DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 2nd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate: Matthew Thomas Grade Level: Kindergarten Title: Shapes
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 26 Students
14 boys and 12 girls
0 ELL Students:
IEP: 0
4 High Level Learners:
Spencer E.
Scott
Reagan
Xander
4 Distracted Students:
Boston (Talks out in class and has a hard time sitting still, he always is moving)
Kodi Anne (She just gets distracted and likes to talk a lot)
Spencer E. (He is not always distracted, but he gets bored and distracts others sometimes)
Luke W. (He struggles and is at a lower level, he has to be pushed t0 do his work, but with encouragement does it just fine)
Classroom environment: The classroom has plenty of room and does not have a crowded feeling. There are 4 groups of
tables with anywhere from 5-8 students to a group. The groups are separated by a numbering system. It has a jungle
theme, and even some of the reward systems have the jungle theme integrated into them. There is also a kidney table in
the corner where the teacher can pull students back and work with small groups of students. There is a smart board in the
classroom which is hooked to the projector. Every student in the classroom has an iPads which he or she uses throughout
the day as a textbook and for most assignments. They also download their homework onto their iPads and take the iPads
home so they can do their homework.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to
do?)
State Standard/Objective (from Unit Plan):
CCSS.MATH.CONTENT.K.G.A.2

Correctly name shapes regardless of their orientations or overall size.

Content Walk-Away:
I will be able to correctly name shapes in their environment.
Language Walk-Away:
I will be able to write examples of shapes in the environment.
Vocabulary:

Triangle, circle, square.

ASSESSMENT EVIDENCE (What evidence do I need to show the students
have learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Observe students, Follow up questions.
Content Walk-Away Evidence (Summative):
I will identify a triangle, circle, and square from the classroom.
Language Walk-Away Evidence (Summative):
I will show by writing that I can identify a triangle, circle or square.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
In our lives there are shapes all around us. We have walls, tables, balls and many others. These objects or shapes have
names. We are going to learn about three of them today which are; a triangle, circle, and a square. There are many of
these shapes in our classroom and in our world that we will talk about.
Formative assessment:
Observe
Modification/accommodations: (ELL, IEP, GATE, etc.)
Focus Lesson (I do it)
Today we are going to focus in on the triangle, circle, and square. First I am going to show you an example of a triangle.
Here I have a Santa hat, this is the shape of a triangle. Here I have a roof top. This is another example of a triangle.
Next I have a circle. A ball, tire or cookie, are great examples of circles.
Finally I have a square. Graham crackers (broken in half) are squares, so is this picture frame that I brought. (Show
frame). These shapes are found everywhere.
Formative Assessment:
Observe students
Modification/accommodations:
Guided Instruction (We do it)
Now that we kind of know what a triangle, circle and square look like we are going to play a game. Here on the smart
board we will see certain shapes. As a class you have to decide if it is a square, triangle or circle. When I snap my fingers
AS A CLASS you will respond and we will choose the answer based off what you tell me.
Formative Assessment:
Listen to make sure everyone is participating.
Modification/accommodations:
Call on certain students to give answer specifically.
Collaborative/Cooperative (You do it together)
This activity we are going to do is in your groups. Every group is going to have three blue, green and yellow post-it (sticky)
notes. (each group should have 9 sticky notes) As a group you are going to find three objects in the class that are triangles
in shape and place a blue sticky note on it. For the circles that you find place a green sticky note, and finally place a yellow
sticky note on the squares. (On the smart board I will place a reference guide) When you have finished this group project,
quietly return back to your seats. You can do this activity at a normal inside voice.
Formative Assessment:
Watch the students and where they place the sticky notes.
Modification/accommodations:
Help groups that need it.
Only need to put two sticky notes.
Independent (You do it alone)
Now I want everyone to take out a piece of paper and pencil. I am going to show you some objects I have brought from
home. I will ask you if it is a triangle, circle or square. (Show an example) You will write yes or no as the answer. You
must do this by yourself, you cannot ask your neighbor for help.
Summative Assessment:
Check the assessment given.
Modification/accommodations:
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Lets look one more time at an example of a triangle, square and circle. (on smart board) These shapes are important to
identify because they will be used in math, arts, and through-out our lives.

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Objects for lesson.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?