Office of Field Placement and Partnership Outreach

Pre-Practicum Lesson Template

Name: Hanna Pomaski Date: XXXX

School: Edison K-8 School Grade: Kindergarten
Starting and Ending Time: 2:00 - 2:30 PM

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to
how this lesson fits into the “big picture” of the students’ long-term learning, which MA
framework does the lesson most clearly address? Select 2 to 3 focal standards that will be key to
your instruction and assessment.

MA Curriculum Frameworks for Mathematics

Kindergarten Content Standards
K.A.3: Write numbers from 0 to 20, represent number of objects with a written numeral, and
knowing 0.
K.B.4.a: When counting objects, say the number name in the standard order, pairing each object
with one and only one number name with one and only one object.
K.B.5: Count to answer “how many” questions of as many as 10 things arranged in a line,
rectangular array, or a circle. Or as many as 10 things in a scattered configuration. Given a
number from 1-20, count out that many objects.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?
- I will be teaching students different configurations of the number 10 using block
manipulative and a worksheet. The overall goal is for students to learn that no matter
what the configuration or shape, there will always be 10 (for example, 5+5 makes 10,
2+8 makes 10, etc). I also want them to learn to make patterns to count 10 objects out,
and learn that making rows that mirror a 10-frame, makes it easier to count out 10.
Assessment: What specific, tangible evidence will show that each student has met this
objective?
- Students will demonstrate this subject matter knowledge by answering my questions
when I prompt them and ask them to think. I will call on students and ask for examples. I
will also assess learning through completing a worksheet together and asking students if
they are able to do it, and are able to answer questions about the worksheet. The
worksheet handout will mirror class activities we will do together.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown
(2002) as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

- By the end of the lesson, students will know the definition of the word “configuration”
which is in the lesson objective, and which I will explain at the beginning of class. It is
 important to to introduce this word for students to become familiar with, and knowing it
will help them expand their vocabulary.
Assessment: What specific, tangible evidence will show that each student has met this
objective?
- If students are able to answer my questions when I use the phrase “configuration of the
number 10” I will be able to tell that they understand it. I will also call on a student to
have them explain to me what they remember the word “configuration” to be (the answer
should be “shape, or form.” Or something along those lines.
Content: What are the specific details of the lesson’s content knowledge?

- Making configurations of the number 10

- Clapping out various numbers and counting to practice all numbers
- Seeing and recognizing the number 10
- Seeing a ten-frame and counting out the number 10
- Seeing various shapes and configurations of 10 blocks, and recognizing that no matter the
shape, the number of blocks stays the same (ex: 5 and 5, or 8 and 2)
- Understanding that counting in rows is easier than in randomized shapes
- Understanding to count out individually and make patterns to count, which ties into the
idea of different configurations of 10 blocks will still make 10.

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (4 minutes): How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?

- “Hello students! How was our writing and snack time? Do we feel ready to learn math?”
- State the objective: “today we are learning more about the number 10. Do we remember
learning about the number 10 yesterday? Today, we will learn the different configurations
of the number 10. Configuration means an arrangement, or different shape. So when we
make different shapes with our blocks, we are making different configurations.”
- “To warm up, we are going to be doing a match-movements game. Can I see a quietly
raised hand to call out a number between 1-10?”
- “Okay, now we are going to clap that number” (or snap, or stomp)
- This will be repeated 4 times, counting out loud each time.

During Lesson (20 minutes): How will you direct, guide, and/or facilitate the learning process to
support the students in working toward meeting the instructional objectives?

- “Okay, now I am going to hand out our ten frames, and each one of you will get some
blocks. Can someone tell me how many blocks they have?” ____ “and how did you
figure that out?”
- “Okay, so now we are going to place them on our ten-frame like we did yesterday. Let’s
place all our blocks in their boxes, and then count out. What number do we have now?”
- “Now we are splitting them up. We will leave this row, and then count one by one. How
many do we have now?”
 - “Now, we are going to flip our boards over, and use the back. I want everyone to follow
what I am doing. We are going to make a circle with our blocks. How many do we have
now?”
- Make various shapes, and make sure each time children understand that there are still just
10
- “Now, I am going to put them in a cup, shake them, and drop them out. Everyone count
with me while I make a pattern to count my blocks. How many do we have now?” I will
ask for various volunteers
- “Now, what if I line them up like this. Is this easier to count?”
- Create rows vs, towers. “Why is it easier to count this way?”
- “Okay, now I am going to be collecting your blocks. Can everyone place their tower into
the bag nicely?”

