Supervisor Observation 2 Level 3

USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Ashley Mohammed
Grade Level Being Taught: Subject/Content: Math Group Size: Date of Lesson: 11/3
Kindergarten Whole group
planning for instruction

planning for assessment
planning for differentiation
Part 1: Lesson Content

Title of Lesson Join and Separate Review
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners Students love to talk and communicate with each other. Recently we have been working on working
(supervisors) better in groups together. They have struggled with this in the past and since it is kindergarten part of a
teacher's job is to teach them this. Students have been mean to others and looked down on many other
students during group work time.
How does this lesson connect to/reflect the local community?

This lesson is interactive and gives the students more chances to interact with one another.
What Standards (national or MA.K.NSO.3.2

state) relate to this lesson? Add two one-digit whole numbers with sums from 0 to 10 and subtract using related facts with
(You should include ALL applicable procedural reliability.
standards.)
MA.K.AR.1.3
Solve addition and subtraction real-world problems using objects, drawings or equations to represent
the problem.
MA.K.AR.2.1
Explain why addition or subtraction equations are true using objects or drawings.
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
(CPALMS/instructional planning
course) 2. Begins to demonstrate how to compose and decompose (build and take apart) sets up to eight using
1
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Mohammed
objects, fingers and acting out
Students are already familiar with the idea of composing and decomposing which is a stepping stone to
adding and subtracting.
Trace the standard to the next grade level. What will students learn next related to this standard?
MA.1.NSO.2.2
Add two whole numbers with sums from 0 to 20, and subtract using related facts with procedural
reliability.
MA.1.NSO.2.5
Explore subtraction of a one-digit number from a two-digit number.
Students will expand upon their knowledge by adding bigger numbers and subtracting one digit from
two digit numbers.
What misconceptions might Students may not understand the difference between adding and subtracting.
students have about this
content? (talk to your CT)
Objectives- What students will Some examples:

know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not Students will be able to accurately add and subtract whole numbers up to ten.
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need to be a percentage.)
(connect back to 4504/CT

Support/reinforced in
instructional planning)
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? remember
Which level(s) of thinking is/are called for in your objective? remember

Why did you choose this level(s) of thinking?
I chose this level because this does not require students to explain their math, it requires them to recall
their addition/subtraction facts.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered At the end the students will turn in their paper that has their 4 problems answered on it. They will be in
your objectives? pairs so theoretically they should have almost the same thing written for each problem.
How does it align with your objective?

This allows me to see if students can accurately add/join and subtract/take away whole numbers up to
ten. It will be on a separate paper which I will have as evidence.
Is your assessment formative or summative? Why did you make that assessment decision?
formative and summative because I will be assessing as we go through the lesson and what they gained
from it at the end.
Assessment Scoring/Rubric
What are the criteria for how you In the classroom we use different faces to express if students completed their work. Silly means they did
will assess student everything correctly, happy is they got about 8/10 or anything equivalent to that, slant means they got
learning/student work? If you’re about half
using a rubric, include your rubric
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here. *there's another one i cannot remember at the moment*

