EDUC 202 Course Assignments

Chapter 13 Activity 5

1. Using the lesson plan format from class, create a lesson plan in the content area of mathematics (Pre-k – 3rd
grade). Include related websites used as resources. Although you will write the entire lesson plan, you will be
graded on specific components: standards, outcomes, procedures, assessment and relevance (items in blue on
lesson plan rubric). After writing the lesson plan include a written assignment explaining your thinking of how
you came up with the lesson plan and its various components following our writing assignment guidelines.
Include rubric for lesson plan analysis (44pts). Lesson plan will be graded using DEP Lesson Plan Rubric
(found below / only blue areas on rubric assessed) Please include rubric with submitted lesson plan.

For each chapter you will complete a Portfolio Activity. Required assignment length is 1-1 ½ pages not
including heading, prompt, or rubric. Activities should be typed, double-spaced, 12 font, and submitted via
email BEFORE class starts on the date it is due (see class schedule). Lesson Plan summary / reflection is worth
25 points. Written Plan is worth (46) points for a total of (71) points for assignment. Five (5) points will be
deducted for late assignments (after 5:31 on due date) and for each day until completed and submitted. No paper
versions will be accepted. All activities MUST be completed to earn a grade in this course. Even if you are
absent, points will be deducted for late/missing assignments. Five (3) points will be deducted for each of the
following: not including rubrics and/or for not saving assignment with specified title.

Assignment should include:

Student Name
EDUC 202
Portfolio activity chapter # 13

Include lesson plan and lesson plan rubric

Lesson reflection/summary
The portfolio rubric.

Title when saving: first initial+last namechp13_Lesson Plan

 Learning Outcomes:
When you read this chapter, and then thoughtfully complete selected portfolio assignments, you will be
demonstrating your progress in meeting:
NAEYC Standard 4: Teaching and Learning
Key Elements:
 Knowing and understanding and using positive relationships and supportive interactions
 Knowing, understanding, and using effective approaches, strategies, and tools for early education
 Knowing and understanding the importance, central concepts, inquiry tools, and structures of content
areas or academic disciplines
 Using your own knowledge and other resources to design, implement, and evaluate meaningful,
challenging curriculum to promote positive outcomes

Activity Rubric

Exemplary Proficient Minimal Work Submitted

5pts
Thoroughly addresses all
prompts within a well-
developed, cohesive, and
insightful narrative.
Critically examines
connections between
content learned in course
and practical applications
and provides relevant and
detailed classroom
examples to illustrate these
connections.
4pts
Thoroughly addresses all
prompts within a well-
developed narrative.
Clearly describes
connections between
content learned in course
and practical applications
and provides relevant and
detailed classroom
examples to illustrate these
connections.
(needs improvement) (but Unacceptable)
3pts 1pt
Addresses all prompts Addresses one or more
within a loosely-developed prompt(s) within a
narrative. disjointed narrative and/or
missing a prompt.
Identifies connections Incorrectly or incompletely
between content learned in identifies connections
course and practical between content learning
applications and/or in course and practical
provides relevant applications and/or
classroom examples to provides irrelevant or
illustrate these unclear classroom
connections. examples to illustrate these
connections.

Includes at least 2 (two) Includes 2 (two) BOLD Includes at least 1 (one) Does not include 1 (one)
BOLD words from chapter words within each answer BOLD word within each BOLD word within each
and links to discussion. but does not link to answer. answer.
discussion.

Virtually no errors in Writing adheres to Writing is coherent but Extensive errors in

grammar or mechanics are
present in the assignment.
Assignment length correct.
Final Grade for Assignment:
scholarly writing. It is
generally clear, concise,
well, organized, and logical.
Writing contains few
grammar or mechanics
errors.
lacks clarity. Significant grammar, mechanics, or
errors in grammar or make it difficult to read the
mechanics present. assignment.
Assignment does not
adhere to required length.

