JMU Elementary Education Program

Thefollowinginformationshouldbeincludedintheheaderofthelessonplan:
StephanieSnapp
Mrs.Herron,BurlingtonElementarySchool
1:001:40,September28,2015

A. TITLE/TYPE OF LESSON: Patterns

B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students readiness
and/or interests?
Last week, the students were introduced to the topic of patterns.
Throughout the week, I was able to assess the students by
observing them complete different activities. I was able to have a
small group and give some one-on-one help to students as they
completed two different worksheets on patterns. I was able to see
which students understand the concept and which students were
having a hard time.
Knowing this information from pre-assessing the students, I will
be able to keep a closer eye on the students who have struggled
with the patterns.
Why is this an appropriate activity for these students at this time? How
does this lesson fit in the curriculum sequence (consider vertical and
horizontal planning)?
This is an appropriate activity at this time for the students
because the students have been learning about patterns for five
days now and have been familiarized with the concept. We are
continuing to build upon the basics of patterns.
Vertical Planning: This lesson fits into the lessons that have been
taught so far this school year because it is continuing teaching
students about patterns. Knowing about patterns is a foundational
skill students must know for the grades to come. First grade
continues work on patterns, which will build upon the students
knowledge of patterns from kindergarten.
Horizontal Planning: Before moving into patterns, students were
learning about positional words. Positional words were needed
before patterns to be able to describe patterns effectively by using
words like before, after, between, etc. After patterns, students will
begin to go more in depth into numbers. This will allow students to
build off of their knowledge of patterns.
How does this lesson fit with what you know about child development
(developmentally appropriate practice and learning progressions)?
I know that students learn from simple to complex and from
concrete to abstract (John Almarode, personal communication, Fall
2014). Last week, students focused on the basics of patterns. They
learned that patterns are cycles that repeat themselves. They also

learned about naming patterns with letters and how each new
object in the pattern gets a new letter. From there, students will be
able to move to more complex ideas such as growing patterns and
predicting patterns.

References
John Almarode, personal communication, Fall 2014
C. STANDARDS - VA SOLs

K.16Thestudentwillidentify,describe,andextendrepeatingpatterns.

D. LEARNING OBJECTIVES
Understand what are the
broad
generalizations/concepts the
students should begin to
develop? (These are typically
difficult to assess in one
lesson.)

U1Thestudentwillunderstand
thatagroupofitemsdoesnot
becomeapatternuntilthefirst
itemappearsagain.
U2Thestudentwillunderstand
thatpatternstakeaformAB,
AABB,ABC,etc.

Know what are the tools,

vocabulary, symbols, etc.
the students will gain
through this lesson?
(These knows must be
assessed in your lesson.)

Do what are the specific

thinking
behaviors/procedures
students will be able to do
through this lesson? (These
will also be assessed in your
lesson.)

K1Thestudentwillknow
thatapatternisacyclethat
repeats.
K2Thestudentwillknow
thatwelabelpatternswith
letterseachnewitemisa
newletter.
K3Thestudentwillknow
thattoextendapatternmeans
toaddontoapreviously
existingone.

D1Thestudentwillinteract
withanonlinemathlesson.
D2Thestudentwillcomplete
aworksheetfromtheonline
lesson.

E. ASSESSING LEARNING
How will you assess student learning of the objectives? What type of
assessment will you use and why?
o I will assess the students by observing as the students
interact with the activboard as well as complete their
worksheet. By observing students working, I will be able
to get a better understanding of which students are
grasping the concepts well and which students may need
more support.
Remember every objective must be assessed for every student!

Objective

AssessmentTool
What documentation will you have
for each student?

DataCollected
What will your students do and
say, specifically, that indicate
each student has achieved your
objectives?

U1Thestudentwill
understandthatagroupofitems
doesnotbecomeapatternuntil
thefirstitemappearsagain.

I will observe and make

notes as needed as
students interact with the
lesson.

The student will be able

to describe that a pattern
is a cycle that repeats
itself.

U2Thestudentwill
understandthatpatternstakea
formAB,AABB,ABC,etc.

