Explicit Direct Instruction Lesson Plan

Preparing for Instruction

Day/ Date: February 29, 2016
Resources:
Name: Megan Sherman
Grade: Kindergarten
Standard(s)/Indicator(s):
Learning Objective:

Essential Question:

Operations and Algebraic Thinking K.OA.1: Represent addition and subtraction with
objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanation,
expressions, or equations.
MathStudents will create their own addition problem with problems adding to only 10.
DanceStudents will create body movements to represent numbers of their choice to
create their own addition problem in a choreographed dance move.
Look at the problem on the board; think about it for 5 seconds. When youre ready give a
thumbs up. On a count of three tell me what type of math problem this is.

Levels of Blooms:
Remembering Understanding Applying Analyzing Evaluating Creating
Activating Prior Knowledge
(Preview/Review): (What strategies

Remind children how to behave when we are on the carpet. They must be on their own spot
with their hands in their laps.

will I use to engage learners; Preview

previous lesson or activate students prior
knowledge; Standard objective is explained
in language that the students understand;
may include Essential Question)

Show an addition problem on a blank piece of paper. Having the students raise their hands, ask
them what type of problem this is. (3+2=5). Correct answer addition. Tell students that we
will be creating our own addition problems with our bodies.
Check for Understanding:
think or wait time white board paraphrase popsicle sticks higher lever questioning

Mini-Lesson:

(Teacher will explain:

What it is? Why it is important? How it is
done?)

Meeting at the carpet. We will be dancing out our addition problems. We are doing this to get
our bodies up and moving, to really think about the addition problem, and to have fun! This is
important because it will help us think out the problem slowly and be able to memorize it
through body movements. Not only are we writing out our problem but we will be able to do
movements as well. Think about a possible problem in your head. The answer should not be
more than 10.
Check for Understanding
think or wait time white board paraphrase popsicle sticks higher lever questioning

Guided Practice: (Teacher does

step by step practice along with the
students; Students work
independently; Teacher
demonstrates again if needed)

Back to desks: This is my addition problem 3+2=5. I will do a movement for three times, then
switch my movement for two, then give the answer five times using a different movement.
Watch me. Wiggle my body three times, say plus, jump twice, say equals, then spin around
five times. Count each movement while I am doing the dance. Tell the students that I
choreographed my own math problem. Give definition in child friendly manner a sequence
of steps and movements in a dance.
Check for Understanding:
think or wait time white board paraphrase popsicle sticks higher lever questioning

Active Closure: (Student centered;

Teacher verifies that Student can
describe what they have learned
with at least 80% mastery level;
may re-visit Essential Question)

On your white board strip, write down one addition problem. (Check for understanding) What
should the addition problem answer not be higher than? (Answer-10) Write down your
addition problem. Solve the problem. When you are finished put your dry erase marker down
and put a thumb up.
When all thumbs are up, have each table (one table at a time) hold up their boards to have the
teacher check for the correct addition math.
Check for Understanding:
think or wait time white board paraphrase popsicle sticks higher lever questioning

Independent Practice: (Students

with at least 80% mastery work
independently; Students without
mastery work in small group or
one-on-one with teachers; They
have learned at least 80% mastery
level and may re-visit Essential
Question)

Teacher then gives the students 10 minutes to choreograph their own dance addition problem.
Students must do this independently and quietly. They must practice it 3 times because they will
then show their tables their addition problems. Walk around to see if students are creating their
own choreographed dance based on their addition problem.

Check for Understanding:

think or wait time white board paraphrase popsicle sticks higher lever questioning

Assessment(s): (Formative
Assessment)
Intervention Needed:
Arts/Creativity,
Accommodation(s) Component:

Smart Response Written Whiteboards Observations Other: Checklist

Students will get a check if they have successfully choreographed their own addition dance.
Students will receive a 1 or 2 based on how they successfully or unsuccessfully set up and solve
the addition problem.
Re-visit Review Re-teach
Dance: DK-2.2 Create and repeat a simple sequence with a beginning, middle, and end;
identify each part of the sequence (with or without rhythmic accompaniment).

*Please attach any/all assessment documents to this lesson.

Student

Choreographed Dance

Addition Problem
1: student writes
2: Student writes
corrected form of
the correct
the addition
addition problem
problem but does
and solves the
not correctly solve. problem
correctly.