Lesson Plan Template For Residency Students 12-1, 12-2, 12-3

TCHR 4992 Lesson Plan Template for Residency Students Updated 1/2021
Lesson Plan Directions: Respond to the prompts below by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts.
Name [Tahtiana Brooks] Lesson #1 in the Segment [Two-Dimensional (2-D) and

Three-Dimensional (3-D) Shapes]
Grade Level [ Kindergarten]
Subject/Content Area(s) [Elementary Math]
(NCSCOS) Goals/Standard(s) [Identify and describe shapes (squares, circles, triangles, rectangles, hexagons,
cubes, cones, cylinders, and spheres).
NC.K.G.3: Identify squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres as
two-dimensional or three-dimensional.]
Content
 Objects have shape and can be classified as 2-D (flat shape) or 3-D (solid shape).
 Certain attributes determine what a shape is called (number of sides, number of angles, etc.) while other
attributes do not determine their names (color, size, orientation).
 Squares, circles, triangles, rectangles, and hexagons are 2-D shapes.
 Cubes, cones, cylinders, spheres are 3-D shapes.
Academic Language:
 Language Function [ ]
 Vocabulary and Definitions [2-D Shape: A shape that is flat. 3-D Shape: A shape that is solid.
Vertices/Corners, Sides]
 Discourse [ ]
 Syntax [ ]
Students
General Information 17 students total, 10 boys, 7 girls.
Theory Some students are familiar with many of the 2-D shapes, but many do not know the
names of the 3-D shapes. The students that are unable to name the 2-D shapes will
be identified so they can get the additional support. Those students will work one-
to-one with a tutor and/or TA to help improve. In many situations since those
students are developmentally behind, I must use a series of scaffolding questions to
help them through the questions. This is the first time that students have been
introduced to the geometry standard this school year.
Community Assets The school is in a very rural area and a low-income community. Many of my
students are members of low-income families but I try to make everyone feel equal.
I provide opportunities for students to share if they feel comfortable. I never force
or require students to share as I know everyone’s circumstances and abilities are
different.
Cultural Assets I have students from many different cultural backgrounds. Students that speak
different languages and with parents from many different countries. I try to connect
with students on a personal level, so they feel comfortable throughout the learning
experience.
Interests My students enjoy drawing, so I incorporate a lot of drawings in our daily lessons.
They also enjoy using manipulatives and working with their hands so the
incorporation of cubes and counters is a must.
Learning Needs 2 students with IEPS, 2 ESL students with only a few words in English, 3 ESL
students with some words in English, 4 MTSS students.
Differentiation:
Student With a Content Process Product Learning
Special Need Environment
Name/Need
Aram/Learning One-to-One
Environment Assistance with
Tutor. Student
only knows a
few words in
English.
Teacher will
have Tutor
work on small
group
instruction
lesson with
student.
Jorge/Process Teacher will ask
questions to help
student get to the
right answer.
Student knows
some words in
English but
struggles with
using the correct
words to identify
objects. Teacher
will use real-world
connections to help
student remember
the correct names
for the shapes.
Ngo/Learning One-to-One
Tutor. Student
only knows a
few words in
English.
Teacher will
have Tutor
work on small
group
instruction
lesson with
student.
List of Materials [anchor charts, shape cards, classroom/home items that resemble shapes, student
workbook/notebook, iPad, Math Canvas Course, crayons]
Visuals Used [ ]
Lesson Objective [The learner will be able to accurately identify and describe 2-D and 3-D shapes.
Assessment Strategies and Modes of Feedback

Lesson Method of Assessment Mode of Feedback Grading Criteria
Section
Teacher Input Informal Teacher will give students the No Grade
opportunity to share their
thinking. Questions: Can you
tell me what is different about
the square and rectangle? Can
you tell me what they have in
common? How do you know
this shape is a triangle? What
is something you see everyday
that looks like a circle?
Guided Informal Teacher will observe students No Grade
Practice during small group activities.
Taking note of students who are
struggling with finding objects
that look like the shapes
mentioned. For students that
struggle, teacher will ask
questions: What does a circle
look like? What does a square
look like? How many sides? How
many corners? Say: Think back
to the Solve and Share
question. Do you see anything
in the classroom that looks like
this shape?
Independent Formal Independent Practice will be 5 questions