Closing (5 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?

- “Now, I need everyone to quietly get up, get their pencil, and then come back to their spot
on the rug. We are going to be doing a worksheet together”
- I will explain the worksheet, and then we will work on the worksheet together and I will
assess student learning based on worksheet performance
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL) and utilize resources at the following links:

UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0

Guidelines:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson planning: http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Especially consider the
needs of students on Individual Education Plans (IEP), English language learners (at a variety of
English language levels), and students who may need an extended challenge. Highlight all that
apply.

Grouping Factors Content Materials Student Response

Adjust grouping Give additional Write homework list Alternate response
format examples format
Graphic organizers (verbal/written)
Seat students Provide alternate
strategically near one reading or the same Use Braille or large Give daily progress
another, you or the text at varying print report
focus of instruction reading levels
Use manipulatives Extend time
Pair students Provide on-level
reading Use assistive devices
Technology
Give verbal cues to Use interpreter
emphasize main ideas Give students copy
of directions Give more breaks
Increase number of
review activities Allow use of
computer
Hand out copies of
notes

Re-read directions

Use page markers

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation. P1s choose 1 level of support to explain, P2s choose 2 levels of support to
explain and P3s and Grad P1s choose 3 levels of support to explain.

Support #1: Increase Number of Review Activities: I want to be consistent in reviewing the
activities and stressing the idea that 10 can be made in various configurations, or shapes and
forms. When I do the warm up, I will review the clapping and counting several times. I will
especially increase review when working with counting out and creating different shapes to
make 10, and asking students repeatedly if there are still 10 blocks with various configurations.
Support #2: Give Verbal Cues: I want to give verbal cues to the students, especially when
showing them how to make their block configurations, counting out, and using their ten frames.
Kindergarteners need constant verbal cues and engagement, so giving verbal directions for every
step of the way will be helpful. This is also important for classroom management. They need
verbal cues to get their pencils, how to hold their pencils, how to set up their paper, what to do
with their blocks, and more. This is also important considering how students cannot read
completely yet, so verbal cues are important for completing tasks, doing worksheets, and
explaining the objective posted.

Support #3: Re-reading directions: This is an extremely important task in order to ensure that
students of all abilities are able to learn how to make various configurations of 10. This is
especially important for this age range. By repeating my directions clearly and precisely,
students that may have not gotten it the first time, or take more tries to understand something,
will be considered. This goes along with giving verbal cues. I will verbalize my expectations,
and then repeat them accordingly.
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

- I will use the “Bright Lights” PBIS system that is used at the Edison K-8. Whenever
students demonstrate appropriate behavior such as raising their hand politely, answering a
question well, sitting nicely, or showing kindness or one of the 5 Edison tennents, I will
reinforce this good behavior by handing out a Bright Light, which they are very familiar
with.
- Students will sit in 1 large circle so that handing out materials is straightforward, and
students can all see my example. This also ensures minimal distraction and moving.
- I will also enforce sitting criss-cross and checking for an appropriate space bubble so that
students have enough space when they sit, and have personal space as well (criss- cross
and space bubbles are phrases and exercises that are practiced frequently)
- I will give repeated directions and verbal cues to remind students of good behavior, and
help them avoid distractions when working with counting blocks. I will model this
behavior for them and point out someone who is exemplifying this.
- I will ask students to raise their hand politely in order to be called on, and I will only call
on students that are sitting nicely, not talking out of turn, and raising their hand. This
requires a lot of reminders and reinforcement in this classroom, but usually a few students
can model it for the rest, and will set an example if I reinforce this good behavior.

Technology: How did you incorporate technology into the lesson?

- Technology will not be incorporated into this lesson.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?

- Ten frame boards

- 10 manipulative blocks for each student
- worksheet
- pencil

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?

- This lesson is reinforcing the number 10 that was learned previously. As well as ideas of
commutative property and how changing the shape does not change the amount, as well as
using ten frames to count. These skills will also continue to be used in future math lessons.
- My supervising practitioner will go on to work with the number 10 again this week, and
show students how to make different addition equations of 10 using the same blocks. This
will help students remind themselves that not only do different configurations of 10 make
10, but different amounts (9+1, 8+2, etc) will also make 10. This will build on today’s
lesson and hone in learning.
6
Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley
 7
Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley