Design for Learning

Instructor: Molly Brown

Lesson Title: Goldfish Addition
Curriculum Area: Math

Grade Level: 1st/Wiggins

Date: 11/18/2014
Estimated Time: 30 minutes

Standards Connection: 2. [1.OA.2] Solve word problems that call for addition of three whole

numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations
with a symbol for the unknown number to represent the problem.
Learning Objectives: When given a worksheet, Students will represent three one-digit addition word
problems with manipulatives, answering at least 2/3 correctly.
Learning Objective stated in kid-friendly language: Today, boys and girls, we are going to solve
word problems with three numbers.
Evaluation of Learning Objectives: Students will be given a worksheet with three word problems. They
will use manipulatives to represent the problems and write the equation on the worksheet. Students who
correctly solve 2 out of 3 problems will be considered proficient.
Engagement: Ok, boys and girls, everyone walk quietly to the carpet. Remember to sit in your own spot.
Good job, first graders. The teacher has drawn two fish bowls on the board. I have a question for you all,
who in here has been to a pet store? Raise your hand if you have. Wow! So many of us have been to a pet
store. Who can raise their hand and tell me what animal from the pet store lives in this bowl Ive put on
the board? The teacher calls on a student who has their hand raised. Thats right. These are fish bowls.
The teacher grabs some paper fish with magnets on the back. She puts a few fish in each of the two
bowls. Ok, class, I want you to look at these two bowls and put up a quiet thumb if you can tell me how
many fish we have total, or all together. The teacher calls on a student whose thumb is raised. Billy, how
many fish do we have total? Thats right. We have seven fish. The teacher takes those fish down and puts
up a different problem. Claire, how many fish do we have now? Correct! How did you know that?
Exactly. Five plus five is ten. Now, Im going to read you all a word problem, youre going to help me
figure it out. The teacher writes the following problem on the board: The pet store has 10 goldfish. They
get seven more. How many do they have total? The teacher reads the problem aloud. Who can tell me how
many fish go in our first bowl based on the question? Ben, what do you think? How did you get that
answer? Good job! How many should go in the second bowl? The teacher calls on a student. Allie, how
many fish go in this bowl? Good job. Now, raise your hand if you can tell me how many fish we have
total? The teacher calls on a student whose hand is raised. Thats right. Good job.
Learning Design:
I.

Teaching The teacher now draws a third bowl on the board. For this next problem, it seems like
the pet store has even more goldfish. She puts a three fish is one bowl, two fish in the second
bowl, and four fish in the third bowl. Lets think about this problem: how many fish do we have
total. Think of your answer, but dont say anything out loud. How many total goldfish do we

II.

III.

IV.

have? Put up a quiet thumb if you think you have an answer. Now, turn to someone next to you
and quietly talk about how you found your answer. The students talk for a minute about their
answers. Ok, Abby, can you tell me how Jenny got her answer?The students responds with their
partners strategy. So she counted all the fish and got a total of 9. Brooklyn, how did your partner
find their answer? Your partner counted too. Good job, everyone. For problems like this when
you are adding three numbers, the first thing we do is add the first two numbers. So, what would
we do for this problem, Tim. Right, first we will add 3 and 2. The teacher writes 3 + 2 on the
board. Kyle, what is 3 plus 2? Five, good job. The teacher complete the equation by writing = 5.
Our next step is adding the third number. Our third number is 4. Gwen, what should I do now?
Right! Ill add 4 and 5. The teacher writes 3 + 2 = 5 + 4. Who can raise your hand and tell me the
answer to our problem? The teacher calls on a students who has their hand raised. Good job,
Abby. The answer is 9.
Opportunity for Practice The teacher goes to the website
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMFInterface.html and creates problems using the virtual manipulatives on the smartboard. Each
student will have an opportunity to come up to the board and complete a problem. The students
will use the pen to complete a problem such as 5 + 3 +6 = __. OK, boys and girls, look up at the
board. We have five blue buttons, three red buttons, and six yellow buttons. Allie, I want you to
come to the board and solve this problem using the strategy we talked about earlier.
Assessment The teacher passes out a worksheet with three words problems. She also passes out
goldfish crackers to each child. The students will use the goldfish to figure out the problems. Ok,
boys and girls, I want you to read the questions and use the goldfish to help you. Write an
equation for each problem. Remember; do NOT eat the goldfish until I tell you that you can.
Closure After all the students have finished their worksheets, the teacher calls them back to the
carpet. Who can tell me what we worked on today? The teacher calls on a student. Thats right,
we added three different numbers. Who can tell me what the first step is when solving problems
like this? Allie, what is the first step? Thats right. We add the first two numbers. What do we do
next, Sam? Good job, we add the third number.

