Student Teaching Lesson Plan #1

(ECE – PreK to 2nd Grade)

AGE GROUP/GRADE LEVEL: Pre-Kindergarten/ 4-5 Years

CURRICULAR AREA: Math
DEVELOPMENTAL SNAP SHOT/PRIOR KNOWLEDGE: The students have been learning about eggs,
birds, and other related topics. We have been reading books regarding this overall theme for the past week
and a half now. The students’ math levels differ slightly however they all have their basic 1-10 counting
down. Some of the students could benefit from extra practice, and one student is a bit more advanced which
will be planned for in terms of teaching the lesson.

OBJECTIVES
 Standards:
o Illinois Early Learning and Development Standards, Preschool:
 6.A.ECd: Connect numbers to quantities they represent using physical models and
informal representations.
 6.A.ECf: Verbally recite numbers from 1 to 10.
 19.A.ECd: Use eye-hand coordination to perform tasks.

 Learning Objectives:
o Child should be able to verbally count to 10 on their own/with slight assistance from
teacher.
o Child should identify at least 5 of the written numbers.

CLASSROOM ENVIRONMENT
 Materials/Resources:
o Colored paper in shape of eggs labeled 1-10 (1-20 for one child)
o Hole punchers

 Technology: N/A

INSTRUCTION
 Introduction (Lead-In): This will be a whole-group (with our 4 in-person students) lesson. I will
begin by asking the students to think back to our morning storytime book (An Egg Is Quiet by
Dianna Aston and Sylvia Long). I will ask them to think about all that we have been doing in our
classroom recently and make connections to birds and eggs. Then, I will ask and see if they
remember yesterday’s activity in which we saw a bird’s nests with eggs on it. We will have a brief
open discussion about bird’s eggs. Then, I will introduce our activity by showing them an example of
an egg with a number on it which has the correct number of holes punched into it correlating to the
written number. Next, I will take another egg, go over the written number, and then punch the holes
into the paper for everyone to see. I will remind everyone to look closely at the number written on
each egg and to count out loud as they punch holes to keep track of what number they are on. Then,
each student will receive their pile of eggs and a hole puncher, and we will begin! I will walk around
and make sure everyone is able to properly hold the hole puncher and use it correctly. Then, I will
ensure everyone is identifying numbers correctly and following the directions.

 Step-By-Step Procedures and Learning Activities:

o Differentiated Instruction
 Adaptations for children
 ELL
o For our one ELL student whose home language is Ukrianian, I will
do my best to incorporate the Ukrainian word for egg and bird.
  Gifted (advanced)
o One of our stduents is slightly ahead of the others, therefore I will
be providing him with a different set of numbers to identify and
practice hole punching. Instead of receiving the numbers 1-10, he
will have 10-20!
 Special needs
o I do not have any special needs students in the classroom. If I did,
I would make sure they were comfortable and ready to listen,
however that may look for them, and try to participate to their best
ability. Obviously, if I did have special needs students I would
know them on a slightly better level and understand their abilities
and limitations. I may need to provide them with a different type
of hole puncher, and possibly larger sized paper.
o Academic Language or new Vocabulary (explain how it will be used during the lesson):
 Bird
 Egg
 Nest
 These words will be identified during our introductory discsuiion in order to tie in
our vocabulary that we have been working on throughout this unit.
o Critical thinking questions:
 What makes an egg quiet?
 Why do you think eggs come in different sizes?
 What could you do with these materials?
o Managing the lesson:
 I feel as though this group of students is fairly well behaved. I will just make sure to
remind them to stay seated and in their centers. Another good reminder will be to
raise their hands and wait for their turn during our discussion. Additionally, they
need to have their listening ears on and be patient as I help all of our friends in a
timely fashion.

 Closure:
ASSESSMENT
 Assessment Plan: I will assess the students’ understanding of this lesson during the facilitated
discussion as well as during the activity itself. I will be observing how much of the story/main idea
about eggs they had retained. In terms of assessing a product, I will take a look at their finished eggs
to see if they understood the concept and punched the correct number of holes into each paper.
Additionally, I plan on ensuring each child identifies the correct number listed on each egg when I
point to it.

 Evaluation Criteria: My assessment plan will be extremely authentic. A lot of it will take place
during the discussion while I take notes on who is comprehending the information and if they are
speaking, not to mention looking out for body language that shows the student is actively listening
and doing their best to participate in this learning experience. I will not necessarily be grading the
students as this is more of a way for me to identify their math and fine-motor skills. If I were to
create a rubric to track their understanding, I would check how many of their 10 eggs/numbers they
were able to properly identify and punch the correct number of holes in. Anywhere from 2-3
numbers would be considered beginning, 4-6 is emerging, and 7-10 is grasping.

 Differentiated Assessment: This will be very similar to the previous assessment; however, it would
just depend on the students’ abilities.

PLANNING FOR THE NEXT LESSON

 Feedback: I will give students feedback throughout the entire lesson. I will pretty much be checking
in as we talk to make sure that everyone understands the various key concepts. It will all be verbal.

 Plan for future lessons’ focus: This will be a learning experience for me as I see how much the
students retain and if we can focus on similar activities in the future, in which case they would also
be focused on math, and possibly additional fine-motor skills.