Name: __________Nina Saw_____________Date: __12/7/15_____________Grade Level:

___Preschool_______
Lesson Plan # __6____Lesson Title/Topic: ______________Snowball
Fun________________________________
Standards: Foundation Blocks/Milestones include the Foundation Block wording or the age
expectation for the milestone
Standard/s: 1. a) Count forward to 20 or more. Count backward from 5.

Specific Observable Objectives (two objectives for one child or one objective each for two
children):
K will count five objects 3/5 times.
K will count ten objects 3/5 times.

Essential Vocabulary with brief definitions:

Count- determine the total number of
Objects- snowballs

Assessment: How will you assess prior knowledge (formative assessment)? How will you
assess learning after the lesson (summative assessment)?

Formative: The students will count how many snowflakes are in some snow globes.

Summative: The students will count how many snowballs they are going to throw at the
person on the poster board.

Embedding: In what naturally occurring routines or activities will instruction of the objective/s
be embedded in addition to this activity? (at least 2 other routines/activities for each
objective)
Free Play Times- The teacher could ask the students to count how many toys they are playing
with during their free play time.
Circle Time- The teacher can have the students count how many students are attending each
day.

Number of children in the: classroom__9______ lesson ____6____ Number of adults in

the classroom: __4______
What will the other adults do during the lesson?
During this lesson the other teachers will be placed evenly in between the students to help
encourage them to participate.

LEARNING ENVIRONMENT AND STUDENT CONSIDERATIONS:

ACCOMMODATIONS/ADAPTATIONS
Environment (and any adaptations for this lesson [including AAC]):
One student who has a fine motor disability will Velcro on the snowballs onto the poster rather
than throwing them.

Materials (including technology and any adaptations for this lesson):

Cotton balls, poster board with a child on it, Velcro, snow globes with snowflakes on them

Curriculum (adaptations for this lesson, if needed):

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The students will count a certain number of snowballs based on their knowledge of counting.

How will YOU encourage children to interact with each other?

I will encourage the students to interact with one another by having them help one another
count the amount of snowballs they are throwing.
LESSON SEQUENCE: What you will do/say? What the child/ren is/are to do/say? What to do if
(think it through, problem-solve before you begin instruction, and plan for child success).
Beginning: (how will you 1. introduce the lesson: multiple means of representation:
demonstration, concrete objects, etc. 2. activate prior knowledge (formative assessment)?
Remember natural cues; What questions will you ask?
What you will do/say (including questions): What you expect the child/ren to do or say:
Friends are we ready to count today? Yay! Yes we are. Yay!
I have a snowglobe in my hand. Can you help Yes!
me count how many snowflakes are in it?
1. (this process will be repeated until the 1. (this process will be repeated until the
students have counted to every number students have counted to every number
between 1 and 10) between 1 and 10)
That was such great counting friends. Yay! Yay!

If any child does not respond to intro as you expect or wish, what will you do/say?
(error correction, such as cues or prompts. Describe.):
If the children dont respond as expected I will verbally as well as physically prompt them to
perform the task.

Middle: (How will the lesson progress, such as multiple means of representation: including
technology, models, etc.; multiple means of engagement: instructional strategies, your role/s,
questions; multiple means of expression: formative/summative assessment?)

Instructional Strategies you will use:

Physical/Verbal Prompts, Modeling

Your role/s in the lesson:

My role in this lesson is to encourage the children to count how many snowballs they are going to
throw and how many snowflakes are in the snow globes.

Means of Representation you use to teach:

The content will be represented through visuals such as a poster with manipulatives to throw at
it.

Means of Engagement:
The students will have visuals as well as manipulatives the entire lesson to keep them focused
on the task at hand

Means of Expression child/ren use to show responses:

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The students will be able to express their knowledge through words as well as manipulating
physical items.

What you will do/say (including questions): What you expect the child/ren to do or say:
Have any of my friends thrown a snowball Yes! Yay!
before? Today we are going to get to throw a
snowball at the person on the poster board?
(Will call each student up individually and will
hand them a snowball at a time) Friend lets 1,2,3,4,5.
count how many snowballs we are throwing
1,2,3,4,5..
Yay. Great counting friend. (this will be
repeated for each student and the amount of
snowballs being thrown will be dependent on
the students counting knowledge)

If a child does not respond as you expect or wish, what will you do/say? (error
correction, such as cues or prompts. Describe.):
If the children dont respond as expected I will verbally as well as physically prompt them to
perform the task.

End: (how will you conclude the lesson, such as
transition to the next activity or routine?)
What you will do/say (including questions):
Yay! Good job Friends. You can go to reading?
(will call each student individually to reading
corner)
summarizing Today we learned and
What you expect the child/ren to do or say:
Yay! (each student will go to reading corner as
they are called)

If a child does not respond as you expect or wish, what will you do/say? (error
correction, such as cues or prompts. Describe.):
If the children dont respond as expected I will verbally as well as physically prompt them to
perform the task.

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