and I will use this so students can see how they did.
As students are working in groups I will have the following checklist with each of their names on it
The key would consist of check marks for they understood/ were doing what they needed to do. A
squiggle would mean they were half and half and a dash would mean they would need more
support/was not engaged at all or working together was hard for them.
Part 2: Lesson Implementation
Management & Environment ● How will you arrange yourself and the students (location in the classroom, seating)?
(integrated throughout your I will be in the front when giving any instructions or addressing the class. While students are
step-by-step plan): working in groups I will be walking around and seeing how they are working together/how they
are understanding the problems,
● What processes & procedures will you use? How and when will you communicate those to
students?
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I will use the basic classroom procedures. I will remind them to raise their hands and stay in their
seats when needed. I will also try to have them use their whisper voices so the classroom does
not get too loud.
● What expectations will you have for the students? How and when will you communicate those to
students?
Students will be expected to participate, be actively engaged, listening when needed, and working
together nicely. Before I let them go into groups I will remind them of our guidelines for group
work.
● What strategies will you use if students do not meet your expectations? Are there specific
students who require a more extensive management plan? What will that consist of?
I will start with non verbal like eye contact then move to verbal reminders after about 3
reminders I will take a spark point away. If students are consistently on task I will let them move
their clip up. Some students may need a more extensive plan and for them I will give them
sterner and more warnings before taking a spark point away. I will say things like “I don't want to
have to take a spark point away, I want you to keep them today.” or “I want you to be able to
move your clip up lets do __”
● What will students do if they complete the task quickly?
If students complete this quickly I will have them discuss with someone why they chose the
problem they did. I will also give them the option to take another set of addition/subtraction
cards.
Materials
(What materials will you use? Why pencil, paper, cards I have made, my CT
did you choose these materials?
Include any resources you used.
This can also include people!)
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I have the worksheet above I may use for differentiation.

I also found a resource that gives simple addition and subtraction facts that students could match in their
groups and glue on a paper I give them.
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Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:
I would differentiate the process by giving the students who are better readers word problems instead of
equations.
Which specific students will benefit, and why?

The students who may get bored would benefit because it allows them to use their knowledge more. It
would have them more focused on the work they are supposed to be doing.
Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or I will adapt this lesson by giving students different groups and having my CT give extra support to those
groups of students) who may need it.
Accommodations What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual ● Pre-Production Level: I would have them work with students who know their native language if
students (initials), and then explain applicable and have them do the adding and subtracting number facts.
the accommodation(s) you will ● Early Production Level: I would have them work with another student who may know the
implement for these unique language and English and do the addition and subtraction number facts.
learners.) ● Speech Emergence Level: I would have them be with an English speaker and have them do the
number addition and subtraction.
*If you don’t have students who
require these accommodations, ● Intermediate Fluency Level: I would have them in a group with other students one who may
describe what you WOULD do if know their native language and have them do the number addition and subtraction facts.
you did have these students.
What accommodations will you make for students who have an IEP or 504 plan?
I would give extra time if needed, let them move if needed and ask them what they feel most comfortable
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doing.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
I would have them do the worksheet then have them help another student who may need a little extra
support.
References (Planning of Gkloumpou, A., & Germanos, D. (2022). The importance of classroom cooperative learning space as
instruction should be guided by an immediate environment for educational success. An action research study in Greek
research-informed Kindergartens. Educational Action Research, 30(1), 61–75.
approaches. Acknowledge https://doi-org.ezproxy.lib.usf.edu/10.1080/09650792.2020.1771744
references used to inspire lesson
ideas.) Singh, S. (2010). Independent and Collaborative Writing in a Kindergarten Classroom. Journal of
Reading Education, 36(1), 48–53
Hong, G., & Hong, Y. (2009). Reading Instruction Time and Homogeneous Grouping in Kindergarten:
An Application of Marginal Mean Weighting Through Stratification. Educational Evaluation & Policy
Analysis, 31(1), 54–81. https://doi-org.ezproxy.lib.usf.edu/10.3102/0162373708328259
Goodwin, M. W. (1999). Cooperative Learning and Social Skills: What Skills to Teach and How to
Teach Them. Intervention in School and Clinic, 35(1), 29–33.
https://doi.org/10.1177/105345129903500105
Yamauchi, L. A., & Kuwahara, R. H. (2008). Joint Productive Activity: Collaboration That Builds New
Understandings. YC: Young Children, 63(6), 34–38.
My CT
https://www.youtube.com/watch?v=rPVdItitgIU (if needed/wanted)
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? Math
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
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Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.) guided/gradual release/etc.) group work
3. Step-by-step plan:
Where applicable, be sure to
Time: Action Steps:
address the following:
10:45- “Let's turn on our math brains and get ready for joining and separating numbers”
◻ What Higher Order Thinking
10:46- “Today we’re going to be working in pairs, let's go back over how we work together ”
(H.O.T.) questions will you ask? (Yamauchi, L. A., & Kuwahara, R. H. (2008). Joint Productive Activity: Collaboration That Builds New
◻ How will materials be Understandings. YC: Young Children, 63(6), 34–38.) I will have the poster we made together out and
distributed? ready to use.
◻ Who will work together in (Singh, S. (2010). Independent and Collaborative Writing in a Kindergarten Classroom. Journal of
groups and how will you Reading Education, 36(1), 48–53)
determine the grouping? I will let students tell me stuff on the anchor chart then will go over it all at the end. The students will be
◻ How will students transition on the carpet.
between activities? 10:50- I will have a picture with one item crossed out and have students turn and talk to discuss how this
◻ What will you as the teacher can represent adding/subtracting.
do? (Yamauchi, L. A., & Kuwahara, R. H. (2008). Joint Productive Activity: Collaboration That Builds New
◻ What will you as the teacher Understandings. YC: Young Children, 63(6), 34–38.)
say? ALSO (Goodwin, M. W. (1999). Cooperative Learning and Social Skills: What Skills to Teach and How to
Teach Them. Intervention in School and Clinic, 35(1), 29–33.
◻ What will the students do?
https://doi.org/10.1177/105345129903500105)
◻ What student data will be
collected during each phase? 10:55- I will then go over the instructions of the activity. “You are going to get a baggy of math problems
◻ What are other adults in the and answers like this. You're going to use the paper I give you. What are you going to use? You're going to
room doing? How are they draw out the problems then find the answer in the bag. What are you going to be doing?”
supporting students’ learning? (Hong, G., & Hong, Y. (2009). Reading Instruction Time and Homogeneous Grouping in Kindergarten: An
Application of Marginal Mean Weighting Through Stratification. Educational Evaluation & Policy
Analysis, 31(1), 54–81. https://doi-org.ezproxy.lib.usf.edu/10.3102/0162373708328259)
I will then call pairs up to grab their bag and paper. I will assign someone to draw out the problems.
I will model this for them by doing one problem on the board.
(Singh, S. (2010). Independent and Collaborative Writing in a Kindergarten Classroom. Journal of
Reading Education, 36(1), 48–53)
11:00- “We should be working on our problems together.”
(Gkloumpou, A., & Germanos, D. (2022). The importance of classroom cooperative learning space as an
9
immediate environment for educational success. An action research study in Greek Kindergartens.
Educational Action Research, 30(1), 61–75.
https://doi-org.ezproxy.lib.usf.edu/10.1080/09650792.2020.1771744)
11:05- “I'm going to give you 3 more minutes to finish up.”
During this time I will be walking around with my checklist, seeing who's participating, collaborating, etc.
11:08- “I want you all to clean up now. Put your glue sticks and pencils away.” I will have the teacher
helper go collect them. “Can I have the teacher helper go around and pick up the papers from each
partner please” Their exit ticket will be the paper they showed their work on.
11:15- “Who can tell me what we learned today?”
If students are not showing the group expectations:

I will start by walking over to them and asking them if they are following the expectations. Usually they
are honest and will say yes or no. I will ask them if they know what the expectations are and then tell
them to look at the poster we made.
If this is a whole class issue I will stop the small groups and go over the expectations again.
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Supervisor Observation 2 Level 3

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Supervisor Observation 2 Level 3

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USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: Ashley Mohammed

planning for instruction

Part 1: Lesson Content

How does this lesson connect to/reflect the local community?

What Standards (national or MA.K.NSO.3.2

objects, fingers and acting out

Objectives- What students will Some examples:

(connect back to 4504/CT

Which level(s) of thinking is/are called for in your objective? remember

How does it align with your objective?

here. there's another one i cannot remember at the moment

I have the worksheet above I may use for differentiation.

Which specific students will benefit, and why?

https://www.youtube.com/watch?v=rPVdItitgIU (if needed/wanted)

11:15- “Who can tell me what we learned today?”

If students are not showing the group expectations:

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