Documentos de Académico
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Rachel Mixtacki
Learning Goal:
(Content
Standard/Common
Core)
Target Goal or Skill:
Essential Question(s):
Topical question(s):
Instructional
Objective(s):
Assessment
(Criteria / Look Fors/
Performance Tasks)
Disabilities/Diverse
Needs Represented
Student
Accommodations and/or
Modifications
Instructional Procedures
(including specific times)
Introduction:
(including motivational
hook where applicable)
Learning Activities:
# Students: ~6
Closure:
Academic Language
Communication Skills
(see Handout)
-If they master this activity I can change the cha, cha, cha to 3, 4, 5
we may not get this far but we are focusing on rote counting
skills and this will help a variety of learning styles.
3 minutes- Students will be asked to take 3 gold fish that they will
have for a snack-only touching 3 fish. If needed students can use a
3-dot strip to help them with one-to-one correspondence. They will
be asked to point to the fish as they count them so the strips might
help them.
13 minutes- Students all get an underwater mat for use and 4
goldfish crackers.
-They will start with the crackers being in scattered configuration
on the mat.
-I talk about what is happening with the gold fish so that students
notice what is happening on the mat. There is one fish near the
seashell and two fish by the treasure chestetc.
-We count the fish together. I will ask how many fish are playing
tag? and encourage students to use complete sentences
-I will add another fish (5) into the mix and repeat the questions
-Then have the fish line up say oh no, a shark is coming! These
fish need to line up so they can swim through this little window to
get away from the shark What should the fish do: line up or swim
in a circle? (this would be the linear configuration)have them
count
-Let the fish play again so that they are back to a scattered
configurationhave them count again
-Have them line up again because a shark came again and count
again, repeat if needed.
3 Minutes-Have the students come back for a short wrap up of the
lesson
-Have two separate mats with 5 fish in a linear pattern and 5 fish in
a scattered patternask students which one was easier for you to
count? Why?
-Next ask- What happened when we moved the fish from playing
tag to lining up? Did we have the same number?
-Then place 4 fish on a mat and count one of the objects twice then
ask--What mistake did I make?
-As we continue counting objects keep these things in mind, if you
found it works better to have your objects in a straight line try
doing that next time.
Counting, configuration, linear, scattered, arrange
Function: Comparing the same amount of objects in linear and
scattered configurations.
Vocabulary: Counting, configuration, linear, scattered, arrange
Syntax: Using complete sentences to answer well thought answers
Discourse: Question and answer
5 Questions (Blooms)
Curriculum (APA)
Materials
Notes
Student
Progress-Assessment notes