SETON HILL UNIVERSITY
Lesson Plan Template Abridged
(May be adapted based on instructors needs)
Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence
DETAILS
Sarah Kushnar
Math
Kindergarten
October 9, 2014
CC.2.1.K.A.2 Apply one-to-one correspondence to count
the number of objects.
2.6.K.B Organize and display objects by one or more
attributes.
2.8.K.C Recognize, describe, extend, replicate, and
transfer number and geometric patterns.
CK
Formal Evaluation
Students will be formally assessed through the
completion of a pattern that they create and their
explanation of the pattern to their partner.
Informal Evaluation
Students will be informally assessed through teacher
observation during the lesson as they sort the items
and work together to create patterns.
These assessments are formative. There is no summative
assessment for this lesson.
Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)
Students will be able to
Sort the candy corn into three categories based on
appearance.
Create an AB, ABC, or ABBA pattern and share with the
class.
Explain their pattern to the class using appropriate
vocabulary.
Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Students will be asked where they see things repeating
in their lives. (Teacher guidance will be given as needed
such as seeing cars in a parking lot or standing in line.)
Hook/Lead-In/Anticipatory Set
The students will be sitting at their tables. The teacher
will draw a series of objects on the board in a pattern.
The teacher will ask the students to name what they
CK
Explicit
Instructions
Big Ideas
Essential
Questions
Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications
see. (candy corn, pumpkin, candy corn, pumpkin, etc.)
The teacher will tell students to put their thinking caps
on to help figure out what comes next.
The students will turn and talk to their partners to
decide what comes next. Once the students decide on
the correct item, the teacher will then say that this is a
pattern.
Big Idea Statement
Patterns exhibit relationships that can be extended,
described, and generalized.
Essential Questions
How can we identify and create patterns?
Key Vocabulary
Pattern
AB Pattern
ABC Pattern
ABBA Pattern
Repeat
Pre-Assessment of Students
Students will be pre-assessed by identifying patterns
that they have seen in real life and helping the teacher
complete the pattern during the anticipatory set.
Modeling of the Concept
The teacher will define a pattern for the class - A pattern
is something that happens over and over again or
repeats.
The students will each receive a bag of materials. The
students will be instructed to leave the bag closed until
the teacher reviews the instructions.
Instructions: Do not put anything in your mouth.
Do not throw items.
The students will receive their candy corn from the
previous days activity of sorting them into the three
different groups based on appearance.
The students will work with the teacher to identify three
different types of patterns AB, ABBA, and ABC on the
Elmo. Students will work to create patterns using the
candy corn as manipulatives at their desks.
Transition
Students will sit in pairs at the tables. The teacher will
review instructions for the activity.
Instructions: We will be creating patterns using the
candy corn. On each bag, there is a sticker. Pink
smiley faces will make AB patterns, purple smiley
faces will make ABC patterns, and yellow smiley
faces will make ABBA patterns.
Guiding the Practice
Students will work to create a pattern and fill out the
workmat.
Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure
Other(This area
is to be
determined by
instructor OR
student as
needed)
The teacher will review the instructions of the workmat.
Instructions: Place your name on the top line. Look
at the sticker on your bag that will tell you what
type of pattern to make. Make the pattern on the
top by the circles. Draw your pattern in the circles
and fill out the type of pattern. After you are
finished, you will talk to your partner and learn
about their pattern. Write what kind of pattern
they made and then draw their pattern.
During this time, the teacher will walk around and
monitor/give guidance as necessary.
Providing the Independent Practice
The students will then talk to each other and teach their
partner about the pattern they created. They will then
draw their partners pattern on the bottom of the
workmat and identify what type of pattern it is.
What type of pattern is it? Why is it that type of
pattern?
How many things are shown over and over? How
do you know its a pattern?
Adaptations/Accommodations for Students with Special Needs
Fine motor delay For a student who has trouble with
fine motor skills, they will use large crayons and the
teacher will guide with hand over hand guidance if
necessary.
Food allergy For a student allergic to one of the
ingredients in candy corn, they will use paper cut outs of
pumpkin and candy corn instead of the food.
Candy corn
Paper cut outs of candy corn and pumpkins
Dixie cups
Crayons
Pattern Workmat
Elmo
Summary & Review of the Learning
As a review, students will be shown three different
patterns. They will have to correctly identify the type of
pattern and explain why it is a pattern.
If time permits, they will recreate the pattern at their
desks and extend it.
Homework/Assignments
Find a pattern at home and draw a picture of it to
discuss in class the next day.
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?