Materials and Resources:

Goldfish pattern
Paper
Magnets
Goldfish crackers
Word problem worksheet.
Smart Board
Projector
Differentiation Strategies:
Lower level students will be given a worksheet without word problems to complete. This worksheet will
have three one-digit problems such as 5 + 3 +2 = ___.
Higher level students will write their own three single-digit addition word problems to solve. They will
write their problem, and illustrate how they found the answer to their problem.

Data Analysis Most students did very well on the worksheet. Of the five students in the group, three
completed the worksheet with 100% accuracy. The other two students each missed one question.
Reflection This was a fairly successful lesson. I learned a about adapting to new situations as they
happen. Many parts of this lesson did not go as planned. I was unable to use my teachers smart board so I
had to do the manipulative activity with my computer. I also decided to use blocks instead of actual
goldfish crackers. The students liked the fish bowl and fish magnet activity. I think they liked it because it
was something different from the usual math lesson. I do not know how this lesson would work with the
whole class. I was nervous about teaching this lesson because I have never taught math before. The
students in my group were all very smart so they were able grasp this concept. I think I did a good job of
explaining the steps in the process. They seemed to understand how to add the first two numbers and then
add the third because I modeled that strategy in numerous examples. If I taught this again, I would choose
a different practice activity. I have seen my teacher use this website so I thought I would give it a try. It
did not work as well for this particular lesson.

Name____________________________________________________

Goldfish math
Use goldfish to find the answer. Write an equation to show how you solved the problem!

1. Sally has 2 goldfish at home. Her sister has 5. If her brother gets 4 goldfish, how many
will they have all together?

2. The pet store has 3 goldfish bowls. The first bowl has 5 goldfish. The second bowl has 3
goldfish. The third bowl has 6 goldfish. How many goldfish are there in the pet store?

3.

You have 5 goldfish. Your friend Ben has 4 goldfish and your friend Abby has 3. How
many goldfish do you have all together?

Design for Learning

Instructor: Molly Brown
Lesson Title: An Extraordinary Egg
Curriculum Area: Reading

Grade Level/Cooperating Teacher: 1st/Mrs. Wiggins

Date: December 2, 2014
Estimated Time: 20 Minutes

Standards Connection: ELA 1.2.3: Identify the beginning, middle, and end of a story.
Learning Objective(s): When given a worksheet, students will accurately create a new beginning to the
story An Extraordinary Egg by illustrating a new extraordinary egg.
Learning Objective(s) stated in kid-friendly language: Today, we will be talking about the
beginning, middle, and ending of a story.
Evaluation of Learning Objective(s): Students will be given a premade worksheet and asked to design
their own extraordinary egg like the one from the story. Students will create their own new beginning to
the story by drawing a new egg. Students who do not draw something will not be considered proficient.
Engagement: The students will be called to the carpet. Ok, boys and girls, quietly come to the carpet and
sit in your spot. Before we read our story, I have a question for you guys. Does anyone know what the
word wonder means? Has anyone heard that word before? Raise your hand if you can tell the class
what the word wonder means. The teacher calls on a student who has their hand raised. Good answer,
John. When you wonder about something you ask questions. Does anyone else have an idea? The teacher
calls on another student. Good thinking, Sam. When we wonder about something, we ask questions.
Wondering means being curious. What are some things that youve wondered about? Turn and talk to a
partner about something youve wondered about. The teacher will give students time to talk and then ask
for a few students to share. Kenny, what are some things you shared with your partner? What about you
Caleb? Those were some great questions! When we are reading our book today, I want yall to pay
attention to the story and be on the lookout for the word wonder.
Learning Design:

