Stephanie Witherspoon

EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN

Elements of the Lesson
I. Standard
Common Core State Standards
Or Essential Elements
II. Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the end of
the lesson?
What formative assessments are used to inform
instruction?
What challenges might students encounter?

Evidence that Documents the Elements

CCSS.MATH.CONTENT.1.NBT.A.1
Count to 120, starting at any number less than 120. In this
range, read and write numerals and represent a number of
objects with a written numeral.
Using a video, the student will work on counting to 120 by
incorporating song and movement. The student will then
continue working on his snake. Each day, the student writes
the next 20 numbers, working his way up to 120. The student
then adds the new segment of the snake. Gradually the
student will begin to write 30 then 40 then 50 and so on until
he is able to write all the numbers up to 120.
I can count to 120
At the end of the lesson, the student will be able to count to
120 orally, and gradually build skills in writing numbers to
120. The student will do this by watching a video and
counting out loud and using motions, which will help engage
the student.
Through the formative assessments of observation, it was
found that the student struggles when counting orally. He will
often skip several numbers or switch numbers around. For
example, he might be on 71 but say 17.
The student also struggles with keeping focused and on task
whether he is in a whole class setting or 1:1 which is the
setting of this lesson. It is hopeful that the video will be a
novel instructional format for the student so he is engaged

Stephanie Witherspoon

III. Lesson Management: Focus and Organization

What positive strategies, techniques and tools will
you see?
What ideas for on task, active and focused student
behavior?

throughout the lesson. The student also struggles with legibly

writing his numbers, by practicing writing the numbers during
each lesson, the student will be able to improve on this.
The student will be asked to follow along with the video, both
orally counting the numbers to 120 and perform the motions.
The student will also be asked to review numbers he has
already done on the number snake. He will be encouraged
to point to the numbers as he counts them to figure out which
number he will start on for the next section of the snake.
Involvement strategies that will be used in this lesson include:
Counting to 120 orally with the motions in the video
Looking at prior work to determine where to start
counting through writing the next section.
Answering questions about what comes next or what
numbers look like if struggling initially writing the
number.

IV. Introduction: Creating Excitement and Focus for

the Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?

V. Input: Setting up the Lesson for Student Success

Task analysis:

To generate interest, the student will learn the motions of the

video and use the introduction music in the video as a brain
break and move around to let out energy.
To access prior knowledge, the student will look at his prior
work on his number snake as he determines what numbers
come next.
The student will be informed that this lesson is practicing
counting to 120 both orally and in writing.
The student needs to know how to form numbers and how to
count to 120.

Stephanie Witherspoon

What information does the learner need? If

needed, how will it be provided?

Webbs Depth of Knowledge

Recall/Reproduction
Skills/Concept
Strategic Thinking
Extended Thinking
Accommodations: Differentiating to meet students
needs
Remediation/Intervention
Extension/enrichment
Methods, Materials and Integrated Technology
Instructional techniques
Engagement strategies
Materials and Integrated Technology list

Task Analysis:
Introduce objective of lesson-counting and writing to
120
I do: The teacher will introduce each of the motions
from the video (arms up, crisscross arms, stretch legs
back and forth, crisscross legs, knee tap, shoulders
forward, shoulders back, washing machine, riding a
horse, jog in place, etc.)
We do: Together the teacher and the student will
watch the video, counting out loud to 120 and
performing the motions.
You do: The student will go to the wall where his
number snake is kept and count verbally the numbers
he has written so far. He will then determine where he
left off and where he needs to start on his next section
of the snake. The student will then complete the
section of the snake.
Closure: The student will hang the completed section
of the number snake on the wall and discussion will
occur about what he has done so far and what he will
do the next day.
Webbs Depth of Knowledge:
Level 1- Recall
Locate and read the numbers that he has already
completed, and is completing next.
Accommodations:
Remediation/Intervention:
Prompting the student to look carefully at how he
wrote or said a number if it is incorrect.

Stephanie Witherspoon

Model writing numbers if needed.

Enrichment/Extension:
If the student needs enrichment activities, he could be
asked to start counting at any number below 120 and
count the rest of the way to 120.

VI. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and Redirecting)

Methods, Materials and Integrated Technology:

Instructional Techniques:
Discussion of numbers, demonstration counting and
writing numbers with motion, revisiting prior work to
build lesson off of.
Engagement Strategies:
Wait time to allow students to think through what
number comes next or how to write a number.
Delving to allow students to answer questions that
they know the answer to using different strategies to
access the answer.
Thumbs up/down if they understand instructions
Materials:
YouTube Video (https://www.youtube.com/watch?
v=MA9BhxGwGMs)
Computer with internet access
Pencil
Overhead projector
Tape
Paper snake section (paper with 20 boxes on it to
write in numbers)
The teacher will introduce each of the motions that are used
in the video. It is important for the student to have some
familiarity with the motions so he is able to keep his focus on
orally counting to 120.

Stephanie Witherspoon

VII. Checking for Understanding

Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented

To check for understanding after the modeling phase, after

each motion, the student will repeat the motion back to the
teacher to ensure that he understands the motion.
Sample Questions:
What number comes next?
What does the number 30 look like, a three and then a
what?
Do you see any patterns with the numbers?

VII. Guided Practice: We Do

What do the teacher and student do together?
How will a gradual release of responsibility be
accomplished?

IX. Collaborative (You Do Together) and/or

Independent Practice (You Do)
What practices will be demonstrated/modeled?

The student will be responding verbally and in writing to

questions throughout the lesson.
Formative assessments such as questioning and observation
will be used to determine if the student is understanding the
lesson. The completed number snake will demonstrate the
students understanding of writing the numbers to 120.
Together, the student and teacher will watch the video and
perform the motions and count verbally.
To gradually release responsibility to the student, the teacher
will phase out their involvement. To begin, the teacher will
only do the motions and no longer count out loud with the
student. Then eventually, the teacher will stop counting out
loud or doing the motions so the student is counting and
moving on their own.
The student will complete the next portion of the snake.
The student will be given a half sheet of paper that has 20
blank boxes on it, starting at 41 the student will count up to
60 both verbally and in writing. The teacher will be available
to help guide the student if he struggles with what number

Stephanie Witherspoon

X. Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?

XI. Assessment
What evidence supports that the objective(s) were
met?
What do my students know, understand and are able
to do?
What formative assessments will be used to inform
instruction?
Reflection
How do you know that the objective(s)/target(s) was
met? What is your
evidence?
Based on the data gathered, what will you do next?
How well did the students perform/respond? How did
students show they
were engaged?
What evidence do you have?
What aspect of the lesson was particularly
challenging for students? What
will you do to help the student(s) who struggled?

comes next or how to correctly write the number.

After the student completes writing the numbers 41-60, he
will be able to add it to his snake that is hanging on the
wall. The teacher will remind the student that we are working
our way to 120 and that soon they will be able to do it all at
once, after future lessons.
At the very end of the lesson, the student is able to pick a
book to read with the teacher as time allows. This is
motivating to the student because he enjoys learning about
animals and usually picks a non-fiction book about animals.
This is helpful in reminding the student to stay on task during
the lesson so he can have more time reading the book.
Performing with the video and the completed number snake
supports that the objectives were met.
The student is able to read and write numbers to 120.
Formative assessments are used to inform instruction,
including observations and the section of the number snake.

ANSWER ON A SEPARATE DOCUMENT

Stephanie Witherspoon
What will you do to extend the learning for those
students who met
target?
Were there any surprises? What would you do if you
taught this lesson
again?

(Edited by Elementary Team, 2014)

Revised July 2016