SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Jordan Cullison Grade Pre-K

Subject Math _
Time Needed for Lesson 20 Minutes Lesson Concept Size & Opposites __

PA STANDARD(S) (Write out standards):

Standard - CC.2.4.PREK.A.1
Describe and compare measurable attributes of length and weight of everyday objects.

BIG IDEAS/ESSENTIAL QUESTIONS:

How can we determine which item is the larger of the ones shown?
Why do we need to be able to compare items?
How does being able to describe objects help us be able to categorize items?

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

The students will be able to correctly categorize objects by size

The students will be able to describe objects by size
The students will be able to explain how being able to compare and describe objects can help us

MATERIALS:

 dry erase boards

 dry erase markers and eraser
 toy animals
 paper
 crayons
 computer/ipad (https://www.youtube.com/watch?v=4FxdYPTZDBs)

ACTIVITIES (There are three sections here):

 OPENING (Introduction, purpose, hook)
Good morning kiddos! How is everyone doing today? Today we are going to talk about opposites; do you know
what an opposite is?

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

Start by asking the children if they know the definition of opposites or if they have any examples of opposites.
Play the opposites song and let the children process it. Give the children some time to respond, write their
examples on the white board. After this, explain the definition of opposites and give them more examples. Then
ask the children to go over to the tables and draw the example of the opposites ‘big and small’ by drawing an
example of a big object and a small object. Give the children ten minutes to complete their drawings and then
have them share with the class.

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
Review the definition of opposites, with the children. Allow them to ask any questions they may have and give
them an opposite for them to find around the room ( short/tall- the child may go over and get a crayon and a
marker, explaining that the crayon is short and the marker is tall.)

ACCOMMODATIONS/MODIFICATIONS:
Accommodations vary based on the needs of the children. I can use images to help children who struggle to
grasp the concept based solely on words. Additionally, we can use more manipulatives to help teach the
children alternatives to grasping the concept.

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.
To determine if the students have mastered the objectives, I will look at their drawn photos to see if their
pictures are accurate. Additionally, based on how the children respond to the direction of finding their given
opposite in the room. If they are able to correctly answer the question and respond to the directions, it will be
decided that they have mastered the concept.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):
After teaching the lesson to the students I found that they enjoyed the lesson. However, I did have to go about
the lesson in a different manner because some of the children were not fully understanding, giving a mommy
animal and a baby to stand for big and small. While this is correct, it was not the manner I was looking for. I
was able to alter the way the objectives were taught and help each student to grasp the concepts.