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# Sam the Turkey: Exploring the Number 16

Lesson 7 of 13

## Objective: Students will be able to identify, count and represent the number 16.

## Big Idea: This holiday-themed lesson allows students to explore the number 16 while reinforcing colors and color words.

*45 minutes*

#### Opening

*10 min*

For this part of the lesson, you will need the story Sam the Turkey included as a PDF with this lesson. I print the book with a colored printer and laminate the pages to increase durability. I bind the book with a comb binder, but it could easily be stapled or bound with book rings.

I gather the students around my big chair. I begin the story with a discussion to help activate prior knowledge and expand my students' vocabulary. I ask the students, *What holiday will we celebrate soon? That's right, Thanksgiving! When we think of Thanksgiving, we think about a certain kind of bird. Do you know what bird I am talking about? Yes, a turkey. Today we have a story about a turkey. * I hold up the book for them to see. *This turkey has a problem. He doesn't have his beautiful tail feathers. * *What do you think might happen in this story? I want you to turn to your neighbor and share what you think will happen. I want you to make a prediction, or a really good guess about what will happen. *I give the students time to talk. After they have talked, I invite a few students to share their prediction with the class. We then begin reading our story.

*The title of our story is Sam the Turkey.*

**Page 1:** * *This is Sam the Turkey. He has a problem. He doesn’t have any feathers! He decided to go to the feather store.

**Page 2:** *Oooh...what color are these feathers? That's right. They are green. It says, Sam tried on 16 green feathers. *I purposefully point and count to help my students develop one-to-one correspondence. I then read the speech bubble: *Hmmm....I don't think this is my color.*

**Page 3-6: ** Continue as with page 2, discussing the color of the feathers and pointing to each item as the students count to help develop one to one correspondence.

**Page 7:** *Can you make up your mind Sam? *(Speech bubble)* Wait!! I've got an idea!*

**Page 8:*** I think this is perfect!*

We revisit the students' prediction to see if anyone correctly predicted what happened in the story. I also talk about how am had a problem and his friend helped him come up with a solution. It is nice to have the opportunity to do a quick literary lesson with the student*s.*

We now move over to the SMARTBoard to continue our lesson.

#### Resources

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#### Direct Instruction

*15 min*

For this portion of the lesson, I use my SMARTBoard. If you have a SMARTBoard, the file can easily be downloaded and opened. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express. There is also a pdf of the slides so you can recreate this part of the lesson.

I gather my students in front of the SMARTBoard. I have cards with each student's name on. These cards are used for selecting who will come up to the SMARTBoard.

I open the first slide (SMARTBoard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques. I read these objectives aloud for my students.

*Content ObjectiveI can find the number sixteen, count sixteen items, write the number sixteen and make a group with sixteen.Language ObjectiveI can use the number sixteen to tell a friend how many items are in a group.*

**Slide 2:** *This is the number sixteen. It has two digits a 1 and a 6. *

**Slide 3:** When I count, I say the number 16 after the number 15.

**Slide 4:** There are sixteen turkeys. I touch each one as I count, 1-2-3-5-6-7-8-9-10-11-12-13-14-15-16. I purposefully touch each turkey as I count to build one-to-one correspondence.

**Slide 5:** *Which group has sixteen feathers? Erase the circle to check. *I invite a student to come up and count to find the group with 16. After the students erases, we count the as a group to check his or her work. *Do you know how many are in the other groups? *I invite additional students up to the SMARTBoard to count the other groups and tell how many are in them. They erase to check their answer. Again, the class counts as a group to double check their counting.

**Slide 6:*** *Can you put 16 feathers in the shopping bag? Count as you move each one, 1-2-3-4-5-6-7-8-9-10-11-12-13-14-15-16. I stress that the student needs to count each feather as it is moved. We again check the student’s work by counting aloud.

**Slide 7:** * Can you put 16 feathers in the basket? *Continue as in above slide.

**Slide 8:** *To make a number sixteen, start at the green dot and go straight down to make the 1 digit. Start at the next green dot for the 6 digit. Curve down and wrap around at the middle line, close the line, making a circle.*

**Slide 9:** It is time for Turn and Talk. Turn and Talk is a time that students can practice their academic vocabulary. This is important for all kindergarteners and essential for my English Language Learners.

Every student has an assigned Turn and Talk Partner. I have the students hold hands in the air with their partner so I can check to make sure everyone is partnered up I then ask them the question from the slide, *Now, turn to a friend and tell them how many green feathers there are. (See video for an example of Turn and Talk time.)*

After the students have had time to talk, I invite a student to share with the class. The student tells the class that there are 16. I invite the student to come up and count the feathers for the class. To help reinforce English language, I repeat the answer as a complete sentence. I say, *That’s right. There are 16 green feathers.* It is important for the students to hear the answer phrased as a sentence. This helps expand their knowledge of English syntax. I then ask the students, *How many red feathers are there? * I repeat the process as above, having the student count the feathers and then I restate the answer in a complete sentence for the students.

We return to our seats for guided practice.

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#### Guided Practice

*10 min*

For this part of the lesson, you will need the Sam the Turkey Student Book included as a PDF with this lesson. If you double staple on the side when duplicating, two books are printed with each copy. You just need to cut the copy in half.

I distribute the books to the students and I have them write their names on the book. I tell them, *We are going to read Sam the Turkey. We will practice counting to 16 and writing the number 16. *

We then turn to the first page. I invite the students to read with me. After we read each page, I invite the students to count the feathers on each page together with me. When we are done counting each page, the students pick up their pencil and trace the number 16. I remind them to start their numbers at the top line.

We continue in this fashion until we have completed the book. I then have the students set the book aside at their spot. There will be time to color in the book after our independent practice. This book allows for wonderful color word practice, so I set aside time for the students to work in it.

#### Resources

*expand content*

For this part of the lesson, you will need the Number 16 Activity Sheet included as a PDF with this lesson. The students will need color crayons as well.

I pass out the activity sheet to the students. After the students have put their name on their paper, I tell them, *We are going to be counting turkey feathers. You need to look at each group of turkeys. Count the number of feathers each one has and then color in the turkey that has 16 feathers. Make sure to read your sheet to see what color you need to use to color in the turkey. *

The students begin working and I circulate around the room to monitor their progress and catch any mistakes. When they are done, I have them pick one of the turkeys and count the feathers for me to make sure they have a firm understanding of the number and one-to one correspondence.

#### Resources

*expand content*

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