Special Education

Lesson Plan Template

Overview

Teacher(s): Ali Subject: Math Grade: Kindergarten

McNamara

Lesson length: 15 Lesson Topic/Unit: Number Identification practice

minutes

Learning Objectives:
I. By the end of this lesson, students II. By the end of this lesson, students III. I will know that students have met
will know: will be able to: this objective when:

The student will know what the number The student will be able to identify the The students have met the objective
2 looks like. The student will know what number 2 and the number 3. The when they identify 2 and 3 with 80%
the number 3 looks like. student will be able to distinguish accuracy and distinguish between the
between the numbers 2 and 3. numbers with 80% accuracy. This may
not happen at the end of just one of
these lessons.

IV. Essential question(s) for students to answer

What do numbers look like? How is a 2 different from a 3?

State Standards:
In this section, identify and list the VA SOLs standards (or other) that are addressed in this lesson.

K.1 The student will

a) tell how many are in a given set of 20 or fewer objects by counting orally; and

b) read, write, and represent numbers from 0 through 20.

Context for Learning/Background Information

Situating the Lesson: In this section, list/describe topics of previous lessons related to the topic of this lesson that
students should be familiar with.

This student has been working on number recognition for a few weeks now as we had to go back to basics and work on his
number recognition foundation before he could be expected to make any progress in his other math work. The student is
rather temperamental when it comes to doing work, often choosing to not do anything, making up excuses rather than doing
work. For this reason, this math intervention has been decidedly active and fun, mostly accomplished through games to get
repeated exposure of numbers that the student would not get bored of.

Lesson Content: In this section, briefly list/describe the content of the current lesson. (2-3 sentences)
We will be reviewing the shape of numbers 2 and 3, a rhyme to help us remember them, and then playing 2 games to practice
identifying them and distinguishing between the two. We might be able to record how many the student successfully identifies
on a chart. If there is extra time we will do a color-by-numbers sheet to finish off as the student loves to color.

Lesson Rationale: In this section, describe why students need this lesson the way you have planned it. What are you
offering them? What needs are you addressing? (2-3 sentences)

See “Situation the lesson” for explanation of why the student needs this lesson!

Individualized Instruction

IEP Goals: In this section, list the IEP goals that this lesson addresses. You can list them by student/pseudonym.
Student W Goals:
- accurately point to familiar text when reading single syllable words
- find requested words in text (not IEP, but goal)
- 10+ sight words
- ID Beginning sounds in words (using chart with letter choices, needs fewer choices)

IEP Accommodations: In this section, list the classroom & teaching accommodations that must be provided. You can
list them as accommodations or by student/pseudonym.

Student W:
Access to additional adult in the room during instruction time

Accommodations for Students from Diverse Cultural &/or Linguistic Backgrounds: In this section,
list any relevant accommodations or other information that you will provide given unique student needs arising from their
cultural or linguistic backgrounds.

Co-Teaching & Collaboration

Co-Teaching: In this section, select the co-teaching Grouping: In this section, describe the way(s) in which
format that you will be using in this lesson. students will be assigned to instructional groups. Which
Check one or more. It is possible to use several strategies teacher will lead/instruct each group?
during a lesson.
In this lesson, we will be working with one group, as
typically my mentor teacher only ever works with one group
X One Teach, One Support at a time while pushing into a classroom. I will be leading
the lesson, my mentor teacher will be providing additional
☐ Station Teaching supports to some students. This lesson will be just a one-on-
☐ Team Teaching one lesson, so my Mentor Teacher will remain in the
classroom while I pull the one student into our room to work.
☐ Alternative Teaching

☐ Parallel Teaching

What is each teacher’s role within the model(s) you selected?

Assessment of Student Learning

Assessment Procedures: In this section, describe the assessment procedures that will be used to measure learning of
the objective(s). Assessment procedure must be concrete and tangible, and teacher observation (without a record of it) is
unacceptable. Attach assessment probe or checklist to lesson plan. Multiple forms of assessment are strongly encouraged.

Assessment Type(s): In this Assessment Criteria: In this Feedback: In this section, describe
section, describe how you will assess section, describe how students will what feedback from the assessment(s)
students. demonstrate mastery on your you will give students and how you will
assessment(s). give it to them.
Formative assessment. If we
have time, we might be able to The student’s ability to Feedback is really important for
get to an activity that will track accurately identify numbers 2 this lesson, and will be given
this student’s accuracy for # and 3. Distinguishing between throughout the lesson. I will be
identification. This will be the two numbers in a variety of modeling self-talk and will be
marked on a table, and will activities. encourage the student to talk
essentially serve as a bar graph about what they’re doing. I will
as the student progresses. be trying to engage in
conversation with the student
about how they know what the
number is. At the end, if we had
time to fill out the chart, I will
talk with the student about how
this will show how much he is
learning.

Materials & Resources

Teacher Materials (I need): Attach teacher Student Materials (They need): Attach ALL student
instructional materials to lesson plan submission. If you are instructional materials to lesson plan (i.e., worksheet,
using a SMARTBoard during lesson, include a file with graphic organizer, test/quiz, etc).
materials (saved as a pdf). If you are using external websites,
videos, etc, list the links below. Tool box for crayons.
Number pages.
Plastic page cover for each paper.
Dry erase marker.