Points deducted for:

McNeese State University
Department of Education Professions
Essential Question
Question(s) that provokes
discussion and collaboration
among students
Content Standards
Standards and outcomes
align with expected rigor
Student Outcomes
Measureable statement that
identifies what the student is
expected to learn
Technology
Incorporates the use of
technology by candidates
and/or P-12 students
Educational Materials
Incorporates the use of
educational materials by
candidates and/or P-12
students
Procedures
Describes the specific tasks
needed to accomplish the
lesson
Lesson Plan Template
Rubric
For EDUC 202 _______/44
Ineffective: (1) Effective: Emerging Effective: Proficient (3) Highly Effective: (4)
(2)
Question(s) posed is Question(s) posed is Question(s) posed is open Question(s) posed is open ended,
close ended open ended ended and connects to cross- promotes cross-curricular learning,
curricular learning and higher-order
Standards and Standards and Standards and outcomes are Standards and outcomes are
outcomes are not outcomes are included included; however, some included and align with the
included but do not align may not align to the expected rigor
expected rigor
Lesson outcome(s) Lesson outcome(s) Lesson outcome(s) are clear, Lesson outcomes are clear &
lack clarity &/or somewhat clear & measurable, and specific to measurable; learning progression
measurability; measurable; partial the included standard is evidenced
connection to standard connection to the
not apparent standard
Use of technology is Identifies the use of Identifies and relates the use Identifies and relates the use of
not related to content technology by the of technology by the teacher technology by the teacher and
standard and student teacher. to the content standard and student to the content standard and
outcomes. student outcomes. student outcomes.
Use of educational Identifies the use of Identifies and relates the use Identifies and relates the use of
materials is not related educational materials of educational materials by educational materials by the
to content standard by the teacher. the teacher to the content teacher and student to the content
and student outcomes. standard and student standard and student outcomes.
outcomes.
Provides no guidance Provides little guidance Provides some outline and Thoroughly and completely
to expected lesson of expected lesson guidance of lesson tasks. describes how to implement all
tasks. tasks. tasks needed to accomplish the
lesson.
Lesson “Hook”
Lesson introduction that
gains the students’ attention
and promotes higher order
thinking
Pre-planned (SEED)
Questions
Higher-order thinking
questions that provoke
student engagement
regarding the content
Modeled, Guided,
Collaborative and
Independent Practice
A variety of teaching
methods are implemented
throughout the lesson
Closure
An appropriate conclusion
for the lesson
Formative/ Summative
Assessment
Assessment implemented to
measure student
abilities/knowledge from the
lesson
Lesson introduction is Describes how the Introduces the lesson by Introduces the lesson by sharing the
not included lesson will be sharing the purpose, purpose, relevance, and eliciting schema
in student-friendly language while
introduced relevance, and eliciting exhibiting creativity, motivation, and
schema in student friendly piquing the students' interest
language
Questions are not Includes low-level Includes open and closed Includes high-level questions to
included questions focused questions related to the foster student engagement and
largely on regurgitation content support understanding of the
of facts or rote use of content/skills
formulas / procedures
Lesson plan has no Lesson plan has limited Lesson plan has clear Lesson plan has explicit alignment
match between match between alignment between between procedures and
procedures and procedures and procedures and outcome(s); outcome(s); multiple teacher
outcome(s); no outcome(s); limited adequate teacher modeling modeling or examples along with
modeling; no evidence teacher modeling or or examples provided; some opportunities for guided and
for guided or examples provided; opportunities for guided and independent practice
independent practice few opportunities for independent practice
guided and
independent practice
Lesson ends without Lesson ends with Teacher reviews lesson by Students review the lesson by
review; limited to limited review by the summarizing and/or summarizing and/or sharing what
cleanup and/or teacher; focus on reviewing what was taught; they learned; Teacher revisits the
transition to the next cleanup rather than some student engagement purpose of the lesson
activity student learning
The assessment does Assessment provided Formative and/or summative Formative and summative
not measure for the lesson but assessment has clear assessments are clearly aligned to
outcome(s) inadequately measures relationship to the outcome the outcomes and reflect the
the outcomes procedures in the lesson plan
Relevance and Rationale
Outcome and content of
lesson should be relevant to
students’ ongoing learning,
real-world application, and
student backgrounds.
Exploration, Extension, and
Supplemental
Lesson has appropriate tasks
for exploration, extension,
and supplemental learning
listed.
Differentiation
Provides a variety of
instruction to ensure all
student needs are met
Rational given does Broad rationale as to Some rationale as to purpose Explicit rationale as to purpose of
not link lesson purpose of the outcome of the outcome and tasks the outcome and tasks listed within
outcomes or tasks to and tasks listed within listed within the lesson are the lesson are linked to student
students’ ongoing the lesson are linked to linked to student backgrounds, ongoing learning,
learning, real-world student backgrounds, backgrounds, ongoing and/or real-world application.
application, or studentongoing learning, learning, and/or real-world
backgrounds. and/or real-world application.
application.
There are no plans for Plans for re-teaching Plans for re-teaching and/or Plans for re-teaching and/or
re-teaching and / or and/or expanding upon expanding upon content expanding upon content highlight
expanding content content loosely relate clearly relate to identified student interest and needs in
related to identified to identified outcomes; outcomes; some choice of meeting outcomes; early finishers
outcomes; no evidence limited choice of activities for early finishers have extensive choice in how they
of planned activities activities for early expand upon content
for early finishers finishers
Superficial or little General activities that Specific activities that Specific activities that differentiate
attempt to diff differentiate the differentiate the content, the content, process, product,
erentiate content, process, process, product, or learning and/or learning environment using
product, or learning environment best practices
environment
 McNeese State University
Department of Education Professions
Lesson Plan Template with Instructions- Aligned to InTASC Standards (Updated Summer 2018)
msu-
337-526-
Name Taylor Ryder Email tsoileau6@student.mcneese.ed Phone Title of Lesson Fishy Fishy 1-10
3100
u
Kinder
Primary Subject Area Math Grade Level Approximate duration 45 minutes
garten
Brief Overview of Lesson
In today’s lesson, we will be learning how to count from numbers 1-10 using fake gold fish as manipulatives. We will start by grouping the gold fish
in groups, consisting of 1 in the first group, 2 in the second group, finishing with 10 in the tenth group. We will then be learning the sequencing of
the numbers and learn that 2 comes after 3. Lastly we will learn what the number 2 looks like (2 gold fish = the number 2)
Previously Taught Standards InTASC 7g
MATHEMATICS (CM)
Standard CM 1: Understand numbers, ways of representing numbers, and relationships between number and quantities.
Counting and Cardinality (K.CC)
K.CC 1: Count to 100 by ones and by tens.
K.CC 2: Count forward beginning from given number within the known sequence (instead of having to being at 1)
ATTENTION, ENGAGEMENT, AND PERSISTENCE
Standard AL 2: Demonstrate attention, engagement, and persistence in learning.
• Stay engaged with others, objects, and activities despite interruption
Louisiana Student Standards (LSS) InTASC 7g
Counting and Cardinality
A. Know number names and the count sequence.
1. Count to 100 by ones.
Measurement and Data
B. Classify objects and count the number of objects in each category.
Student Outcomes InTASC 6b, 7g
TLW know to represent numbers 1-10, using manipulatives.
TLW see, in groups, the sequencing of the numbers in order.
TLW know the symbol, order and concept of numbers 1-10.
Additional Standards InTASC 8m- for 6 ELA; InTASC 7h for cross-disciplinary skills
Students need to know their number words. Even though they may not know the letters in the word, they can use the sight words to associate
the number with the number word.
Cross-disciplinary Connections InTASC 8m- for 6 ELA; InTASC 7h for cross-disciplinary skills
Vocabulary
L.4 Use number words one-ten.

Relevance/Rationale InTASC 2j
 Can function in life using basic math and so they have a concept of what counting by ones are and what tens are to build on to learn eventually
how to count by tens.
Student Misconceptions InTASC 4k
 Reversal of numbers.
 Misunderstanding of mathematical concept of quantity, (how many is 4 or 8).
Learning Environment InTASC 3k
 The desks are in groups of 4.
 Number lines are posted on the board to help guide them if they get stuck.
Lesson Progression InTASC 7c
Step-by-Step Lesson Procedures
Lesson Progression:
Under the Teacher Will and Students Will tabs below:
1. Enter the lesson steps using numbered and/or bullets. All bolded and underlined topics listed below must be included in your lesson.
2. The steps should clearly describe the sequence of learning activities and should identify where and how all materials, technology tools,
student-created technology products, and reproducible materials/handouts are utilized in the lesson.
3. Be precise when explaining the teacher and student tasks during the learning activities. It should be written clear enough that the instructor
could teach the lesson just as you envision it.
4. Anyone reading over this section of the lesson plan should be able to teach it according to what you envisioned happening during this lesson.
5. Add your time each activity designated by red font. Based on the overall goals of the lesson, determine how much time you will need to spend
addressing each activity.**The attention span of a regular education child is age plus 2 so plan accordingly.
6. Identify pre-planned See Questions (InTASC 8i) by green font. Identify pre-planned questions that will be used to foster deep conceptual
 understanding.
a. A seed question should be asked every 10-15 minutes.
b. Seed questions should:
i. be open-ended
ii. DOK level 3 or 4 (higher level thinking)
iii. Answered in frequent small group purposeful talk/discussions.
 Introduction/Gain Attention
 Framing the Lesson/Relevance (InTASC 4d)
 Motivating Introduction/Hook (InTASC 4d)

