THE UCI LESSON PLANNER

Part 1: Classroom Information

Grade: Kindergarten Content Area: English Language Arts

Group Size: 25 Lesson Length: 15 minutes (four 13 min. rotations)

Student Context:
Identified Needs Number of students Accommodations
Students with Special Speech and Language/ 3 Speech and language
Needs (IEP and/or 504) SAI (Specialized pull out daily, aide in
Academic Instruction) the classroom for daily
support support (push in),
check in with them
often
Students with Specific English language 21 pre-teach the concept,
Language Needs (ELL) learners check in with them
often

Part 1: Planning for the Lesson

A: Standards
i. Key Content Standard:
a. K.OA.2- Solve addition and subtraction word problems, and add and subtract
within 10, e.g., by using objects or drawings to represent the problem.

B. Objectives
i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
a. In small groups, students will roll 2 dice to write a number sentence to practice
solving subtraction problems.

ii. Language Objective (transfer this from "Incorporating Academic Language"):

a. Students will construct a number sentence that shows a bigger number minus a
smaller number by writing ___-___=____.

C. Assessments:
i. Informal assessment strategies you will use during class (What evidence will you see and/or
hear and how will you note it?)
a. Observation: I will observe student strategies while they work
b. Discussion: I will engage in discussions with students about why they chose a
certain strategy and/or how they knew what to do
ii. Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
 a. Each student will complete a worksheet with multiple subtraction number
sentences

D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):

● 2 dice per student in a small container (14 dice total)
● 25 subtraction worksheets
● pencils/erasers

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction ( 2 min.): Describe how you will 1) make connections to prior knowledge, tap into their
experiences and interests or use a “hook”, AND 2) let students know what the objective of the lesson
is.
● Model the activity for the whole class
● Shake the dice and show students the result
● Ask which number is bigger
● Write the bigger number in the bigger square
● Trace the minus sign
● Explain that the minus sign is a symbol we use to show ‘take away’
● Students will echo repeat “Minus means take away”
● Ask which number is smaller
● Write the smaller number in the bigger square
● Say “show me ___, take away ____, how many do I have left?”
● Write the answer
● Students will echo repeat ‘___ minus ___ equals ____.”
● Repeat if necessary

Body of the Lesson (13 minutes): Describe step-by-step what the teacher and the students will be
doing during the lesson.
● Monitor small group work
● Students will shake their dice, write the bigger number in the bigger box and the smaller
number in the smaller box
● Students will use a strategy (most likely using their fingers) to show how many are left
● Students will write the answer
● Repeat
● Check in with students as they work
● As questions like “How do you know?”, “Show me what you did.”, “Which is bigger/smaller?”
● Give students smiley faces as they complete each side

Part 3: Incorporating Academic Language

1. Describe the rich learning task(s) related to the content learning objective.

2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
 function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
Construct

3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary: Minus, take away, bigger, smaller
Key to this lesson: bigger, smaller, take away

Syntax1: ___ - ____ =____

4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of
the lesson planner.
Students will construct a number sentence that shows a bigger number minus a smaller number by
writing ___-___=____.

5. What does your language objective sound like/look like for different levels of language learners?
Ask yourself, “What would the students say/write when using the language function.” Remember
to consider the language demands while creating sample language that the students might use.

Emerging Expanding Bridging

“__-__=___” “___-___=___” =___
I knew this because I used my Because I counted. ‘Because’ or ‘I don’t know’
fingers to count.”
6. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?

Instruction Guided Practice Independent Practice

Modeling the activity completing the activity in completing the activity in
whole class workshop time, students workshop time, students will
can be guided by instructor work alone as well

1 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.