I. Teaching: The teacher will begin reading the story to the class. She will stop on the page when
the pebble is rolled out. I wonder whats inside this egg? Does anyone have an idea about what
could be inside? What are you wondering? Turn and talk to your partner about what you
wonder. The students will turn and talk. The teacher will ask a few students to share. She
continues reading stopping periodically to ask questions. After reading the story, the teacher will
ask, Why do you think they thought the crocodile was a chicken? Who can raise their hand and
tell me? The teacher will call on a student. What do you think, Sam? Right, chicken also hatch
from eggs. Did everyone hear the word wonder in the story? Lauren, when do you recall hearing
wonder? Good job. Jessica wonders about whats inside the egg. That happened at the beginning
of the story.
II. Opportunity for Practice: Raise your hand if you can tell me something else that happened at
the beginning of the story? What happened before Jessica wondered about the egg? The teacher
calls on a student who has their hand raised. Good job, Bobby. Jessica found a large pebble on
the beach. What happened after that in the middle of the story? Think to yourself what happened
next. Caleb, can you tell the class what happened? Thats right. The egg hatched and they

thought the crocodile was a chicken. How did they discover it was NOT a chicken? Raise your
hand if you have an answer. Jill, how did they find out? Great job! They heard the mother say it.
You all did a great job telling me the order of events. Now, turn and talk to your neighbor and
take turns retelling the story.
III. Assessment: Now, I have a really fun activity for you all. I want you guys to pretend you are
going to illustrate the book we just read, but you are going to make up a new beginning for the
story. Create and design your own extraordinary egg. Who is sitting quietly? If you are sitting
quietly, I will dismiss you back to your seat. The teacher will dismiss all students to their seats
and then pass out worksheets.
IV. Closure: After the students have finished their worksheet, they will gather back around the
carpet. Who can tell me something they put in their egg? The teacher will call on a student who
has their hand raised. Wow! Thats awesome. Does anyone else want to share what they drew?
The teacher calls on another student. Thats a great idea. We talked about retelling a story by
talking about what happened at the beginning, middle, and end of a story. Talking about the
events that have happened in a story helps us all understand the story even better. Can anyone
think of another time when you could retell a story? The teacher will call on a student. Good
idea. Today, during read to someone, I want you guys to think about the beginning, middle, and
ending of your story. Think about the main idea and retell the story to your partner.
Materials and Resources:
An Extraordinary Egg by Leo Lionni
Whats Inside? Worksheet
Crayons and markers
Differentiation Strategies
Students in need of enrichment will write their own version of An Extraordinary Egg based on their
drawing.
Students in need of extra assistance will work with the teacher to put a series of events in order by using
flashcards.
Data Analysis All students were able to correctly complete the assessment. Each student drew a new
creature inside the egg. I walked around the class and asked each student to tell me about their drawing.
They all had really great ideas about creating a new beginning.
Reflection I think this lesson went well, but I thought of a number of things I could have done differently.
I wish I would have incorporated more resources into this lesson. I think it would have been really
interesting to show a video of a chick pecking its way out of an egg during my engagement. I think the
students would have really enjoyed that. I had a really hard time thinking of an assessment for this lesson.
I did not have a lot of time, so was hesitant to plan a really long assessment. I could have done a
beginning, middle, and ending graphic organizer. That would have allowed the students to retell the story
in the correct sequence. I think I asked good questions before, during, and after reading the book. My
teacher wanted me to focus on wondering during my instruction. I did not get to do my closing activity at
all. I was not able to gather all the students back to the carpet to talk about what they learned. After the
assessment, the students had to begin their independent reading time. My teacher told me what I would be
teaching the day before I taught this lesson so I did not have as much time to prepare as I would have
liked.