Practice given via canvas to determine 20 pts per question
student understanding after
completing whole group, small
group/guided practice
assignment. Teacher will use
grade on independent practice to
help determine reteaching groups
for next day.
Procedures: Be sure to provide a detailed explanation for what you will do and what the students will do
during each portion of the lesson. Show how you will teach, model and practice the content/skill(s) of the
lesson.
1. Focus and Review [We have been working on becoming better mathematicians throughout this school year.
We have become better at counting, addition, and subtraction, and so much. One thing we have not talked
about is shapes. What shapes are you familiar with? What shapes do you know? Teacher waits on
response. Give students the opportunity to answer with words such as: triangle, rectangle, square, circle.
Teacher will listen to see if any students name and/or describe 3-D shapes.]
2. Statement of Objective [So far, we have not talked about shapes much. However, identifying and
describing shapes is a very big part of math. There are two different types of shapes we will talk about. 2-D
shapes are flat (circles, triangles, squares, rectangles, hexagons) and 3-D shapes are solid (cubes, cylinders,
cones, spheres). The shapes you are most familiar with are 2-D shapes and those are flat like a pancake.
What is something in the classroom that reminds you of a circle? (Waits on response) Today we are going to
look at the many different 2-D and 3-D shapes. Say this with me, “I can accurately identify and describe 2-
D shapes and 3-D shapes.”]
3. Teacher Input [Teacher will introduce students to the solve and share. https://youtu.be/nunMththn-U
Teacher will pause periodically to check for understanding and ask questions. Students will sort the shapes
into 2 groups and tell why they sorted the way they did. Students will discuss how they sorted the shapes
with a classmate. Teacher will show the sample student work to help students understand how the shapes
should be sorted.
4. Guided Practice [Small Group Activity: Teacher will show 2D and 3D shape videos to students to further
their understanding.
Youtube 2D shape song: https://www.youtube.com/watch?v=beTDz9HSNOM&t=5s

Youtube 3D shape song: https://www.youtube.com/watch?v=2cg-Uc556-Q
Students will go on a shape hunt to find 2D and 3D shapes. For students that struggle with identifying
shapes as 2D or 3D, teacher will give those students attribute blocks to manipulate and describe.
5. Independent Practice [Students will complete the assigned practice assignment in canvas. The assignment
will be graded for correctness and completion. The practice assignment will consist of 5 questions where
students must compare sets of objects and determine which set has less. This will be done after the small
group instruction/guided practice.]
6. Closure [From today’s tasks we learned that there are two types of shapes, 2D (flat shapes) and 3D (solid
shapes). When identifying and describing shapes, we can look at the different attributes. We have learned
to look at the number of sides and corners a shape has to determine what it is. We even looked at objects in
the real-world that remind us of the shapes we discussed. I am very proud of your hard work today as you
worked as a group to find the answers. (Done at the end of each small group)]
Independent Practice/Assessment
Name [Tahtiana Brooks] Lesson #2 in the Segment [12-2 Circles and Triangles]
NC.K.G.1 – Describe objects in the environment using names of shapes and describe the relative positions of
these objects using positional terms.
NC.K.G.2 – Correctly name squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and
spheres regardless of their orientations or overall size.]
Content
 Students should know that shapes come in various forms (isosceles, scalene, equilateral), different sizes
(big, small), and different orientations.
 Students are not expected to know the terms isosceles, scalene, and equilateral (they should just be able
to identify those shapes as triangles.
 Shapes can have different orientations and sizes. (rotated or upside down)
 Squares, circles, triangles, rectangles, and hexagons are 2D shapes.
Academic Language:
Vertices/Corners, Sides, Circle-O sides, O corners, round. Triangle-3 sides, 3 corners.]
 Discourse [ ]
 Syntax [ ]
Students
Theory Some students are familiar with many of the 2-D shapes and their attributes. The
students that are unable to identify a triangle and circle will be identified so they can
get the additional support. Those students will work one-to-one with a tutor and/or
TA to help improve. In many situations since those students are developmentally
behind, I must use a series of scaffolding questions to help them through the
questions. This is the second lesson that students will be learning of from the
geometry standard.
different.
experience.
Differentiation:
Name/Need
Tutor. Student
only knows a
few words in
English.
Teacher will
have Tutor
work on small
group
instruction
lesson with
student.
questions to help
student get to the
right answer.
Student knows
some words in
English but
struggles with
using the correct
words to identify
objects. Teacher
will use real-world
connections to help
student remember
the correct names
for the shapes.
Tutor. Student
only knows a
few words in
English.
Teacher will
have Tutor
work on small
group
instruction
lesson with
student.
workbook/notebook, iPad, Math Canvas Course, crayons, small and large popsicle sticks]
Visuals Used [ Literacy connection: The Greedy Triangle]
Lesson Objective [The learner will be able to accurately identify and describe triangles and circles.]