Teacher Will Students Will

 Introduction-
o (clap pattern to get attention) “Good morning boys and
girls.”
 Framing the lesson-
o Class today we will be learning how to count, recognize,
and sequence numbers 1-10. This is important to know,
that way we can move on to our next lesson, count by
tens, and this is just our basic skills we need to know. For
example, if your mother asks you to go get 4 cups of
water, if you don’t know how many 4 is, you can’t help
mom out in the kitchen.
 Motivating hook-
The class will watch a clip from Finding Nemo, and will eat gold fish
for their snack that day.
 Whole Group (InTASC 8d)
Teacher Will Students Will
 TTW show students a power point. Each slide has each number  TSW sit on the carpet, listen, and answer questions asked by the
in numeric form, word form, and picture form to show students teacher.
the correlation of number to word to picture. As each picture  TSW help the teacher count the pictures as they appear on the
appears on the screen the teacher will count them with the help screen.
 of the students.  TSW play ‘I Have, Who Has’
 TTW lead the students in playing ‘I Have, Who Has’ to help  TSW listen as the teacher explains the grouping activity.
students be able to identify their numbers both in numeric and  TSW transition back to their desks from the carpet while the video
picture form. clip plays.
 TTW explain the grouping activity.
 You are going to work with your shoulder partner to put
the number cards in order.
 When you think you have the number cards in the correct
order give me a thumbs up so I can come by and check.
 If your number cards are in the correct order and have
been checked you will count out the goldfish so that there
are the same number of fish as on the number card.
 You may not eat the goldfish or put them in your mouth.
 When you are done give me a thumbs up do I can come
by and check.
 I am going to play a video clip. You have until the video
clip to return to your desks as quiet as you possibly can.
 TTW play a video clip from ”Finding Nemo” while students
transition from the carpet to their desks.
 Small Group/Paired Practice (InTASC 8h)

Teacher Will Students Will

 TTW explain the grouping activity now that students have
returned to their seats.
 You are going to work with your shoulder partner to put
the number cards in order.
 When you think you have the number cards in the correct
order give me a thumbs up so I can come by and check.
 If your number cards are in the correct order and have
been checked you will count out the goldfish so that there
are the same number of fish as on the number card.
 You may not eat the goldfish or put them in your mouth.
 TSW work with their shoulder partner to put number cards in order.
 TSW give the teacher a thumbs up when they have the number cards
in order.
 TSW put the correct number of goldfish under each number.
 TSW not eat the goldfish or put them in their mouth.
 TSW give the teacher a thumbs up when they have finished sorting
out the goldfish.
 TSW work on extension activity, sequencing 1-25 and 1-50.
  When you are done give me a thumbs up do I can come
by and check.
 While the students are working with their shoulder partners the
teacher is walking around making note of which students are
struggling and which students are mastering the lesson.
 If students finish early, TTW have them sequence 1-25.
 Guided Practice (quickly readdress any misconceptions from lesson so far) (InTASC 8d)
Teacher Will Students Will
 TTW have a clothes line hung at the front of the classroom.  TSW turn their chairs to face the board.
 TTW ask students to turn their chairs to face the board.  TSW engage in discussion about where the cards should fall on the
 TTW select a card and discuss with students as to where the card number line.
would fall on the number line.  TSW approach the board when their popsicle stick is pulled, pick a
 TTW place the card where the students suggest, even if it is the card, and place it on the number line.
wrong place.
 TTW select students, one at a time, using numbered popsicle
sticks to select a card and figure out where it goes on the number
line.
 When students realize a card has been placed in the wrong spot
on the number line, TTW discuss with students why it’s in the
wrong place and where it should go.
 Individual Practice (InTASC 8e)

Teacher Will Students Will

 TTW instruct students to turn their chairs to the correct position.
 TTW instruct students to have a pencil on their desk but not to
play with it.
 TTW show students a copy of the problem set and explain the
directions.
 TTW instruct students to raise their hand if they need help.
 TTW have the materials person from each table come and get
the problem set to pass out to their teammates.
 TSW put their chairs in the correct position.
 TSW get a pencil and place it on their desk.
 TSW listen as instructions are being given.
 TSW complete the problem set once they have received it.
 TSW raise their hand if they need help.
 Early finishers will be given an extension activity.
  TTW walk around, monitor students, and assist struggling
students as needed.
 TTW have an extension activity for the students who finish
early.
 Closing Discussion (InTASC 2d)
 Transition back to teacher

Teacher Will Students Will

 TTW get student attention using a ‘Class’ Callback or  TSW respond to the ‘Class’ Callback or rhythmic clap.
rhythmic clap.  TSW engage in discussion about the activity.
 TTW discuss the activity with the students.  TSW share a question they had trouble on.
 TTW ask students to share a question they had trouble on.  TSW share one thing they liked about the activity with their face
 TTW work the problems that were the most challenging for partner.
students on the board.  TSW complete the Exit Ticket and turn it in to the teacher.
 TTW have students share one thing they liked about the
activity with their face partner.
 TTW distribute Exit Ticket and testing folder.
Teacher Instructional Resources and Student Instructional Resources and Teacher Technology Resources Student Technology Resources
Curriculum Materials Curriculum Materials and Materials and Materials
InTASC 4f
 Power Point Presentation  I Have, Who Has cards  Computer  N/A
 I Have, Who Has cards  Number cards and goldfish  Projector
 Clothes Line and Number  Independent Activity Problem  Power Point Presentation
Cards Set  ‘Finding Nemo’ video clip
 Independent Activity Problem  Extension Activities  Timer Tools
Set  Exit Ticket
 Extension Activities
 Exit Ticket
International Society for Technology in Education (ISTE)
ISTE Standards for Educators InTASC 5l
5a: Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
ISTE Standards for Students InTASC 8n
N/A
Assessments (informal and formal) InTASC 6b; 6k
Whole Group:
Informal: I Have, Who Has game
Formal: N/A
Small Group:
Informal: Students will give a thumbs up for teacher to check each portion of the activity. Teacher will put a check mark by the groups as she checks
each portion of the activity.
Formal: N/A
Guided Practice:
Informal: Students will self-assess, with teacher guidance, when numbers are placed in the wrong spot on the number line.
Formal: N/A
Individual Practice:
Informal: N/A
Formal: Exit Ticket
Differentiation by content, process, product (Differentiation during lesson by instruction) InTASC 1d
Teacher will provide early finishers with a sequencing extension activity to further their understanding. For example, students will have to sequence
numbers 1-25 as time allows. Teacher will also provide an extension activity for students who finish the problem set before the allotted time is up.
Differentiation by learner (interest, ability, learning profile) (Differentiation during lesson by student) InTASC 2g
Learner Ability/Readiness: TTW pull small group of struggling students to back table to reteach teach sequencing of numbers. TTW pull 5-6 students
who are needing constant guidance to reteach.
Learner Interest: TTW provide multiple things for students to sort into groups for sequencing activity.
Learning Profile/Style: If a student asks to work with a different partner, at a different seat, or with different materials the accommodation will be
made.
Response to Intervention (After the Lesson Scaffolding Mini-lessons)
InTASC 1e
Activities should be engaging for learners. Worksheets/book work will not be acceptable activities to include in this section.
Group 1- Fully understands lesson concepts Group 2- Mostly understands lesson concepts Group 3- Does not understand lesson concepts
Challenge Activity Emphasis Activity Support Activity
 1 grade sequencing activity
st
 Easier sequencing activity  Reteach numbers
  Reteach sequencing
Research-based Instructional Strategies InTASC 7k
This lesson plan should reflect evidence-based instructional strategies, resources, and technological tools. Part of becoming an effective teacher is to
be able to identify sources of best practices.
After writing your lesson plan, reflect on the following items as they relate to this particular lesson:
1. What evidence-based instructional strategies, resources, and/or technological tools did you implement in your lesson? Name the source in
which you learned/researched this method.
2. Why did you choose this particular best practice(s)?
3. Justify why this practice enhances your lesson and which group of students it supports with regards to student mastery of skill/concept.
I chose this lesson, that way the kids can learn how to recognize numbers. It supports the students who was to go on to the next grade level.
Taylor Ryder

EDUC 202

Portfolio Activity 5 Chapter 13

October 18, 2018

Activity 5

The reason I chose this lesson plan is because I thought it was super cute and easy for a new student entering

school. Learning numbers is such a critical task that the student must know. It is relevant to everyday life since you

can’t make it without knowing your number. I came up with certain activities; who’s who, a number line chart, an

exit ticket and 2 assessments. The lesson is so cute since the kids start out by watching a clip from Nemo, and the

Shark song. The background knowledge is going to be used later in life as they progress through the school life

time. This is a math talk lesson, also!

This lesson is going to be so much fun for the kids, since they get to use gold fish as a manipulative. The

kids of course will be able to eat them afterwards. Teaching this lesson is really going to help the kids learn their

numbers, the story behind them, and how to count and recognize each number starting from 1 to 10. The lesson
will be able to help the kids to be able to help their parents cook in the kitchen since they will know how to count

certain ingrediants.