Fall 2016

Sem I-ECED372

LESSON PLAN OUTLINE

JMU Elementary Education Program
The following information should be included in the header of the lesson plan:
Rebecca DeLuzio
Mrs. Dietz, Kindergarten, Clymore Elementary
October 26, 9-10 am
Date: _______________, Initials: __________________
TITLE OF LESSON Fall Bingo
CONTEXT OF LESSON

I am playing fall bingo with Mrs. Dietzs kindergarten class because it is a game that they are
already familiar with and understand the rules. Mrs. Dietz said that her students love playing
bingo and it is one of their favorite games. I chose a fall theme because during the month of
October they are learning about bats, pumpkins, spiders, apples, etc. So they will already have
background knowledge on what all the items on their card are. I am also going to incorporate
numbers, and sight words (I have talked to Mrs. Dietz about which sight words to choose) for
the students to identify. This activity will help students learn while they are having fun. It will
will test the students ability to match the cards I select to the ones on their cards.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will correctly identify the
picture, number or sight word that I show
them and place a chip on the appropriate
square.
2. The students will describe what the
items on each card are.
3. The students will identify one more and
one less for numbers between 1-10 on the
bingo cards. the number card I am holding
by me saying this number is one more
than 9, or this number is one less than 7.

Assessment
I will observe each student when I tell them verbally what card I am
holding to see if they can correctly identify the picture, number or sight
word without having to see the card. I will record how many they get
correct and how long it takes for them to identify the correct picture,
number, letter, etc. If they cannot find the correct object without seeing it
I will than show them the card.
Before we start the game I am going to ask the students questions about
what each picture is to make sure that they understand. I will also listen
for language they are using throughout the game to identify the correct
spot on the card.
When I am telling the students what card that have numbers on them I
will also ask them to show me one less and one more for those numbers. I
have I will describe it as one more or one less. For example, if I show
them a card with 3 pumpkins on it I will also ask them to show me 2
pumpkins and 4 pumpkins. Pick the card 3 I wont say 3 I will say find
the number that is one less than 4. I will record how many of the numbers
than can correctly identify using this method.

COLLECTION OF ASSESSMENT DATA

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See Attachment I will record this information during the assessment and the data sheet is attached.
RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool)
Math
K.4 The student will
b) identify one more than a number and one less than a number
K.1 The student, given two sets, each containing 10 or fewer concrete objects, will
identify and describe one set as having more, fewer, or the same number of
members as the other set, using the concept of one-to-one correspondence.
Reading
K.5 The student will understand how print is organized and read.
c) Distinguish between print and pictures.
MATERIALS NEEDED
Bingo Cards for each student (me)
Bingo Chips (Mrs. Dietz)
Instruction card (me)
Camera (me)
Data Sheets (me)
PROCEDURE