I will observe and make

notes as needed as
students interact with the
lesson.
I will observe and make
notes as needed as
students interact with the
lesson.
I will observe and make
notes as needed as
students interact with the
lesson.
I will observe and make
notes as needed as
students interact with the
lesson.
I will observe and make
notes as needed as
students interact with the
lesson.
I will have a piece of
paper to keep track of
how each student does on
his/her worksheet.

The student will be able

to label a pattern.

K1Thestudentwillknowthat
apatternisacyclethatrepeats.
K2Thestudentwillknowthat
welabelpatternswithletters
eachnewitemisanewletter.
K3Thestudentwillknowthat
toextendapatternmeanstoadd
ontoapreviouslyexistingone.
D1Thestudentwillinteract
withanonlinemathlesson.
D2Thestudentwillcomplete
aworksheetfromtheonline
lesson.

The student will be able to

identify a pattern from a
non-example of a pattern.

The student will name a

pattern with letters.
The student will be able to
see and identify a pattern
and how he/she would
extend that pattern.
The student will answer the
questions the lesson asks.

The student will complete

the worksheet to
demonstrate understanding.

F. MATERIALS NEEDED
Activboard
Worksheet Mrs. Herron
G2

PROCEDURE
Include a DETAILED description of each step, including how you will get the
students attention, your introduction of the activity, the directions you will give
students, the questions you will ask, and appropriate closure. Write exactly
what you will SAY and DO. Think of this as a script.

Procedure

BEFORE: Engagement - How will you prepare students to be ready to engage with
the main task/activity?
In your procedure, be sure to address the 3 Before Phase Teacher Actions:
Activate prior knowledge.
Be sure the task is understood.
Establish clear expectations.
Who can raise their hand and tell me what we were learning about last week in
math? Excellent, patterns. Can someone raise their hand and tell me what a pattern
is? Absolutely, a cycle that repeats itself. Today were going to review for a minute
before we jump into our next topic within patterns. When we are naming patterns,
we use the first letters of the alphabet. Mainly, were going to be using A, B and C.
Each new item in a pattern gets a new letter. Lets look at an example. Draw a
square, triangle, and circle on the activboard. Are these shapes the same? No!
Exactly right. They are each different, so would they get the same letter or
different? Different, great. So what letter would our first shape get? A! Because that
is the first letter of our alphabet. What would the next shape get? B, absolutely.
Because B is the next letter in the alphabet song. And our last shape would get
what letter? C, great. Because C comes after B in our alphabet. Great work friends.
Now we will move onto our next lesson.
DURING: Implementation this is the time when students are either working
independently or in small groups and you are conferring with students.
In your procedure, be sure to address the 4 During Phase Teacher Actions:
Let go!
Notice childrens mathematical thinking.
Provide appropriate support.
Provide worthwhile extensions.
Go through lesson 3-5. Have students answer the questions provided throughout
the lesson. Make sure students understand the repeating part of the pattern.
AFTER: Engage the full class in discussion
In your procedure, be sure to address the 3 After Phase Teacher Actions:
Promote a community of learners.
Listen actively without evaluation.
Summarize main ideas and identify future problems.
Okay friends, now we are going to work on a worksheet on our lesson. Quietly
move back to your seats and get your pencil ready. Go through worksheet
together.

H. DIFFERENTIATION
Describe how you plan to meet the needs of all students in your classroom with
varied interests and readiness levels by completing ONE of the six boxes below

for each day. You may choose the same box for each day. Use the learning
progressions to support your decisions. Include a specific differentiation plan for
each day.
This connects to your During Phase Actions: providing support and extensions.

Content

Process

Product

Interest

Readiness

I.

Askvaryinglevelsof
questionsthroughoutthe
lessontochallengethose
readytothinkmore
abstractlyaswellasmeet
lowerstudentswherethey
aretoensuretheyare
graspingtheconcepts.

WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU DO
ABOUT IT?

Studentscouldgetdistracted.Iwillstopthelessonandhavethestudentsdothehocuspocus
chant.
Theactivboardcouldnotworkcorrectly.Ifthishappens,Iwillusethelaptoptowrite.
Thecomputercouldnotbeworking.Iwillusethewhiteboardinthiscase.
Studentscouldbeantsy.Icouldhavestudentsdosomewigglingbeforemovingintoworkingon
theworksheet.
Studentscouldhaveadifficulttimewiththereview.Iwilluseadifferentwaytoexplainthe
concept.