2013-2014 UMU Lesson Plan Template

Name: Bridget Lyons Grade Level: Preschool Subject: Language Arts Big Idea/Lesson Focus: Pete the Cat; sequencing Essential Question: Why does Petes Shoes change color?

Date: February 4, 2014 Class Period: Lesson # & Title: Pete The Cat 1

Context for Learning: Preschool Classroom, Alliance Early Learning School, 14 Students, 7 Students on IEPs Function of the Lesson (check all that apply): Introduce New Skill or Content Practice

Review Remediation/Reteaching

Content Standards: Retell or re-enact familiar stories Learning Objectives: When given the pieces of the character, Pete the Cat, the students will successful put him together and sequencing the events in the story (by gluing colored shoes on the paper) with 100% accuracy. Academic Language (or A.L. Demands, A.L. Objectives): Sequence, order, Pete the Cat, shoes Instructional Materials and Support: Pete the Cat I love My White Shoes book, Pete the Cat cutouts for each student, large sequencing cutouts Prior Knowledge: The student have read different stories and have talked about the events in an assortment of stories. Pete the Cat is being introduced for the first time in class but many of them have heard of him before. We are also introducing sequencing to the students as well. Assessments: Pre-Assessment for the unit: The teacher will ask the students if they have ever read Pete the Cat and ask them to predict what may happen in the book. Assessment(s) during the lesson: The teacher will observe the students following along and answering questions while the story is being read. Assessment(s) at the end of the lesson: The students will sequence the order of events using the paper cutouts of the objects in the story. Post-Assessment for the unit: The students will create their own Pete the Cat to take home with them. To assess their knowledge of the order of events, the students will glue shoes on Pete in the order of the events that they happened in the story. Strategies & Learning Tasks Introduction: The teacher will introduce Pete the Cat to the students by passing around a stuffed animal of him. The students can take a moment to look at him and touch him and brainstorm what the story might be about. Presentation/Explicit Instruction:

The teacher will read the story Pete the Cat I Love My White Shoes to the students. While reading, the teacher will point out the events as they are happening. The teacher will put up different colored shoes on the board as she reads so the students can remember the events. Structured Practice: The students will listen and watch the music video for Pete the Cat I Love My White Shoes. They can follow along in the story as the video plays. Guided Practice/Specific Feedback : The students will work together as a class to order the events of the story with large cutouts of the events in the story. The students will take turns getting in the order of the events correctly. Independent Practice/Application: The students will make their own Pete the Cat to take home. The students will cut out the necessary pieces and then they will glue them to a larger piece of paper. The students will then take four (4) white shoes and color them in the order that the shoes changed in the story. Then the students will glue the shoes on in order of how Pete stepped in the objects during the story. Closure: The students will hang up their pictures around the room. The Pete the Cat books and toy will be set up as a learning lab and the students can take turns playing and further exploring. Differentiation, Individualized Instruction, and Assessment: Some of the pieces will already be cut out for the students but the students who have cutting abilities will be able to cut out some of the pieces they need for themselves. If the student cannot cut, the teacher will cut out the pieces for them. The students who have difficulty following instructions and paying attention will be sitting near the front of the carpet or being assisted by an aid. Research and Theory: This lesson contains activities that address many of the multiple intelligence. There is the linguistic learner who will learn from just listening to the story. The spatial and musical learners are addressed when the video is watched and they can follow along with more pictures and also listen to the song being sung by the author. And also the bodily and kinesthetic learners are addressed when they have the opportunity to put the story in order by moving around and holding up probs. The lesson and activities are age appropriate and should be fun for the preschool age student.

2013-2014 UMU Lesson Plan Template

Name: Bridget Lyons Grade Level: Preschool Subject: Math Big Idea/Lesson Focus: Counting to 4 and higher Essential Question: How many buttons does

Date: February 5, 2014 Class Period: Lesson # & Title: Lesson #2 Pete the Cat Buttons

Context for Learning: Preschool classes, Urban setting, morning class: 14 students; 7 IEPs Afternoon class: 13 Students 6 IEPs Function of the Lesson (check all that apply): Introduce New Skill or Content Practice

Review Remediation/Reteaching

Content Standards: Count to 20 by ones with increasing accuracy. (this lesson addresses 1-5) Demonstrate one-to-one correspondence when counting objects up to 10. (this lesson addresses 1-4) Learning Objectives: The students will be able to successfully count to four (4) using button counters with 100% accuracy. Academic Language (or A.L. Demands, A.L. Objectives): Count, one, two, three, four, numbers Instructional Materials and Support: Pete the Cat and My Four Groovy Buttons book, 4 buttons in assorted colors for each student, paper shirt cut out for each student, cut yarn for each student, Large Pete the Cat shirt cut out and buttons, sticky tack for the large buttons. Prior Knowledge: The students have been introduced to Pete the Cat and they have practiced counting to 4 (and higher for those who can) Assessments: Pre-Assessment for the unit: the teacher will ask the students to count as high as they can Assessment(s) during the lesson: The teacher will observe the students taking part in the lesson and counting throughout the reading of the book. The teacher will also ask the students questions throughout the book and their answers will be noted. Assessment(s) at the end of the lesson: At the end of the story, as a class, the students will one by one come up to the board and add and remove buttons to the large Pete the Cat shirt, they will count as a class. Post-Assessment for the unit: Each student will create their own Pete the Cat shirt. They will individually count to four and glue four buttons onto their shirt. Strategies & Learning Tasks Introduction: The teacher will show the students Pete the Cat and ask them to remember the events of the story that we had read the day before. Presentation/Explicit Instruction: The teacher will read the students Pete the Cat and His Four Groovy Buttons. The teacher will have a large cut out of Pete the Cat and his buttons and the front of the room. As the story progresses, the teacher will remove the buttons from the cut out.

Guided Practice: The students will listen to the music video for Pete the Cat and My Four Groovy Buttons Structured Practice/Exploration: After the story is finished, the students will practice counting the buttons on Petes shirt. The students can come up one by one and remove the buttons and put them back on and count as a class. Independent Practice/Application: The students will create their own Pete the Cat necklace with buttons on it. The students will have to count each button as they put the buttons on their necklace. Closure: The students will get to wear their necklaces around the room and show their friends how they can count. Pete the Cat and the Large Button shirt will be available as a Learning Lab for the students to continue to explore and practice counting. Differentiation, Individualized Instruction, and Assessment: For the struggling students, the teacher will label the places with numbers where the buttons should go and they will be given assistance to help glue them on. Also, the buttons will be precut for all of the students. Depending on the students ability, the teacher may ask them to continue to count higher than to four after they have glue all of their buttons. Research and Theory: This lesson has many opportunities for practice and also contains many repetitive exercises. This is age appropriate for preschool students because they need practice to help them remember the concepts. Also, the students get to make connections to the book by making a craft. The craft will allow them to practice counting and will serve as a visual reminder of the number 4. This lesson contains activities that address many of the multiple intelligence. There is the linguistic learner who will learn from just listening to the story. The spatial and musical learners are addressed when the video is watched and they can follow along with more pictures and also listen to the song being sung by the author. Craft idea found on Pinterest

2013-2014 UMU Lesson Plan Template

Name: Bridget Lyons Grade Level: Preschool Subject: Math Big Idea/Lesson Focus: We can graph our shoes Essential Question: What color shoes are you wearing?

Date: Class Period: Lesson # & Title: Lesson #3 Graphing

Context for Learning: Preschool classes, Urban setting, morning class: 14 students; 7 IEPs Afternoon class: 13 Students 6 IEPs

Function of the Lesson (check all that apply): Introduce New Skill or Content Practice

Review Remediation/Reteaching

Content Standards: Collect Data by categories to answer simple questions. Understand that the last number spoken tells the number of objects counted. Learning Objectives: The students will be able to successfully collect a set of classroom data (color of students shoes), count the data, and answer specific questions (which color has the most, and which color has less) from the data that has been collected. Academic Language (or A.L. Demands, A.L. Objectives): Graphing, data, chart, Instructional Materials and Support: Pete the Cat Rocking in My School Shoes book, assorted shoe cut outs in a different colors, large charting paper, sticky tack Prior Knowledge: The students are familiar with the character of Pete the Cat but the concept of graphing is going to be new for them. Assessments: Assessment(s) during the lesson: The students will be able to verbally answer the teachers questions about the classroom graph that hey have created. Assessment(s) at the end of the lesson: The students will be assessed on their ability to color in the graph by counting the amount of shoes that are on the board. Strategies & Learning Tasks Introduction: The teacher will read the story Pete the Cat Rocking in my School shoes to the students. Presentation/Explicit Instruction: The teacher will tell the students that they are going to make a graph. She will explain to them that a graph is used to help count information. Structured Practice/Exploration: The teacher will instruct the students that they are going to make a graph about their shoes. The children will look at their shoes and decide which color they are. They will then choose a corresponding color shoe to add to the class graph.

Guided Practice/Specific Feedback : The students will be asked to look at the graph and they will be asked questions about the information in the chart. They will be asked which color shoes has the most and which has the least. Independent Practice/Application: The students will then be able to independently answer questions about the large graph and color in a graph that corresponds with the classs information. Closure: The students will get to hang up their chart. The students will also get to choose which Pete the Cat book that they want to read on Friday to finish the week. Research and Theory:

This lesson is designed with vygotskys theory of the central role of language. The students will have to talk to each other and have conversations about the data that they have collected. Also the naturalists learners in Gardeners theory of multiple intelligence are addressed when they get to relate this graphing exercise to their real life and their actual shoes.