900 Fifth St., Nanaimo, BC V9R 5S5

Questions to Address in Lesson Planning

Planning for instruction is a complex process of reflective decision-making. The following questions
are designed to guide you in this process. An effective lesson plan answers these questions in
sufficient depth that someone else could teach your lesson.
1. Why is this lesson relevant at this time with these students?
2. What IRP outcome(s) does this lesson develop?
3. What is/are the learning outcome(s) for this specific lesson?
4. What products or actions will evidence that the students have learned?
5. What will you look for in that evidence? (Criteria)
6. What resources, materials and preparation are required?
7. What sources have you used to create this lesson?
8. How will you introduce this lesson in a manner that engages students and activates their
learning?
9. What steps and activities are you going to use to help students acquire the knowledge, skills
and/or attitudes needed to meet the outcome?
10.How much time will you allocate for each portion of the teaching/learning sequence?
11.How will you solidify the learning that has taken place and deepen the learning process?
12.How will you plan for students who have learning difficulties and for students who require
enrichment?
13.

P:\EDUC.BOX\OFFICE\SCHEXP\MOODLE_CURRENT_MASTER FILES\general_program_documents\lesson_plan_template_New_March_2012.docx
New: March 2012



Lesson Plan Template

Name:

Mark Tardif

Grade

Kindergarten

Date

December 9th, 2014

Topic Sorting Lesson Five

Allotted Time 1 hour and 10 minutes

Cite sources used to develop this plan:

Mrs. McCaws math activity resource books
1. Rationale: Why is this lesson relevant at this time with these students?
It is important for kindergarten students to get lots of time to practice sorting as this helps
with crucial organization skills for their school and home life. When students have the
ability to classify objects and sort them into groups, they will have the ability to keep their
cubbies at school organized and their toys at home organized.
2. Provincial Learning Outcome(s): What IRP outcome(s) does this lesson develop?
Kindergarten Mathematics C2: Sort 3-D objects using a single attribute.

3. Assessment
Lesson Outcome
What will students learn?

Sources of Evidence
What product or action will show
what students have learned?

How to sort objects using a Students will be sorting buttons

single attribute.
based on whether they are plastic
or metal.

Criteria
What will you look for in this
evidence?
I will be looking for students
who have the ability to sort into
plastic or metal, and ways to
support the students who need
extra help.

1
Student Name: Mark Tardif


4. Resources, Material and Preparation: What resources, materials and preparation are required?
Mrs. McCaws math activity resource books, plastic buttons, metal buttons
5. Lesson Development
Pacing

Introduction: How will you introduce this lesson in a

manner that engages students and activates their thinking?

I will be calling over small groups to work on a sorting activity

during their exploration time. I will begin by explaining the
activity to students and providing some background knowledge on
sorting. Students will be sorting which letters are in their name
and which letters are not in their name. This will be done on a
sheet containing a T Chart for every students name. For students
who need an extension, they will be sorting which letters are in
one of their sight words.

50 minutes.

Pacing

Teaching/Learning Sequence: What steps and activities

are you going to use to help students acquire and practice
the knowledge, skills and/or attitudes needed to meet the
outcome?

For my whole group activity, I will have the students start by

7 minutes.
sitting at the carpet. I will do a quick transition activity to bring
the students in (roly poly, head & shoulders). We will then do our
warm up activity for sorting, where the class will be sorted by
writing on their shirt and no writing on their shirt. I will be asking
them for what they know about sorting from earlier in the
morning. I will then explain the whole group activity we will be
doing. Students will be working in partners to sort plastic and
metal buttons.

2
Student Name: Mark Tardif



Pacing

Teaching/Learning Sequence: (Continued) What steps and

activities are you going to use to help students acquire and
practice the knowledge, skills and/or attitudes needed to
meet the outcome?

The students will then be splitting up into their math partners.

Student A will grab the manipulatives and student B will find a
table to sit at. Students will first be given a chance to play with
their manipulatives. Students will then work on sorting metal and
plastic buttons (after a few minutes of play). If the group finishes
early, I will give them a new challenge by sorting all of the
different colours in different groups.

10 minutes

Pacing

Closure: How will you solidify the learning that has taken
place and deepen the learning process?

Time permitting, students will meet back at the carpet and I will
ask a couple of students to share the colours they sorted.

3 minutes.

5. Accommodations (adaptations, extensions, other): How will you plan for students who have
learning/behaviour difficulties or require enrichment?
For students who already know how to sort into plastic and metal, I can ask them to sort into
different attributes. For students who require extra support with this subject, I will be spending
extra time during their centres to provide them with additional practice.

3
Student Name: Mark Tardif