Preparation of learning environment- My activity can be done anywhere in the

classroom. I will do it on the carpet because it is not a messy activity and does not involve any writing materials.
It can be done on the carpet if needed because it is not a messy activity and does not require any writing
materials. For my activity I am creating a bingo card with pictures of pumpkins, spiders, bats, leaves, and other
object to do with fall. The bingo cards will also have number 1-10 and sight words that the class has been
working on. Everything on the cards is something that all of the students have already learned about. I will have
the students in a circle with my instruction card in the middle so each student can see it.
Engagement and introduction of the lesson- I will start my activity by having
everyone introduce themselves and I will also introduce myself. Than I will explain the game that we are playing
and ask if anyone could explain the rules to the group. If nobody can we will go over the rules together. The
rules are I will pick a card from the pile and describe it to the students. I will say things like find the number
that is one less than 4 or find the pumpkin or find the word a. The students are going to have to find
whatever is on my card without telling their friends. If they are unable to find the right object on their card, I will
show them the card so they can successfully find it. Before we start the game I will ask them what they know
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about describe what pumpkins, spiders, and bats so they can start preparing for the game so they can all refresh
their memories and get ready to start the game.
Implementation of the lesson- Every student will get a fall bingo card and chips. I will
pick the first card and show them. I will ask questions like who can tell me what this picture is? I will also
watch as the students are looking for the matching card on their individual cards. If they are having trouble I will
give clues like look in the top row, etc.
Closure- When the activity is over I will have the students put all the chips back in the
middle and than I will give them each a small prize and thank them for participating. About 2-3 minutes before
the activity is over I am going to stop the game and have the students tell me what all the objects on their cards
are. I want to make sure that they are able to describe what a pumpkin, spider, bat, etc. is. I also want to make
sure that they can describe their numbers like I have been for the whole game. So I will ask each of them to pick
one number and describe it without saying what the number is.
Clean-up- When the activity is over I will have the students put all the chips back in the
middle and than I will give them each a small prize and thank them for participating. I will clean up the entire
center when every group has had a turn. I will collect all the cards and put the chips back where I got them from
in Mrs. Dietzs classroom.
DIFFERENTIATION
For this activity I am going to use a combination of words, pictures, and numbers. I am doing this because
I do not want students who might be higher not get challenged and I do not want students who are lower to
get frustrated with the activity. If a child seems to be struggling with this activity I will guide them to find
the correct spot on their cards, and if time permits and there are a lot of students who seem to be doing
well with this activity we can play different types of bingo, like 4 corners or blackout. For students who
are doing really well with this activity I will not show them the card that I choose and I will only describe
it, but for students who seem to be struggling I will show them the card.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
There are many things that could go wrong with this activity, like maybe there will be a fire drill and we
will have to leave in the middle of the activity. If that happens I will make sure that the students in my
center get out quickly and safely. Once everyone is safe and we can return back in we will continue with
the activity until it is time to switch. Something else that could go wrong would be that I do not have
enough materials. Some groups could be larger than others and I might not have enough boards or chips. I
am going to make extra boards but in case that does happen I will have the students play in pairs. Another
thing that could go wrong is that if the students are not split up by ability they could all be at different
levels making it hard to only use one method of teaching for this activity. If this happens I will first
describe verbally the card that I am holding for the higher students and than show the card, I am holding
for the students who do not seem to be understanding. Finally their could be students that do not know
what a bat, pumpkin, or spider is because they do not remember learning about it in class. To avoid this
from happening before the game starts I am going to have the students tell me what each of the pictures
are.

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Lesson Plan Reflection

As soon as possible after teaching your lesson, reflect on the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

A. How did your actual lesson differ from your plans? Describe the changes you made & explain why you
made them. Be thorough & specific in your description. (3 pts)

The first thing that differed in my plans was that I forgot the bingo cards that you pull and show the
students in my bag in our classroom. So I had to remember every card that I called making sure to call a good
mix of them and making sure that I did not repeat any. For most of the students not seeing the card was perfectly
fine for them they were able to identify what I was saying without any assistance, but for some they needed a
little more guidance. For the students that needed more guidance I would first have them ask their friends for
help and if that did not work I would than help them. The other aspect of my plan that differed was that I planned
to describe the numbers I wanted them to find by saying find the number one less then 4, or find the number one
more then 5. I wanted to do this because when we went to observe the class they were doing an activity very
similar. However, when I started to do that a lot of the students were getting confused especially on the higher
numbers like 5-10, because this was happening I started to first say the number the way I had planned so the
students who were able to do it had a challenge, but than for the other students that were having a hard time I
would just say the number.