Design for Learning

Instructor: Molly Brown
Lesson Title: Arthurs Christmas
Curriculum Area: Reading

Grade Level/Cooperating Teacher: 1st/Mrs. Wiggins

Date: 12/04/2014
Estimated Time: 30 minutes

Standards Connection:
20. [RF.1.1] Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending
punctuation).
Learning Objective(s): Students will be able to identify the capital letter at the beginning of a sentence
and the ending punctuation with 100% accuracy when given a sentence strip with a prepared sentence.
Learning Objective(s) stated in kid-friendly language: Today, we are going to locate capital letters
and punctuation marks in sentences.
Evaluation of Learning Objective(s): After students have practiced locating capital letters and periods
in a sentence, students will be given a prepared sentence that they will circle the capital letters and periods
without assistance. Students who are unable to locate the capital letters and punctuation marks will not be
considered proficient.
Engagement: Who can raise their hand and tell me what holiday is coming up at the end of the month.
The teacher calls on a student. Thats right. Christmas is at the end of December. We are going to read a
book today about Christmas. Our story is called Arthurs Christmas. Has anyone read an Arthur book
before? Lets look at the cover. Based on this cover, does anyone have an idea about what this book
might be about? What do you think, Allie? Good thinking. Does anyone else have a different idea? The
teacher calls on another student. Thats another good idea. While we are reading this story, I want you
guys to pay special attention to the first word in each sentence and the punctuation marks and the end of
each sentence. The teacher begins reading the book.
Learning Design:
I. Teaching: Who can raise their hand and tell me what happened in the story? Who can give us a
summary? The teacher calls on a student. Thats right. Arthur made a present for Santa. Im going to
write that sentence on the board. Lets look at the first word in this sentence, What do you notice about
this word? Thats right, Allie, it starts with a big A. The teacher circles the capital A on the board. Does
anyone know why? We always start a sentence with a capital letter because it shows our reader that a
new sentence has started. What do you see at the end of the sentence? Jaylon, what do you see? Thats
right. Theres a dot. Does anyone know what that dot is called? Thats right, Allie, it is called a period.
The teacher circles the period on the board. We have to put a period at the end on this sentence so our
reader knows that the sentence has ended.
II. Opportunity for Practice: The students will be given paper and pencils. Ok, I want you guys to write a
sentence about Christmas on your paper. After all students have written a sentence, the teacher will
continue. Im going to give each one of you two crayons. I want you to circle the capital letters with the
red crayon and the periods with a blue crayon. The students will be given crayons and will complete the
assignment. Each student will share their sentence with the rest of the class and tell what they circled and
why.

III. Assessment The teacher will give out sentence strips with prepared sentences written on them (We
went to the store. Arthur made a pizza. Grandma came to visit.) The students will use markers to circle
the capital letter in the first word and the period at the end of the sentence.
IV. Closure: Who can tell me why the first word of the sentence starts with a capital letter? The teacher
calls on a student. Right! It tells the reader that a new sentence is starting. Who can raise their hand and
tell me what was at the end of the sentences we looked at today? The teacher calls on another student.
Right. The sentences ended with a period. What does a period tell the reader? Right, Kendall, a period
tells the reader that the sentence is over.
Materials and Resources:
Arthurs Christmas by Marc Brown
Dry erase board
Red, green, and blue dry erase markers
Sentence strips
Paper
Crayons
Pencils
Differentiation Strategies
Students in need of enrichment will reread through Arthurs Christmas and locate different punctuation
marks throughout the story.
Students in need of extra practice will work with the teacher in a small group to look at more practice
sentences and locate punctuation marks and capital letters. They will discuss why they use
Data Analysis: Each student completed the assessment with 100% accuracy. They all correctly circled
the capital letter in the first word of the sentence and the period at the end of the sentence. We practiced a
lot and I modeled how to do a similar sentence multiple times. I think they all did well because of the
modeling and the practice sentences we did before the assessment sentence.
Reflection: This lesson went well, but I had trouble with management. The students were very distracted
during teaching and I had to constantly tell them to focus. Im really unsure of what to do when the
students are distracted. I remembered reading something in Teach Like A Champion about correcting
behavior by telling students what they should do instead of saying what they did wrong. I tried to do that
but Im sure how well it worked. The students liked using markers to circle punctuation marks and capital
letters on the sentence strips. I just thought up spur of the moment to say what does the capital letter say
to the reader? It says hey reader, a new sentence is starting and what does the period at the end of the
sentence say to the reader? It says, hey reader, this sentence is over. This really worked well with the
students. I would ask them what does that period say to the reader? and they would answer this
sentence is over. I think this worked because it made it easier for them to understand the purpose of the
capital letter and the period. Im not sure exactly why they liked that so much, but the more I used this
sort of personification the more they engaged in the lesson.

Samford University
Design for Learning