Name: Krista Frey Cohort: C1 Week 1 – Lesson 4

Lesson Plan
Lesson Title: My Pattern Booklet Grade: 1 Date: November 16, 2017
Subject/Strand: Math/Patterning and Algebra Unit: Patterning Location: Classroom Times: 12:25-1:15
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
Today’s lesson is to teach the students how to create different patterns, give them a letter name and identify the core of the pattern.
This fits into the middle of the unit, as students are apply their knowledge learned thus far within patterning.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Patterning and Algebra
 Identify, describe, extend, and create repeating patterns
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
(K, A, T)
 Represent a given repeating pattern in a variety of ways (e.g., pictures, actions, colours, sounds, numbers, letters)
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)

Today I will learn to create patterns, give them a letter name and identify the core.
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ ] AS [ X ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
(K, A, T)
I can: Create patterns using bingo dabbers, stencils, stickers and stamps
I can: Give my patterns a letter name
I can: Identify the core of my patterns
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format
Do: Students will make each pattern The students are producing patterns with different Assessment will be on collection of the “My
out of the materials at each station materials. They are displaying their learning by giving Pattern Booklets”. I will assess if they can
on each page of their booklets. They their patterns letter names (ie. AB, AB, AB or AAB, create a pattern correctly using the
AAB, AAB), and identifying the core of their patterns. corresponding materials and if they can name
will give the pattern a letter
the pattern correctly.
Write: The students will give their
pattern a letter name on each page Progression checklist – a checklist that will
and they will circle the core for each assess their “Pattern Booklets” if the student
pattern. can 1. Create a pattern 2. Give their pattern a
letter name 3. Identify the core of the pattern
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
 Identified patterns using colours and letters
 Used craft materials such as stamps, stencils and stickers
 Identified patterns verbally and placed them on corresponding charts
I.E.P. program implications: Accommodations, Modifications
N/A
Differentiation: Content, Process, Product, Environment, Assessment
Process: Students may require additional support when creating their pattern or naming it
Environment: Some students might benefit from a calm work environment in order to complete the activity correctly and efficiently
Learning Skills/Work Habits: [X] responsibility, [X] organization, [ ] independent work, [] collaboration, [] initiative, [X] self-regulation
Responsibility: The student fulfills their responsibility of completing each pattern for the corresponding station. They are responsible
for their own behaviour when completing the task.
Organization: The student manages their time effectively at each station in order to finish the task. The student also uses
organization within their “My Pattern Booklet” in order to demonstrate their understanding of the patterns.
Self-regulation: The student recognizes their abilities and asks for assistance from the AT or TC when required.
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Pattern, name, express
Resources and Materials/Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets
used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where
appropriate.
Pattern booklets, pencils, bingo dabbers, foam stickers, stencils, pencil crayons, crayons, stamps, stamp ink pads, Math Curriculum, A
Guide to Effective Instruction in Mathematics K-3: Patterning and Algebra (Pgs. 8,9, 20)
Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without think about or do (in terms of learning processes).
a personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 12:25 – 12:35 (Indicate time breakdown of instructional elements)
Students raise their hands excitedly.
“We know that patterns must repeat three times in order to be a
pattern”
“I like the way that everyone is sitting nice and quietly and “They can have different colours or letters”
ready to learn! Everyone please move your eyes to the screen “We made bracelets with colourful beads and patterns!”
for a video”

Show: “There can be AB patterns, AAB patterns or AAC patterns”

https://www.youtube.com/watch?v=BQ9q4U2P3ig

“Remember SKs and grade 1’s, whenever you have something “Yesterday we made bracelets”
to say or you would like to answer a question, please be “We made bracelets with patterns”
respectful of others and myself by raising your hand. Now, who “We gave our bracelets letter names”
remembers what we did yesterday?” “We showed you the core of our bracelets”

“Awesome, who can remember the three questions I asked

you?” “Describe your bracelet”
“What is the letter name for your bracelets pattern?”
“Can someone tell me what the letter name is” “Can you show me the core of your bracelet?”