B. Evaluate the impact of the lesson based on your plan for assessing learning and the individual data you
collected on each objective. Cite multiple examples of student behavior & language that document your
conclusions. (8 pts)

I think that my lesson helped me assess the students like I wanted to. I had very clear objectives and
expectations for what I wanted to learn about these students during the workshop. For example, I learned that
100% of these students could correctly identify a picture of a pumpkin, spider, bat, apple, tree, and leaf. I also
learned that 100% of the students could identify the words the, a, it, my, can, and not with little to no assistance.
They were also able to tell me that they did not have that word on their cards. What I did learn was that the
students are still struggling with the concept of one more or one less than a number. Only 68% of them could do
this unassisted and correctly identify it on the first try. For some of the students it helped them when I would say
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that less than means smaller and more than means bigger. This is helpful for me because I then know that I need
to spend more time working on what comes before and after each number.
I also learned that even though the students have played bingo before a lot of them said they did not know
what bingo was. They also struggled with the concept of what four in a row meant. For a lot of them I would
have to say do you have four in a row? and they would say no so I would point it out to them and I would have
to say what does four in a row mean? Once I said that most of the students got it and would say BINGO!,
but others would look at me with a blank stare and quietly say bingo unsure if they were correct.
This lesson also helped me learn a lot about student behavior. For the most part the students behaved so
well. However, there were a few instances when the children got a little talkative and started fighting over the
cubes. When this happened I paused the game very quickly and told them that the cubes were for everyone and
we all needed to share. This seemed to work for a very short amount of time so I than went on to give each child
their own set of cubes that were just for them.
There was also one student who did not want to sit in the only chair left because he wanted to sit at his
chair. I told him that all the other chairs were taken and that this was his only option right now. I then started to
play the game and he immediately sat down in the open chair because he did not want to miss out. I decided to
use that method because when we were observing their classroom Mrs. Dietz had told us about him and told us
he does a lot of things to get peoples attention so for the most part you need to ignore what he is doing and then
he will participate like the other students. I remembered that when he was going on about the chair so I only told
him one time that this chair was his only option and then in a way ignored his behavior, which than made him
participate with the rest of the group.

C. Describe at least one way you could incorporate developmentally appropriate practice in a better or
more thorough way if you were to present this lesson again. (2 pts)
If I was to do this lesson again I think that I would spend more time going over the instruction card that I
made. When each group of students got to my table I would ask them if they knew how to play bingo. I
was expecting them all to say yes because they have played bingo in their classroom before, but that was
not the answers I was getting. A lot of them would say they have never played bingo before or they
did not know how to play. This threw me off a little because I did not think I was going to have to
spend time explaining it to them. The first thing that I did was ask a student that did know how to play to
explain it to their friends. Although some of them gave good descriptions of it they were usually very
quiet and their friends were not listening to them. So I would than say that was very good thank you for
explain, and go onto explain it again very clearly and simply to them. I think if I had put the
instructional card somewhere they could have seen it better they would have understood from the start
this is what we are doing, because as soon as we started playing they all understood perfectly and were
able to use the manipulatives to put it on the correct spot. Another aspect that I would change next time
is including a picture of what four in a row looks like. Most of the students did not know that they had
bingo and I would have to encourage them to say bingo by saying things like does that look like four in
a row, and what does four in a row mean? Also sometimes they would call bingo as soon as they had
four cubes on there boards. Next time I would definitely spend more time explaining what four in a row
means and make sure they fully understand it before we begin playing.

D. If you were the teacher in this classroom, what follow-up experiences would you plan? (Develop your
answer based on the data that was collected and your observations during the lesson.) (2 pts)
If I was to plan a follow up activity, I would definitely focus on one less than and one more than because
that is where the students struggled the most. There were 11/16 students (one student was absent) that
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were able to do this unassisted, but I still had to say it multiple times. I think I would have a whole group
activity where we would use counting cubes and I would say everyone get 10 cubes and line them up.
I would then tell them to write their numbers 1-10 putting one number below each cube. Now they have
a visual and can clearly see what number is coming before and what number is coming after. Next I
would ask questions like what is one more than six? Or what is one less than 3? I would have them
write it down and I would walk around the class making note of who got it and who didnt. This will
help me see if anyone still needs extra reinforcement of the concept. As for the other parts of my lesson
16/17 students (one student was absent) could correctly identify the fall pictures that I was assessing
them on so I would not do any further assessing on it, and 16/17 students could all identify the sight
words I was assessing with little to no help. For a few of the students I needed to help them by sounding
out the words, but once I did that they immediately got it. For those students I would do a small group
activity with flash cards just to help them perfect their sight words.

