Lesson 14 (57)

1/26/16
Lesson Plan Format:

Teacher: Tiffany S. Kominski (Mrs. Ludwig/CT)

I.

Grade Level: Kindergarten

Content and Standards:

a. Standard Area - CC.2.1: Numbers and Operations
i. Grade Level - CC.2.1.K: GRADE K
1. Standard - CC.2.1.K.A.1 Know number names and write and recite
the count sequence.
2. Standard - CC.2.1.K.A.2 Apply one-to-one correspondence to
count the number of objects.
3. Standard - CC.2.1.K.A.3 Apply the concept of magnitude to
compare numbers and quantities.
4. Standard - CC.2.1.K.B.1 Use place value to compose and
decompose numbers within 19.
b. Standard Area - CC.2.4: Measurement, Data and Probability
i. Grade Level - CC.2.4.K: GRADE K
1. Standard - CC.2.4.K.A.1 Describe and compare attributes of
length, area, weight, and capacity of everyday objects.
2. Standard - CC.2.4.K.A.4 Classify objects and count the number of
objects in each category.

II.

Prerequisites: Students must have an understanding of measuring items using body

parts including their feet, hand span, finger, and outstretched arm.

III.

Instructional Objective: To promote discussion and recognition of the need for

standard measurement units.

IV.

Instructional Procedures: BDA (Before), I will get the book How Big is a Foot?
From the library. I will get out enough rulers for each student and myself to continue
the discussion of measurement. I will trace and cut out enough butterfly bodies on
black construction paper for each student. (During), First, I will begin by discussing
the lesson from yesterday 56 where the students measured items in the classroom
using their feet and other body parts such as their finger, hand span, and outstretched
arms. I will start with a brief question and answer session regarding what they
learned and what items they measured including desk; cubbies; whiteboard; the rug;
and the countertop. I will then move on to discuss the standard measure of length in
the US; the 12 inch ruler. The students will each be given a ruler and have time to
look at it and investigate it. We will then have a discussion on their observation of
the ruler and I will talk about measurement using the ruler including standard foot and
unit. I will show them how to measure items in the classroom using the ruler; some
of the same items they measured in the previous lesson, using their construction paper
feet. At this time, I will give the students back their construction paper feet they used
to measure, from the day before. They will be broken up into two groups and I will
have them construct two bed outlines each 6 units in length by 4 units wide. We will
talk about the different sizes of the two beds including the different sizes of feet. I
will have a few of the students try to lay in the beds to see how they fit in the bed and
discuss the differences. (After), we will return to the rug and discuss the lesson. The
students will have the opportunity to share what they learned from the lesson. We
will close the lesson by counting on from a number by counting by 10s (example; 50,
60, 70, 80, 90, 100 and so on). We will also use the construction paper feet we cut
out yesterday January 25, 2016 during lesson 56 and the students will create
butterflies. They will use their cut out feet as the wings and I traced and cut out
enough butterfly bodies for each student.

V.

Materials and Equipment:

a. Book How Big Is a Foot? (read to the students to begin the lesson)
b. Construction Paper Feet to make two bed units.
c. Construction Paper Butterfly Bodies for each student to create a butterfly
using their feet as the wings.
d. Ruler to continue the lesson of measurement and explain the standard measure
of length in the US, the standard foot.
e. Items in the room tissue box; wall; door; window; table; rug; whiteboard;
cubby; chair, shelf to measure.
VI.

Assessment/Evaluation: I will observe the students throughout the lesson. I will

ongoing assessment to open the lesson and ask questions of what they learned from
the previous lesson on measurement and adjust my instruction method accordingly.

VII.

VII. Differentiation: Individualized Activities: I will make sure to continue to

discuss the idea of measurement by using the pan balance, the ruler, and other
measuring tools in future lessons.

VIII. Technology: No technology will be used during this lesson.

IX.

Self-Assessment: I will continue to write in my daily journal regarding how well I

captured the students attention. I will continue to add information to my PLP
including Danielsons Domains. I will also continue to track how I feel I could
improve as a teacher on future lessons.

