Lesson Plans

**Lesson
Plans for Subtraction with Regrouping
**

**Objectives:**
To develop an understanding of subtraction with regrouping by using physical
materials to construct meaning for numbers.

Single
popsicle sticks and bundles of ten.

Place
value mats.

**Procedure:**
The students will be asked to place bundles and single popsicle sticks onto
their place value mats that coincide with the number written on the blackboard.
The students will then be given a number to subtract that will require
regrouping. The students will be shown how take a bundle from the 10’s column
in order to regroup, placing the bundle of ten in the 1’s column. As the
students solve the problem with the manipulatives, the teacher will write the
problem on the board. This will numerically illustrate what the students are
solving.

**Assessment:**
Students will be assessed by observation of the correct placement of the
popsicle sticks on the mat. The students will also be assessed by the completion
of a review worksheet to be given as classwork.

**
Lesson Plans for “Me on the Map”
**

Students
will read aloud the story “Me on the Map” in order to increase fluency and
review for reading comprehension.

**Procedure:
**The
students will be given computer created picture cards representing the key words
in the story “Me on the Map”. The students will be asked to place their
cards on the appropriate position on the teacher created time line.

**Assessment:
**

Students
will be assessed through teacher observation of reading and proper placement of
picture cards on the time line.

**Lesson Plans for “The Crowded House”
**

**Rationale:
**

Oral language is a powerful tool for communicating, thinking, and
learning. Through speaking and listening, students acquire the building blocks
necessary to connect with others, develop vocabulary, and perceive the structure
of the English language. An important goal in the language arts classroom is for
students to speak confidently and fluently in a variety of situations.

Descriptive statement of Standard 3.3:
Speaking

NJ Core Curriculum Content
Standards

**Objectives:
**

*****The
students will create sentences containing new vocabulary words from the play,
“The Crowded House” in order to expand their language skills.

*****The
students will be given roles to read aloud in order to use speaking techniques,
including voice modulation, inflection, tempo, and enunciation for effective
presentation.

*****The
students will participate in a group discussion in order to respond orally to
literature and participate in class discussions appropriately.

*****The
students will write paragraphs comparing and contrasting plays to other literary
genres in order to demonstrate higher order thinking skills and writing clarity
when answering questions in response to literature.

**Assessment:
**

The
students will be assessed based on teacher observation of student performance.

The
students will also be assessed on the mechanics of writing, content, and clarity
of their writing assignment.

**Lesson Plans: Measuring with
Crayons
**

**Grade level: K-1
**

**Topic: **The
students will be introduced to the concept of estimation. They will also learn
measurement using crayons. We have put together a fun activity which will
encompass both of these aspects. It is a way for the students to use measurement
and estimation in such a way that it relates to their everyday lives.

**Rationale:**
Children need to understand the concept of measurement and how it relates to
their lives. They also need to understand that measurements can be made with
everyday objects because standard units of measurement are not always available.

**Objective:**
Students will be able to measure length using crayons.

**Assessment:** The
students will write the correct measurement on their strips of paper. We will go
around helping and checking for accurate measurement.

**Objective: **The
students will also learn the terms standard unit of measurement, and estimation.
The students will have a clear understanding of measurement upon completion of
the lesson. They will also have an emergent understanding of estimation.

**Assessment:** The
students will be asked to estimate the length of their paper strips, as well as
the paper chain. Their estimations will be recorded on a graph. We will discuss
the results with the students.

**Prior Knowledge:**
The students have already had two lessons on measuring length. Kristy and I
taught a lesson on measuring with candy corn. Mrs. Shilkret, our coordinating
teacher also taught a lesson on measurement using Popsicle sticks. With this
background, the students will be able to expand on their knowledge of
measurement and use this knowledge to begin to understand a new concept,
estimation.

**Standards:** The
New Jersey Core Curriculum Content Standard for Science that this lesson covers
is 5.3, section B. Geometry and Measurement.

**Hook: **We will
ask the students what their parents would do if they were going to buy a new
couch, but were not sure that the couch would fit in the living room. We will
then show the students a ruler, a tape measure, and a measuring tape. We will
ask the students what types of objects these standard units of measure could be
used to measure.

**Activities:**
Students will be given three strips of construction paper with graduating
lengths. We will then model using estimation. Kristy will estimate the length of
the blackboard. We will then measure the blackboard using crayons. We will write
down the estimation of the blackboard as well as the actual measurement. We will
then ask the children to estimate the length of their longest paper strip.
Estimates will be written on the board. We will continue to do this for the
other two strips. Then we will pass out the crayons and have the students
actually measure their paper strips. The students will write the number of
crayons used to measure their strips on the strips themselves.

The next activity involves having the students bring their two largest strips up to the front of the room where will be construct a paper chain. When the chain is completed, we will call on students to makes estimations as to how long the paper chain will be in crayons measurement. The estimates will be recorded on a graph.

Finally, the students will gather at the back of the room and count aloud as we place the crayons in a long line down the paper chain. When we get the actual measurement, the students will go back to their desks and we will compare their estimations to the actual length of the paper chain.

**Questions and
Examples: **Questions will include, “What would your mom or dad do if they
were going to buy a new couch, and they weren’t sure if it would fit in your
living room?” When holding up a
standard unit of measurement, we will ask, “What would you measure with
this?” We will also be asking the
students to estimate on numerous occasions.

**Closure: **As the
lesson draws to a close, we will ask the students if they have to use a ruler to
measure. We will also ask if it is necessary to measure all the time. In this
way we are reiterating what the students have already learned, as well as
getting them to recognize that they now have the ability to estimate.