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EGP 322 Preschool Lesson Plan Activity Plan 1

Alyssa Carmona

Today's Date: September 26, 2015

Date of Implementation: October 14, 2015

Title of Lesson: EGP 322-03 Monkey Math

Age Level and Number: One three-year old

Curriculum Areas: Mathematics and Literacy

Standards:
PA.1.1.1 Retell a story in a logical and sequential order including some detail from
text.
PA.1.1.4 Retell a simple story in sequence with picture support (Retell a story in
sequential order using various materials).
PA.1.1.4 Identify story details through questioning (Answer questions about
stories).
PA.2.1.3 Match a numeral to a set 0 to 5 (Use concrete objects to represent
quantities up to and including 5).
PA.2.1.6 Identify properties of numbers (Match a numeral to a set of 1-5 objects).

Purpose: To present the child with the opportunity to retell a simple story. Also, to employ
and develop the childs counting and one-to-one correspondence skills.

Work Sampling Assessment:

II. C. 4. Comprehends and responds to stories read aloud.
II. D. 1. Represents ideas and stories through pictures, dictation, and play.
III. B. 1. Shows beginning understanding of number and quantity.

Behavioral Objectives:
1. After listening to Five Little Monkeys Jumping on the Bed, the child will verbally and
accurately retell the main events from the story in sequential order.
2. When prompted by the teacher, and in the form of recalling events that took place in
the story, the child will use storytelling props to represent quantities from 1 to 5
with 80% accuracy (4 out of 5 times).
3. After using props to create a visual representation of an event from the story, the
child will match the number of monkeys that they see/count in their visual
representation to the correct numeral with 60% accuracy (3 out of 5 times).
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Materials:
1. Five Little Monkeys Jumping on the Bed by Eileen Christelow
2. Laminated paper storytelling props (5 separate monkeys and a bed) with Velcro
3. Laminated numbers from 1 to 5

Set-up: To begin, only have the book out.

During the Activity: Introduce laminated storytelling props and numbers once student
has finished verbally retelling the story, before moving on to the next portion of the
activity. Teacher will explain to the student that they are going to use these materials to
play a game.

Motivation/Anticipatory Set

1. Anticipatory Set: The teacher will activate children's prior learning/experience by

asking the student to jump a certain number of times, and to count as he/she does so. For
instance, if the student is asked to jump five times while counting, the student should count
from 1 to 5 (1, 2, 3, 4, 5), jumping each time a number is stated. This will be repeated five
separate times (with numbers 1, 2, 3, 4, and 5). Not only will this activate the students
prior knowledge of counting, as well as one-to-one correspondence, but it will also help the
teacher to differentiate instruction by allowing him/her to gain an idea of the students
current understanding and ability level. For instance, if the student struggles with this brief
activity, the teacher should be prepared to provide additional support and scaffolding
throughout the activity.

2. Motivation: After the teacher reads Five Little Monkeys Jumping on the Bed, and the
student has verbally retold the main events of the story in sequential order, the teacher will
introduce the laminated storytelling props and numbers, explaining to the student that
they are going to use these items to play a game together.

Procedures:
1. Set out the book, Five Little Monkeys Jumping on the Bed.
2. Before reading the book, carry out the anticipatory set jumping activity (described
above) with the student.
3. Next, show the student the book that you will be reading, and tell him/her that the
two of you will play a game together once the book has been read.
4. Read Five Little Monkeys Jumping on the Bed.
5. Have the student retell the story by asking him/her to tell you what happened in the
book. An important aspect of this retelling should be the number of monkeys
jumping on the bed throughout the story. If the student has trouble including these
details (first there were 5 monkeys, then 4, then 3, and so on), the teacher may offer
additional support.
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6. Introduce the laminated storytelling props and numbers. Explain to the student that
it is now time for the two of you to play that game!
7. Begin by asking the student to recall how many monkeys there were jumping on the
bed in the beginning of the story (at first). Offer support as needed.
8. Once it has been established that the story started out with five monkeys jumping
on the bed, ask the student to represent this using the props (i.e. Can you use these
to show me what that would look like?). Offer support as needed.
9. Once the student has visually represented the correct scenario, ask him/her to
choose the correct number that would represent this (i.e. Can you tell me which of
these numbers shows that there are five monkeys jumping on the bed?). Offer
support as needed.
10. Continue doing this until all other amounts (4, 3, 2, 1) have been visually
represented with the props, as well as matched up with the correct numeral.

