For this part of the lesson, you will need the story Thanksgiving Times Twenty, included as a PDF with this lesson. I print the book with a colored printer and laminate the pages for durability. The book can be bound with a comb binder, stapler or book rings.
We start the lesson with a discussion to help the students build background knowledge for the lesson. This discussion gives my English Language Learners exposure to critical real-world vocabulary. I ask the students, What holiday is coming up? A student tells the class, Thanksgiving. That's right. We have talked about all the things that we are thankful for. Another great thing about Thanksgiving is all the great food that we get to eat. We have talked about our favorite Thanksgiving food before. I want you to quickly turn to a neighbor and tell him or her what your favorite Thanksgiving food is. I give the students time to share then I gather the class back together. I show them our book. Today, we are going to read a book called, "It's Thanksgiving Time".
Page 1: Gordy is going to have Thanksgiving at his house this year. Can you help him get ready? Gordy is a favorite character of our math stories. The students love Gordy, so they are very excited to read the story!
Page 2: Gordy is going to need 20 turkeys for his family. We count the beds together. I purposefully point when counting to help the students develop one-to-one correspondence.
Page 3-5: Continue as with page 2, counting the items on each page while purposefully pointing to each one. The students start to talk about how Gordy is going to eat all the food. I point out that they are making a prediction.
Page 6: Gordy is ready for his family and friends to come over and eat all the food (Speech bubble 1: With all this food there must be a lot of people coming… Speech bubble 2: No, you’re it! I’m hoping for leftovers!)
We discuss that the prediction the the students made was correct and Gordy wanted to eat all the food!
We now move over to the SMARTBoard to continue our lesson.
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 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.
I can find the number twenty, count twenty items, write the number twenty and make a group with twenty.
I can use the number twenty to tell a friend how many items are in a group.
Slide 2: This is the number twenty. It has two digits a 2 and a 0.
Slide 3: When I count, I say the number 20 after the number 19.
Slide 4: There are twenty turkeys. I touch each one as I count, 1-2-3-4-5-6-7-8-9-10-11-12-13-14-14-15-16-17-18-19.
Slide 5: Which group has twenty? Erase the circle to check. I invite a student to come up and count to find the group with 20. After the students erases, we count the pies 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 20 turkeys on the plate? Count as you move each one, 1-2-3-4-5-6-7-8-9-10-11-12-13-14-15-16-17-18. I stress that the student needs to count each turkey as it is moved. We again check the student’s work by counting aloud.
Slide 7: Can you put 20 potatoes in the bowl? Continue as in above slide.
Slide 8: A number 20 is just like making a 2 and a zero. Start at the top and go straight down to the bottom line. For the zero, start at the top, go around to the left and close the zero at the top line.
Slide 9: It is time for Turn and Talk. Turn and Talk gives my students the opportunity to practice their academic vocabulary. Every student get a chance to practice and expand their English skills during Turn and Talk. This is especially valuable for my English Language Learners.
Each student in my class 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 buns there are.
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 20. I invite the student to come up and count the buns for the class. To help reinforce English language, I repeat the answer as a complete sentence. I say, That’s right. There are 20 buns. 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 boxes of stuffing are there? I repeat the process as above, having the student count the pants and then I restate the answer in a complete sentence.
We return to our seats for guided practice.
For this part of the lesson, you will need the It's Thanksgiving Time 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 have them put their name on the book I say, We are going to read It's Thanksgiving Time. We will help Gordy count his food for his Thanksgiving celebration. We will practice counting to 20 and write the number 20.
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 items on each page together with me. When we are done counting each page, the students pick up their pencil and trace the number 20. I remind them to start their numbers at the top line.
When we are done reading the book, the students set it aside. They will be given time to color it in after we are done with independent practice.
For this part of the lesson, you will need the Number 20 Activity Sheet. Run the sheet back to back. The students will need crayons.
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 help Gordy count his food for Thanksgiving. I want you to color in 20 turkeys. When you are done with the turkeys, you are going to count 20 bowls of mashed potatoes and then 20 pies.
The students begin working (see Video) 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 groups and count for me. I want to check their understanding of the number 20 and one-to-one correspondence. They place their completed work in their mailboxes as they finish.