Section
thinking. Questions: How do
you know this shape is a
triangle? What is something
you see everyday that looks
like a circle?
questions: What does a circle
in the classroom that looks like
this shape?
Independent Formal Independent Practice will be 3 Tasks
given via a worksheet after
Practice completing whole group, small Coloring the triangles

group/guided practice Counting the triangles
assignment. Teacher will use Drawing the triangle
help determine reteaching groups Students will be graded
for next day.
for Mastery,
Proficiency, or
Developing on each
task.
lesson.
7. Focus and Review [Yesterday we began learning about 2D and 3D shapes. Today we are going to take it a
step further by beginning to learn what makes each shape different from another. Before we do that, I want
to share a book with you all. Teacher will show the book “The Greedy Triangle” for a literacy connection
and to reiterate the different attributes of each shape. https://www.youtube.com/watch?v=r3DsRKaNFmk.]
8. Statement of Objective [So far, we have learned about 2D and 3D shapes. However, today we are going to
begin focusing on specific shapes and their attributes. The shapes we are going to discuss today are 2D
shapes, triangles and circles. I am sure we are all very familiar with what triangles and circles look like, but
we may not know what their attributes are. We are going to look around the classroom or house and find
items that remind us of triangles and circles. Say this with me, “I can accurately identify and describe
triangles and circles.”]
9. Teacher Input [For the solve and share the students will be going on a shape hunt in the classroom or at
home for FRA. The students will need to find objects that look like a circle and that look like a triangle.
Students will draw the items that they find and share with the class. Teacher will then allow students to
share their answers. Once complete the teacher will have a discussion with the students about if the size of
the shape changes what kind of shape it is. https://youtu.be/vZO7I_SGi4c ]
10. Guided Practice [Small Group Activity: Explore Time-Teacher will hold up one shape at a time and ask
students to describe what they see. Co-create an anchor chart that lists the circle and triangle shapes.
Teacher will say, “Today we are going to make some shapes. Watch me. I am going to take 3 of these sticks
(all the long-sized sticks) and make a shape. If you know the name of this shape, raise your hand.” Make a
triangle. “My shape has three corners. Count and touch the points. It also has three sides.” Count and touch
the sides. Teacher will ask, “Are any of my sides curved?” Teacher will then trade one of the long sticks in
for a shorter stick. Continue to move the sticks around so while substituting long and short sticks. Then say,
“Now you will get to make some shapes.” Listen and build it: (After each shape is made, count the sides,
count the corners, and name the shape) A triangle (3 long) (3 short) (2 long, 1 short).
11. Independent Practice [Students will independently work on the sheet below. Students will put an X over
all the shapes that are not triangles. They will color all the shapes that are triangles. The students will then
count how many triangles there are. They will then draw their own triangle.]
12. Closure [Today we explored 2D shapes even further. We were able to take a close look at what makes a
triangle a triangle and what makes a square a square. Those very important details that make shapes what
they are, are called their attributes. We were able to go on a shape hunt around the classroom/home to find
items we see daily that resemble triangles and circles. We were even able to build our own shapes to help
us understand their attributes even more. You all did a wonderful job exploring and learning as a group
today, I am very proud! (Done at the end of each small group)]
Name [Tahtiana Brooks] Lesson #3 in the Segment [12-3 Squares and Other Rectangles]
NC.K.G.1 – Describe objects in the environment using names of shapes and describe the relative positions of
these objects using positional terms.
NC.K.G.2 – Correctly name squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and
spheres regardless of their orientations or overall size.
NC.K.G.4 – Analyze and compare two and three-dimensional shapes, in different sizes and orientations, using
informal language to describe their similarities, differences, attributes and other properties.]
Content
 Squares & Rectangles can have different orientations and sizes.
 Squares and Rectangles are 2-D shapes.
Academic Language:
Vertices/Corners, Sides, Circle-O sides, O corners, round. Triangle-3 sides, 3 corners. Square-4 sides
that are the same, 4 corners.]
 Discourse [ ]
 Syntax [ ]
Students
Theory Some students are familiar with many of the 2-D shapes and their attributes. The
students that are unable to identify a square will be identified so they can get the
additional support. Those students will work one-to-one with a tutor and/or TA to
help improve. In many situations since those students are developmentally behind, I
must use a series of scaffolding questions to help them through the questions. This
is the second lesson that students will be learning of from the geometry standard.
different.
experience.
Differentiation:
Name/Need
Tutor. Student
only knows a
few words in
English.
Teacher will
have Tutor
work on small
group
instruction
lesson with
student.
questions to help
student get to the
right answer.
Student knows
some words in
English but
struggles with
using the correct
words to identify
objects. Teacher
will use real-world
connections to help
student remember
the correct names
for the shapes.
Tutor. Student
only knows a
few words in
English.
Teacher will
have Tutor
work on small
group
instruction
lesson with
student.
workbook/notebook, iPad, Math Canvas Course, crayons, ]
Visuals Used [
Lesson Objective [The learner will be able to accurately identify and describe squares and other rectangles.]

