LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Katie Spinelli
Mrs. Kopia, Ware Elementary School, Kindergarten
Thursday November 9th, 2017 8:40-10:10 am

A. TITLE/TYPE OF LESSON
Pattern Snakes, Math Workshop
B. CONTEXT OF LESSON
Students have been working on making, creating and identifying patterns for the past two weeks. This
is one of their last workshops before they move onto a new concept of patterns. The students have
previously made patterns on blank block paper and tried to make different types of patterns, they have
also made different types of patterns with cubes and shared with classmates their patterns. They have
now moved onto more difficult patterns and are more confident in their skills. This fits into their
development because the students are able to identify, create, describe and make patterns and explain
why students need patterns in everyday life.

C. LEARNING OBJECTIVES
Understand what are the broad Know what are the facts, rules, Do what are the specific thinking
generalizations the students should specific data the students will gain behaviors students will be able to do
begin to develop? (These are through this lesson? (These knows through this lesson? (These will also
typically difficult to assess in one must be assessed in your lesson.) be assessed in your lesson.)
lesson.)
Students will be able to identify, -Patterns are repeating. -The students will make their own
create and make a pattern. -Patterns can be more than just repeating pattern with a pattern
alternating two different shapes. snake.
-Students can transfer a pattern -Students can identify a pattern
and transfer it to a different
medium

D. ASSESSING LEARNING
Patterns are Patterns can be more Students will identify
repeating/Students will than just alternating a pattern and transfer
make their own two different shapes it to a different
repeating pattern medium
For their pattern snakes, I will tell the students I will ask the students
I will make sure that that they cannot make if they can show me
they have just an AB pattern, their pattern in a
and they will make a different way.
more complex one.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if

required)
K. 13 The student will identify, describe, extend, create, and transfer repeating patterns
F. MATERIALS NEEDED
All of the math workshop materials are already put together.
For my math workshop:
Cut out patterns-Classroom
Snake half sheets of paper- Classroom
Pencils- Classroom
Glue-Classroom
 Dots for students to sit on- Classroom
Hula Hoops- Classroom
Name tags for each pattern- Classroom
G. PROCEDURE
Preparation of the learning environment
Engage-Introduction of the lesson
Implementation of the lesson (specific procedures and
directions for teacher and students)
Closure
I have already prepared the cut out figures for the
pattern snakes
The math workshops will be set up when the kids
are getting ready during morning meeting and
when Mrs. Smith comes in
I will introduce all of the math workshops and
have the students remind me what type of patterns
there are
Most students will talk about different alternating
patterns.
I will remind the students that we have been
making patterns on the pattern block paper and
with the wooden blocks.
I will ask them to make a snake with a pattern of
their choosing but it cannot be AB, it must be
something more challenging because I know that
the students will be able to do better than just AB
pattern.
I will have the students return to their seats where
they left off by reading the board of where they
were from Wednesday
These students are not in differentiated groups, it
is just their home table groups
I will have the groups rotate through the math
workshops and I will be sitting with the pattern
snake table.
I will get them started by handing out paper and
having them write their names and get a pattern
idea. Most students will have already formed
ideas about what they want their snake to look
like because we have been working with patterns
for two weeks.
While the students are making their patterns, I
will ask questions to each student about what they
are making, what pattern it is, what the core unit
is and how they know its a pattern.
Once they have finished, I will have the students
wash their hands if they need to and they will
show me their pattern in a new way if we have
time.
This will repeat four times.
I will call the students to the magic carpet by their
name tag colors. They need to find their dot and
they will have someone elses snake at their dot
already
I will have them observe their new snakes and
think about what pattern sequence it is.
I will ask them to put it into the hulahoop that the
snake corresponds to by name tag color
 We will go over each pattern sequence after all of
the snakes have been placed (AAB, ABB, AABB,
ABC, etc)
Clean-Up FOR CENTERS
I will use their attention getter- using a pattern
clapping and have the students get ready for the
next station and tell all of the groups where they
are going
TO GO TO THE MAGIC CARPET
I will use the attention getter- using a pattern
clapping and have the students get ready for final
clean up. This requires the students to have the
name tag color helper put all of the materials
away for math workshops. After that, I will call
the students by their tables to their dots on the
magic carpet to go over the final discussion of
what their pattern is. Afterwards, if we have time,
we will do a math wiggle (Banana Banana
Meatball) and get ready for recess.

H. DIFFERENTIATION
All of the students have an understanding of patterns and most of them have been working on
patterns that are more complex than the classic AB pattern
For differentiation, the students are making patterns that they are comfortable making whether
it be, ABC, ABB, AAB or another pattern.
I have no ELL students or students that have physical disabilities so I dont have to think
about that during my lesson fortunately.
The students all learn the best when they are in smaller groups and in their interactive math
groups.
Students who are struggling with the concept will have me at the table and I can scaffold what
they want to put on their snake. Students that finish early can stay in the group and put their
pattern snake over on the magic carpet for the conclusion.
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT
IT?
This year, Mrs. Kopia has a very well-behaved class. There arent many behavioral problems and most of
the students love listening to stories. They will probably enjoy this book because it is centered around the field
trip that they will be taking on Thursday.
In case of an emergency within the school, I will make sure that the students are listening to Mrs. Kopia
about what to do and what the proper protocol is.
I have a few students that like to talk, in the event that they are out of control, I would ask the students that
needed to be moved to move.
If students keep raising their hands during the story, I would tell them to wait until I was ready to ask
questions and then they would be able to save their comments/questions until the end.