Savannah Bakker

Lesson Plan
READINESS 
I. Goals/Objectives/Standard(s) 
A. Goal(s)—
o The students will be able to identify and name different shapes
o The students will be able to compose shapes out of different objects
o The students will be able to draw shapes

B. Objective(s)—
o Given a worksheet with names of shapes, the students will be able to draw the shapes
o Students will be able to recognize shapes in a given area
o Given manipulatives and objects, the students will be able to form shapes

C. Standard(s):
K.G.3: Model shapes in the world by composing shapes from objects (e.g., sticks and clay balls)
and drawing shapes.

II. Materials-
Time per lesson element:
o Anticipatory set- 2-3 minutes
o Main lesson presentation (powerpoint)- 8 minutes
o Group scavenger hunt activity- 8-10 minutes
o Individual Activity- 10-12 minutes
o Closure- 2-3 minutes
Space:
o Students will be on the carpet for the anticipatory set and full-group instruction. The
students will then be put into pre-assigned groups and will be free to move around the
classroom to look for shapes. After the group activity students will go back to their
normal tables for the individual activity. They will remain at their tables for the closure.

Group 1 Group 2 Group 3 Group 4 Group 5

Marissa Thomas Levi Jessie Brittany

Bailey Jamar Faith Daniel Anna
Kyle Bella Kendra Eleanor Mason

Behavior:
o Students are expected to be engaged and participating in all of the activities. They also
are expected to listen to directions and respect those around them. I will be using a class
pom-pom jar as positive reinforcement. I will be watching for good, appropriate
behaviors, and when I see that, the students will get a pom-pom in the jar. Whenever the
jar gets filled up, they will earn a class reward.
Materials:
o Powerpoint reviewing basic shapes, with examples and explanation of real world shapes
o Worksheet split into four categories: squares, triangles, circles, other
o Class set of clipboards
o Pencils (one per student)
o Take-home worksheet
o Manipulatives (play-dough, toothpicks, string, pipe cleaners, etc)
o IPads

III. Anticipatory Set 

(The students have already learned the basic shapes)
I will ask the students: “Can any of you find anything in the classroom that is shaped like a
circle?” I will then repeat that question with the other shapes, and allow time for students to
answer.
I will then ask, “Can anybody think of another place you have seen any of these shapes?” and
allow time for students to answer.

IV. Purpose statement: “Today we are going to be learning about shapes, and how to create
them, as well as where we can see them in the real world. This is important because shapes are
what create the world around us, so we should learn to recognize them!”

PLAN FOR INSTRUCTION 

V. Adaptation to Diverse Students—
o For Kyle, who has Autism, I will give warnings before any transitions occur. This will
allow him to know what to expect and establish a sort of routine. He will benefit if he
knows what is coming next.
o For Bailey and Levi, who both have ADHD, I will give them access to small fidget items
to hold during the full-group instruction. This will help them to focus and listen.
o There are a variety of activities including using movement and using manipulatives. This
will benefit the students who struggle with staying actively engaged.
o I have pre-assigned the student groups so that the ability levels are similar, or paired
students that I knew would help each other.
o I will be walking around during their individual work time to assist any students who
need extra help.

