## Thelma Makes Breakfast Student Book - Section 3: Guided Practice

*Thelma Makes Breakfast Student Book*

*Thelma Makes Breakfast Student Book*

# Thelma Makes Breakfast: Exploring the Number 13

Lesson 3 of 13

## Objective: Students will be able to identify, count and represent the number 13.

*45 minutes*

#### Opening

*10 min*

For this part of the lesson, you will need the story Thelma Makes Breakfast included as a PDF with this lesson. Print the story on a colored printer and if you are able, laminate the pages for durability. I bind it with a comb binder. You could also staple the story or use rings to bind the book.

I gather the students around my big chair. I begin with a conversation with my students to help them build background knowledge. This time also allows my English Language Learners to expand their vocabulary. I ask them, *What do we call the first meal that we eat when we get out of bed? That's right, breakfast. Raise your hand if you ate breakfast this morning. Remember, if you are not able to eat breakfast at home, you can eat breakfast at school. Now, I want you to turn to your neighbor and talk about what are some things that we might eat for breakfast. * After the students share with a neighbor, I call on some students to share aloud with the class.

I then tell the students,* Today, we are going to read a story about making breakfast, It is called, Thelma Makes Breakfast.*

I begin reading the story to the students.

**Page 1:** * This is Thelma. She wants to make breakfast for her friend. Will you help Thelma make breakfast? *

**Page 2:** *Thelma needs 13 muffins for breakfast. Do you see 13 muffins?* I invite the students to count with me as I purposefully point to each item.

**Page 3-5: ** Continue as with page 2, pointing to each item as the students count to help develop one to one correspondence.

**Page 6:** * Now, it’s time for Thelma’s friend to come over. Look who it is! *This is Greedy Gordy. He is a recurring character that has shown up in other books that I have written. The students LOVE Gordy!

Speech Bubbles: *Please tell me your not serving Bacon!!*

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

#### Resources

*expand content*

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

**Slide 2:** *This is the number thirteen. It has two digits a 1 and a 3.*

**Slide 3:** *When I count, I say the number 13 after the number 12. *I count aloud, inviting the students to count with me.

**Slide 4:** *TThere are thirteen eggs. I touch each one as I count, 1-2-3-4-5-6-7-8-9-10-11-12-13.* I purposefully touch each head of lettuce as I count to build one-to-one correspondence.

**Slide 5:** *Which group has thirteen? Erase the circle to check. *I invite a student to come up and count the bacon slices to find the group with 13. After the students erases, we count the bacon 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 make a group that has thirteen? Count as you move the toast, 1-2-3-4-5-6-7-8-9-10-11-12-13. I stress that the student needs to count each cucumber as it is moved. We again check the student’s work by counting aloud.

**Slide 7:** * *Try making another set of thirteen. This time it will be thirteen waffles. I invite a student to come up and drag 13 waffles, reminding them to count aloud. We count to check the student’s work.

**Slide 8:** *A number 13 is just like making a 1 and a 3. Start at the top and go straight down to the bottom line.To make a number three, start at the green dot. Curve around to the center and then curve around again. Stop at the red dot. Do not pick up your pencil.*

**Slide 9:** It is now Turn and Talk time. I use Turn and Talk so my students can practice the academic vocabulary they have been exposed to during the lesson. This is especially beneficial for my English Language Learners.

I have the students hold hands in the air with their designated Turn and Talk 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 muffins 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 10. I invite the student to come up and count the corn for the class. To help reinforce English language, I repeat the answer as a complete sentence. I say, *That’s right. There are 10 muffins.* It is important for the students to hear the answer phrased as a sentence. I then ask the students, How many glasses of orange juice are there? I repeat the process as above, having the student count the glasses of juice and then I restate the answer in a complete sentence for the students.

We return to our seats for guided practice.

*expand content*

#### Guided Practice

*10 min*

For this part of the lesson, you will need the Thelma Makes Breakfast student book. 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, *Now we are going to read the Thelma Makes Breakfast Book as a class. We will get a chance to practice counting to 13 and writing the number 13. I ask the students to point to the title on the page. We read it together. This is great literary skill practice.*

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 13. 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.

#### Resources

*expand content*

For this part of the lesson, you will need the Number 13 Student Activity Sheet. The students will need crayons and a pencil 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 help Thelma make breakfast. You will need to color in 13 of each breakfast item. It is important that you look at the underlined word. That will tell you what color you will need to color the item. If you are not sure of the color, you can use a color strip (these are strips that have the color words and corresponding colors) or use the chart in the classroom.

The students begin working (see Video) and I circulate around the room to observe their work and correct any mistakes. When the students are done with their work, I have them bring it to me. I ask them to count one group of breakfast items that they colored in so I can check their understanding of the number and their one-to-one correspondence when counting.

*expand content*

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- UNIT 1: Exploring Numbers 0-10
- UNIT 2: Working With Numbers 0-10
- UNIT 3: Exploring Numbers 11-20
- UNIT 4: Working with Numbers 11-20
- UNIT 5: Sorting, Graphing, and Patterning
- UNIT 6: Fun with Numbers 0-20 and Beyond
- UNIT 7: Geometry
- UNIT 8: Introduction to Addition and Subtraction

- LESSON 1: Emery the Elephant: Exploring the Number 11
- LESSON 2: Twinkie the Rabbit: Exploring the Number 12
- LESSON 3: Thelma Makes Breakfast: Exploring the Number 13
- LESSON 4: Frank Sets a Table: Exploring the Number 14
- LESSON 5: The Backyard Barbecue: Exploring the Number 15
- LESSON 6: Thanksgiving Time: Reviewing Numbers 11 - 15
- LESSON 7: Sam the Turkey: Exploring the Number 16
- LESSON 8: Greedy Gordy Makes Pies: Exploring the Number 17
- LESSON 9: Emmitt is Thankful: Exploring the Number 18
- LESSON 10: Nina's Family: Exploring the Number 19
- LESSON 11: Thanksgiving Times Twenty: Exploring the Number 20
- LESSON 12: Let's Review Numbers 11-20
- LESSON 13: Numbers 11-20 Assessment