SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK
Name Miss Micaela Reed
Subject Mathematics
Grade Level Kindergarten- Modified for a Resource room with K- 2nd grade
Date/Duration Friday, March 23, 2018- 20-25 minutes
Big Ideas  Strategies for filtering and organizing information are important
to the learning process.
Essential Questions  How do I decide what information/task to attend to?
 What strategies do I use to organize information?
NAEYC Pre-  AL.2 PK.D- Recognize and extend simple patterns.
Kindergarten
Standards
Objectives  Pre-Kindergarten students will be able to use their bodies and
M&M manipulatives to recognize, design, and extend patterns
Bloom's Taxonomy with at least 8/10 accuracy.
 Jeff may get bored because he is knowledgeable with patterns
Webb's Depth of already- included harder patterns for him.
Knowledge (DOK)  Alex may not enjoy working with peers- place him with peer he
likes to work/play with
 Hunter may get frustrated if the other students move too quickly.
Ensure that Hunter is placed with another peer that benefits from
slower instruction.

Formative &  Students’ understanding will be checked throughout the lesson

Summative with questions and their responses.
Assessment  Students’ patterns will be checked to ensure they placed the
Evidence colors in an AB, AAB, ABB, or AABB pattern.
 Students are observed while they are completing activity within
their groups.
Accommodations,  Scaffold students who are struggling while making patterns.
Modifications  Students will have assistance while coloring their patterns.
 Include harder patterns for Jeff- AB, AABB, ABBA, ABC.
 Include slower paced instruction for the group that would benefit
from it.
SUPERVISING 
TEACHER’S
SIGNATURE
 Seton Hill University Lesson Plan Template Step-by-Step Procedures
RATIONALE for the CK
Learning Plan
Introduction Activating Prior Knowledge
 Students are asked what a pattern is. A pattern is a design that
repeats.
 Sing pattern song; students listen to it first, and then sing along
with the teacher.
 “Patterns happen all the time.
It’s pattern, pattern, pattern, pattern time. (clap three times)
It’s something that happens over and over again. (roll hands
around each other).
Hook/Lead-In/Anticipatory Set
 Go Noodle- Make a Pattern movement
Explicit Big Idea Statement
Instructions  Strategies for filtering and organizing information are important to
the learning process.
Essential Questions Statement
 How do I decide what information/task to attend to?
 What strategies do I use to organize information?
Objective Statement
 Pre-Kindergarten students will be able to use their bodies and
M&M manipulatives to recognize, design, and extend patterns with
at least 8/10 accuracy.
Transition
 Go Noodle- Make a Pattern Movement (Banana, Banana, Meatball)
Key Vocabulary
 Pattern
 Extend
 Next
Lesson Procedure PreAssessment of Students
Must include  Students are asked what a pattern is. A pattern is a design that
adaptations & repeats.
accommodations  Sing pattern song; students listen to it first, and then sing along
for students with with the teacher.
special needs  “Patterns happen all the time.
It’s pattern, pattern, pattern, pattern time. (clap three times)
It’s something that happens over and over again. (roll hands
around each other).
 Students will listen to the book “The M&M’s Color Pattern Book” by
Barbara Barbieri McGrath and Roger Glass
Modeling of the Concept
  Students will stand up and the teacher will arrange them in a
pattern (boy, girl, boy, girl, or standing, bending, kneeling, etc.)
 Students will say what would come next in the pattern to extend it.

Guiding the Practice

 Students will work in small groups to extend and create patterns
with M&M’s.
 Place Hunter with Justin and Jeff
Providing the Independent Practice
 Students will design a pattern independently using their M&M’s.
 Students will color completed pattern on paper.
Transition
 Pattern song
Adaptations/Accommodations for Students with Special Needs
 Scaffold students who are struggling while making patterns.
 Students will have assistance while coloring their patterns.
Evaluation of the Formal Evaluation
Learning/Mastery  Students’ patterns will be checked to ensure they placed the colors
of the Concept in an AB, AAB, ABB, or AABB pattern.
Informal Evaluation
 Students are observed while they are completing activity within
their groups.
Closure Summary & Review of the Learning
 Students are asked what a pattern is.
 Each student is selected to display their pattern to the rest of the
class.
Homework/Assignments
 N/A
Reading Materials  iPad
Technology  speaker
Equipment  paper
Supplies  M&M Book
 Crayons
Teacher 
Self-reflection