Lesson Plan 10/12/21 Math {Chapter 3/ Lesson 1} -(Rozak)

Content Standards Reference

K.G.1
Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above,
below, beside, in front of, behind, and next to.

ELD standard
2.A collaborative-emerging
1. Exchanging information and ideas Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and
responding using gestures, words, and simple phrases.
Active prior knowledge
Use 4 different colors on chart paper two for above (pink/purple) and two for below (blue/green). Make a dark black line with construction
paper- for a horizontal line across the middle of chart paper. Define the terms above and below in relation to the line and the position and
direction in which objects could be placed on the chart. Have four envelopes that are colored with the four colors on the chart with student
sticker names in them, peel the name sticker as they are walking up and the student will place it on the appropriate color. Students will
identify one classmate's name that is above the line and another name that is below the line. (Focused student 1 will be called first and I will
make it look like her card was placed first-she will have a picture by her name to help identify which sticker belongs to FS1. {10 minutes}
Objective & Purpose
OBJECTIVE: Boys and girls today you will be learning about above and below. By the end of today’s lesson, you will be able to (Bloom’s)
identify and describe an object’s position by drawing a picture and telling where the object is in relation to your picture.

PURPOSE: The reason you need to know this is so students can follow directional oral directions and can explain where items are located.
{1 minute}
ME Input Modeling Check for Understanding of the
I will direct students to student page 14 in the On the whiteboard, I will draw a picture. Input & Modeling thru
flipbook. Then I will discuss the night scene, Then I place the moon. heart-shaped Active Participation
focusing on the position of the stars, moon, cloud, cloud, and star in the picture. Last, I will
cat, house, and mouse: explain where I placed the moon, cloud, I will call on students randomly to
Which star is above the cloud? blue and star. I will draw grass and myself then answer where I put the moon,
Which star is below the moon? red place the moon above myself, the star cloud, or star- above or below the
Where is the white star? above the moon below the grass, and the cloud above the picture I drew. I will ask students to
Is the mouse's tail above or below the cat's tail? grass. I tell students what to watch for, so explain why they gave that answer.
above they will do the same when it is their The other students that did not get
Are the trees above or below the cloud? Below turn. {5 minutes} a chance will agree or disagree with
Explain. the student’s answers and explain
 Have students use other objects on the page to
describe above or below.
Academic Vocabulary:
I will teach the students the meaning of:
Above- a higher place than an object
Below-a lower place than an object
{5 minutes}
US Guided Practice
I will use cards that have students’ names on them
to randomly call on students to come to the board
and draw a picture. I will then call on students to
come up and place the star, cloud, or moon above
or below a picture and explain to the class where
they put the star, cloud, or moon in relation to the
picture.
Differentiation – how will the activities or the
materials be different for the ELs or other
identified students/subgroups?
My focus student 1 (EL) struggles with
engagement and understanding concepts in the
whole group. Student 1 has many friends and
does great at center time and recess. During the
lesson, I am going to have students repeat what I
am asking of them to help student 1 understand
what is being asked. I will have many pictures,
visuals, and examples to help with
comprehension.
My focus 2 student is very smart. If you explain
the directions a couple of times and prompt to
complete work. Focus student 2(ILP) struggles
with speaking in complete sentences and
answering some comprehension questions but
can cut, trace, and show you his understanding.
why. All students will show
understanding of my modeling.
{3 minutes}
Check for Understanding thru Formative & Self-Assessment
Active Participation
Ask questions about classroom
I will teach more in-depth by using a objects that will require students to
poster to see if students understand what use the words above and below
is being asked. For example, which star is when answering.
above the cloud? blue. The students will When applicable, have students act
practice with their own set of a star, out these positions with
moon, heart-shaped cloud and follow manipulatives or their own
along to oral directions. motions.
Provide each student with a star, moon, How will each student know that
and cloud paper cutout. they are successful?
Direct the students to orient their (self-assessment)
cutouts in different positions in the air or I will walk around to progress
using the flipbook accordingly. Hold the monitoring when students are
cloud above your head. cloud is held doing their independent work as
above the student's head hold the star well as by students giving me a
below the moon. star is held below the heart-centered 1-I do not
moon understand, 2- I kinda understand.
{10 minutes} 3-I understand. If most students are
at a one we will be proactive more
with we do examples, if students
are at a 3 and they are getting the
answers correct then we can move
on to independent practice.
{5 minutes}
 During carpet time student 2 is always moving.
During the lesson, I will get my focus student
engaged. I will have student 2 show me what with
pictures. I will prompt and give sentence frames
to practice answering in complete sentences.

Focus student 3(my choice) is very smart. Student

3 can read and count to 30. Knowing the most in
my class. I will have comprehension questions and
higher-level thinking questions. I will give
multiple-step questions to see understanding of
the concept. I will have student 3 give prompts to
other students.
{10 minutes}
YOU Independent Practice Summative Assessment
Students will draw a picture and place a cut out of Students will complete the above
a star, heart-shaped cloud, and moon above or and below quiz.
below the pictures that they drew. Students will {7 minutes}
explain where these items are located on their
pictures.
{5 minutes}
Closure: Who can give me an example of something they learned? Great job kids! Everyone worked hard at identifying and describing
pictures above and below different items. When you go home, talk with your parents about what you learned using toys. {3 minutes}