Analyzing and Adapting Curriculum Materials

Pre-planning: Complete this section in order to prepare all the necessary research, expectation-setting, and resources prior to lesson planning.

Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff in order to successfully complete this section.

Standard(s) : (no more than 2-3 standards)

K.MD.3 - Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)

K.CC.4A - When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

K.CC.5 - Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Lesson Objective(s): What will students know or be able to do by the end of the lesson?

Students will be able to add facts within 10.

Connections to Prior Learning: What prior content, concepts, and/or skills does this lesson build upon?

PK.CC.1 - Count to 20

NY-PK.CC.3 - Understand the relationship between numbers and quantities to 10; connect count to cardinality

Assessments: How will you measure progress towards the objective? What criteria will you use?

I will:

• Observe students’ assess their understanding of the lesson content.

• Support students who are not understanding clear (counting together with them).

• Observe students if they are able to count each dot and find the total amount.

Differentiation: How will you adapt the content, process, and/or products to meet so all students can be successful?

I can adapt the content in order for students to be successful by

- Using a 5-frame with a small icon in each corner in place of a hand as the vocabulary may present challenges

Materials: Provide links to any resources that are being utilized during lesson facilitation. This can include, but is not limited to, PowerPoint/Slide Deck, worksheets, reading material, videos/images, etc.

• Math Board

• Markers

• Worksheets

• Pencils

• Crayons

· The Grouchy Ladybug by Eric Carle

Lesson Planning: Complete this section in order to prepare and organize all the necessary scripting, directions, routines/procedures, questioning, differentiation, and materials to facilitate the lesson for students.

Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff in order to successfully complete this section.

First Five: (5 minutes)

· How will students enter the classroom and get prepared to learn?

· What initial task will students perform that aligns to the objective(s)? How will you review it?

Teacher Actions

Student Actions

· Tell students they will be listening to a story about a grouchy ladybug.

· Show students the cover of The Grouchy Ladybug

· Read aloud the title, author, and illustrator.

· Ask students to predict what they think the story will be about.

· Ask students to share what they think the roles of the author and the illustrator are.

· Read the story

· Listening the lesson introduction

· Answer the question: This story will be about ladybug.

· Answer the question: counting dots

· Listening the story about a grouchy ladybug.

Introduction of New Material: (10 minutes)

· How will you build upon the skills/content of recent lessons?

· How will you convey the knowledge and/or skills of the lesson (explaining, modeling, coaching, inquiry)?

· What will students be doing to process this information?

Teacher Actions

Student Actions

· Provide background information in the form of visuals about ladybugs.

· Echo count from 1–10.

· Ask students if they can think of other insects.

· Practice counting aloud from 1–10.

· Echo count from 1-10

· Aloud counting from 1-10

Guided Practice: (5 minutes)

· How will you know that students are ready to begin working independently? How will you gather that data?

· What will you do if students are confused or misunderstand?

· What directions will you give to students for independent practice?

Teacher Actions

Student Actions

· Project one of the prepared red circles and say, "This is a ladybug. It needs dots!"

· Draw 6 dots on left wing and 2 dots on right wing.

· Have students count the dots on one wing and write that number (6) below the wing.

· Repeat this for the second wing.

· Have the class count all the dots on both wings and put that number – 8 (the sum) on the line at the bottom of the ladybug.

· Read the equation, emphasizing the words "plus" and "equals".

· Explain that you just created an addition sentence.

· Count the dots on each wing

· Write the numbers below the wings

· The class count all the dots (8)

· Read: 6+2=8

Independent Practice: (25-30 minutes)

· What responses do you expect to see from students? Which misconceptions do you anticipate?

· How will you assess the quality of student work? ( rubric, checklist, etc.) How will you gather data?

· How will you elicit and coach student thinking? How will you support students who struggle?

Teacher Actions

Student Actions

· Have students each create an addition sentence in their math journals on their own.

· Draw dots on each wing (no more than 10 together)

· Count on each side

· Add two sides

· Count how much is together

· Wright the sum

Last Five: (5 minutes)

· How will you assess learning?

· How will you students summarize what they have learned?

· How will students prepare to transition to a new subject or class?

Teacher Actions

Student Actions

· Use the practice and homework pages to provide children with more practice of the concepts and skills presented in this lesson.

· Give other examples how to add numbers

· Encourage children to use their Math Journals to record their answers

· Homework

· Practice at home

· Repeat the topic next day