E1. Share something you learned about young children as a result of planning and conducting the activity.
Relate this new knowledge to principles of child development or appropriate curriculum from your ELED
308 and ECED 372 courses. (2 pts)
Something that I learned about young children is almost any issue can be solved with
doing a fun activity. One group that came to me started fighting over which chairs they were
going to sit in because one of the boys in the group wanted to sit in the chair that had his name
on it, but the girl did not want to switch. This caused a problem and they boy started getting
upset and carrying on about the chair. At first I was like what do I do, but then I just said to
him right now we are doing fun activities and it does not matter where we sit. He was still
carrying on about the chair so I decided to just start the game. This caught his attention quickly
and he began playing and did not mention the chair again.
I also learned how much differentiation is present in a kindergarten class. We would talk
about it in class, but you do not really see it until you are in front of a group of students who are
at four completely different levels. It was very interesting to see that in one group there were
students who needed absolutely no help and could find everything on the board and understood
four in a row means bingo and then there were students who did not know that one more than
five was six, or could not identify their sight words. This showed me just how hard it is to plan
for 17 students because you have 17 different levels present in your classroom.

E2. Share something you learned about teaching as a result of planning and conducting this activity.
Describe how you will apply this new knowledge to upcoming opportunities for developing learning
experiences for children. (6 pts)
I learned just how much work goes into teaching. I always knew it was hard work, but I
did not think that each lesson would take so much time and planning. I also learned that
everything does not always go according to plan, but you have to just go with it. If your students
are having fun and learning at the same time they will never know that you forgot something or
its not going the way you wanted it. I was nervous going into this workshop because I had
never done anything like this before, but I was prepared and had brought all my materials with
me. However, as soon as the workshop started I realized I left the bingo cards to show the
students back in our classroom and had no time to go and get them. I started to panic a little, but
just had to tell myself it is okay you can still play bingo without them, and thats exactly what I
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did. The students had no idea that I forgot something that seemed so important to me because
not one of them asked me why I did not have the cards.
I also learned that not all activities have to be cute and look like you just got them off
Pinterest because that takes so much time and they are not always the best activities. Before I
decided on playing bingo I was looking for ideas on Pinterest for a very long time and none of
them seemed to fit what I was looking for. Thats when I decided that I was going to stop
looking and do something that I know and would be comfortable doing with students. I think my
activity was enjoyed by all the students and that is all I could ask for.
In the future I will still always want to be as prepared as possible, but also know that
things can and will most likely go wrong, so I am going to spend more time thinking about what
could go wrong and how I would still go on with my plan. I think forgetting some of my
materials was the best thing that could have happened especially so early on in my learning
experiences because I realized that I am able to not panic and continue on with my lesson
without any of the students knowing anything different.

E3. Share something you learned about yourself as a result of planning & conducting this activity? (2 pts)
I learned a lot about myself and how much time and effort goes into just one activity. I would have never
thought that playing bingo with a class would take me that long to plan, but it really does. I think that I
learned that I am going to have to work really hard when I become a teacher, and every activity I plan might
not be the cutest or most creative, but that is okay. I also learned that I am going to have to work really hard
on differentiating my activities so all my students are challenged at an appropriate level. Although I think I
differentiated this lesson to the best of my ability I believe there is so much room to learn and grow from
this. I want all the activities that I use in my classroom to have meaning and purpose. This play workshop
definitely made me believe in myself more as a future teacher and helped me realize that I can do this.

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