Lesson Plan 3

Grade2: Math/ELA/FNMI

Unit: Patterns

Lesson Duration: 40

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Grade 2 Math GLO (Patterns and Relations strand):
Use patterns to describe the world and solve patterns.
Related SLO:
1) Demonstrate an understanding of repeating patterns (three to five elements)
by: describing, extending, comparing, and creating patterns using manipulatives,
diagrams, sounds, and actions.
[C, CN, R, PS, V]
Grade Two ELA GLO 1:
Students will listen, speak, read, write, view and represent to explore
thoughts, ideas, feelings and experiences.
Related SLOs:
1.1 Discover and Explore - Express ideas and develop understanding express or represent ideas resulting from activities or experiences with oral, print
and other media texts.
1.2 Clarify and Extend - Combine Ideas - record ideas and information in ways
that make sense.
Grade Two ELA GLO 2:
Students will listen, speak, read, write, view and represent to comprehend
and respond personally and critically to oral, print and other media texts.
Related SLO:
2.3 Understand Forms, Elements and Techniques - Experiment with
language - demonstrate interest in the sounds of words and word combinations in
pattern books, poems, songs, and oral and visual presentations.

LEARNING OBJECTIVES
By the end of the lesson students will:

1. Understand and create repeating patterns.

2. Organize and record patterns in a coherent manner.

ASSESSMENTS
Key Questions:
Observations:

How would you write this

Engagement of students in group

animal sound?

work

What is a repeating

Ability and willingness to

pattern?

participate in smart board activity.

What is the core of the

pattern?

Written/Performance Assessments: exit slip

MATERIALS AND EQUIPMENT
* Smartboard / computer
* Exit slips (one per student)
PROCEDURE
Introduction (3 min.):
Hook/Attention Grabber: SAY: In todays lesson on patterns, we
will be having fun with animal sounds, so I want you all to be
ready to make crazy animal sounds when the time comes!
Assessment of Prior Knowledge: SAY: Raise your hand if you
can demonstrate any of the sound or action patterns we did
yesterday. Then allow one or two students to perform for the
class. Make sure to pick students who were observed to have a
firm grasp on patterns during the previous lesson.
Expectations for Learning and Behaviour: SAY: There is going to
be some times today when we are going to be loud, but also
other times when we will need to be quiet, so I need everyone to
listen carefully when I give instructions.

Advance Organizer/Agenda: Intro, group Smartboard activity with

animals and patterns, exit slips to be completed individually.
Transition to Body: SAY: O.K. everyone, feet on the floor, sit up
straight, and lets focus our attention on the Smartboard. Bring up
the lesson three Smartboard presentation file, or have it already
up but hidden using a shade.
Body (27 min.):
Learning Activity: Smartboard Activity
DO: For the first part of this activity, keep the pace fairly quick.
The first four slides should be completed in three minutes each.
SAY: Today we are going to be looking at a few animals that are
important in Aboriginal storytelling. DO: Reveal the first slide from
the presentation (which shows a coyote). SAY: Give me a thumbs
up if you know our first animal and a thumbs down if you are not
sure. DO: Wait 3-5 seconds. SAY: You were right if you thought
that this was a coyote. In old, old stories told by Aboriginal elders,
the coyote is smart, sneaky, and almost always hungry. Lets
listen to what the coyote sounds like. DO: Play the first few
seconds of the coyote video from YouTube. SAY: O.K. everyone,
lets all make coyote sounds together, nice and loud. DO: Howl
like a coyote for five seconds. SAY: WOW, you students would
make excellent coyotes! Now everyone please quiet down and
focus on me again. SAY: With the people beside you, I want you
to decide how to spell howl. DO: Wait for 15-20 seconds, then
add the text howl to the slide on the provided line. ASK: Did you
spell it correctly? DO: Repeat the process for slides two (bison),
three (raven), and four (rattlesnake) with the following notes:
The bison has a special place of honour in Aboriginal
stories, because they often gave themselves up willingly
as food for the survival of the people. Make low grunts and
snorts for the noise; use snort for the text
Ravens could help you or trick you in Aboriginal stories, so
beware. Make loud calls of CAW for the noise; use caw

for the text.

Snakes were thought of with fear and awe, also it was
considered bad luck in many tribes to keep a snake as a
pet. For the noise, make a loud staccato hissing; use
rattle for the text.

SAY: O.K. class, now we are going to look at some repeating

patterns and try to extend them. DO: Take a full 7-8 minutes on
this next slide, observe and probe for understanding. Turn to
slide five and demonstrate on the Smartboard how to use the
infinite cloners. SAY: The part of the pattern that repeats is called
the core, everyone repeat after me, core. DO: Next, move the
digital shade down one line at a time and ask the students to find
the core of the pattern. Then ask one student to come up to the
board and drag the appropriate element onto the question marks.
Be sure to have them state the reason for their choice.
SAY: Nice work everyone! Now we are going to create our own
repeating patterns. DO: Take another 7-8 minutes on this slide.
Turn to slide 6 and demonstrate creating a core and extending
the pattern using the elements at the top of the page. Next, have
two or three students (depending on time) come up and create
their own patterns. Make sure the first student you chose is
supremely confident and highly likely to model effectively for their
peers.
Assessments/Differentiation: Observation and conversation /
Allow students to make patterns of different lengths on the
smartboard.

Closure (10 min.):

Consolidation/Assessment of Learning: ASK: By a show of
hands, who remembers what the core of a repeating pattern is?
DO: Observe who raises their hand and with what level of
confidence. SAY: Thats great everyone, remember: the core of a

repeating pattern is the part that repeats over and over. Now we
are all going to create our own repeating pattern. DO: Hand out
an exit slip to each student and then read the instructions aloud.
SAY: Go ahead and make a pattern from the shapes. Bring your
paper to me when you are finished.
Feedback From Students: Have the students take five minutes to
fill out the exit slip.
Feedback To Students: As the students bring you their paper,
check that it meets the requirements. If so, congratulate them. If
not, make suggestions and give them a minute to make
alterations.
Transition To Next Lesson: Finish collecting the exit slips. SAY:
Everyone did great today! In our next lesson we are going to
create even more patterns.