Section
thinking. Questions: How do
you know this shape is a
rectangle? What is something
you see every day that looks
like a square? What is the
difference between a square
and rectangle? What is the
same?
questions: What does a square
in your home that looks like
this shape?
Independent Formal Independent Practice will be 5 questions
Practice given via canvas to determine 20 pts per question
student understanding after
completing whole group, small
group/guided practice
assignment. Teacher will use
help determine reteaching groups
for next day.
lesson.
THIS LESSON WAS TAUGHT ON A REMOTE LEARNING DAY WITH AN ABBREVIATED

SCHEDULE.
13. Focus and Review [Yesterday we talked about the 2-D shapes, triangles, and circles. Today we are going
to learn about the similarities and differences between squares and rectangles. Teacher will say, “Who can
remind me how many sides a triangle has? How many corners?” Teacher will repeat the same review
questions with circles.
14. Statement of Objective [So far, we have learned about what 2D and 3D shapes are and the characteristics
of triangles and circles. Today we will focus on squares and shapes and what makes them alike and
different. I am sure we are all very familiar with what squares and rectangles look like, but we may not
know what their attributes are. We are going to use some tools to help us identify squares and rectangles.
Say this with me, “I can accurately identify and describe squares and other rectangles.”]
15. Teacher Input [For the solve and share the students will Emily’s quilt to identify squares and rectangles.
Teacher will then use the geoboard tool from https://toytheater.com/geoboard/ to show various size and
orientations of rectangles and rectangles to show the similarities and differences. It may help some students
to overlap the two different shapes in varying colors to highlight the differences.]
16. Guided Practice [Small Group Activity: Shapes Anchor Charts Class Project- In small groups teacher will
allow students to collect and cutout pictures from magazines for class anchor charts. The teacher gave each
student magazines and zip loc bags on the previous day. Students will collect and cutout as many pictures
in the form of the shapes we discussed so that we are able to construct shape anchor charts as a class project
the next day. Full remote academy students were given instructions on how to complete this project at
home on their own.
17. Independent Practice [Students will complete the assigned practice assignment in canvas. The assignment
will be graded for correctness and completion. The practice assignment will consist of 5 questions where
students must compare sets of objects and determine which set has less. This will be done after the small
group instruction/guided practice.]
18. Closure [I’m so glad we were able to learn even more about 2-D shapes today. Yesterday we learned how
to identify and describe triangles and circles and today we were able to do the same with squares and other
rectangles. We were even able to begin working on our class project so that we have visual reminder of
what those shapes look like in our classroom. Continue to look at the things around you in your home,
backyard, and when traveling in the car to try to identify those shapes. Great work today! (Done at the end
of each small group)]

Lesson Plan Template For Residency Students 12-1, 12-2, 12-3

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson Plan Template For Residency Students 12-1, 12-2, 12-3

Uploaded by

Copyright:

Available Formats

TCHR 4992 Lesson Plan Template for Residency Students Updated 1/2021

Name [Tahtiana Brooks] Lesson #1 in the Segment [Two-Dimensional (2-D) and

Grade Level [ Kindergarten]

Subject/Content Area(s) [Elementary Math]

Assessment Strategies and Modes of Feedback

Independent Formal Independent Practice will be 5 questions

Youtube 2D shape song: https://www.youtube.com/watch?v=beTDz9HSNOM&t=5s

Grade Level [ Kindergarten]

Subject/Content Area(s) [Elementary Math]

Visuals Used [ Literacy connection: The Greedy Triangle]

Assessment Strategies and Modes of Feedback

Practice completing whole group, small Coloring the triangles

Grade Level [ Kindergarten]

Subject/Content Area(s) [Elementary Math]

Assessment Strategies and Modes of Feedback

THIS LESSON WAS TAUGHT ON A REMOTE LEARNING DAY WITH AN ABBREVIATED

You might also like