Large Group Lesson Plan #8

Pre-Service Teacher’s Name: Riley & Hannah

Lesson Location: Elk Run, Room #9

Date: 14th November, 2019

Lesson Description

Content Area: Social-Emotional, Literacy

Rationale: It is extremely important for children to know how to follow the rules. With visuals they are able to see the rules and mimic
them with their peers. This enforces structure and respect. Using a bar graph, rote counting, and identifying numbers are all
mathematical skills. Graphs are important in seeing how numbers relate to each other, and numbers with counting is a foundational
skill. Joining in songs is great for social interaction in a structured environment, rhythm and movement.

Co-Teaching Model: One Teach, One Support (OT/OS) One of us will be the leader of the activity with instruction, while the other
teacher will provide support to each of the children. The lead teacher will explain the activity/game and facilitate how it works. The
supporting teacher will watch for struggling children and will work with children individually and provide differentiation if possible.

Goals: I can follow rules! I can use a bar graph! I can rote count and identify numbers! I can join in songs!

Lesson Objective(s): Students will be able to follow and demonstrate the carpet rules, identify the values and key parts of a bar graph, rote
count and identify numbers from 1 to 42, as well as join in and participate in songs.

Early Learning Standard(s) and/or GOLD Objective(s):

GOLD by Teaching Strategies - Objectives for Development & Learning:

Objective 1- Regulates own emotions and behaviors

 a. Manages feelings

Objective 1- Regulates own emotions and behaviors

b. Follows limits and expectations

Objective 15- Demonstrates phonological awareness

a. Notices and discriminates rhyme

b. Notices and discriminates alliteration
c. Notices and discriminates smaller and smaller units of sound

Objective 16- Demonstrates knowledge of the alphabet

a. Identifies and names letters

b. Uses letter-sound knowledge

Objective 17- Demonstrates knowledge of print and its uses

b. Uses print concepts

Procedures Materials Adaptation/Differentiation Reflective

(What will the teacher do? What will the students do?) (ELL, SPED, etc.) Assessment and
**9:40-10:00 - Large Group Opening** Evaluation
Introduction (5 minutes) ● class
management:
Good Morning Song (good morning preschool friends)

Say: Good morning friends! I hope you don’t mind,

but Miss ___ and I are going to start helping Mrs.
Laura when she teaches! We are soo excited, so
let’s get started with our song! ● Name/face flipbook
Do: Use flipbook to choose pass out helper. Give the ● Earths and bucket
helper the basket to pass out the earths. ● Job board

Do: Sing the “Good Morning Preschool Friends”

song ● Juan: wiggle seat,
fidget
Say: Good morning friends, so nice to see you all ● Jaxson: sit in close
here. proximity
Do: Use flipbook to choose pick up helper. Give the ● Harlee: close
helper the basket to pick up the earths. proximity to
teacher seating
**Remind children to use their manners and say thank-
you. Also, to move with ‘efficiency’**

Activities (10 minutes) ● Circle time easel ● Class management Who does not
○ carpet rule cards ○ 3, 2, 1, participate in/
Go over carpet rules ○ caterpillar w/ shhhh. Does the 5 small
Say: Let’s do a quick review of our carpet rules. Can dry erase marker ○ Friends, I group kiddos
you help me? w/laminated can’t hear participate in:
Do: Take all cards off the board, hold them each up number ___. ● carpet
one by one letting the children see. Have them ○ weather graph ○ Hold up rules
mimic/model/read the cards each one at a time. and icons the carpet ● number
○ song words and rule card caterpillar
**Take this time to go over the schedule if there are manipulatives and wait ● weather
special activities; i.e. tornado drill, fire drill, ○ for them graphing
speaker/visitor, assembly, etc.** ● Stool to quiet ● song
down. ● social skill
Number Caterpillar (39, 40, 41, 42)
**Read I-can statement**
Say: Last time we had number __. What do you
think the number is that comes after __? Right, __
comes after __.
Do: Cover the number _ so kids can identify and say
the other number. Cover the number _ so that kids
can identify and say the other number.

Say: Our caterpillar helper today is ___. Come up

and write our number for the day. A number _, we
start at the top and we do a [directional hand
movements]. For our number _, we start at the top
and write a [directional hand movement].
Do: Use job board to choose caterpillar helper. Have
them come up to the easel to write the number;
provide encouragement.

Say: Alright friends, let’s watch and see where ___

wants to put our number __.
Do: Grab the stool for height. Model for the child
where the number would look (next to, on top,
diagonal up or down) asking them where they
would like it on the wall.

Say: Great place for it. Go tell your friends “I put it

___.”
Do: Model the directional hand movement.

Say: Friends, lets go ahead and do a ___, ___

pattern up to our number __. Ready? 1, 2, 3...
Do: Model the pattern and verbalize the numbers.

Weather Graphing
**Read I-can statement**
Say: ___ is our weather helper today. Go look out
the window and see what is happening up in the
sky. Now, remember our weather is what is
happening in the sky not what is on the ground;
that is weather that has already happened.
Do: Use job board to choose person that is the
weather helper.

