Boston College Pre-Practicum Lesson Plan Template

Name: Gabrielle Walsh Date: 10/26/23

School: St. Columbkille Partnership School Grade: Kindergarten

Starting and Ending Time: 11 to 12

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.

Standard and Goals for Mathematical Process and Practice (from curriculum book, Everyday
Mathematics):
SMP1 - Make sense of problems and persevere in solving them.
SMP4 Model with Mathematics

Kindergarten Massachusetts Frameworks

K.0A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, 3 sounds (e.g.,
claps), acting out situations, verbal explanations, expressions, or equations.
K.0A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using
objects or drawings to represent the problem

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?
1. The lesson is “Addition Number Stories.” They will learn the concept of addition.
a. Identifies 1 to 1 correspondence → By drawing a picture to represent the number
model.
2. The students will choose their own numbers and objects that they are adding together. They will
independently choose these and show their finished number stories to the teachers and to their
classmates in their group.
a. After every student is finished with their worksheets, they will share their number story
and “equation” to their classmates in their group.

Assessment: What specific, tangible evidence will show that each student has met this objective?

The completed number story worksheet will show that they have met the objective and share their
number story to their classmates that are sitting with them.

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.

1. Addition, “Gus the Plus”, plus, “Ellie the Equal”, equals

 2. The students will demonstrate that they know the language during our full class introduction and
throughout the lesson. They will be able to do the worksheet completely by understanding what
“Gus the Plus,” or plus, and “Ellie the Equal” or equal means. They will also be able to read their
number story back to the teacher or their fellow classmate.
3. After they share their number story equation, they will be able to understand what plus and
equal means.

Assessment: What specific, tangible evidence will show that each student has met this objective?
The students will complete their number story worksheets and will share their finished number story
with other students in the class.

Content: What are the specific details of the lesson’s content knowledge?

Students will invent and solve different types of number stories using a variety of strategies.

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 (10 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?

I will tell the class that we are going to be working on number stories and addition. I will ask if anyone
remembers what a number story is and I will review number stories and addition to them. I will go over
“Gus the Plus” and “Ellie the Equal” and what they mean, and how after finishing their number stories,
they will understand what they mean and how to use them.
I will give an example of my own addition number story and write it on an anchor chart. Then I will
explain the worksheet and tell them that they can choose their own objects and numbers for their
number story.
I will then display the anchor chart and they will each go to their group.

During Lesson (40 minutes): How will you direct, guide, and/or facilitate the learning process to support
the students in working toward meeting the instructional objectives?

After I give directions and my example to the whole class, we will go into stations.
During stations, a group of 4 or 5 students will each go to different stations in the classroom and do
different academic activities. One of the stations will be my group, where they complete their number
story worksheets. When each group comes to my station, I will give them their worksheets. They will
each write their names on their sheets and I will briefly go over the directions again to refresh them on
the assignment. After I go over the instructions, the students will think about what they want to write
their number story about. After thinking about it, they will tell me what they want to write about and
with what numbers. If the number story makes sense and they correctly thought about it, I will tell them
it is correct and they will write the two numbers they are adding together. After they write their
numbers, they will draw the pictures of the objects and how many of them they want to add together.
After they draw the pictures, they will be able to count the objects they drew and will know what the
answer to their addition problem is. When they find out the answer, they will write it down on their
worksheets and I will check it to make sure they finished and did it correctly.
Closing (10-15 minutes): How will you bring closure to the lesson and, by doing so, review and determine
what students have learned?

After each student is finished with their worksheet, we will review the number stories and each student
will share their number stories to their classmates in their group. They will be able to say their
“equation” out loud and this will show that they understand what plus and equal mean.
 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 format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another, you or the reading or the same Use Braille or large report
focus of instruction text at varying reading print
levels Extend time
Pair students Use manipulatives
Provide on-level Use assistive devices
reading
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: P1s choose 2 levels of support to explain in detail the differentiation, P2s, P3s and
Grad P1s choose 3 levels of support to explain in detail the differentiation.

Support #1:
Seat students strategically near one another, you or the focus of instruction
-Students are put in groups based on their academic level. There are above benchmark, at benchmark,
and below benchmark groups. They will be seated in these small groups during the lesson.

Support #2:
Re-read directions
-I will be giving the students directions and an example in the beginning of the lesson, and when they
are in their small groups, I will say the directions again.

Support #3:
Extend time
-The students will be able to have as much time as they need to complete this lesson. If a student takes
longer than other students, they will be able to finish it later in the day to fully complete their
worksheet.
 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.

When we switch groups during stations, I will either ring our classroom bell or do our clapping technique
for the students to bring their attention to me and tell them what station each group is going to.

In each small group, I will give reminders of classroom expectations for students that need to be reminded
about their behavior and listening.

Technology: How did you incorporate technology into the lesson?

The use of technology for this lesson was outside online resources to get the worksheet.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before teaching
the lesson?
I will need to get paper for the anchor chart, and the number story worksheets prepared before the
lesson.

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)?
We will be doing many more worksheets and activities with addition in our class in the future.

6
Updated: Date (2023)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley