jackilumleyeportfolio.files.wordpress.com · web viewlesson plan and analysis. second...

Jacki Lumley 260807118

Lesson Plan and Analysis

Second Professional Seminar

EDEC 253-003

Jacki Lumley

260807118

May 22nd 2019


Analysis of my Lesson PlanFor our lesson plan, my co-teacher and I focused on subtraction because our CT

requested it. Our CT has been working on addition with her students for a few months now and decided that they were ready to move on to subtraction. As the children will be moving up to grade 1 next year, it will be very important for them to have a basic understanding and skill set in regard to this mathematical concept (Parkay et al., 2018). In order to teach this new concept to our students, my partner and I decided that we would use a variety of instructional strategies to teach the children how to subtract (whole-class discussions, KWL chart, centers, hands-on manipulations, videography). We did this in order to ensure that we were accommodating for all of the different learning styles as well as levels of understanding in the class (Parkay et al., 2018). We chose to work in small groups of 4 students with a CT/student-teacher per group because that is how our CT usually does things. As well, this method allowed us to group students together to promote cooperative learning (Parkay et al., 2018). We chose to use 3 separate centers in this lesson in order to enhance differentiated instruction through inquiry-based learning (Parkay et al., 2018). With this being said, our CT often uses a variety of haphazard centers during her work periods in order to cover multiple subjects at once (creation station, letter tracing, counting). We decided to avoid this in our lesson and chose to only focus on subtraction for the whole lesson to be able to focus on one ‘big idea’ at a time. Doing this gave us the opportunity to scaffold the lesson and break down the big idea into smaller segments for deeper understanding (Parkay et al., 2018). Focusing on one subject during our work period also allowed us to be able to identify the learning goals with the students and to activate their prior knowledge through our kindergarten KWL chart. By focusing on one big idea, my partner and I were able to check for understanding multiple times throughout our lesson in order to better assess what our students were able to gather about subtraction. If I were to teach this lesson to my own class, one of the things that I would do differently would be revisiting the classroom management rules and creating a visual of them on the wall for the students to be able to see (Parkay et al., 2018). This is one thing that my CT did not do which resulted in a lack of respect and attentiveness from the students.


Learning Plan (Kindergarten)Jacki Lumley (260807118) & Melina Saucier Politakis (260693993)

Title of lesson Linus the Minus Date Friday May 17th 2019

Class Kindergarten class Topic Math

Time 8:30-9:0010:00-10:30

Duration

2 blocks of 30 minutes

Materials Required

Teacher: - Smiley face counters- Dinosaur counters- Base 10 blocks - Popsicle sticks- 10 loot bags- Play-Doh- Subtraction Problems-Playdoh-Smash charts- Sesame Street video - ‘Linus the Minus’ Rhyme- “How to count” paper- Dry erase markers

Child: -Pencils -Erasers

Pre-school Competencies

Competency 1: Students will be given the opportunity to develop their fine motor skills as they manipulate objects such as dinosaurs, ten-block counters, Play-Doh and popsicle sticks in order to help them solve subtraction problems. As well, students will be able to develop their fine motor skills through writing numbers using pencils and dry-erase markers. Competency 2: Students will be given the chance to show their desire to learn as they participate in different activities and centers throughout this lesson. They will be given the opportunity to build self-esteem by seeing themselves as competent learners, as they complete and solve various subtraction equations. Throughout this lesson, students will be able to better identify their mathematical strengths and weaknesses through various activities and centers. Further, they will be able to put forward their ideas as they ask and respond to questions throughout the lesson. Students will also be given the chance to affirm their personality by articulating their likes and dislikes throughout the multiple centers.


Competency 3: Students will be given the opportunity to work together and interact harmoniously by sharing materials at the various centers. Students will also be given the opportunity to share and discuss answers with their peers in order to develop their social skills. The students will be expected to respect one another by paying attention to what their peers have to say and will also be given the chance to interact harmoniously with one another by taking turns, equally sharing the centers (rotating when asked), and respectfully using the centers and materials provided. Competency 4: Students will be given plenty of opportunities to communicate using language as they verbally communicate their answers to each other during the centers, as well as throughout whole-class discussions. Students will also be given the chance to communicate their responses as they work together to solve the equations for the “in the Bag” activity. Competency 5: Students will be given the opportunity to show curiosity regarding mathematics as they participate and engage with the different centers throughout this lesson. Students will also be able to demonstrate their ability to use various thinking strategies and tools in order to practice subtraction at the various centers (i.e.: counting with their fingers, using the base 10 blocks, counting objects, asking questions, creating visuals).

Objectives (curricular domain)

Children will participate in a variety of small-group and whole-group activities based on subtraction. By the end of this lesson, students will be able to recall facts about subtraction (what does it mean, how do you represent subtraction) as well as be able to solve basic mathematical problems involving subtraction.

Essential Question(s)

- What is subtraction?- Why is subtraction useful?- What does it mean to subtract?- How do you use subtraction?- What does it mean to take away?- How is a math problem read?- How is a math problem written?- Are there any similarities or differences between addition and

subtraction?- What does the subtraction symbol look like?- When would I use subtraction?- What does it mean to “minus”?

Lesson Introduction (hook): Student will know:


Timing To hook students for this lesson we decided to begin with a KWL chart and a short Sesame Street video on subtraction.

To begin, we will ask our students to come and sit in front of the smartboard by saying “okay children, we are going to call the quietest tables first to come and join us on the floor in front of the smartboard.” Once we have called all the students over, we will ensure and remind the children to give each other their bubble space and sit “crisscross-applesauce” on the floor. Doing this will help us prevent interruptions throughout the lesson. We will also make sure that children who tend to interrupt more are sitting away from each other, so that they can get the most out of this learning experience and allow the students around them to do the same. Once everyone is ready to learn, we will introduce the topic for the day: subtraction. We will do this by saying “Today we will be learning about subtraction, but before we begin, we would like you to tell us what you think you already know about subtraction.” We will remind students to raise their hands and to be respectful of others when sharing with the class. To ensure classroom management, we will only call upon the students who have their hands raised and are who are sitting properly. This will encourage all students to do so in order for them to be able to participate. During this discussion, we will create a public record of student thinking on the “I think …” side of our worksheet, in order to be able to come back to it and compare it to the “I learned” section at the end of the lesson. After every student has had the opportunity to share, we will then thank them for sharing and continue on with our lesson. We will then tell the students that we will be using Cookie Monster to help us better understand subtraction through cookies. We will then play the

- What a minus sign looks like.

- What an equal sign looks like.

- What it means to take away.

- What it means to subtract.

- Subtraction is a type of mathematical problem.

- That subtraction has multiple terms (minus, take away, subtract)


short clip for the students. To emphasize certain vocabulary words and mathematical actions, we will be pausing the video. The first pause will occur at 1:03 just after Abby says, “I have 9 cookies and I will take away 3 cookies.” We will pause the video here briefly to emphasize the action of taking away. Following this, we will also pause the video at 1:28 to ask the students how many cookies Abby had and how many cookies she had left after she took some away. Pausing the video at these moments will allow us to create a more meaningful relationship with the video for the students. After this video is completed, we will ask the students what they learned from Cookie Monster and what their favorite part of the video was. Once all students have had the chance to share, we will have the students go back to their desks in order to get ready for the next part of the lesson. In order to keep classroom management, we will call students by the first letter of their names and have them sit down in that order (example: If your name starts with the letter A, you can quietly go back to your seat).

Development (Learning activities – step by step sequential procedure):

- After each child is seated, we will begin the development part of the lesson. Here, we will play the “In the Bag” subtraction activity as a whole class in order to get started. Each table will be asked to solve simple equations (3-4 per table) and place them in the proper bag based on the answer they get. The bags will be placed under the smartboard at the front of the class. (Example: students would place the equation 5-3= in the bag that has the number 2 on it). This will prepare students

Students will understand:

- How to use a minus sign.

- How to use an equal sign.

- How to read a mathematical problem.

- How to solve subtraction problems.

Students will do:

- Participate in a whole group activity “In the


for the centers and allow them to practice and ask questions about subtraction before the centers. It will also give the students the chance to become comfortable with subtraction as they will be working as a team to solve these problems. We will tell the students that the answers and cards will be discussed during the conclusion of our lesson, allowing students to have the opportunity to change their answers once they have had the chance to practice subtraction. This will also allow students to better understand subtraction and how to properly use it.

- After the introduction and discussion about what subtraction is and what the students know about subtraction, we will split the students split up in groups of 4 in order to complete 3 different stations. Each station will last 6 minutes, and the timer for each station will be displayed on the smartboard. After each 6-minute station, the students will be asked to rotate to the next station and so on.

- In order to divide the students into groups for the centers/stations, we will divide the children based on their strengths. Here, students with different abilities/capabilities will be grouped together in order to encourage and support peer-teaching, and to give everyone an equal opportunity to learn and understand the material.

- For this section of the lesson, the students will be participating in 3 separate stations/centers. Each center will be subtraction based and aimed towards different learning styles and preferences.

- Once the students are divided into groups and at the appropriate center, they will be

Bag” subtraction- Complete 3 centers

about subtraction in small groups (3-4 students)

- Watch the video about subtraction.

- Discuss what they think they know vs. what they learned as a whole class discussion.

Cross Curricular Competencies:

1. Intellectual: Students will solve multiple mathematical problems using subtraction. Students will be given the opportunity to solve these problems through a variety of methods, aiming towards different learning styles and preferences. Students will use the information provided to them through videos, rhymes and conversation in order to complete these math problems.

2. Personal and social: Students will cooperate with one another through the completion of all centers and whole group activities.


given instructions, and a demonstration on what to do for that center, as well as rules on how to properly use the materials and how to properly participate.

- Once this is done, the timer will begin, and the children will begin to work in the centers. One teacher (2 student teachers and 1 CT) will be placed at each center.

Station 1:

- The first station will be a “Subtraction Smash” counting math station. At this station, students will each be given a clear plastic folder with a 10-frame paper placed inside. They will also be given an equation on a cue card. In order to solve their equations, the students will be asked to roll out individual Play-Doh balls to represent the ‘minuend’ in the equation. In order to find the difference, students will be asked to “squish” down the number of balls representing the subtrahend. To find the difference, students will be asked to count the remaining number of unsquashed balls left on the ten-frame. The station monitor will check the child's answer before they move on to a new problem.

Station 2:- The second station will be a “push-pop”

subtraction station. At this station, students will use the smiley face push pops that we created in order to help them solve short subtraction equations on their worksheets. To do this, students will place individual popsicle sticks with smiley faces on them into the foam square. This number will represent the minuend from the equation. Next, using their fingers, the students will gently push down on the popsicle sticks to create the act of “taking away” the

This will be done by sharing the materials, communicating properly and effectively and being respectful towards one another. Students will also cooperate with one another by listening to their classmates and working together to solve different math problems. Students will construct their identities by participating in multiple centers, sharing their ideas, solving problems and showing autonomy. Further, students will construct their identities by sharing different ideas and thinking strategies through the completion of subtraction centers.

3. Communication- related: Students will communicate appropriately by using respectful and proper language with their classmates and teachers. Further, they will communicate appropriately by using proper mathematical terms when solving


subtrahend. The students will then count the total number of raised smiley faces left in order to figure out the difference. The students will write this number down on their worksheet.

Station 3:- The third station will be a short word

problem station. At this station, children will be using colorful plastic dinosaurs as counters in order to help them solve word problems. These problems will be read and completed as a group, but each child will be asked to represent their work and solutions using the dinosaurs individually.

Once every child has completed every station in the room, we will once again ask them to quietly join us in front of the smartboard. We will call the students by the quietest tables in order stick with our CT’s classroom management techniques.

problems (minus, take away, equal)

4. Methodological: Students will show their effective work methods by using different thinking strategies and methods to solve different equations.

Broad Areas of Learning:

Media Literacy:- This lesson touches on

the idea of media literacy through the use of the smartboard and our educational videos. Both of these technological elements demonstrate to children how media can be used to communicate an idea (such as subtraction) to its viewers.

Citizenship and Community Life:

- Students will be required to share materials with their peers. They will also be required to show respect towards one another as they share their work and their ideas with the class as a whole. Doing this will allow us to


reinforce the importance of cooperation and equality within the classroom and our society as a whole. Students will also be able to see why rules must be obeyed for social interactions to run course smoothly (no talking while others are talking, sharing the materials). They will interact with each other in the “spirit of mutual help” as they help their peers understand and solve the mathematical situations at hand.

Personal and Career Planning

- Throughout this lesson, students will be given the opportunity to become more self-aware of their strengths and weaknesses within the classroom. Students will gain a better understanding of their ability to cooperate, work with fine motor skills, count and subtract various materials. As well, students will be shown and given plenty of strategies in order to


help them achieve the goal of understanding subtraction.

Closure (transition):To end this lesson, we will be completing the “I learned…” portion of our KWL kindergarten chart. Doing this will allow us to see what the children know and have learned throughout the lesson. We will edit and make corrections regarding what we said in our “I think …” at the beginning of the lesson by changing our statements on the “I know...” side of the smartboard. Here, students will also be given the opportunity to add information that they learned throughout the lesson. This time will also be used in order to review the new vocabulary. We will do this by first asking the children what new terms we have learned today. If needed, we will refer to visual cues to help them. Once the class has agreed that we are finished, we will wrap up the lesson by completing a few kinesthetic word problems using the students as counters. These word problems will not only give the students the opportunity to move around but will also give us as teachers the chance to see what they know and what they can do in regard to subtraction. We will do approximately 3-4 problems to ensure that all 13 of our students are given the chance to participate in some way. If time permits after this, we will check our “in the bag” answers as a class. If not, we will look at the answers after their recess break. This will be the closure for our lesson before we dismiss the children for recess.

Universal Design for Learning/Differentiation:

For the student who is selective mute, we will allow him to share his answer using his fingers as a visual representation of the solution. As well, rather than having him say the number out loud, we will simply require him to say the beginning sound of the number.For the students who are more advanced in their work, we will provide more difficult word problems that include numbers greater than 5. For the students with ADHD we will provide manipulatives that they will be able to physically count with to solve their problems. For the students who struggle with mathematics, we will provide extra materials for them to use as counters, as well as offer assistance when needed.

FORMATIVE - Assessment FOR learning:

N/A

FORMATIVE - Assessment AS learning:


Does the student understand the basic concept of subtraction? Can the student properly name the “minus” and the “equal” sign? Is the student able to write out a proper subtraction equation? Can the student demonstrate the act of “taking away” using the various resources at the different centers?In order to assess our students, we will be asking them questions at the various learning centers throughout the lesson. We will be mentally taking note of who is able to complete basic subtraction problems and who is still struggling to grasp an understanding of what subtraction is.

SUMMATIVE - Assessment OF learning:

N/A

Further considerations (follow up activities):

Follow up activities for this lesson would include:- More word problems as a class on the smartboard as the children love to participate in

these. - Subtraction bingo using toilet paper rolls and Styrofoam balls. The students would be

required to create equations based on how many “pins” they knock over and how many pins are left standing.

- Color by number subtraction sheets whereby students will need to solve individual subtractions in order to figure out which color they need to use to color the picture with.

- A second puppet show demonstrating an act of “taking away” as a tool in order to reinforce our ‘Linus the minus’ character.


Reflection:

Overall, the execution of this lesson plan went over extremely well. Our students loved the activities that we had throughout the lesson and were extremely engaged in their own learning. Our activities were age appropriate and helped our students better understand what subtraction meant. Through our centers and whole-class activities, we were able to achieve our goals and help the students see how they can use their bodies as well as tools in the class to help them count. The use of “Linus the minus” in this lesson really helped our students engage with and better understand the idea of taking away. Through our creative stories, we were able to give our students a visual character to associate with the mathematical term. The students reacted well to this character and even mentioned him as they were working at the various centers. Overall, I would say our lesson plan was extremely student centred and well received by everyone in the class. With this being said, if I were to re-teach this lesson, there are a few elements that I would consider changing. The first thing that I would change would be how we went about explaining the centers to the class as whole. Instead of explaining it to the children at each center when they got there, I would instead introduce them to the whole class before they arrived at the centers. To do this, I would ask all of the students to turn their chairs at their table to fully face me at the front of the class. I would then ask them to place their hands on their heads to ensure that they keep their hands to themselves and are paying attention to the instructions. I would do a brief class demonstration of what each center has and how to use the materials. Doing this would give the students the opportunity to ask questions before they arrived at their centers. Once this was complete, I would then call the different groups up and send them to their respective center. Upon arrival at their center, I would have the CT/student teacher re-demonstrate the centre by asking the children to tell her what they will be doing at that center. This would give the CT/student-teacher the opportunity to check for understanding in order to see if she will need to re-explain the center in another way. Once every student was onboard with the center the teacher would then be asked to distribute the required materials. This slight change would’ve helped me ensure that my students were all onboard with the learning tasks at hand which is an essential element in good classroom dynamics (Parkay et al., 2018). It would have helped me ensure that each centre would run smoothly, and that each explanation would be free from distractions/misunderstandings (Parkay et al., 2018). The second thing that I would have done differently would have been printing out visual ques of the class rules in order to remind students to raise their hands, keep their hands to themselves and listen while others are speaking. This is something we struggled with during our lesson and something that the class struggles with in general. I think that having those visual cues in the classroom would help develop a better sense of self-regulation within the students as well as teach the students (Parkay et al., 2018). The visual cues could’ve also helped create a sense of consistency within the classroom and allowed the students the ability to take more responsibility in their individual learning experiences (Parkay et al., 2018). This in turn would’ve helped control the classroom climate and create a more student friendly learning environment (Parkay et al., 2018).

Professional Competencies:


Competency 1: To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students.

- Situates the discipline’s basic benchmarks and points of understanding (concepts, postulates and methods) in order to facilitate significant, in-depth learning by students.

The information which we will provide children with about subtraction will be information that is researched and correct. During this lesson, we will use proper mathematical concepts and vocabulary in order to teach students about subtraction. This mathematical language will be geared towards 5- and 6-year old’s, allowing the students to thoroughly understand what these concepts mean and how to use them.Throughout our lesson, we will use different teaching methods that are suitable for multiple learning styles and preferences, allowing each child to have an equal opportunity at understanding and using this new information. To facilitate in depth learning for students, we will provide centers that are aimed towards different learning styles and different abilities, allowing each child to participate. Further, we will provide students with multiple materials in order for them to discover and use different methods of counting when performing subtraction problems.

Competency 2: To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching.

- Uses appropriate language when speaking to students, parents and peers.Throughout our lesson and explanations, we will use child friendly language in order to optimize their learning experiences. We will use language that is easy for all the students to follow along with and understand. Further, we will use language that is supportive and encouraging for students. When asking students what they know, we will use complete sentences when re-voicing their ideas and opinions, as well as using full sentences when giving instructions. Throughout the centers, we will continue to use this child directed language when explaining the different activities. If students do not understand, we will re-voice the instructions using different methods until all instructions are clear. When communicating with our supervisor, cooperating teacher and teaching partner, we will use professional language. Here, we will not talk about individuals in the classroom or within the school. All conversations will be kept professional and will be related to this lesson.

Competency 6: To plan, organize and supervise a class in such a way as to promote students’ learning and social development.

- Avoids any form of discrimination toward students, parents or colleagues.All activities which will be implemented throughout this lesson are neutral in regard to views and beliefs, avoiding all possibilities of being discriminatory or discriminated. The activities presented do not discuss or include any religions, ethnicities, values, or beliefs, creating a safe


learning environment for all individuals within the classroom. All words or actions taken within this lesson will be done in a respectful and professional way, encouraging all students to participate and share ideas.

Competency 11: To engage in professional development individually and with others.- Reflects on his or her practice (reflective analysis) and makes the appropriate

adjustments.As we will execute this lesson, we will continuously analyze the classroom situation and make adjustments when needed. If students are not enjoying the centers, cannot stay focused or do not understand the materials, we will quickly reflect and make changes throughout our lesson in order to accommodate the students and their needs (“Plan B”).As we will be working with our cooperating teacher as well as a teaching partner, team work will be used in order to properly and successfully carry out our lesson plan and activities. After this lesson, we will reflect on our teaching and what methods we could use or change in order to “better” ourselves as teachers. Once this reflection is done, we will carry out the changes within the lesson plan for future use.

[1] Based on a simplified version of Understanding by Design (UBD)


ReferencesParkay, F.W., Vaillancourt, J.P., Stephens, H.C., Harris, J.R., Hughes, J., Gadanidis, G. &

Petrarca, D. (2018). Becoming a teacher (5th ed.). Toronto, ON: Pearson.

jackilumleyeportfolio.files.wordpress.com · web viewlesson plan and analysis. second...

Documents