Domain 1 Planning and Preparation

The outline of this write up will reference my math lesson plan (58) against Charlotte
Danielsons Framework for Teaching. My write up will outline each of the standards of Domain
1 compared to how I believe they affect student learning and success during the time I instruct

lessons. This write up is strictly my personal opinion and can change as my level of teaching
changes.
1. 1a Demonstrating Knowledge of Content and Pedagogy
a. Content knowledge Since this is my first time as a Student Teacher; like many
of us, I am still learning all of the content and the pedagogy that goes along with
this particular school and Kindergarten classroom. While I am trying to match all
of the lessons with the book that the school provides the teacher as a tool to build
lessons based on the Core Standards of the state of Pennsylvania, I am still
learning all of the information that goes with the content pedagogy. My CT has
been teaching Kindergarten for several years now so she can look at the book and
the number to the lesson and tell me how she taught that lesson and whether or
not it worked for her and things I should change to make the lesson more
interesting.
b. This goes hand-in-hand with the prerequisite relationships because I have only
been here for the past three and a half weeks. I ask so many questions because I
have no way of knowing what lessons were instructed prior to this lesson or what
skills the students have built on with the CT the first half of the year.
c. So my lessons are built mainly on what lessons I instructed during my prestudents teaching experience or the lessons I remember the CT instructing during
that time. I always try to build on a past experience and then end the lesson with
a closing discussion regarding what the students learned during the lesson.
d. This particular lesson I felt I had a better understanding of the content knowledge
because I had the practice of instructing the lesson yesterday on measuring with
the students outline of their feet made from construction paper. I felt the carry
over provided me with a prerequisite relationship to build on and the knowledge
of how to instruct the lesson so the students were able to grasp the concept of a
standard ruler being one foot.
2. 1b Demonstrating Knowledge of Students
a. Since I had the same placement room for my Pre-Student Teaching experience, I
have some more experience with these students, however; I still need so much

help with student skills, knowledge, and proficiency. The book that goes along
with the Core Standards and the curriculum for the School District and
Kindergarten provides ideas, tools, and information that you can use within your
lesson plans. Some of the ideas I take from the book and build on them to
continue to write additional plans. Todays lesson plan and creating the butterfly
from the construction paper feet was actually a students idea. Yesterday, this one
student just happened to put his pencil in between the two feet and said look Ms.
K I made a butterfly so I added it to my lesson plan quick and today surprised
them at the end of the math lesson and we made the butterflies.
b. After each lesson and day, I briefly discuss information with my CT. Most of the
information is about whether or not I have all the items prepared in order to
instruct the next lesson. However; some of what we discuss is whether or not the
students behaved during the time instructed a lesson and ways I can build on what
took place. And we also discuss whether or not I captured the students attention
and if we feel that I did not, we will discuss alternate ways for me to instruct a
future lesson to make it more hands, on their level, or about something that they
are all interested in.
c. Because I had carried over the lesson into two days; I was able to utilize the same
groups that I placed the students in from the day before. The grouping seemed to
work well with the students. My CT and I had previously discussed how to group
the students because of behaviors and personalities that did not mix well together
from her observations throughout the year. If the grouping that I had chosen
yesterday did not work, I would have sat down prior to this lesson and wrote
down a completely separate set of groups and tried again. I feel the more I see the
students work together the better understanding I will have for planning future
lessons. If I have a good understanding of the students skills, knowledge,
proficiency, needs, and interests it will be easier for me to instruct lessons in small
groups or have the students work together independently.
3. 1c Setting Instructional Outcomes
a. One idea that I have, Im not sure if all Student Teachers do this, but so I dont
forget something that I am supposed to be instructing during a lesson, I keep a

copy of my lesson plan next to me or I write notes down on a sticky note and keep
it by me. Sometimes I get a little nervous when I am teaching, especially right in
the beginning and I would look to my CT constantly for help and I know that
someday she is not going to be in my classroom with me so I need to keep track
of the information on my own and my notes and lesson plan help me along the
way.
b. Most of the information that is within my lesson plan are ideas that I have found
within the book that goes along with the curriculum and Common Core Standards
or I find on pinterest.com which is where my CT said she gets some of her ideas
as well. All of my lesson plans my CT reads over to make sure I have information
that is aligned with the Common Core Standards and that is suitable for diverse
learners. She also previews my videos that I pick from youtube.com that coincide
with my lesson plans to also make sure they are suitable.
c. The balance within my lesson plans is to use the boards, read, and then create
hands-on projects for the students. My CT stated if you just stand in front of a
kindergarten class and talk, you will lose them, so make sure you create an equal
balance of talking, worksheets, projects, and reading books. So, my lesson plans
reflect a little bit of everything if the time is allotted.
d. This particular lesson began with a discussion on the lesson I instructed the day
before. I wanted to build on the students past experiences. I also wanted to make
sure that before I moved on to measuring using a ruler the students had
understood the previous lesson on measuring using the construction paper feet.
Also, after receiving the idea to make the butterflies using their construction paper
feet, I felt that it added that true balance because now the students had an actual
item that they were able to take home and share with the parents. Plus, this it
turned out to be a craft that the students parents would be able to save and see
how tiny their feet were in Kindergarten.
4. 1d Demonstrating Knowledge of Resources
a. In my lesson plans I try to utilize as many resources as possible. Prior to writing
my lesson plans I sit with my CT and go through the weeks lessons and we
discuss the different activities and resources that I am using throughout the week.

Prior to the days lesson I utilize the library to obtain many different books that
coincide with the lessons. I also use the books my CT has in her own small
library within the room. I use the internet for videos and utilize many other items
within the classroom. This particular lesson I was able to use rulers and the
construction paper feet to make butterflies with the students. One activity that
was within the lesson; having the students make the beds out of feet was
completed but my CT mentioned using masking tape to actually make the beds on
the rug and the students really had fun with the activity. I try to use as many
materials as possible.
b. This particular lesson was filled with resources. I had the students measure the
tables, the whiteboard, the heater, the cubbies, the cabinets, the rug, and the
countertops. I feel that resources dont always have to come from technology.
And they do not always have to be something that the teacher has to purchase or
the students have to bring in. Im glad that I am able to utilize the resources we
have available within the classroom because I think it also gets the students to
think outside the box.
5. 1e Designing Coherent Instruction
a. So far all of my lesson plans have been written around materials and resources
that I have available to me. And the ones I havent had available my CT has been
great at going to the store and purchasing if I have an idea on something that she
thinks the students will really like. Most of my information comes from using
the books as a tool and coordinating the information within the books to coincide
with the Common Core Standards.
b. The learning activities within other lesson plans I created were again; along the
lines of the material. I also used learning stations that the students were able to
use independently for a period of time and rotate through the stations so each
student was able to complete the manipulatives. This was a previous instructional
resource that the teacher informed me took place within the classroom so I
adapted my lesson plans on days that I would need an additional structured
activity to fill time.

c. So far, even within this lesson plan, all of my activities are based on large group
activities. During one lesson which took place in my Pre-Student teaching
placement, during an observation, I completed a small group activity with the
students. This lesson was a whole group lesson and then the students were broken
into small groups to complete an activity independently. The students did very
well and were able to use the ruler to measure the items. Nearly all of the groups
measured each one correctly and this was only the second lesson where I
instructed any type of measuring. (On a side note; yesterdays lesson did not go
very well and the students would not stop talking or fooling around; and my CT
actually had to step in to help with classroom behaviors and management because
it became so out of control) Today on the other hand, I immediately set down
ground rules and it went a lot smoother.
6. Designing Student Assessments
a.

This standard domain is very tough for me. I struggle with resources when it
comes to writing the assessment sections in my lesson plans. In Kindergarten the
only true assessments that take place are:
i. Recognizing and reciting the letters of the alphabet.
ii. Recognizing and reciting the letter sounds.
iii. Counting by 1s; 2s; 5s and 10s.
iv. Writing first and last name.
v. Recognizing and reciting the twenty-five sight words.

b. There may be a few more that I am not adding to the list and I am sorry for not
remembering them all. There are no formal assessment at the end of the chapter
that needs to be completed. There are no written assessments that need to be
graded. Kindergarten is not about tests it is more about observing the students
behaviors and getting them prepared for higher grades. While the lesson plans
that I create, including this particular lesson plan, is based on an idea of what I
feel are the best Common Core Standards that coincide along with the material
that I have to use as a tool to instruct lessons.
c. And so far, it all has been so much fun..