Differentiation:
1. If the student is having difficulty retelling the story, offer additional support (i.e. ask
questions; refer back to the book itself).
2. If the student is having difficulty answering the teachers questions about the
number of monkeys that were jumping on the bed and/or using the props to
visually represent this, refer back to the book to offer additional support.
3. If the student is having difficulty selecting the correct number to match to their
visual representation, make the task easier by offering less numerals to choose
from.
4. For a student who is more advanced, offer more numerals to choose from (i.e. the
teacher may have numerals from 0-10, rather than just 1-5).
5. For a student who is more advanced, another step could be added to the activity.
Once the student has chosen the correct numeral (i.e. 1, 2, 3, 4, or 5) to match their
depiction, have the student choose the correct corresponding number word (i.e. one,
two, three, four, or five).

Closure: Once all of the procedural steps have been carried out, the teacher will bring the
activity to a close. In order to do this, the teacher will place a certain number of monkeys
(1, 2, 3, 4, or 5) on the bed, and ask the student to pick the numeral that matches. And/or
the teacher will pick a numeral and ask the student to represent it by placing the correct
number of monkeys on the bed. Each of these things could be done more than once.

Assessment (sheet to be used follows):

1. For the first objective, the teacher will take notes on the students retelling of the
story. In doing so, the teacher should be sure to note the types of details that the
child was able to recall, as well as whether he/she needed prompting/additional
support in order to do so.
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2. For the second objective, the teacher will note how many times the child was able to
correctly use the props in order to represent quantities from 1 to 5. In order to
reach 80% accuracy, the child would need to do this 4 out of the 5 times. In addition,
the teacher should also note how difficult this seemed to be for the child (i.e.
whether or not he/she needed extra support; whether he/she had no trouble at all;
etc.).
3. For the third objective, the teacher will note how many times the child was able to
correctly match the number of monkeys on the bed to the corresponding numeral.
In order to reach 60% accuracy, the child would need to do this 3 out of the 5 times.
In addition, the teacher should also note how difficult this seemed to be for the child
(i.e. whether or not he/she needed extra support; whether he/she had no trouble at
all; etc.).
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Monkey Math Assessment

Name: _____________________________________________________ Date: _______________________

Objective 1: After listening to Five Little Monkeys Jumping on the Bed, the child will verbally
and accurately retell the main events from the story in sequential order.

First: 5 Second: 4 Third: 3 Fourth: 2 Fifth: 1

monkeys 1 monkeys 1 monkeys 1 monkeys 1 monkey 1
fell off fell off fell off fell off fell off
Recalled: Y/N Recalled: Y/N Recalled: Y/N Recalled: Y/N Recalled: Y/N
Prompting Prompting Prompting Prompting Prompting
needed: Y/N needed: Y/N needed: Y/N needed: Y/N needed: Y/N
Total: _____/5

Notes on other details recalled, if any:

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Objective 2: When prompted by the teacher, and in the form of recalling events that took
place in the story, the child will use storytelling props to represent quantities from 1 to 5
with 80% accuracy (4 out of 5 times).

Quantity: 5 Quantity: 4 Quantity: 3 Quantity: 2 Quantity: 1

Accurately Accurately Accurately Accurately Accurately
represented: represented: represented: represented: represented:
Y/N Y/N Y/N Y/N Y/N
Extra support Extra support Extra support Extra support Extra support
needed: Y/N needed: Y/N needed: Y/N needed: Y/N needed: Y/N
Total: _____/5

Additional notes, if any:

Objective 3: After using props to create a visual representation of an event from the story,
the child will match the number of monkeys that they see/count in their visual
representation to the correct numeral with 60% accuracy (3 out of 5 times).

Numeral: 5 Numeral: 4 Numeral: 3 Numeral: 2 Numeral: 1

Accurately Accurately Accurately Accurately Accurately
matched: Y/N matched: Y/N matched: Y/N matched: Y/N matched: Y/N
Extra support Extra support Extra support Extra support Extra support
needed: Y/N needed: Y/N needed: Y/N needed: Y/N needed: Y/N
Total: _____/5

Additional notes, if any: