DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate _Adriana Villanueva__ Grade Level _Kindergarten Title _Write a Number Sentence to Solve Addition Problems
CONTEXTUAL FACTORS (classroom factors)
**This lesson will be taught in the afternoon class so modifications will be made for the PM students.**
Contextual Factors:
AM Class:
ESL Students:
Alaric and Emmanuel
IEP and/or Resource Students:
Maddox, RJ
Behavior Students:
RJ, Alaric, Chase
GATE Students:
Ethan
Speech:
RJ, Reese, Halle
PM Class:
ESL Students:
Jonny, David, Diamond, Emely, Benjamin, Madison
Behavior Students:
Madison, Riley, Brexkstyn, David
IEP Students:
Leah
OEK (Optional Extended Kindergarten):
Madison, David, Jonny, Navon, Benjamin, Efrain, Kyori, Jace, Jaxton, Trinity, Brandee, Brexkstyn
Classroom environment:
The seating arrangement is organized into 5 different tables. The students are encouraged to work cooperatively during
centers at the end of the day, but they are usually encouraged to work independently the rest of the day. There is a
desktop computer that is connected with a Promethian projector that projects at the front of the room. There is also an
ELMO projector located at the front. The teacher usually conducts her lessons with the students seated at the carpet at the
front of the room. The students all have a pencil box that contains pencils, markers, glue sticks and crayons. My dyad
partner, the classroom teacher, and a teachers assistant will be present during this lesson and may assist with classroom
management.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Understand addition as putting together and adding to, and understand subtraction as taking apart and
taking from.
1. Represent addition and subtraction with objects, fingers, mental images, drawings 2, sounds (e.g., claps), acting out
situations, verbal explanations, expressions, or equations.
Content Walk-Away:
I will be able to write a number sentence to solve addition problems.
Language Walk-Away:
I will be able to create my own turkey feather number sentence.
Vocabulary:

Addition; number sentence.

SIOP 1,2,3,9
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Students will be able to comprehend that addition number sentences tell stories
about what numbers are being combined.
Content Walk-Away Evidence (Summative):
Students will be able to create their own addition number sentence.
Language Walk-Away Evidence (Summative):

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Students will be able to create their own addition number sentence by

creating a turkey feather activity.
Approx.
Time
11:4511:50

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Begin presentation.
Students, today we will be talking more about addition and adding numbers. Over the past few weeks, we
learned about how we can combine or put different things together to create a sum. We learned that the
addition sign has a special power of adding things together to create a different number.
Show students sample problem to remind them of addition. Remind students that we learn what we know
and what we need to know by looking at the picture.
We all know that addition is used to put things together, but did you know that we could also tell a story using
addition sentences? We will talk about this today!
SIOP 7,8,9
Formative assessment:
Learning Goal
Students remember prior
knowledge about addition and
how different sums can be created
by putting numbers together.

Success Criteria
Students are helping the class
solve sample problems and are
participating in class discussion.

Assessment Strategy
Students will be assessed
formally.

Modification/accommodations: (ELL, IEP, GATE, etc.)

Prezi will provide ELL students with a visual aid.

11:5012:00

Focus Lesson (I do it)

Just like the sentences in a book, number sentences tell a story about numbers. We will be writing number
sentences using addition today. This means that our sentences will be talking about how things are put
together.
Continue through Prezi presentation. Show students Pirate video. Notice the different stories that the
pirate tells.
SIOP 4, 10, 11, 12
Formative Assessment:
Learning Goal
Students understand that number
sentences tell stories about how
different numbers are added
together.

Success Criteria
Students are sitting attentively at
the carpet and are listening to the
video and presentation.

Modification/accommodations:
Video is a visual aid for all students.
Guided Instruction (We do it)
Lets create some number sentences about ourselves.

Assessment Strategy
Students will be observed
formally.

Select student randomly and create a number sentence about them. Write sentence on the board.
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students are helping the class
Students are attentive,
Students will be assessed through
come up with number sentences
cooperative, and are using
observation.
about their classmates.
appropriate demeanor.
Modification/accommodations:
Call on at least one ESL student.
Collaborative/Cooperative (You do it together)
Turn to a buddy on the carpet and tell them a number sentence that you could write about yourself.
SIOP 12,16, 17,19, 21, 22, 23, 25
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students are able to construct an
Students are talking appropriately Students will be observed through
addition number sentence about
with their buddy and sharing a
observation.
themselves.
number sentence about
themselves.
Modification/accommodations:
Listen to ESL students. If theres an odd number, pair up with one of the students.
Independent (You do it alone)
Students will complete the turkey feather worksheet on their desks. Show finished example. Instruct
students not to draw too many feathers. Walk around and check on student work, and provide with
feedback.
SIOP 20, 22, 23, 24, 29,30
Summative Assessment:
Students will be able to create an addition number sentence using the turkey feather handout.
Modification/accommodations:
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Tell students that addition is all around us, and instruct them to pay closer attention to the world around
them. Is everyones turkey different? How are number sentences similar to sentences in books?
SIOP 27, 28,

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
This lesson will take approximately 30 minutes-plan accordingly.
Have Prezi presentation ready.
Have turkey handouts ready for students.
Make sure that there is a computer with internet connection available.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
Were students able to practice using addition number sentences with the turkey feather activity?