Teacher Candidate: Kat Marusich

Date: ___________

THE UCI LESSON PLANNER

Part 1: Classroom Information
Grade: Kindergarten

Content Area:

School: Lomarena Elementary

Group Size: 29

Mentor Teacher: Michele Dignan

Lesson Length: 20 minutes

Student Context: 21 of the 29 students are proficient in the English Language. 8 of the 29
students are expanding toward proficiency. The students SES consists of lower to upper class
families who are involved in school and educational functions (room parents, volunteers, PTA,
etc.)

Students with Special Needs

(IEP and/or 504)

Students with Other Needs

(ELL, Behavior, Struggling
Reader, etc. Math)

Identified Needs
1 IEP Occupational therapy

8 ELL Students
3 ELL Students Pull Out
2 Behavior
4 Struggling Readers

Accommodations
Occupational therapy goals,
cutting on lines, coloring in
lines, seat cushion/booster for
chair
-Monitoring throughout
lesson, check for
understanding, picture aids
-English Language
development, check for
understanding, picture aids,
repeated instructions,
monitoring
-Monitoring, reminders about
correct behavior
-Leveled readers

Part 1: Planning for the Lesson

A: Standards
i.
Key Content Standard:
K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 020
(with 0 representing a count of no objects).
K.CC.5 Count to answer how many? questions about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a
number from 120, count out that many objects.

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings,2
sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by
using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 +
3 and 5 = 4 + 1).
ii. Math Practice Standard:
MP.7 Look for and make use of structure
B. Objectives
i.
Learning Objective/Goal: The students will (DO __) to (LEARN ___).
Students will draw and count shapes to learn to make equal groups.
ii. Language Objective (transfer this from "Incorporating Academic Language"):
Students will identify the number of shapes using comparing words such are more than, less
than, or equal.
C. Assessments:
i.

Informal assessment strategies you will use during class (What evidence will you
see/hear?)
Monitoring and questioning will be used during this lesson. I will see students completing their
work and working with a partner when need be. I will hear students communicating about
equalizing groups and adding to find patterns of numbers.
ii.

Written assessment you will use to determine, for each individual student, to what
extent they have met your learning objectives. (What evidence will you collect?)
Written assessments I will use to determine if each student made progress toward the learning
goal will be to collect their math page they completed during the lesson time.
D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):
California Math Expressions Common Core pages 251-252
White board
White board marker
Clear file folder sheet

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction (2 minutes): Describe how you will 1) make connections to prior knowledge, tap
into their experiences and interests or use a hook, AND 2) let students know what the objective
of the lesson is.
-

Ask students what an equal group is.

Students partner share to discuss what an equal group is and discuss what an equal group is
Tell students we are going to be practicing making groups equal and discussing how we did that

Body of the Lesson (16 minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.
-

Draw example from top of students workbook page (pg 251) on white board without the answers
Work through example with students drawing and writing the numbers as teacher proceeds.
Guide children to see that the number of shapes in the second row and the additional number
needed are partners.
Ask, How many blocks are in the first row? Lets count them. (Count blocks aloud). How many
are there in all? Six! Good, now write 6 in the blank line next to that row of blocks. How many
blocks are in the second row? Lets count them together. 1, 2, 3, 4. There are 4 blocks in the
second row.
Ask Which group has more than the other group? Which group has less than the other group?
Call on 3 students to answer.
Tell students to match the equal numbers together by drawing a line. Now, lets match the blocks
that match. (Draw a line and say matchy matchy each time blocks match).
Ask How many blocks match? Four! Good, how many more do we need to match the first
row? Two! Great. How can I write this to show the patterns? Write the numbers 4+2. Good
job, lets try some more.
Tell students to open their practice book to page 251 and to try the rest of the problems.
Tell students they need to count the number of shapes in each line and write the number on the
lines next to them, draw a line matching the shapes to make them equal as well as writing the
number sentence that makes the two lines equal
Let students complete the next 4 problems
Review each set together

Closure (2 minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.
-

Ask students what was one thing they did that help them make groups equal? Share two answers.

Part 3: Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)
1. Describe the rich learning task(s) related to the content learning objective.
Students will count the number of blocks in each line, write the number of shapes, match shapes,
and make equal groups by drawing more shapes.
2. Language Function: How will students be communicating in relation to the content in the
learning task(s)? Identify the specific function (purpose or genre) you want to
systematically address in your lesson plan that will scaffold students to stronger disciplinary
discourse. The language function will always be a verb. Some examples are: describe,
identify, explain, justify, analyze, construct, compare, or argue.
Identify
3. Language Demands: Looking at the specific function (purpose or genre) your students will
be using, what are the language demands that you will systematically address in this lesson?
Vocabulary: Key to this lesson: equal, unequal, matching

Syntax1: These groups are equal because...

These groups are not equal because
I matched the groups by
You need ___ more.
This group has ___ more than that one.
This group has ___ less than that one.
Discourse2: Students will watch and listen to the teacher walk through the first problem,
state how many blocks are in each row, watch how the teacher matches the correct
blocks, answers how many more shapes are needed, watch how to write the number
sentence, count the number of cubes in each line, write the number of cubes in each line,
match the correct shapes, draw shapes to make equal groups, and write the number
sentence.
4. Language Objective: What is/are the language objective(s) for your lesson? (The students
will (FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR
DISCOURSE)
For example: The students will compare different types of parallelograms using transition
words such as similarly, different from or by contrast. Note: be sure to copy and paste this
into the top of the lesson planner.
Students will identify the number of shapes using comparing words such are more than, less
than, or equal.
5. What does your language objective sound like/look like for different levels of language
learners? Ask yourself, What would the students say/write when using the language
function. Remember to consider the language demands while creating sample language that
the students might use.

1
2

Start here!

Emerging

Expanding

Bridging

They are/are not equal.

There are __ shapes.

These groups are not equal.

These groups are equal.
You need __ more shapes.

These groups are not equal

because
These groups are equal
because
You need to add __ many.
The equations is...
This group has ___ more than
that one.
This group has ___ less than
that one.

Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write,
and participate in knowledge construction.

6. Language Support: What instructional strategies will you use during your lesson to teach
the specific language skill and provide support and opportunities for guided and independent
practice?
Instruction
Introduce new words and
have students tell the word to
a partner and what they think
this word means.

Guided Practice
Show/model how to complete
the problem

Independent Practice
Set norms for partner
share/interaction

Use student primary language

Equations with walk through

of how got there

Independent work on
different problems

Rephrase/revoice student
responses

Working in partners and

whole group discussion

Modeling how to complete

problems on whiteboard

7. Be sure to incorporate your ideas in #6 above into your actual lesson plan!
Assessment Notes:
* Be sure to incorporate assessment items of your targeted academic language into your
assessments.
* Be sure to review any assessments you are going to use, and consider what modifications you
may need to make for your language learners.