EDU 381: Curriculum and Instructional Design
Week Three Assignment – EXAMPLE 2
Grade Level
Pre-School (ages 3-4), I believe that this will be the most common age to come to Story
Hour at the library.
Instructional Model
I will be using problem-based learning skills (student-centered model) coupled with Bizar
and Daniels “7 Best Practices”. I chose this model because I will be working with a
small group of children in Story Hour as opposed to a whole class and will be proposing
real-world problems for groups to solve.
Standards
CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to
cardinality. (Common Core State Standards Initiative, n.d.)
*I borrowed from the Kindergarten standards
Objectives
Students will understand
•
The Student will understand that the last number name said tells the number of objects
counted. (Common Core State Standards Initiative, n.d.)
Students will know
•
The Student will know the correct sequence of numbers for counting from 0 to 10
forward.
•
The Student will know that any number minus 1 is the next number less than the original
number.
Students will be able to
•
The Student will be able to count backward from 10 to 0.
•
The Student will be able to recognize the individual numbers from 0 to 10.
Assessment Plan
Formative:
Each child will be able to have a turn to come up and move 1 sticky monkey with a
number on his/her tummy from a felt board off of the bed picture to the floor and then
lead the other children in counting the monkeys on the bed using labels or sticky notes.
This would occur during the reading/singing of the 10 Little Monkeys book by Tina
Freeman.
This will allow me to see and know what each student knows, understands, and can do as
the lesson progresses. If students are not able to perform the task, I will adjust my
questioning strategies.
Summative:
This is a performance-based summative assessment in which I will ask the children to tell
Comment [nm1]: Super job….This let’s me know
that you understand what formative assessment is
for.
Comment [nm2]: Love it! It is always good to
step outside of the box
me the next number in the sequence to start the next round of the song (“fill-in-theblank”. This will occur as we are reading/singing as a group.
Prior to beginning, I will show the students a rubric for the summative assessment
standards I will be grading them against.
Procedure
1. Review previously learned material
I would go over each number in order from 0 to 10, adding a monkey with the
appropriate number to the felt board with a picture of the bed on it.
2.State objectives of the lesson
I would tell the children what story we are going to read, and ask if they are allowed to
jump on their bed and what would happen if they do. They will, hopefully, be able to
foreshadow the monkeys falling off of the bed and hurting themselves.
3. Present new material
We would go over the title and the author of the book and recount the monkeys on the
Comment [nm3]: Perfect…. This supports the
backward design model….plus it is just good
teaching…Great Job!
bed.
4. Guided practice
For each monkey that falls off the bed, I would have 1 child come up and remove the
monkey (starting with the highest number and working backward). The child would then
count the remaining monkeys, with help from the other children if needed or wanted. I
would point out that the monkeys minus 1 would be the next number down (for example,
there were 10 monkeys and we took away 1 monkey, so now we have… “they would
answer 9 monkeys”…so 10 minus 1 is 9. This would continue with different phrasing
throughout the rest of the story.
5. Independent practice
When the lesson is complete, I would have the children make finger puppets of the
monkeys (10 in all), so they can sing the song and “lose” a monkey as it falls off the bed.
I would pass out the site (Little Kids Channel) of a sing-along video to the parents so that
the children can watch it and practice their counting at home.
Common Core State Standards Initiative. (n.d.). Kindergarten: Counting & Cardinality.
Retrieved from http://www.corestandards.org/Math/Content/K/CC/.
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
Little Kids Channel. (August 23, 2014). YouTube. 10(Ten) Little Monkeys Jumping On The Bed:
Children Nursery Rhyme: Songs. Retrieved from
https://www.youtube.com/watch?v=wSGxfOojzE8.