lesson Plan Template with Guiding Questions
Directions:Â For day-to-day planning, use this template. Read and check off the questions that you have addressed in the respective section of the lesson plan.
| Pre-planning:Â Complete this section in order to prepare all the necessary research, expectation-setting, and resources prior to lesson planning.
Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff in order to successfully complete this section. |
| Standard(s)Â : (no more than 2-3 standards) |
| CCSS.MATH.CONTENT.NY K.OA.3Â Decompose numbers less than or equal to 10 into pairs in more than one way. Record each decomposition by drawing or equation. Also NY K.CC.4 The secondary standard is KSL6: Express thoughts, feelings, and ideas. |
| Lesson Objective(s): What will students know or be able to do by the end of the lesson? |
| · Students will show more than one way to make 5 by using two-color counters.
· Students will be able to interpret and explain how to make 5. · Students will understand the concepts to make 5 by two different groups by using worksheets. · Students will be able to apply and use appropriate vocabulary, for addition for making five by answering the questions providing by the teacher. |
| Connections to Prior Learning:Â What prior content, concepts, and/or skills does this lesson build upon? |
| K.CC.1 – Count to 20
NY-K.CC.3 – Understand the relationship between numbers and quantities to 10; connect count to cardinality Listening. Comprehension. Knowledge of numbers. Counting |
| Assessments: How will you measure progress towards the objective? What criteria will you use? |
| I will:
• Observe students’ assess their understanding of the lesson content. • Support students who are not understanding clear (counting together with them). • Observe students if they are able to make different ways to make 5 and ï¬nd the total amount. |
| Differentiation:Â How will you adapt the content, process, and/or products to meet so all students can be successful? |
| I can adapt the content in order for students to be successful by
– Using a 5-frame with a small icon in each corner in place of a hand as the vocabulary may present challenges |
| Materials: Provide links to any resources that are being utilized during lesson facilitation. This can include, but is not limited to, PowerPoint/Slide Deck, worksheets, reading material, videos/images, etc. |
| · Scott Foresman, Math 2016 Common Core Student Edition Grade K Volume 1
· I Can Say My Number Pairs 5 | Math Song for Kids | Number Bonds | Jack Hartmann https://www.youtube.com/watch?v=zija7aVmziY · Math Board · Markers · Worksheets · Pencils · Crayons · Two-color counter · Index cards
|
| Lesson Planning:Â Complete this section in order to prepare and organize all the necessary scripting, directions, routines/procedures, questioning, differentiation, and materials to facilitate the lesson for students.
Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff in order to successfully complete this section. |
|
| First Five:Â (5 minutes)
· How will students enter the classroom and get prepared to learn? · What initial task will students perform that aligns to the objective(s)? How will you review it? |
|
| Teacher Actions | Student Actions |
| • Tell students they will be learning today how to make 5 in different ways
• Remember for learners how to show the numbers of things: by hand or by mouth (just say). • Ask students to show the same number as the number of flowers by their hands. • Ask students to show the same number as the number of windows by hands · Ask students to show the same number as the number of tables |
• Listening the lesson introduction
• Show number 3 by their fingers • Answer the question by showing the number 2 by their hands • Answering the question by showing the number 1 by their hands
|
| Introduction of New Material:Â (10 minutes)
· How will you build upon the skills/content of recent lessons? · How will you convey the knowledge and/or skills of the lesson (explaining, modeling, coaching, inquiry)? · What will students be doing to process this information? |
|
| Teacher Actions | Student Actions |
| · Tell students: “Today we will show the different ways to make 5 using countersâ€
• Echo count from 1–5. |
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