SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Megan Shingler Grade 1

Subject ELA and STEM _
Time Needed for Lesson 50 minutes Lesson Concept Characters in a Story;
Addition to 20 (Jack Frost), Scientific Questions and Investigation (The Abominable Snowman) _

PA STANDARD(S) (Write out standards):

CC.1.3.1.C Describe characters, settings, and major events in a story, using key details.

CC.2.2.1.A.1 Represent and solve problems involving addition and subtraction within 20.
(This standard will be addressed if the class completes the Jack Frost Math Facts Race.)

3.2.1.A6 Plan and conduct a simple investigation and understand that different questions require different kinds
of investigations.
(This standard will be addressed if the class completes the Abominable Snowman STEM Building Activity.)

BIG IDEAS/ESSENTIAL QUESTIONS:

 In what ways can we describe characters in a text?

 What are some patterns and strategies in addition that help us add up to 20? (Jack Frost Game)
 When completing a scientific investigation, what questions should we ask? (Abominable Snowman
Activity)

 Characters in a story can be described by their looks, thoughts, and actions.

  Using doubles helps us solve addition facts up to 20. (Jack Frost Game)
 When completing a scientific investigation, we must first ask what our goal is. (Abominable Snowman
Activity.)

ELIGIBLE CONTENT:

S.K-2.A.2.1.2 Describe outcomes of an investigation

OBJECTIVE(S) (Be sure to include all four parts):

If completing the Jack Frost game:

Following the whole group reading of Jack Frost vs. The Abominable Snowman, the student will correctly find
the sum of eight addition problems during the Jack Frost Math Facts Game.

If completing the Abominable Snowman activity:

Following the whole group reading of Jack Frost vs. The Abominable Snowman, the student, along with his or
her partner, will identify the goal of the investigation and construct a cave structure using only the two materials
provided.

MATERIALS:

 Jack Frost vs. The Abominable Snowman book

 Laminated Jack Frost Image and Abominable Snowman Image (to place on whiteboard)
 Jack Frost Math Fact Race Game Boards
 Jack Frost Spinners
 Jack Frost Math Fact Cards
 Small Erasers (for game pieces)
 The Abominable Snowman STEM Activity Cards
 Blue Toothpicks
 Mini Marshmallows
 Styrofoam Cups
 Crayons
 Race Reflection Exit Ticket

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)
 Begin the lesson by introducing the book Jack Frost vs. The Abominable Snowman while
students are still seated at their desks.
 Explain to students that the two main characters, Jack Frost and the Abominable Snowman, will
compete in a Winter Wonderland race in the book. Ask students to share any background
knowledge that they may have concerning Jack Frost or the Abominable Snowman. Prompt
students’ responses by suggesting that they may have seen holiday movies or shows or heard
winter stories about these two characters.
 After allowing students to share what they may know about the two characters, provide a brief
description of each character, briefly contrasting their major differences in the book.
 Next, instruct students that when they are called to the carpet in order to read the story, they will
first use a marker on the whiteboard to place a tally as their vote under the picture of either Jack
Frost or the Abominable Snowman. Explain to students that they will be voting for which
character’s story we will read and who they would like to win the race.
 Model for students how to vote by writing a single tally. Inform students that by voting they will
simply be creating a tally chart which they may have seen in math.
 Begin by calling students back to the carpet in small groups, instructing each student to vote for
their preferred character before taking their seat.
 Once all students have voted and seated, count the votes as a whole class to determine which
character’s story will be read. Inform student that this vote will also determine which STEM
activity the class will complete following the reading of the book.

BODY (Bulleted step by step/differentiation must be included)

 Following the story of the voted character, begin by introducing the story to the students by
drawing students’ attention to the illustrations on the front cover and conducting a very brief
picture walk.
 Begin reading the story. Stop periodically throughout the book to check for understanding.
Specifically, ask questions concerning the characters’ appearances, thoughts, and behaviors.
o What is Abe allergic to that causes him trouble in the race?
o How does Jack act toward Abe when he comes out of the cave?
o What does Abe choose to do in the Sugar Plum Dance Room?
 After reading the story, pose these final questions to students to conclude the read-aloud.
o What made Abe a good contestant in the race?
o What made Jack a good contestant in the race?
o How did working together help Abe and Jack both succeed?
 Allow students to share their responses using a brief Turn and Talk. Then, allow some students
to share their responses with the whole class.
 Dismiss students in small groups back to their groups of desks.
 Begin distributing materials and providing instructions based on the voted on activity.
Specifically, if the class selects Jack Frost by a majority vote, the class will play the Jack Frost
Math Fact Game. If the class selects the Abominable Snowman by a majority vote, the class will
complete the Abominable Snowman STEM activity. Regardless of the students’ individual
 votes, the whole class will complete the same activity based on whichever character’s storyline
was read.