Say: __ says it’s ___ outside today, does everyone

agree. Alright friends let’s clap the words together.
‘It is ___ today.’ Now, let’s clap the syllables. ‘It is
___ today.’ Now, how many __ days do we have on
our graph/ this week so far? **Repeat for each
weather decreasing in value (3 days, 0 days).
Do: Have the weather helper place the designated
weather on the correct spot. Motion to each of the
weather icons and assist the children in counting.

Song/ Fingerplay (Songs: five little monkeys, choo-choo

train, opposites)
**Read I-can statement**
Say: ___ you are our song helper today. Would you
like to come pick out our song? Great choice!
Alright everyone, here we go!
Do: Use flipbook to choose person that picks song.
Sing the song and do the actions.
**Repeat song a second time if needed**

Story:
**Read I-can statement**
Say: Alright friends, remember yesterday when we
talked about how we are going to start reading our
 book before our social skill and centers? Well, it’s
time to read our book! The book for today is ____.
It is by ____. What does that mean? That’s write
the author wrote the book.
Do: Read the book and focus on vocab: tressels,
freight trains (what they carry) - like the little
engine that could

Social Skills:
**Read I-can statement**
Say: Alright friends, time for our social skill!
Do: Review previous skills: getting attention,
ignoring, waiting turns, saying please. Saying
please stop, asking for help, sharing, try first then
get a teacher (social problem solving), tell a teacher
when you’re hurt, make a List Introduce current
skill: ...

Say: Our new social skill for the week is...

Do: Have the students come up and model writing
their name on a list showing that it is their turn
next.

Closure (5 minutes) ● Skip over the 5 ● Who

small group kiddos refuses
Say: Alright, what time is it for? That’s right, so they wait with their turn
centers! ___ turn, “I want to play…?” us at the carpet to choose
Do: Turn through flipbook for each child’s turn till then go with us centers?
they’re all done. Have the 5 small group children go directly to small
directly to the back table for small group time. group.
● Use verbalizations
Center Choices: Board (2), Train (4-6), Dramatic Play (5), to encourage
Writing/Art, Easel or Paint Wall, Blocks, Library, Sensory patience
Blue Table (water)(2) or Red Table (rocks)(4), ● Jaxson and Harlee:
Discovery/Science (2), Music, Special Event/Take Apart/Drill “We have to finish
our work before
**Double check the amount of students at each center we can go play. Do
and use list if needed** it very fast, so you
can get to playing
quicker.”
Complete the following after teaching

Evidence/Data Collected (How do you know the children met the lesson objective?)
Student Quantitative Qualitative
**Y/N = --/1 or score out of one** **Be descriptive/specific of why they did or
did not meet the quantitative data**
Participates in carpet rule review No - he sat and watched the group rather than
Y/N participating
Participates in number caterpillar
Jaxson Y/N
Participates in weather graphing
Y/N
Participates in song Y/N
Participates in carpet rule review No - he sat and watched the group rather than
Y/N participating
Participates in number caterpillar
Harlee Y/N
Participates in weather graphing
Y/N
Participates in song Y/N
Participates in carpet rule review Yes - she participated and she modeled the
Y/N rules with the rest of the group

Arayah Participates in number caterpillar Yes - she said the number, drew the number
Y/N in the air, and patted the pattern
 Participates in weather graphing Yes - she observed the weather and described
Y/N it as cloudy with the rest of the group

Participates in song Y/N Yes - she sang the opposite song with the rest
of the group

Participates in carpet rule review Yes - she participated and she modeled the
Y/N rules with the rest of the group

McKenzie F. Participates in number caterpillar Yes - she said the number, drew the number
Y/N in the air, and patted the pattern

Participates in weather graphing Yes - she observed the weather and described
Y/N it as cloudy with the rest of the group

Participates in song Y/N Yes - she sang the opposite song with the rest
of the group

Participates in carpet rule review Yes - she participated and she modeled the
Y/N rules with the rest of the group

Kinley Participates in number caterpillar Yes - she said the number, drew the number
Y/N in the air, and patted the pattern

Participates in weather graphing Yes - she observed the weather and described
Y/N it as cloudy with the rest of the group

Participates in song Y/N Yes - she sang the opposite song with the rest
of the group

Lesson Reflection including Instructional Decision(s)

Hannah: I felt that Riley and I have found a good rhythm to our large-group. I do some of the activities while she does other. The materials such
a the laminated worlds, number, schedule stick we also bring to the carpet before we begin so we don’t have to get up. Today we emphasized the
idea of listening ears and quiet mouths based on our large group yesterday. I kept the quiet mouth card at my feet incase they needed a reminder
throughout the large group time. They only need two reminders, one was the ‘shhhh’ action and the other was the card that I held up. Our
weather helper had difficulties figuring out which symbol represented the weather outside. If I had another day to teacher large-group I would talk
about what each of the symbols mean and how we can determine whether it’s sunny, rainy, cloudy, etc. They remembered that the word
‘observe’ mean’t ‘look’ or ‘see’ and did the action we practiced yesterday. The students were very engaged with the song again today and enjoyed
the song ‘5 little monkeys swinging in a tree’ song. I choose students to come up and get the monkeys from the tree and I used it as a moment to
emphasize good sitting/listening behavior. I chose students who were “doing their job”. Students were also able to tell me that the words ‘Social’
and ‘Skill’ start with ‘S’. The transition to centers was a bit rough, students often switch centers after making their initial decision.