Part A: Lesson Planning

To be completed before teaching the lesson

LESSON PLAN FORM

Your Name and the Date on which the plan will be taught: Gianna Mesarina 01/18/17
Grade Level: Kindergarten
Length of Lesson: 45 minutes
LEARNING GOALS
CENTRAL FOCUS OF LEARNING SEGMENT:
This lesson is a wrap up lesson of Unit 5. Unit 5 was over identifying and describing 3D shapes.
The students have been working on both identifying the shapes, as well as classifying objects as
3D shapes. They have worked with geoblocks, as well as faces and vertices.

PURPOSE(S):
The purpose of the lesson is to provide the students with the chance to practice identifying common
household items as 3D shapes.

LEARNING OBJECTIVE(S): At the end of this lesson, students will be able to:
identify, name, describe, and sort basic three-dimensional shapes.

Primary Subject Area(s): Math

Standard(s):
1.G.1: Identify objects as two-dimensional or three-dimensional. Classify and sort two-
dimensional and three-dimensional objects by shape, size, roundness and other attributes.
Describe how two-dimensional shapes make up the faces of three-dimensional objects.
K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify
objects that do not belong to a particular group and explain the reasoning used.

PLANNING CONSIDERATIONS
KNOWLEDGE ABOUT MY STUDENTS THAT WILL INFLUENCE THE DESIGN OF THIS PLAN:
My students are very curious and active at this age. When I conducted my student survey, the
favorite subject across the board was math. When I asked what they would like to learn more about,
more than half of the students stated that math is still hard for them. On my student survey, 6 kids
explained that their favorite thing to do in their free time is to play with electronics. By incorporating
technology into my lesson. I am providing a motivator to my unmotivated students, as well as those
who expressed interest in electronics.

PREREQUISITE OR SUPPORTING SKILLS NECESSARY FOR SUCCESS:

Vocabulary: Cylinder, Cube, Sphere, Pyramid, Rectangular Prism, Cone. Conceptual
Understanding Students will need to understand the concept of identifying shapes by faces and
vertices.

PRIOR ACADEMIC LEARNING & PRE-ASSESSMENT INFORMATION:

This lesson is happening toward the end of the unit over 3D shapes. This is at the end of the
second week of working with the same shapes. They have had the chance to describe the shapes,
identify the 2D shapes that make up the 3D shapes, as well as name household items that
resemble the 3D shapes. During the first lesson, we did a shape hunt, where we walked around our
classroom and tried to find the listed 3D shapes. I am using this as an informal assessment. I am
going to see which shapes the students could positively identify, and reinforce the shapes that the
students performed poorly on.

SPECIFIC STUDENT NEEDS:

Student Initials Type of need

AM,VG,KV,CG Academically Challenged Math Students: Will need one on one help or
grouped in order to ensure on task. These students tend to take a longer
time on assignments.
MC, AC, MW Academically Advanced Math Students: Have been tested and are high
ability math students. These students tend to finish assignments
quicker than most

One Significant Learning Modality and how it will be utilized:

Visual- I will provide students with the visual pictures of the shapes that we will be sorting. The
physical objects can also come in handy when the students describe the properties of their shape.
Bodily Kinesthetic - By allowing the students the opportunity to come up to the SmartBoard, student
are able to get up and move and creates interest in the lesson.

One Significant Aspect of Character and how it will be fostered:

Respect - With this Aspect of Character, I want the students to respect each other when they are
answering questions. I want everyone to be listening to the person talking, and waiting patiently
when they are up at the board. I will foster this by reminding students that when a student is talking,
we want to be a good audience. I will also explain to act how you would want others to listen to you.

One Significant Habit of Mind and how it will be fostered:

Applying Past Knowledge to New Situations - Most of the items that I am going to be using are
common household items. They have previously been working with geoblocks, and I want them to
connect their work with traditional 3D shapes, and compare them to the household items that can
represent those shapes.

Co-Teaching Strategy/ies that will be used:

One Teach: Miss Mesarina One Observe: Mrs. Dykstra
Miss Mesarina will lead and teach the lesson while Mrs. Dykstra will provide
one on one help with the red table when needed.

ORDER OF TEACHING with PROCEDURES:

(Instructional steps, teaching and assessment strategies)

INSTRUCTIONAL AND ASSESSMENT STRATEGIES

DIRECTIONS

RECALL PREVIOUS LEARNING-LESSON: “What have we been learning about this past week?
[Desired student answer: “We have been learning about 3D shapes.]

ATTENTIONAL PROMPT(S):
(Visual, curiosity, novelty, high interest) I will have my mystery shopping bag, and will tell my
students that I just finished shopping at the store, and I need their help to sort my items.

Words used to tell the children the purpose of the lesson:

Today, we are going to practice naming 3D shapes

Words used to tell the children the objective of the lesson:

By the end of this lesson, you will be able to name and sort different 3D shapes.
ACADEMIC MOTIVATOR(S): (earned reward) I will tell the students that if they work hard and use
their thinking caps, we can do a brain break after such as GoNoodle, or Just Dance. Remind them
that they must work really hard and show Ms. Dykstra and I that they have been using their thinking
caps. Only award this if they have truly earned it.

GUIDED PRACTICE
1. Hold up the grocery or gift sack and explain that you are going to pull out some things
for them to see, one at a time.
2. Ask for the students to put their fingers on their nose when they think they know what shape the
item is. Allow for time to think for the students. When majority of the students have their finger
on their nose (allow 20-30 seconds per object) tell them to tell their elbow partner what shape it
is and why they think it is that shape. (allow 20-30 seconds for sharing) When I say “Elbows
Up!” students will stop sharing, and put their eyes and attention back on me.
3. Ask students, “What shape is this item?” Either call on students or pull sticks. After given
answer, ask “How do we know it is a …?” Call on another student to give you a description.

INFORMAL FORMATIVE ASSESSMENTS (Checks for Understanding)

By asking students what shape this is, I am able to check and see if the students are understanding
the correlation between the geoblocks and the household item that I have.

ACTIVE LEARNING-LISTENING STRATEGY/IES (ALLS):

Have students put one hand up if they agree, and two if they disagree with the answer.

4. Restate what the description of the shape was, and confirm the shape.

ACTIVE LEARNING-LISTENING STRATEGY/IES (ALLS):

Have all students repeat the shape after you. You can include a chant and say “Cube (student echo)
X sides (student echo) X points (student echo)”

5. Call on another student to go to the smartboard, and ask them to move the picture to the correct
pile. (Move picture of soup can to the cylinder column)

ATTENTIONAL PROMPT(S):
(Visual) While the students are at the board, they are able to physically see what column the shape
goes in. ACADEMIC MOTIVATOR(S): (Knowledge to be Perceived to be useful) I will tell the
students that if they are able to sit quietly and pay attention to the board, they will be able to do
better on the worksheet.

INFORMAL FORMATIVE ASSESSMENTS (Checks for Understanding)

When students are dragging the picture of the shapes to the correct category, I am able to check
and see if they are matching the word of the object to the picture.

6. Continue this for the objects found in your mystery bag.

ATTENTIONAL PROMPT(S):
(High Interest) To regain attention, you can say “Now this is a tricky one, let’s see if we can sort this
item.” before any of the items you pull out.

INDEPENDENT PRACTICE
Explain to students that now, they will be getting a worksheet with some of the objects we had just
sorted. Now it is their turn to identify the different 3D shapes. This worksheet will have pictures of
the items we sorted in one column, and a picture of a 3D shape in the other column. The students
will have to draw a line to the matching shapes.
Formal Formative Assessment
There was no formal formative assessment done in this lesson. This lesson was preparing the
students for the unit test that is done at the end of the unit.

CLOSURE: What did we learn about or work on today?

When the students are finished working on their worksheets and have all lined up for special, I will
ask, what did we learn about today? [Students should be able to respond: We talked about and
sorted 3D shapes]

DIFFERENTIATION OF INSTRUCTION:
Student Initials Type of need Differentiation
AM,VG,KV,CG Academically - Students at the table can be grouped with their
Challenged Math elbow partner and do only the 1st page of
Students: Will need questions.
one on one help or - My co-teacher will work with these students
grouped in order to while the other students work independently.
ensure on task. - Many manipulatives will be used to reinforce
concepts. The lesson will feel almost like a
game, so the students will not feel like the
advanced students are having all of the fun.
MC, AC, MW Academically - When finished, the students can have the
Advanced Math choice of writing the names of the shapes by
Students: Have been stretching the words and chopping up the
tested and are high sounds
ability math - Students can play the Geoblock matchup game
students. using the geoblocks.

MATERIALS:
Prepared by TC:
Match Up Worksheet, household items, SmartBoard Slides

Prepared by CT:
Geoblocks

Part B: Analysis of Planning in relation to teaching and student learning

To be completed after teaching the lesson

WHAT WORKED WELL:

[Should only identify the one or two most successful factors]

WHAT DIDN’T WORK WELL DESPITE ADJUSTMENTS AND MONITORING:

[Should only identify the one or two most significant problems]

HOW THIS LESSON COULD/SHOULD BE IMPROVED BEFORE FUTURE USE:

MY PROOF THAT THIS LESSON DID OR DID NOT IMPACT STUDENT LEARNING:

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