Number cards.
Basket to put numbers in when sorting.

Bucket of number gumballs

Gumball paper to color when done.

Behavior Management

General Concerns: What routines Specific Concerns: Are there any Feedback: How will you provide
are already in place to help you specific antecedents, unique situations, feedback to students about their
manage student behavior/keep students or other student behavior concerns that behavior during this lesson?
focused & on task? may impact this lesson? Indicate how
you are planning to confront those Feedback will be provided as
The student already is somewhat concerns. frequently as possible to
used to practicing number highlight the students good
I am slightly concerned that this
identification during math time student will be resistant. He has work, thinking, participation,
through several games. He good and bad days in terms of and enthusiasm. These are all
knows that if he doesn’t participation. To be prepared for the things I want to encourage
participate he won’t be able to a bad day, I will have the from this student. Feedback will
get a skittle at the end. skittles out on the table so that also be provided to highlight his
he can physically see his accuracy in identifying
reward. I will explain that he numbers.
can earn a skittle when we finish
each part of the lesson; 3 skittles
total.
Preparing Students for Instructional Content
Estimated time:

Review of prerequisite skills: In this section, identify Student-Friendly Objective: Re-state the lesson’s
any skills or content that you will review with students prior learning objective in student-friendly language.
to new instruction. This could be the warm-up, “do now”, or
other introductory part of lesson that reviews prior learning. I can find the number 2
I can find the number 3
We will not be reviewing prerequisite skills.
Essential Vocabulary
Estimated time:
Reviewing vocabulary: In this section, identify any Pre-teaching vocabulary: In this section, identify any
vocabulary that must be reviewed or re-taught. vocabulary you need to introduce or pre-teach ahead of the
main lesson. If this is a vocabulary-centered lesson, skip
We will not be reviewing vocabulary for this this section.
lesson.
There is no vocabulary to pre-teach.

Instruction
Estimated time:

Direct Instruction (I DO): In Guided Practice (WE DO): In Independent Practice (YOU
this section, describe the direct this section, describe the practice that DO): In this section, describe the
instruction that will be provided. How students will be provided with. Include independent practice students will
will you model/demonstrate ideas? how you will determine that students complete.
How will you use “think aloud” and are ready to independently practice.
cognitive modeling? The student will then trace the
The student will then trace the number on his own with the
I will show the student the first number with their finger. I will marker. We will both say the
number page (2). I will show say the poem that goes along rhyme together while he is
him how this page will help us with it while they do it. Then doing it.
learn and remember what a 2 they will trace it with a marker,
looks like. I will hold the marker too to
guide him, and we will both say
This part shows me how to write the poem together.
a two. I can practice with my
finger. I know I have to start
where the happy sun is. Then I
follow the dotted line to finish
writing the number 2.

I can also practice writing the

number 2 with a marker, like
this. (talk through same steps
again) REPEAT WITH NUMBER 3

REPEAT WITH NUMBER 3 The student and I will sort 1 or 2 REPEAT WITH NUMBER 3
cards together. I will ask him
Then I will bring out the number questions like “is it going The student will then complete
sort. (The student is VERY around 2 trees? Is there a the sort on his own. I will
familiar with sorts, so not much straight line on the bottom? provide feedback if the student
explanation is needed for this). I How many bumps are there?” to sorts incorrectly.
will demonstrate sorting a 3 in help the student figure it out.
the right spot “i know this is a
three because I can see that it
goes around the tree twice.
There are no railroad tracks on
the bottom!” and then put it in
the right spot.
There is no ‘we-do” for this
part.
Mad Minute (or 3 minutes)

I will tell the student that this is The student starts after I start a
a fun new challenge. We are timer and plays for 3 minutes.
trying to see how many At the end we count how many
gumballs we can say correctly gumballs he got right and
in a short time! I will celebrate!
demonstrate by taking out one
gumball at a time and saying the
number that it is, after I identify
it I put it on the table. If i get the
gumball wrong I say “pop!” and
put it back in the bucket. When I
am playing this, I can look back
at my number pages to help me
remember which number is 2
and which number is 3 if I
forget. But I am trying to be as
quick as I can so I am not going
to look back every single time!

Closure
Estimated time:

Lesson Review: In this section, Forward Look: In this section, link Homework: Describe any
review the learning that occurred this lesson to future learning. State how homework assignments. Use N/A if
during the lesson. Be specific and ask this lesson is related to the next lesson there is no homework assignment.
students to review in a way that reflects or future learning.
what they learned, rather than what the
topic was or what activities were used
to facilitate learning.
We need to play games like this
If there is time at the end, we and keep practicing so that we
will fill in the amount he got get really good at knowing our
right on his chart. Then he can numbers. The more we practice
do the color-by-number the more numbers we can get
worksheet to finish up. right in our ‘mad minute’!

Today we really focused on two

numbers. What 2 numbers? 2
and 3!

References
In this section, list any references for lesson plans, resources, or other ideas you used that are not primarily yours. This is
also where you will list the APA citations for the articles that were referenced.

Notes & Other Information

In this section, include any other helpful information that is relevant for the lesson plan.