VI. Lesson Presentation:

o I will begin the lesson by going through the powerpoint.
“We are going to begin by reviewing shapes that you already know.”
“A triangle is a shape that has three straight sides, can anybody think of anything that is shaped
like a triangle?” Allow time for a few students to respond.
“The next shape is a square, a square is a shape with how many sides?” Allow students to shout
out the answer.
“Four- great job!”
“We all know that a circle is a round shape, it has no edges or corners, just like a plate or a
target!”
“A few other shapes we have covered include hexagons, trapezoids, and diamonds.”
“Shapes are all around us in the world- you can see them pretty much anywhere that you look!”
“Sometimes we don’t realize that the things around us are shapes, but if we pay close attention,
we can see shapes everywhere!”
After reviewing the powerpoint, I will transition the students and have them get into their groups
for the next activity.
“It is now time for us to do a fun, group activity! I have put you all in groups, so after I put them
on the board, go grab a clipboard and pencil, then find your groups and get ready to listen to
the directions!”
I will wait for the students to get in their groups and be quiet and ready to listen. While I am
waiting, I will hand out the worksheets to each student.
“Today we are going to do a scavenger hunt to look for shapes around the classroom. In your
groups, you will walk around the classroom and look for familiar shapes. If you see one of our
shapes, write down what you saw in the correct category of your worksheet. The paper is split
into four sections… squares, circles, triangles, and other… If you see any of these, make sure
you write them down. You will have about 10 minutes to hunt.”
-During the activity I will be observing, and also setting up for the individual activity.
When there are two minutes left, I will give the class a warning about the upcoming transition.
After the groups are finished, I will ask one member from each group to share an example of a
shape that they found. After this I will instruct them to put their worksheets in the turn-in tray
and go back to their own tables.
“Good job on that scavenger hunt! I saw you all working hard, I’m sure you found lots of
shapes!”
“Now that you have gotten good at recognizing shapes, we’re going to see if you can re-create
them.”
“At your tables you have a variety of supplies to use. I would like you to use different supplies
and create our three basic shapes (circle, triangle, square) on the table, as well as another
shape of your choice. I will put the shapes back on the screen to remind you of what they are.”
“After you have created all four of your shapes, please quietly go grab your IPad off the cart
and take a picture of your shapes. Then please post the picture(s) on our class website, so I can
look over them.”
I will ask the students to work independently and do the best that they can to correctly create the
shapes.
I will be walking around during this activity to provide extra help to students who need it, or
repeat the directions if necessary. I will also be checking to make sure students are staying on-
task.

VII. Check for understanding-

o By having the students take a picture of their shapes and posting them on the class
website, I will be able to identify which shapes were created correctly. This will help me
to gain information about whether or not my students are understanding the material and
remembering what we are learning. I will also be walking around while they create the
shapes and asking questions to deepen their understanding, such as, where do you think
you could see this shape in the real world?”

VIII. Review learning outcomes / Closure 

For my closure activity, it will be a pair-share. They will answer the questions with the person, or
people near them. I will ask the students questions like, “what was your favorite part of today’s
lesson?” or “did you learn anything new today?” or “Is there anywhere at home that you could
look for more shapes?”
To finish, I will explain their take-home worksheet.
“I am sending you home with a worksheet that will continue furthering your shape-hunting
skills. The worksheet will ask you to find three different shapes at home. You have to write what
the shape is, draw a picture of the shape, and write where you found it.”

PLAN FOR ASSESSMENT 

o I will be informally assessing my students by walking around during the group/individual
activities and checking for understanding by asking questions.
o I will be assessing them through the in-class and take-home worksheets. These are a more
formal way to check their knowledge and see what they really remember. I will check the
worksheets for correctness.
o Another formative way I will assess them is by looking through their shapes that they
posted on the website. This is an activity that is fun for them, because they get to use
technology, but also is beneficial for monitoring student progress.

REFLECTION AND POST-LESSON ANALYSIS 

1. How many students achieved the lesson objective(s)? For those who did not, why not? 
2. What were my strengths and weaknesses? 
3. How should I alter this lesson? 
4. How would I pace it differently? 
5. Were all students actively participating? If not, why not? 
6. What adjustments did I make to reach varied learning styles and ability levels? 
7. Do my students understand why shapes are important?
8. How could I have strengthened my anticipatory set to make it more engaging?
9. Can my students correctly identify and create shapes?
10. Did the students use good interpersonal skills to work together in their groups?
Name:_________________
Squares Circles Triangles Other
Name:____________________

Where can I find shapes at home?

What shape did I find? Drawing Where did I find it?