Kayla Clark 1

Creating AB Patterns with Sticky Tape

The Learners:
My learners are K4 students at Clement Avenue Elementary School. There are 19
students in this classroom, 8 girls and 11 boys. These students are very friendly, bubbly,
and talkative. This is something to keep in mind when planning and implementing my
lesson plan. There is one student in the class that seems very hesitant to talk, and even
though she plays with or alongside other children, she still does not communicate her
feelings or actions. This is also important to keep in mind. Typical 4 year olds need a lot
of activity, so in planning it is important to not have them sitting for a long period of time.
The students’ interests seem kind of all over the board. I have observed them playing in
all different stations and enjoying each of them, but some students focus on one station
more often than others and are often upset when they cannot play where they want.
Because these students enjoy talking and expressing themselves, this lesson is going
to allow them to be creative and enjoy learning about patterns.
Prior Learning:
This is the second lesson of two in a series, like a part of a unit plan. I don’t believe that
I have really seen the students working with patterns or showing patterns in their
learning. I do remember that one time I was playing a game with a student and they
made some type of pattern and I mentioned the word “pattern” and they didn’t respond
to the word as if they knew what it really meant. This is important to know because I
need to be sure to explicitly teach the definition of the word pattern in these two lessons.
My CT did mention to me that the students had worked with patterns prior, but weren’t
completely familiar with them.
Rationale:
Since 4 year olds enjoy activities that use music, rhythm, repeating patterns and other
simple learning strategies, these lesson plans with work well for them. I also plan to
include engaging items for them to work with, as well as a final product/assessment that
they will be excited to participate in. It is important for me to note that they students may
find it difficult to stay focused when they are creating their chains, and that the licking of
the sticky tape may be distracting as well.
Outcomes/Goals:
Standards:
The WMELS standard that is connected to this lesson is:
B.EL.4: Uses the attributes of comparison and patterns (recognizes, duplicates, extends
simple patterns and creates original patterns)
Learning Objectives:
Focusing on the K4 benchmark:
The child will be able to:
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 Recognize duplicates, extends and creates patterns. AB, ABB, and other
complex patterns (ABC).
Kid Friendly Objectives:
 I can copy or continue an AB pattern
 I can create my own AB pattern
Assessment:
Students will be assessed through their ability to create a pattern with the strips of paper
that they are given to create the chain for the classroom. In this activity the students will
be working with their tablemates to create their pattern. Each table will have a different
pair of colors to create a pattern with. The students will be using their own strips f paper,
with the entire table having the same colors as they do.
Academic Language Demands:
In this second lesson, the language demands are the same as the first lesson and
include the words pattern and color. Not only do they have to understand what a pattern
is and how it works repeating back and forth, or taking turns, but they also need to know
the different colors that they are using to create the patters that they are given.
Accommodations/ Strategies for Differentiation:
Some difficulties that children may have with this activity is their knowledge of the colors
that are being used. I am not sure if all of the students know all of their colors, but one
way that I can differentiate for those who may not is making sure that I review the colors
that they will be using in creating the pattern with the colors that are given to them.
Materials/Resources:
Resources that you will need for the second lesson would be: strips of paper in up to 8
different colors, making sure that each table has a different pair of colors. You will also
need an example/model for the students to look at when they are making their patterns
and to see what they will be creating.
Procedures w/ Instructional Strategies:
Introduction: I will begin the lesson by reviewing what we did in our lesson the
day before. I will ask the students what they remember about what they learned
yesterday. I will ask the line leader for the day to say “Hey Walt, what are we learning in
math today?” I will then explain them that today in math they will be learning how to
create AB patterns using sticky tape. I will show them the model that I have created and
model for them what I expect, explaining that when they are all done with their chains
they will be connected together and hung in the classroom.
Demonstration/Modeling: I will model a color pattern for the students by
producing a color chain pattern for them. I will have a chain already started that I can
continue the pattern on. While I am modeling I will first review what colors are in the
pattern on the chain and say “red, blue, red, blue, etc.” and then ask the students which
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one they think should go next, or who takes a turn next. I will add a couple more pieces
of paper to the chain until I can see that they can see the pattern.
Individual or Group Exploration and Practice: After I have demonstrated the
patterns for the students I will then ask them to return to their seats, calling them table
by table to return. At this time the strips of paper will be already split up at the tables to
allow for extra time. I will again explain that they are making a pattern by creating the
chain at their table with each color taking a turn back and forth. If students have a hard
time starting out, I will first ask them what colors they have and then refer to my model
as a way to show them that “I had red and blue paper and my pattern was red, blue,
red, blue.” During this time it is important to walk around to monitor the students
learning as well as make sure that they are attempting to create their chain, making
sure all of the pieces are linked together.
Sharing/Celebrated Learning: Once the students have finished creating their
patterns at their tables, I will say “hands on top” which they will respond “everybody
stop!”. I will ask the students to return to their spot on the rug so that we can talk about
what we learned today.
Closure/Transition: As a closure we will discuss what kind of patterns the
students were making and why or how they created them (focusing on the AB aspect,
each color taking a turn). They will transition to play time after they are able to say what
pattern they did at their table.
Consideration: If we run out of time for the students to fully complete their
patterns I will use what they have created and just add in what papers they missed
when creating their patterns, but making sure that they understand what their pattern is
and how to describe it.