UNT Lesson Plan Template

Pre-service Teacher: Grade(s): School/Mentor Teacher (if

Haley Lee Special Education applicable):
Saginaw Elementary Misty Pier

Subject area(s): ELA, Unit Lesson Title: Letter Match/Addition

Math Topic/Theme: Berries
Letter
Identification and
Addition
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
Math 3 Speaking (A) B. Number operations
2.1(C) select tools, practice producing 1. Perform computations with real and
including real objects, sounds of newly complex numbers.
manipulatives, paper and acquired vocabulary
pencil, and technology as such as long and short A. Mathematical problem solving
appropriate, and vowels, silent letters, 1. Analyze given information.
techniques, including and consonant clusters to 2. Formulate a plan or strategy.
mental math, estimation, pronounce English 3. Determine a solution.
and number sense as words in a manner that is
appropriate, to solve
increasingly
problems;
4.1(E) create and use comprehensible;
representations to
organize, record, and 2 listening (D) monitor
communicate understanding of spoken
mathematical ideas; language during
classroom instruction
ELA and interactions and seek
(2) Reading/Beginning Reading clarification as needed;
Skills/Phonics.
4 reading (A) learn
(A) decode multisyllabic words
relationships between
in context and independent of
context by applying common sounds and letters of the
letter-sound correspondencesEnglish language and
including: decode (sound out)
words using a
(i) single letters (consonants and
combination of skills
vowels)
such as recognizing
(We are working on a
sound-letter
prerequisite)
relationships and
identifying cognates,
affixes, roots, and base
words;
Lesson Objective(s)/Performance Outcomes
Students will be able to match lowercase to uppercase in a matching game played as a
group. This will apply to student goals and help them with upcoming goals such as

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blending and segmenting.
Students will be able to identify the letter matched after every turn.
Students will be able to add numbers to find a total in simple math problems. This will
help students become more fluent with math skills and introduce new skills.
Students will be able to count out pom poms correctly to represent answers for math
problems. This applies to students sensory-motor connections in counting.
Assessment (Description/Criteria)
Teacher will assess prior knowledge.
Formative: student answers will be monitored as they respond to letter matching to
ensure match is correct and identification is right.
Corrections will be made if the letter is not matched correctly or identified incorrectly.
Formative: students will be assessed on math problems, completed on individual
worksheets. Some students will add digits below 10. Advanced students will add with
hundreds place value. Some students will count as a prerequisite to addition.

Materials and Resources

Play dough
Beads
Rolling pins
Cookie cut outs

If You Give a Moose a Muffin by Laura Numerof

Muffin Matches for letters

Construction paper for muffins and muffin holders

Glue
Pom poms
Math problems (examples below for ideal levels)
Muffin tin for holding poms and glue

Management of the Instructional Environment

Sensory play will be group work with play dough.

All adults will work with the students to help social skill development. Student work will
be independently made.
Teacher will read to students at the reading rug.
Students will do a letter match activity at the exploration table.
Students will complete math problems at the teacher table and display their answers for
the class.

Letter matching will be a whole group activity with paraprofessional support.

advanced student can sound out or create a word starting with the matched letter.

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math problems will be independent with little support from adults. Instead of taking
away poms or correcting, state Oh, you added 3 to 7? if they need help or correction.

Technology Integration
Some students will use a calculator to check their math work.

Diversity and Equity (Accommodations, Modifications, Adaptations)

Reading
All students will listen to the story.
Advanced students will be prompted open response questions while other students will
receive yes/no questions or acknowledgement of the text.
Some students will help read.

Letter Match
All students will participate.
Some students will be given a letter to match to its uppercase. Some students will be
given a physical prompt to place it correctly on the table. Advanced students will use the
matched letter to think of a word.

Math:
All students will aim to make a muffin and solve the math problems on top of
their muffin.
The problems must be solved before crafting can begin. Some students will need to
count, while some add and others subtract based on their level and needs. All students
will use poms.

Activities/Procedures
Day 1 Engage 10 Minutes
Ask students if they have had a muffin. Ask them to describe their favorite kind.
Invite students to create a muffin of their own using play dough and beads.
Paraprofessionals will assist in portioning and encouraging dramatic play but each
student will create their own work. Students will use beads as berries, chocolate chips,
or sprinkles. Students will roll dough, use cut outs and form the dough as needed.
This is for fine motor development and group share/play skills.
If students need something, prompt them to ask correctly:
Ask for the rolling pin nicely
How should we ask our friend for help?

Day 1 Explore 10 Minutes

Invite students to the reading rug

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Do a picture walk through the book. Give time for student descriptions of the
story as well as predictions.
Read the book with pause for input.
Create areas for prediction with multiple cause and effect chains ex: What might happen
when he runs out of muffins?
What will he want when he gets jam?
What does he need to do if his button is loose?

How might the moose have POLITELY asked for these things? (Use social skill
development).

Day 1 Explain 10 Minutes

The teacher will invite students to the exploration table where she will start a game
matching letters. Every student will play and can pick any letter to match to its partner.
The student then needs to identify the letter pair. The top of the muffin will match with
the bottom or holder of a muffin.

What letter are you matching?

Does the letter make a _____ sound?
Does the pair look the same or diferent? (O and o, G and g)
IS there a word you can think of that starts with your letter?

Day 1 Elaborate (Another Explain) 10 Minutes

Invite students to the teacher table
Students will solve and write math problems on their own paper muffins.

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1. Each student will receive a paper specialized for their level.
2. Students can use the pom poms to solve the problems.
3. Students will write their answers on their math sheet.
4. Students will choose one problem to write on the muffin tin and cut it out.
5. Prompt advanced students to use mental math or place value strategies to solve
problems.
6. Students will create a top for their muffin and add the poms accordingly. For example, a
3+4= problem would have 7 poms on the top of the muffin and the number sentence
written on the bottom.
7. Depending on the students level, a paraprofessional or teacher may write the prompt on
the muffin tin.
8. Students can decorate, color and glue their muffins together.

Day 1 Evaluate 5 Minutes

Students will present their math problems to the class as shown by their
muffin. If students were asked to count to a certain number instead of adding,
they will count their poms to demonstrate their understanding of the number.

Reflections and Documentation/Evidence of Lesson Efectiveness

This one was a little less smooth than the first. I was able to include my
student with eye gaze and touch prompts more, but a paraprofessional, and
three students were gone so it was more difficult to transition and wait for
instruction. We didnt make it to the full craft but they completed the math
problems for the craft, so the academic goals were there. I had set up this
time to suit my teacher, but I was not informed that a paraprofessional would
be out of the room. It would have helped to have their support, but I think we
got around well enough! I also know that my lesson times werent given a full
45 minutes because transitions and movement around the classroom takes up
time as well as end of the day preparations. It would be nice to continue the
lesson if my teacher approves it.

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 HW

2 0 0 5 0
0
- 1 8 9 - 4 8
7
__________ ___________

3 0 0 7 0
0
- 2 9 1 - 6 9
5
__________ ___________

HC KM CO
Count 7 poms
Add 2 poms
6
7+2=
Count 5 poms
Add 4 poms
5+4=
Count 6 poms
Add 4 poms
6+4=

ES
Count out 12 poms

Count out 7 poms

Count out 4 poms

Count out 9 poms