“Can someone tell me what the core of a pattern is?”

“It is the part that repeats!”

“Awesome! Can someone refresh my memory of examples of

different patterns?”

Have learning goal and success criteria displayed at the front

on chart paper.

“That’s great class! Thank you very much. Our learning goal
today is to create a pattern, give it a letter name and then to
identify the core of the pattern.

Show them a blank booklet.

“Here is the booklet I would like you to make your patterns in.
Each page of your booklet will be for a different table. Your
first step is to write you name on the front page of your
booklet”

Show them by doing the first page of your own and highlight
each specific step you do.
“You mean you would like us to name it AB, or AAB or whatever
“ Be sure to include your name, then make the pattern (with the pattern is”
bingo dabbers), give your pattern a name, and circle the core
of the pattern”

“Each table will have something different I would like you to

make your patterns with. Remember on each page you will “Make our pattern”
create your pattern, give your pattern a letter name and circle “Give our pattern a letter name”
the core of the pattern” “Circle the core of the pattern”

“What are the three things you need to do on each page”

Students ask any questions they may have about the content or
Repeat their responses back to the class. process.

“Exactly. That is great”

“When I call your name, come up and get your booklet.”

“If anyone doesn’t remember what I said, please come see me

at the back table and I will tell you again”

Hand out booklets and advise students which centre they are
starting at.
Action: During/Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 12:35 -1:10 (Indicate time breakdown of instructional elements)

Once each student is at their respectful pattern centre. They

will begin working on their centres.

Go to each of the centres and “demonstrate” how you are

doing each pattern, including the three main requirements

“SKs and Grade 1s. Please remember that you only have a
certain amount of time so you must focus on your pattern at “Look at my pattern!”
each station. If you need any help, please let myself or Mrs.
Parfeniuk know.
“Is this a good pattern Miss. Frey?”
“Don’t forget to give your pattern a name below it”

The students will move centres on their on once they’re

complete each pattern

“Awesome job everyone, I love the way you are working on

your patterns!”
Walk around to each centre and assist wherever needed.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 1:00 – 1:15 (Indicate time breakdown of instructional elements)

If time allows, have students meet with their booklets on the

carpet to go over what they have learned. If not choose a few
booklets to show the class while others are finishing up their
patterns. “Can I show my patterns to the class?”

When most people are finished, either go to play or come to “Me too!”
carpet, have one person share one of their favourite patterns
with the class. Have them show the letter name for the pattern
and identify the core.
“Me, me, me”
“Who would like to share their favourite pattern they made?” Students raise hands.

“Awesome! Okay can you show us your pattern and please tell
us the letter name and the core”
Students may worry about timing
“Now if everyone could turn to their knee partner and share
their most favourite pattern in their book. Remember to tell “Miss. Frey! I didn’t have time to finish all of my patterns!”
your patterns letter name and the core!”

“Great job SKs and Grade 1s”

Extension Activities/Next Steps (where will this lesson lead to next)

Extension activities would be for students to look for patterns in other areas. This might be through outdoor learning or within the
classroom.
Next steps will be to investigate more abstract patterns as well as their attributes (colours, shapes, sounds). This might also lead into
looking at patterns with numbers and expression and equality.
Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of
expectations?
2. How did my lesson transform students from “passive
listeners” to “active participants”?
3. Was my behavior management technique effective?
Why?
4. Were students able to transition to the next activity
successfully?
5. How does the lesson provide a meta-cognitive
opportunity for students to address their own
learning?
 Instructional Strategy
1. Was my motivational technique (hook) effective?
Why?
2. What will I do to improve questions? Was a balance
between teacher and student talk evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively demonstrating
knowledge?
4. How did I provide modeling, guided &/or independent
practice?
5. Was my behavior management technique effective?
Why?
6. Were students able to transition to the next activity
successfully?

Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
appropriately?
2. How might I improve the effectiveness of my teaching
for my next lesson?
3. What additional proactive management step(s) should
be considered for subsequent lessons? Why?
4. What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being
demonstrated?