I. Curricular Framework

Concept:

Attributes

Essential Question:

What is some of the language used to describe twoness?

Bridge:

My Partner and I

Content:

The Property of Twoness

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: Children use personal experience to show intuitive knowledge of the property of two.

Activity: Each child draws and colors a picture of self and one friend having fun together.

Assessment: Note the number of people represented in the drawings.

2. Attend: Attending to the Connection

Objective: To acknowledge each child's experience as important. To be aware of language children use to denote numbers.

Activity: Each child talks to a partner about the drawing. Volunteers share drawings with whole class. Post all drawings on a classroom bulletin board.

Assessment: Teacher values each drawing by comments made to children. Informally, teacher circulates and writes down language used to talk about number of people in drawings.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To find a common interest shared with a classmate. Each pair will use paper plate art to make 2 items representing the common interest shared.

Activity: Children work in pairs to think of an activity both enjoy. As they talk, they are to think of a single object that best represents the activity (for example, soccer/soccer ball). Each child uses art scraps to depict the object on a paper plate background.

Assessment: Each pair makes 2 objects, one on each paper plate. Post decorated paper plates on classroom bulletin board after discussion of how artwork is similar among different pairs of children.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To introduce the numeral symbol 2. To emphasize the words two and pair as ways to talk about the idea of two in number.

Activity: Teacher reads aloud the book, One, Two, One Pair! Post two word cards two; pair on chalkboard. Emphasize both words by pointing to posted words during reading. Write numeral 2 on chalkboard. Explain that 2 is a symbol to show two. Be clear that pair describes two in speech. Children say words as teacher points to them, and respond as teacher points to numeral.

Assessment: Attentiveness of children. Children's verbal responses.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Children distinguish sets of two. Children practice writing numeral 2 and word two.

Activity: Children cut out sets of two similar items from magazines, worksheets and/or catalogues. Children paste cutouts onto construction paper. Provide worksheets for tracing and writing the numeral 2. Children write the numeral 2 and the word two on their construction paper.

Assessment: Number of items pasted onto construction paper. Resemblance of written work to numeral 2 and word two.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: More practice in internalizing the idea of two in number.

Activity: As an instrumental music tape plays, children listen. Each time the music stops, children think of and do a visible physical action twice (jump 2 times, clap twice).

Assessment: Number of physical motions made.

7. Refine: Refining the Extension

Objective: To compose words for a class big book.

Activity: Children compose a fiction big book using the idea of two in a major way in the story. The teacher scripts.

Assessment: Each child contributes ideas as co-authors.

8. Perform: Creative Manifestation of Material Learned

Objective: To illustrate and publish the big book. To create a commercial to persuade others to read the book.

Activity: Children decide on page breaks, then illustrate each page, front and back covers. Volunteers compose and perform commercial. Teacher scripts. Children read completed book to parents, others in school.

Assessment: Each child contributes as illustrator, reader, or actor.

Assessment, Phase Five,Performance, Creative Use of Material Learned: