General Lesson Plan Template for ECE and ECSE

[Note: All words and phrases in RED can be found in the EdTPA Glossary]

Teacher: Brittney OGrady

Grade Level: K/1
Number of Students: 26
Instructional Location: University Primary School
Date: March 12, 2015
Danielson: 2a, 2d, 3a

Part 1
Learning Objectives
Lesson Goals for your Class
Central Focus of Lesson:
Students will understand how to make larger shapes out of wooden blocks.
Standard(s) Addressed:
Primary Benchmarks (include number and description)
CCSS.MATH.CONTENT.K.G.A.2 Correctly name shapes regardless of their orientations or overall size.
CCSS.MATH.CONTENT.K.G.B.6 Compose simple shapes to form larger shapes.
Secondary Benchmarks (include number and description)
CCSS.MATH.CONTENT.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal
language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides
of equal length).
CCSS.ELA-LITERACY.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
What is your student population?
26 children. 12 boys/ 14 girls. 0 Hispanic, 6 Asians (Korean, Indian, Chinese, Tai), 1 Pakistan, 1 Egypt, 3 Black, 15 White. 7 speak another
language at home. 1 child with an IEP

Academic Language Demands

Key Vocabulary:
Designs, shapes, square, triangle, trapezoid, hexagon, diamond, red, blue, yellow, green, sides, corners
Using Language:
Students will use language to describe their designs they have created independently. Students will use their vocabulary to explain their
geometry designs and in detail. Students will speak in full sentences and use descriptive language.
Supporting Language:
The teacher will model the use of vocabulary, speak in full sentences, and use descriptive language.

Lesson Objectives and Assessment

What are the learning goals for all students in this lesson?
How will you assess these goals?
Goals for all students
1. Students will be able to build a design
2. Students will be able to describe their design
3. Students will be able to share their work with a partner

1. Students will be given a worksheet to help guide them in

building a design. If they achieve this goal, they will make up
their own design
2. Students will describe their designs using shape names and
attributes
3. Students will listen to each other and make eye contact with
their peers

Goals for groups of students with similar needs

1. Higher achieving group will produce a slightly more complex
design
2. Lower achieving group will produce a less complex design

1. Students will complete a worksheet with a harder design

template and be able to describe the shapes used
2. Students will complete worksheets with an easier design
template with teacher guidance and be able to describe the
shapes used

Goals for individual students

1. Students with behavior issues- include the student in the
activity so that he/she will stay on task and participate.

1. The students will actively participate in the activity and

complete the worksheet

Goals for students with IEPs

or 504s or for students who are ELLs
1. Selah (IEP) will be able to produce a design with teacher
assistance

What reasoning/problem solving/thinking strategies will students

use in this lesson? What will the students be doing?

1. Selah will use a worksheet with a design that is labeled with

the shape color to assist her. First test her without giving her
the colors of the shapes.
How will you support these
strategies?

Students will arrange shapes to build designs

Students will share their designs with a partner and teacher

Type of Assessment
Include formal and informal
assessments and assessments
for individual students.

Description of assessment.
Include how you will collect
assessment data.

Provide a worksheet with

a design template
Listen to the students
descriptions

Modifications to the
assessment so that all
students can demonstrate
their learning.

How will you support these

strategies for students with
IEPs, 504s, and children who
are ELLs?

Label the shape

colors on the
worksheet
Assist the student
with their description

Evaluation criteria--What
evidence of student learning
(related to learning objectives
and central focus) does this
assessment provide?

1. Observe the students build

a design

1. Students will use a design

worksheet; teacher will
record the data using a +
or if they have
completed the task

1. The students will create a

design of varying difficulty
to modify their learning;
the teacher observes and
will record the data using
a + or if they have
completed the task,

1. Students will correctly

create a design on their
worksheets

2. Students will describe their

designs

2. Students will use

vocabulary to identify
shapes and colors;
teacher will mark
progress on a checklist

2. The teacher will support

the use of modeling the
vocabulary. The student
will use that vocabulary to
describe their design.

2. The student correctly

describes their design
using shapes names and
other attributes

3. Students will share their

designs

3. Teacher will observe;

students will listen to their
partners descriptions

3. The students will listen to

their classmates to
understand what their
peers have created

Prior Academic Knowledge and Misconceptions

Prior Academic Learning and Prerequisite Skills:
Familiarity with designs, shape and their geometric names, and other attributes.
Misconceptions:
Confusion between a diamond and rhombus and correctly identifying the shapes by their geometric names.

3. The students will listen to

each other, make eye
contact, and consider
others view points

Differentiation/Planned Support
How are you supporting the diverse needs of the following students?
Differentiated/Planned supports for:
Whole class:
N/A. This is a small group lesson.
Groups of students with similar needs:
Higher achievers: Advanced design worksheet
Lower achievers: Easier design worksheet
Individual students:
Students with advanced knowledge will produce more of a complex design; names the name of the shapes and all of its attributes
Students with less knowledge will produce a simpler design; may be able to the name of shapes and its colors
Students with IEPs or 504 plans or students who are ELLs:
Selah (IEP) will be able to create a design with teacher assistance
Student interactions: How will you structure opportunities for students to work together in partners or in groups? What criteria will
you use when forming groups? How will you support social and emotional development in student groups? How will you support
social and emotional development for students working independently?
Students will work in mixed ability pairs after they have created their designs. Part of the activity will be teacher-led. Students will use preexisting knowledge of designs. Students will use previously introduced strategies for frustration. Teacher will redirect students exhibiting offtask behavior.

Part 2
Lesson Procedures
Do not begin Part 2 until Part 1 is complete.
Lesson Plan Details: Write a detailed outline of your class session including instructional strategies, learning tasks, key questions,
Introduction
- Before:
Setting
the stage,
activate
and
build be
background
knowledge,
introduce
and explain
key transitions,Lesson
student supports,
assessment
strategies, and
conclusion.
Your
outline
should
detailed enough
that another
teacher
(Using
prompts
to
guide
your
thinking,
write
your
lesson
procedure
chronologically
in
the
boxes
provided.
Information
could understand
enough
to (and
use them
should present
activities
what you will do
as afor prompts
Timethem well
What
are you
otherand
teachers)
doing lesson
What
are thechronologically.
children doing IncludeModifications
(Including
specific
should
bestudents
embedded
your
procedure.
)
teacher and what
your
will into
be doing
during
each
lesson
phase.
Note:
The
italicized
statements
and
scaffolding
questions
are
and saying?
and saying?
corrective/positive feedback and/or
How will you set a purpose
and
learn and
why planning.
todays lesson is important to them as
meant
to help
guidestudents
your thinking
extension)
readers/writers/learners?
After
Ann
theand
students,
Icuriosity
will
be runs
Children
walktopic?
over to the
blocks,
How
will
youdismisses
pique interest
and/or
regarding
todays
Materials: wooden
design
worksheet,
markers
(if time
out)
seated
in
a
chair
at
the
table
with
students
to
table,
sit
down
for
How will you access prior knowledge and experiences related toand
the wait
topic?
10:00
give
them
directions.
lesson
to
begin.
How will you arrange
environment
for this
Howyour
will classroom
you introduce
and explain
thislesson?
strategy/skill so that students will understand the how and why?
(3 min)
What materials
does
the
teacher
need
for
this
lesson?
What modes of communication will you use; oral, visual (written, pictures)?
Today we will be creating tangram puzzles by
What materials doHow
the students
need forstudents
this lesson?
willwooden
you engage
and
activate
using
shapes. You will
use
this meaning making at the start of the lesson?
How
will
you
assess
learning
during
theteacher,
lesson
What role will other
adults
in
your
classroom
(co-operating
assistant teacher, parent volunteer, etc) have in the
worksheet to create a design by matching
the introduction?
implementation of this
lesson?
blocks
to the shapes on the worksheet. After
Features, Planning, and
Instructional
you
are done youConsiderations:
will share with the student
sitting
to you.
If you finish early, start to
(Circle or highlight all that
applynext
to this
lesson)
create your own design.
Scaffolding
Group Options
Behavior Management
Assessment
I model
by telling
you will place
Modeling
Whole
class the students:
Procedures
Individual Data
the shapes
on top of the matching
shape on
Guided practice
Small groups
Routine
Group Data
the
worksheet.
If
the
shape
does
not
fit
you
Independent practice
Independent
High Interest
Oral Expression
fit into the
I see William nod so that tells me that he
Comprehensible input may need to turn the shape toSpecific
Pos. Reinforcement
Oral Comprehension
design.
directions. Every students
Incentives
Matches Languageunderstands
and Contentthe
Objectives
response is important, show me by
Clear Expectations
Nod your head if you know what
do.
Nod in response
to directions.
nodding your head. This reinforces the
ExtratoPersonnel
Integration
of Processes
Application
Hands-on (Engagedexpectations
Bodies)
.
Children
wait
patiently
to
Hands-on
Meaningful (Engaged Minds)
Once you have received a worksheet and I set receive their worksheet
Meaningful 10:03
Connectedand
to interests (Engaged hearts)
(2 min) out the blocks you may begin building your
start their designs.
After I hand out the worksheet, I offer
Linked to objectives
Once they receive their
specific positive reinforcement such as
Promotes engagement designs. (students name) can you remind me
what we are going to be doing with this
worksheet they write their
thank you Sophia for following directions
worksheet?
name on it and begin the
and waiting quietly.
activity.
It is really important to follow directions.
Hand out worksheets and place blocks on the
table.

Learning Activities - During: Active engagement in meaning making, explicit instruction, and practice (you should be

Time forWhat
are you (and
other teachers)
doing
What are the children doing
Modifications (Including specific
checking
understanding
throughout
the lesson)
and
saying?
and
saying?
corrective/positive
feedback and/or
(Using prompts below, write your lesson procedure chronologically in the boxes provided)
extension)
How will your state and reinforce expectations?
How will you engage students in active meaning making of key concepts and ideas?
Give positive specific reinforcement like
How will you model this strategy/skill for your students (exemplars and/or demonstrations)?
Leo I noticed how you are carefully
How will you provide opportunities for guided practice?
matching the shapes to the shapes on the
What will teachers (all teachers) be doing while students work?
worksheet.
How will students independently practice using theThe
strategy
andquietly
the skillcreate
it targets?
students
10:05
Observe
the students
theiruse
designs.
their designs
independently.
students
of theneeds?
expectations of the
What
planned
supportsbuild
will you
for the whole class,
individuals,
and/or studentsRemind
with specific
learning
(5 min)
activity
and
what
they
should
do if they are
How will you assess learning during the learning activities?
finished early

10:10
(5 min)

After the students have finished their design

Modifications (Including specific
What are
you
(and other
teachers) doing and
What are the
children
doing
worksheets,
I
will
instruct
the
students
to
share
If
there
is
odd
number
ofcorrective/positive
students, one
Time
feedback
saying?
saying?
their design with a partner.
The students will pair up and andstudent
will become my partner.
and/or extension)
share their designs with one
Now I would like you to share your designs
another.
Use specific positive praise such as I like
with the
person Transition
sitting to the
right oftoyou.
Be group discussion
how I see partners are
using
clear positive
voices feedback such
10:15
students
a small
Give
specific
sure to
include
the
names
and
colors
of
the
to
describe
their
designs.
(1 min)
Children stop sharing their
as thank you Autumn for waiting
shapes you used
in your
designs.
Also, finished
talk
I see
most
of you have
describing your
designs with their partners
patiently and quietly for your
about the shapedesigns
the blocks
created.
lovedirections.
how Sophia and
William are
making
to your
partners. Now I would like to share
and listen toImy
classmates
to stop
talking.
contact with each other.
as a group.
10:16
(4 min)

As a small group, the students share their designs.

Closure After: Restate

teaching point, clarify key points, extend ideas, check for understanding
What can you tell me about your designs? Please
Children wait patiently to be

Acknowledge the students who are

(Using prompts below, write your lesson procedure chronologically in the boxes provided)
raise your hand if you have something to share,
called on by the teacher to
sharing their designs by smiling,
How will you continue to engage students in active meaning making through
the conclusion
of the
lesson?
share
their
designs
with
the
nodding the head, and using direct
Extension:
How will studentsWhat
sharekinds
or show
what they
have
learned
inuse
thistolesson? group.
of
shapes
and
colors
did
you
eye contact
How could you extend this lesson if time permits?
How will you restate
theyour
teaching
point and clarify key concepts?
make
designs?
Using markers, the students to color their designs based on the color of each shape.
How will you engage students in reflection on how the strategies/skills learned today can be used?
How will you extend to home?
How
many colors
you use?
How will you provide
opportunities
todid
extend
ideas and check for understanding?
Encourage the students to find designs at home and bring them into the class to share during class meeting.
How will you assess learning during the closure?
What shape did your blocks create?
We are using the blocks as math tools right now, not
for building.
10:20
End of lesson

Theoretical Principles and/or Research-Based Best Practices: Why are the learning tasks for this lesson developmentally appropriate
for your students?

Pair and group work allowed for social construction of knowledge (Vygotsky)

NOTE: Attach any relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.
Acknowledgements
Sources:
www.prekinders.com