Lesson Plan Form - LBS 400

Revised 07/25/14

Candidate:

Subject:

Grade level(s):

Date:

Jaqueline Lopez

Math
(Geometry)

Kindergarten

November 17, 2016

Standard:
K.G.1.: Describe objects in the environment using names of shapes, and describe the relative positions of
these objects using terms such as above, below, besides, in front of, behind, and next to.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
What are students learning? Underline content type.
II. LEARNING OUTCOME (Objective):
Given __foam shapes_________, students will ___identify______(level of cognition) ____their
environment______ (content) by ____pointing at object in their classroom______(proving behavior or
activity)
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? What lesson comes after this lesson?
The lesson that came before this one was shape concepts in where the students were taught shapes.
After this lesson a comprehension test will be given to see their progress.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: activate student prior knowledge
Student friendly objective: By the end of our lesson you should ___identify_______ (level of
cognition) _____shapes (triangles, squares, etc.)________________ (content) by ___mentioning
objects in the class that look like the shapes taught______________________(proving behavior or
activity)
Purpose: Why are students learning this? Why is it important?
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: ___Shapes will be reintroduced (triangle, square, rectangle and circle)_
a. T input: Shapes will be introduced to the children with manipulative, such as foam shapes and
objects around the class. The students will walk around the class to find different objects in class that
represent the shapes taught.
a. T model: The differences and the similarities if the shapes will also be taught.
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
Think Pair Share: The student will talk with their partners about the shapes as to how they look and
how many sides they all have.
Choral Response: Will ask them questions and all will respond together.
Step #2: __Center Activities____________________________________________

a. T input: In one center children, will do an activity around the class that requires them to go over,
under, and beside an object. In the second center, they will label the shapes around the classroom. In
the third they will be playing with shapes and build other objects with the shapes.
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
Oral response: I will go around and talk to the kids and ask them about the shapes they are working on.
C. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity)
I will help the children by showing them examples as how to build different objects with the shapes
they have.
D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
Foam shapes, in class equipment (posters, door, clock, tables, etc.)
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: During Lesson, Check for Understanding, Teacher observation
Summative: (at the end of the lesson) (Closure, exit slip, ticket out the door, quiz, test)
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): How can we provide equal access for all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)
In this case the class struggles with a lot of behavior issues. Walking around the classroom had to be
changed to just looking around the classroom from the carpet. Repetition had to be made a lot for those
that did not get it the first time. Lastly, Spanish had to be spoken for the English Language Learners.

VII. HOMEWORK (if appropriate): For homework the kids will draw objects from
their rooms that have to do with the shapes they have learned and later share it with
their classmates.