MGA Department of Teacher Education

Lesson Plan Template

General Information
Candidate’s Name: Hanna Lawson MGA Course Name:
Cooperating Teacher: Ginger Vaughn School: Sacred Heart Catholic School
Subject/Content Area(s): Math Period (minutes): 30 min
Grade Level: Preschool Number of students: 13

Standards
GSE standards
(https://www.georgiastandards.org/Georgia-
Standards/Pages/default.aspx):
Level 1: Introducing the standard, Level 2:
Building mastery, or Level 3: Review
Standards Level
CD-MA6.4a 2

Recognizes and names common two-dimensional

shapes and their parts and attributes

CD-MA6.4b 2
Combines simple shapes to form new shapes.

Technology Standards
(https://www.iste.org/standards):
ISTE Educator 6b. Educators manage the use of technology and
student learning strategies in digital platforms.

ISTE Students 1c. Students use technology to seek feedback

that informs and improves their practice and to
demonstrate their learning in a variety of ways.
 Learning Objectives CD-MA6.4a CD-MA6.4b
and Assessments
(complete in table
below)
Objectives - 1-3 goals The student will be able The student will be able
per lesson: to recognize and name to combine simple
common two- shapes to form new
dimensional shapes shapes with 90%
using their parts and accuracy.
attributes with 90%
accuracy.

Summative Summative: Summative: Drawing a

Assessment: Shape Assessment picture in their journal.
Later in the week, I can During journal time,
sit with students one- one of their prompts
on-one and assess if will be to draw a
they know their shapes. Rocketship. I will then
Depending on check if they can
academic level, explain what shapes
students may write, make up their
match from a word Rocketship.
bank or verbally state Depending on
the shape. academic level, precut
shapes may be
available for students
to use.

Formative Formative: Teacher Formative: Teacher

Assessment/Evaluatio Observations. I can Observations. I can
n/Monitoring assess if students assess if students
Strategies: recognize and name recognize and name
the two-dimensional the two-dimensional
shapes during this shapes during this
lesson. If students lesson. If students
seem lost during the seem lost during the
activity, I know I need activity, I know I need
to work with them to work with them
more on the different more on the different
shape names. shape names.
 Academic Language: Identify & define particular words/ phrases that are essential to understanding
the content of this lesson.
Square, circle, triangle, oval, rectangle, side, corner
Rationale for Instruction Based
on Academic Need/Learner
Profile:
4)
Learner Profile
ELLs
Gifted/Advanced Learners
Struggling Students
Students with IEPs/504s
Learning Theorists & Theories:
Differentiation
Draw a picture in the journal
activity
Cut shapes out themselves
when working on journal
Have the shapes precut for the
journal activity
Draw a picture in the journal
activity
Rationale
ELL students will be asked to
draw a picture to complete their
journal activity. They need extra
guidance when forming the
shapes.
Advance students will have to
ability to decide what shapes
they want to use to make the
Rocketship and then must cut it
out themselves.
Struggling students will use
precut shapes to complete
journal activity.
Students with IEP’s will be
asked to draw a picture to
complete their journal activity.
They may need extra guidance
when forming the shapes.
 My rationale for learning in my classroom deals with active learning and constructivism. Vygotsky
believed students have a zone of proximal development. The teacher sees what the students can do
on their own, and then serves as a more knowledgeable other to push the students' knowledge
further. 

Proactive Classroom Management Plan:

When students are talking out of turn, tell them to “hold their smarts,” and explain they need to let
their friends' answer. If a student does not know the answer, instead of giving it to them, I will lead
them in the correct direction. This is an example of being a more knowledgeable other in Vygotsky's
theory of Proximal development.

Instructional Resources, Materials, &

Technology:
Technology: “Name the Shape Game” Jack Hartman
https://www.youtube.com/watch?
v=svrkthG2950

Instructional Resources: “Spookley the Square Pumpkin” by Joe Troiano.

Materials: Shape cut outs to make our own Spookley

Pumpkin

Instructional Strategies
The entire lesson must be scripted. Include questions or prompts that you will use to promote higher
order thinking. (InTASC 8; Intern Keys 3)

Opening (5 Minutes): The opening of the lesson should be designed to engage learners and to
activate their schema.
The opening will be me reading the book “Spookley the Square Pumpkin” by Joe Troiano.
“Can anybody tell me what shape pumpkins are?”
“Circle!”
“Yes, pumpkins are round like a circle, but I am going to tell you a story about an incredibly special
pumpkin named Spookley. The special thing about Spookley is that he is a square pumpkin!”
Attention Getter: The classroom management technique you will use to get students’ attention at the
beginning of the lesson and throughout the lesson, as needed.
“Hold a bubble, 1...2…3…catch” can be used if students are off task.

Activate Prior Knowledge: Review what students have learned by making connections between
lessons. Your review should engage ALL students in expressing their current knowledge and
understanding. This collaborative activity, for example – a think-pair-share activity, will encourage
students to start the thinking process about what they are learning.
To activate prior knowledge, we will talk about what shape and color pumpkins normally are. Then we
will name some of the other shapes.

Essential Question (E.Q.) or I Can Statement: Preview the lesson and what the students will be
learning. This should help students understand what will be taught and how they will be learning it. If
using an E.Q., introduce by asking relevant questions that establish inquiry-based learning.
I can identify my shapes and their attributes.

Hook: Should focus your students directly on your essential question(s), key concepts, or student
learning outcomes. This is an excellent place to utilize culturally relevant teaching.
The opening will be me reading the book “Spookley the Square Pumpkin” by Joe Troiano.
T: “Can anybody tell me what shape pumpkins are?”
S: “circle!”
T: “Yes, pumpkins are round like a circle, but I am going to tell you a story about an incredibly special
pumpkin named Spookley. The special thing about Spookley is that he is a square pumpkin!”

Middle (20-40 Minutes): This section contains the activities/instructional strategies used to teach the
content. Describe the step-by-step process you will use to teach the learning outcomes. Be sure to
use formative assessments to check for understanding throughout the entire lesson.
T: “Okay friends, now we are going to make our own Spookley the Square pumpkin. What shape is
Spookley?”
S: “A square!”
T: “How many sides does a square have? Let us count them together. 1…2…3….and 4. Excellent job,
lets sing our square song.”
“A square is like a box, a square is like a box, it has four sides, they are all the same, a square is
like a box”
T: “Okay friends, now we need to give Spookley some eyes. What shape are Spookley’s eyes?”
S: “circle!”
T: “Very good. How many eyes does Spookley need? Let us count them together 1…2… Does a circle
have a straight line or a curved line?”
S: “a curved line”
T: “Very good! Let us sing our circle song together.”
“A circle is like a ball... a circle is like a ball… round and round and round it goes... a circle is like a
ball.”
T: “Awesome job friends. Now let us glue our two eyes on Spookley.”
T: “What shape is Spookley’s stem?”
S: “A rectangle!”
T: “Very good, how can we tell it is a rectangle?”
S: “It has two long sides and two short sides.”
T: “Lets count the long sides together 1….2… now let us count the short sides together 1…2…
exceptionally good. Let us sing our rectangle song.”
“A rectangle has four sides, a rectangle has four sides, two are long and two are short… a
rectangle has four sides”
T: “That sounded amazing. Let us glue Spookley’s stem on him. Does it go on the top or bottom of
Spookley?”
S: “On the top!”
T: “Yes it does, lets glue the stem to the top of Spookley”
T: “Next we have to give Spookley a nose. What shape is Spookley’s nose?”
S: “A triangle!”
T: “Very good. How many sides does a triangle have?”
S: “Three”
T: “Yes a triangle has three sides. Let us sing our triangle song together.”
“A triangle has 3 sides, a triangle has 3 sides, up the mountain, down and back… a triangle has
three sides”
T: “You guys are doing so well. Let us glue Spookley’s nose on. Does it go above or below his eyes?”
S: “Below.”
T: “Very good. Let us all give Spookley a nose.”
T: “Spookley is missing his leaf! What shape is Spookley’s leaf?”
S: “A triangle!”
T: “Very good. What part of Spookley was also a triangle?”
S: “His nose!”
T: “That is correct. So how many triangles does Spookley have?”
S: “Two”
T: “Very good. Let us glue the leaf on Spookley.”

Closing (5-10 Minutes):

T: “You guys did an amazing job naming our shapes. Let us review one more time. How many squares
are on Spookley?”
S: “One”
T: “Good job, and how many circles are on Spookley?
S: “Two”
T: “Very good. What shape is Spookley’s stem?”
S: “A rectangle”
T: “Last question, how many triangles are on Spookley?”
S: “Two”
T: “Great job friends. Now let us review with a fun shape song!”