Running Head: EARLY CHILDHOOD EDUCATION PLAN 47 Lesson Plan: Math Activity 1, Lesson: Modeling Number Data Subject: Mathematics Date: July 28, 2020 2. Target Grade/Age Level (whole group instruction): The classroom is a mixed grouping preschool classroom with ten students. Most of the students fall into the younger age groupings as four students are three years old, four students are four years old, and two students are five years old, The class is evenly split by gender with five students identifying as male and five identifying as female, One student, Robert, is four and a half years old and has been diagnosed with Autism. Robert loves hugs and tickles from teachers, as he is not aggressive in nature. A large developmental focus for Robert is of practicing verbal communication skills with him regularly, specifically as a means of communicating his frustrations. He is a visual learner who responds to pictures as visual cues to model appropriate behaviors like staying seated on the carpet. Robert has good large motor skills, though his fine motor skills are still emerging, In terms of sensory stimulation, he does not like touching new textures nor feeling the sensation of glue on his hand. ‘The greatest area of development for Robert is in social skills, as he has trouble sharing with peers and communicating rather than taking, Another student, Maria, is four years old and is a dual language leamer. She speaks both Spanish and English within her home, as her and her brother Mare were born in Puerto Rico and emigrated to the United States three years ago. It is very important to Maria’s family that both she and her brother maintain their knowledge of the Spanish language as a method of communicating with their extended family. Maria is skilled in code-switching and will respondRunning Head: EARLY CHILDHOOD EDUCATION PLAN 48 to an individual in the language she is spoken to ~ as her father speaks to her in Spanish, while her mother speaks to her in English at home. 3. Pennsylvania Content, ELPs, and Common Core Standards: © Content Standard 2.1 PK.MP © Use mathematical processes when quantifying, comparing, representing, and modeling numbers + ELP Standard 16.3.PK-K.3W © Describe measurable attributes of objects using a pre-printed worksheet. 4, Learning Objective(s) and Aligned Summative Assessment(s): Learning Objective) Aligned Formative/ Summative Assessment(s) Given tally mark data, a graph, and a stamper, the Pre-K student will represent the data in the form of a pictograph with an accuracy of at least two out of three pictograph bars correct. The Monster Graph Paper and playdoh activity will serve as a formative assessment during guided practice because it will allow the teacher to walk around the room and identify any students who are struggling with the concept so the teacher can work individually with them. The Monster Pictograph Worksheet will serve as a formative assessment because students will turn it in to the teacher at the end of the lesson, enabling the teacher to determine whether the students understand the concept or if reteaching is needed, 5. Materials Needed: Easel How Many of Our Friends Song (Appendix A) 10 Red, Blue, Green, Yellow circle stickers Pre-printed Monster graph paper (Appendix B)Running Head: EARLY CHILDHOOD EDUCATION PLAN 49, 10 Laminated Monster Graph Paper Sheets (Appendix B) Playdough in each monster color (yellow, red, blue, pink, Colorfil stampers (red, blue, orange) 10 Printed Monster Pictograph Worksheet (Appendix C) 6. Expectations for Behavior and Class Activities: © Be respectful © Use a quiet raised hand if you have a question or if you would like to say something. © Use your listening ears when the teacher or ‘* Be patient and open-minded © Ifyou feel frustrated, take some time. © Use listening ears when friends are talking and wait your turn, ‘+ Be responsible © Participate in the class lesson. © Keep your bottom on the floor and your hands in your lap when sitting on the rug. * Follow directions ‘ends are talking. © Follow the teacher’s directions. © Ifconfused, ask the teacher questions or use the board as a guide 7. General or Specific Accommodations for Learners with Special Needs: ‘© Integration of pictures and videos in the lesson will help Robert a lot since he is a visual leamer. ‘© Integration of additional timed breaks every five to ten minutes for Robert, in addition to the whole-class stretch breaks, ‘+ Flexible seating option for Robert. 8, Description of Learning Acti Lesson Implementation (Include specific discussion questions you will use) ‘Description of Introductory Activity: {7 minutes} The teacher will sing the teacher-created song: “How Many of Our Friends” (Appendix A), This song basically asks “How many of our friends are feeling __” for each of the feelingsRunning Head: EARLY CHILDHOOD EDUCATION PLAN 50 that the students have learned. This song serves as a great introduction to the idea of gathering and representing data on how each person is feeling. Then, the same monster puppet from the social-emotional learning lesson will pop out and say “Friends! It’s nice to see you today! Tam happy you are all here. You know how we have been learning about our feelings and the importance of identifying how we are feeling? Well, today we are going to learn a special way that we can represent how many of us are feeling each way using a special kind of picture called a pictograph. Can you say pictograph?” *Students wi repeat the word pictograph* The puppet will say “Raise your hand if you remember our lesson on tally marks from last week... WOW you my friends have great memories! Before we can learn about our special new pictograph, we need to gather tally marks about how many of our friends are feeling each way!” The puppet will say “We are going to sing the ‘How Many of Our Friends’ song again, but this time we will freeze and friends who are feeling that way today will raise a quiet raised hand. As friends raise their hands, I will say their name and place a tally mark. Are you ready friends?” *The class will sing the song and pause after each emotion for students to raise their hands. As students raise their hand, the puppet will say their name and mark a tally mark on the board in that emotion category* The puppet will say, “Wow friends, great job identifying how you are feeling today! Kiss your brains. Now Miss Gaby will introduce our special mathematical way of representing how many of us feel each way ... a pictograph.”Running Head: EARLY CHILDHOOD EDUCATION PLAN 51 ‘Accommodations for Students with Disabilities ‘+ Robert will get timed breaks every 3-5 minutes or more often if needed. ‘* If Robert is having trouble remaining seated on the rug, the assistant teacher will show him a picture of him sitting on the rug at home as a visual cue of appropriate behavior ‘+ Robert will have a flexible seating option of the rug or a chair. ‘Accommodations for Dual Language Learners ‘© The teacher will sing the chorus in Spanish to help get Maria more comfortable speaking English in the classroom through the integration of her L1 and to foster positive transfer from the LI to the L2. '* During the song, the teacher will repeat the feeling word in the lyric in Spanish to help Maria continue to draw connections between the feeling words in Spanish and English. ‘Modeling/Demonstration: {5 minutes} “Wow class, you all did an amazing job identifying your feelings and singing along with the song!! Pat yourselves on the back! Before we learn our special mathematics pictograph, let’s take a brain break. Everyone quietly stand up in your rug spot.” *The teacher will guide the class through a quick yoga stretch* “Okay class, great job. Now our brains and bodies are both ready to learn about pictographs! First Miss Gaby will show you how to make a pictograph, and then you will all go to your seats and we will work together to create our very own class pictographs!! But while Miss Gaby is showing you how, I need (o see listening ears and eyes on me. Give me a thumbs up ‘when your listening ears are turned on and your eyes are on me, ready to learn.” *Once students have put their thumbs up, the teacher will begin* “So for the example we are going to use this tally mark data from last week because we are going to use our new data later when we work together to create pictographs. When we make a pictograph, we want to represent our data one at a time.”Running Head: EARLY CHILDHOOD EDUCATION PLAN 52 *The teacher will point to the first group of the example data® “So I will start with this first group. *Points to it * There are four tally marks in this group, ‘meaning that four people said their favorite monster was the red one. So now I am going to find the picture of the red monster on my graph *teacher points to it* and next to the red ‘monster, Iam going to put four red circle stickers — one in each box next to the monster. I am going to count as I place each sticker next to the monster. One, two, three, four. “Next, I am going to look at the second group. *Teacher points to it* There are six tally marks in this group, meaning that six people said their favorite monster was the blue monster. So now I am going to find the blue monster on my graph *teacher points to it* and next to the blue monster, hmm how many circle stickers should I put? Let me look at my data again. Ahhh, since there were six tally marks for this group, I will put six blue circle stickers next to my blue monster. I am choosing blue stickers because it matches the picture of my blue monster.” The teacher will follow this same process for two more groups. “Wow. Now we can look at our data and know which monster was our class’ favorite because the blue monster has the most stickers next to it.” “Now we are going to move to our table seats and work together to make our own pictographs with the data our puppet friend collected earlier about how each of our friends was feeling, today, ‘Accommodations for Students with Disabilities ‘* Robert will get timed breaks every 3-5 minutes or more often if needed. tant teacher will show © IfRobert is having trouble remaining seated on the rug, the him a picture of him sitting on the rug at home as a visual cue of appropriate behavior. © Robert will have a flexible seating option of the rug or a chair.Running Head: EARLY CHILDHOOD EDUCATION PLAN 53 ‘© The images on the pictograph will serve as a great built in scaffold for Robert. ‘Accommodations for Dual Language Learners ‘+ The teacher will say the color words in Spanish during the modeling to continue to help get Maria more comfortable with speaking English in the classroom through the integration of her L1 and to foster positive transfer from the L1 to the L2. Guided Practice and Feedback: {15 minutes} The teacher will dismiss students based on who sounds ready and tell them to use walking feet to go to their table seats. On the tables, the assistant teacher will have placed playdoh of each monster color in the middle of the table and one Laminated Monster Graph Paper Sheets (Appendix B) in front of each student's seat. The teacher will say “Class, we will work together with our data from earlier to create our own pictographs using playdoh! Miss Gaby will be making them with all of you up here on the easel.” The teacher will show the tally mark data on the easel. “So class, let’s all count the tally marks together to determine how many of our friends were feeling happy this morning!” *class counts aloud together* “Wow so {insert number} of our friends were feeling happy this morning! Next to which monster should we record our data class? ... Yes, next to the happy yellow monster! And what color playdoh should we use? ... correct we will use yellow playdoh because it matches the monster of the data we are representing!” *Students will use their playdoh to represent the image that is usually in a pictograph. They can roll their playdoh into balls or squish it to make it fit in each box of the worksheet to represent one monster*Running Head: EARLY CHILDHOOD EDUCATION PLAN 54 “Now I want you to all use your playdoh to place playdoh in each box and count the correct number of friends who were feeling happy. Miss Gaby will be walking around and you can raise a quiet raised hand if you have a question or need some help!” *the teacher will walk around and scan how students are doing and use this time to work with struggling students* *Then, the teacher will place the number of stickers next to the yellow monster on the easel graph so that students can check their work* The teacher will do this same process for the rest of the feeling data (sad, angry, worried, hungry, sleepy, silly) When the class has finished, the teacher will say, “Wow. You are all so intelligent and have created your very own pictographs just like real mathematicians! Kis your brains for all of your hard work” ‘Accommodations for Students with Disabilities ‘© Robert will get timed breaks every 5 — 10 minutes or more often if needed. ‘© Robert will have a flexible seating option. ‘© Robert will be shown a picture of a child placing playdoh on the graph paper to cue what appropriate behavior looks like ‘Accommodations for Dual Language Learners ‘+ The teacher will say the color words of each monster and the feeling words in Spanish during the modeling to continue to help get Maria more comfortable with speaking English in the classroom through the integration of her L1 and to foster positive transfer from the L1 to the L2. Independent Practice/Exploring: {10 minutes} For the independent practice, students will be given a Monster Pictograph Worksheet (Appendix C). The data on the worksheet will simply be a picture of each of 3 monsters andRunning Head: EARLY CHILDHOOD EDUCATION PLAN 55 the tally marks next to it. None of the tally marks will go beyond 5. Students will use different color stampers (which they have experience using within the classroom) to represent the data. ‘Accommodations for Students with Disabilities * Robert will get timed breaks every 5 — 10 minutes or more often if needed. ‘© Robert will have a flexible seating option. + Robert will be shown a picture of a child stamping the graph paper to cue what appropriate behavior looks like with the stamper. ‘Accommodations for Dual Language Learners ‘+ NIA because everything on the worksheet is visual imagery — which serves as a built in scaffold. ‘Review and Preview: {3 minutes} The teacher will have students meet back on the rug in their rug spots and bring their Monster Pictograph Worksheets with them. The teacher will have two volunteers show their pictograph with the class. The teacher will use the volunteer's pictograph to ask the class which monster had the most tally marks. Then the teacher will say, we are going to explore that more next class when we learn about using our pictographs to compare each group of data! Then the teacher will say “Great work today class. Kiss your mathematician brains. ‘Accommodations for Students with Disabilities ‘© Robert will have a flexible seating option. ‘+ Robert will be shown the photo of him sitting on the rug at home as a cue for appropriate behavior. ‘Accommodations for Dual Language Learners ‘+ Prior to coming to the rug, the teacher will ask Maria if she would be a volunteer and if so, Will provide her with sentence starters to help with her production of English in theRunning Head: EARLY CHILDHOOD EDUCATION PLAN 56 classroom. This will empower Maria to begin to try to use English within the classroom, (in alignment with the ELP) 9. Potential Areas of Difficulty with the Content and Correction Procedures: ‘© If students seem confused as to how the pictograph represents the same data that was shown in the tally marks, the teacher can help clarify by counting the tally marks for one group and counting the number of stickers for that same group to demonstrate that they are the same. 10. Formative/ Summative Assessment(s): Provide actual assessment materials here (items, assignment sheets, rubrics, scoring criteria, answer keys). Include any modified assessment items for students with disabilities and English language learners.Running Head: EARLY CHILDHOOD EDUCATION PLAN 37Running Head: EARLY CHILDHOOD EDUCATION PLAN Appendix A: How Many of Our Friends Song + : ; ° 7 = 8 ; ° . ° . . . . ee . . ee 8 ee . . ° . . . . How are our friends feeling, feeling. How are we feeling today? How many of our friends feel happy, happy? Who feels happy today? How are our friends feeling, feeling. How are we feeling today? How many of our friends feel hungry, hungry? Who feels hungry today? How are our friends feeling, feeling. How are we feeling today? “continue the verses with sad, angry, worried, sleepy”Running Head: EARLY CHILDHOOD EDUCATION PLAN 59 Appendix B: Monster Graph Paper Worksheet Monster Graph Paper Worksheet Use the class feeling data to represent how many friends were feeling each way. COCO CCC ooo e EEO DOE EOCO OOOO OOOO Poececccccvvcccccccsvcccccocce Name; eccccccesRunning Head: EARLY CHILDHOOD EDUCATION PLAN 60 Appendix C: Monster Pictograph Worksheet Monster Pictograph Worksheet Represent the data at the bottom on the pictograph using the right color stamper. HW Gu Bl Name: Poe occcccccccccveveccccecceocees