Jack Frost Math Fact Game

 Instruct students that they will now play their own Jack Frost race game in their table groups of
four.
 Distribute all materials to each group and instruct students to leave the materials lay until all
directions are given. (Paper will be provided to each group for students to write out the math
facts if desired.)
 Instruct students that they will complete the race by first each selecting a different eraser to serve
as their game piece. Explain that one student from each group, who will be selected by the
teacher, will begin the game and take his or her turn. One turn is to be completed by the student
selecting an addition fact card, reading the fact to their group, and giving the sum. If every
member in the group agrees that the correct sum was found, the student may then spin the
spinner and move his or her piece the correct number of spaces. The next player will then take
his or her turn, and the game continues until the first player reaches Jack Frost at his house.
 Select the starting player in each group, and instruct students to begin the game.
 Monitor students’ interactions with their groups and that all student are correctly finding the
sums to at least eight addition facts, based on their location on the game board.

The Abominable Snowman STEM Activity

 Instruct students that they will now complete the Abominable Snowman STEM Activity in
partner pairs, by working with the student beside them. Adjust pairs as necessary.
 Distribute all materials to each pair and instruct students to leave the materials lay until all
directions are given.
 Begin providing instruction by explaining that students will be completing a fun STEM activity
to help the Abominable Snowman. Read the activity card aloud to inform students that they will
work in partners to build a cave structure for the Abominable Snowman using mini
marshmallows and small toothpicks. Provide safety instructions concerning the marshmallows
and the toothpicks.
 Instruct students to first using their Styrofoam cups to make a small Abominable Snowman
figure. Then, instruct students that they must make a structure to cover the top and three sides of
the snowman using only the toothpicks and marshmallows. Show students a real-life or picture
example to explain the requirements.
 Allow students to begin working. Through observation and discussion, ask each pair
individually to restate the goal and monitor students’ progress. Provide assistance in
constructing the caves as necessary.
 Once all pairs have constructed their caves, all students to complete a one-minute gallery walk to
see the designs of their peers.

 Once either activity is complete, provide instructions for students to appropriately clean up and
dispose of or return any materials.
 Instruct students to return to their original seats.
 CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
 Once students are seated and all necessary clean-up has been completed, distribute the Race
Reflection Exit Ticket.
 Instruct students to complete the exit ticket by writing a complete thought following the sentence
starter to make one complete sentence. Students will be responding to the sentence starter “Jack
Frost/The Abominable Snowman deserves to win the race, because …”. Students must therefore
circle the name of the character who they think should have won the race and provide a reason as
to why, based on a fact about the character.
 Once all students have finished writing, collect the exit tickets and conclude the lesson.

ACCOMMODATIONS/MODIFICATIONS:

To provide additional scaffolding and support during the Jack Frost Math Fact Game, individual number lines
will be provided as a visual support for students who may require them. To provide additional support for
students who may present with any fine motor difficulties during the Abominable Snowman STEM Activity,
marshmallows with toothpicks already placed in them may be provided. Additionally, for students who may
require additional support during the STEM Activity, visual picture models of cave structures may be provided
for students’ reference. Finally, increased teacher support and prompting may be provided in both activities
when deemed necessary, as the teacher observes and monitors the small groups.

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

If completing the Jack Frost Math Fact Race, students will be assessed on their ability to correctly solve at least
eight addition facts throughout the duration of the game. This assessment may be differentiated for some
students, as some students may meet the objective by correctly solving at least five addition facts based on
individual math level. Furthermore, if needed, some students may be provided with additional visual supports,
such as number lines or manipulatives, if deemed necessary. If completing the Abominable Snowman STEM
activity, students will be assessed on their ability to identify the goal of the investigation and construct a cave
structure using only the provided materials, while meeting the specific criteria explained by the teacher.
Furthermore, this assessment may be differentiated for some students, as visual supports, such as picture models
of cave structures, may be provided to students requiring additional support, in order to allow them to follow the
model to construct their own structure.
SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):

For this lesson, we read the story about Jack Frost and completed the Jack Frost Math Fact Race as the

extension activity. Students were able to make their vote by writing a tally on the whiteboard, and the class

largely voted to read the race story from the perspective of Jack Frost. Overall, the students were indeed able to

appropriately answer all guiding questions for the story. Furthermore, students seemed engaged in the tale and

were curious about the Abominable Snowman’s portion of the story, increasing engagement for the second

lesson regarding this story. When completing the math activity, all students were able to obtain and distribute

the necessary materials. Likewise, students did play the game for several minutes; however, due to pacing and

time constraints, students did not have the opportunity to complete the game.

In considering areas for improvement for this lesson, students should vote in a more fast-paced fashion,

such as perhaps raising their hands. This would be preferred, as students exhibited difficulty remaining in their

seats prior to be called to vote. Furthermore, pacing should be increased for the voting and reading portion of

this lesson in order to provide more substantial time for playing the game. When introducing the game,

modeling the way to play with one student could be preferred to displaying the game on the Promethean board.

Finally, a greater emphasis on closure and the character of Jack Frost could be given to more definitively end

the lesson.