Ashland University

Dwight Schar College of Education

Standard Lesson Plan
Candidate ___Marianne Ference____________________ Date __02/26/19__________________

General Subject: Math

Information Grade: Kindergarten

A. Planning Learner Profile: Class contains 22 students. All students are from the Caucasian race. 1 student is on an IEP (both
academic and speech), 4 students are in RTI, and there is 1 new student
Prior Learning: Students have been practicing subtracting numbers from 10 with different activities in their math
workbooks and through flashcards.
Research: According to John Dewey, learning occurs through doing. By getting the students to get up and learn an
example of when they will use subtraction, they will be more motivated to learn how to subtract, rather than just
memorize flashcards.
Next steps: I would have the students keep practicing writing subtraction sentences. Since majority of the students did
very well with this lesson, I could have them practice this activity again, but without as much scaffolding. Or I could
have them do a similar activity with a different type of object other than bowling pins.
Learner Profile: Write a description of the class demographics: number of males, females, students on IEP or 504
plans, racial and ethnic background, ELL, gifted, academic or physical disabilities, and any other factors that might help
you target your lesson to the learners in the class. Include relevant student assessment data and add to it as your
lessons progress.
Prior Learning: Describe what prior content that has been taught. Example: In the last lesson, students learned how
to measure the sides of an object accurately, which has now prepared them to find the area of an object.
Research: As a teacher, you need to be able to connect theory into practice. Cite educational research that supports
your instructional decisions. This could be in learning theory, instructional delivery, specific content area instruction
or assessment. State how your lesson aligns with the research findings i.e. Rasinski found that repeated readings
improve fluency which can have a positive effect on comprehension. I am having the students do multiple choral
readings of a poem while teaching them how close attention to punctuation and key words will improve their fluency

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 Ashland University
Dwight Schar College of Education
Standard Lesson Plan
and comprehension.
Next steps: Based on the results of this lesson, what should be the central focus of your next lesson?

B. Academic Learning Standard(s): Solve addition and subtraction problems (written or oral), and add and
Objectives subtract within 10 by using objects or drawings to represent the problem.

Central Focus: Students will focus on subtracting from 10 with objects (bowling pins) to represent a math sequence.
Learning Outcome: The students will be able to write the subtraction sequence that corresponds with how many
bowling pins they knocked down during their turn with 100% accuracy.
Academic Learning Standard: Write the exact wording for the appropriate content standard(s).
Central Focus: Narrow down your standard to the specific focus of this lesson that is developmentally appropriate for
your students e.g. Identifying character traits to improve reading comprehension.
Learning Outcome: Define what the students will be able to do as a result of your lesson. It should be specific and
measurable: identify who, what, when, and how. Example: At the conclusion of today’s lesson, students will create a
three-frame comic strip and use each of type of end punctuation appropriately (period, exclamation point, and
question mark) with 100% accuracy.

C. Introduction: “Boys and girls I would like to play a fun game with you! Before we play, I would like everyone to get out
Instruction their math facts and partner with someone. I want everyone to try their very best because it will help to know your
math facts for the game we are about to play!”

Closure: “If you liked this game, when you get home and want to play a game, you can ask someone at home to help you
set it up and play with you!”

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 Ashland University
Dwight Schar College of Education
Standard Lesson Plan
Introduction: State the objective for your lesson to the students using developmentally appropriate language (oral
and/or written). You should reinforce this objective throughout the lesson. Link this objective to the students’
background knowledge and/or experiences in motivating ways to “hook” the learners into your lesson.
Closure: Describe how you will end your lesson by restating or reinforcing your lesson goals and encourage students
to use this new learning in other contexts.

D. Practice Academic language: subtraction, minus, equals

Activities / Procedures:
1. Students will begin reviewing their math subtraction flashcards.
2. Teacher will then divide the students into 3 different groups.
3. Each student will get a worksheet where they can write on during their activity.
4. Students will go to preset areas that have 10 cups set up like bowling pins.
5. Students will then each take turn bowling and knocking down the pins by rolling a ball.
6. The student that knocks down the pins will record on their sheet how many pins they knocked down and what
the total number of pins are now.
7. Each student will have 3 turns.
8. Students may take extra turns if there is extra time.
9. Students will then help clean up.
10. Students will go back to their seat and share some math facts that they have written on their paper and double
check to see if it is right.
*If focus child is overwhelmed, then they will observe other students and record their answers.

Materials: Worksheet, pencil, 30 cups, 3 pieces of paper with an outline of where to place the cups, 3 balls
Academic language: Identify content-specific words e.g. perimeter, instructional terms e.g. analyze, general
vocabulary: frenetic to be taught in the lesson. These words should be used by both you and the students.
Activities/Procedures: Describe in detail how you will teach your goal objectives and academic language and what

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 Ashland University
Dwight Schar College of Education
Standard Lesson Plan
methods you will use e.g. demonstration, lecture. Then describe what activities the students will do e.g. small group
discussion, experiments. Your plans need to be detailed and clear enough for a substitute teacher to follow. Your
methods and activities must be aligned with the goals of your lesson.
Materials: Include all materials needed for your lesson: books, equipment, technology, student materials. Make sure
these are organized and ready to use.

E Differentiation: For my focus child, the student will hopefully be willing to participate. If it is too much stimulation and
Independent they are unwilling, then the student will observe the other students and write down the results of others on their
Work worksheet.

For my students that need to be more challenged, they can follow along with as many students as they want and write
down their results and others in their group on the back of their paper.
Learning Conditions: The lesson will be delivered to the whole class at the same time, but will be divided into 3 small
groups. The class contains one new student, one student on an IEP (my focus child), and four other students in RTI.
Each one of these students will be divided into different groups. This way they can work together with other students
that are able to help them, and so that each group will take approximately the same amount of time to finish.

Differentiation: Think about the students who need more help and the ones who will grasp the material quickly. What
will you do to enrich the learning for both groups? Here you might consider Bloom’s Taxonomy, Learning Styles,
Tomlinson’s Tiering approach, Universal Design for Learning, and Multiple Intelligences. Also, be sure to include
accommodations for students with specific learning needs including students who are gifted and students on IEPs.
Learning Conditions: List how the lesson will be delivered e.g. whole class, small group and any special
circumstances: substitute teacher, new student, students on individual behavior plans, safety conditions for lab work
etc.

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 Ashland University
Dwight Schar College of Education
Standard Lesson Plan
F. Formative: Most formative assessments will be done by observing the students when they are coming to their
Assessment conclusions on what to write on their worksheet. If I see them writing down wrong answers, I can ask them to count
again.
Summative: The summative assessment will be the worksheet of each one of the students and whether or not the
subtraction sequences that they have written makes sense or not.
Content: Majority of students met the objective for the lesson. Every student wrote down at least one correct math
sentence on their paper. 3 Students only had one correct math sentence, and the 17 other students had at least 2
correct sentences. Even though the students had just been introduced to subtraction, they were able to find a strength
in seeing how the concept of subtraction works by counting the amount of pins they knocked down, and how many
were left.
Delivery: The students were very engaged during the lesson. If I could change something for next time, I should have
given direct and more specific instruction both orally and written down before I had split the class up into 3 groups.
Changes to improve this lesson: I would incorporate more technology into this lesson by putting a timer on the board
and filling out an example sentence on the smartboard. I also would have given more direct instruction before I had
split up the class into groups. Lastly, I would have had more implemented into my lesson plan as to what students who
finished early could do.
Collect and record any assessment data from this lesson and use it to respond to these questions:
Formative: Describe how you will informally assess your students throughout the lesson (e.g., questioning, whole
class responses)? Keep in mind that you may need to adjust your plans based upon student feedback you receive.
Summative: Be very specific about the final formal assessment you will use at the end of the lesson/unit to measure
whether you have met your lesson goals. Attach the actual assessment if appropriate. This assessment may need to be
modified for individual students.
The information gained from your assessment should be used to provide feedback to your students and to guide your
future lessons.
Content: Write a reflection on whether the students understood the content of your lesson and if you achieved the
goals of your lesson. Use your assessment data as evidence for this.
What patterns of strengths and needs of the students do you see?
Delivery: Write a reflection of the way you delivered your instruction.
Were the students engaged in learning?
Did you need to change your plans based upon the students’ responses?

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 Ashland University
Dwight Schar College of Education
Standard Lesson Plan
What went well in the lesson?
Could you have done things differently?
Changes to improve the lesson: If you taught this lesson again, what would you do differently?

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