Name: Quentella Hale, Amanda James, Irma Medina

Grade & Subject: Kindergarten, Math

TED 507, Spring 2017, Dr. Reyes McGovern

Lesson Plan Template

Curriculum Connection: How does this lesson fit into the unit plan (Include the Unit Summative
Assessment Description + Rubric)

Unit Plan: This lesson fits into our unit plan of teaching many math concepts. This lesson,
focusing on shapes, helps teach students that regardless of size or orientation a shape is always
the same. We will also focus on how many sides each shape has. This lesson could be one of the
artifacts the students can choose to represent the ‘shape’ category in their math journal, which
will be their formal assessment on this unit. The student will also complete a reflection on this
activity that will help determine understanding.

Unit Summative Assessment Description: Students will create a math portfolio and arrange
their work by category: 1-10, patterns, color, shapes, matching, and grouping. Next the
students will reflect on each category with a combination of sentence frames, dictating to
teacher, drawing, and writing. By using the differentiation MENU strategy students will have
the power to make decisions about what is to be included in the journal. Requirement for final
unit journal is 12 artifacts and journal entries and one picture. One piece of work and reflection
of the students choosing from each category (Main Dish). The other six are up to the student to
decide (Appetizer). The picture is chosen from either the pattern or matching category (Main
Dish). Students can add other artifacts (Desert) to their portfolio to show understanding of the
category.

Rubric: The rubric focuses on the journal entries and the artifacts the students chose for their
journal. It also focuses on language acquisition through correct use of sight words.

Requirement T teaching point Comments

✓ got it
N needs help
Student has 12 artifacts and
corresponding journal entries and one
picture documenting a pattern or
matching lesson.

Student has at least one artifact and

reflection for each of the 6 categories

Each reflection names the category

Able to recognize and use sight words

correctly in reflection
 Student mastered use of 1-10

Student mastered patterns

Student mastered colors

Student mastered shapes

Student mastered matching

Student mastered grouping

I. Standards.
Content Standard(s)
K.G. 2-Correctly name shapes regardless of
their orientations or overall size.
CC Literacy Standard(s)
W.K. 2-Use a combination of drawing,
dictating, and writing to compose
informative/explanatory texts in which they
name what they are writing about and supply
some information about the topic.
W.K. 8-With guidance and support from
adults, recall information from experiences or
gather information from provided sources to
answer a question.

English Language Development Standard(s)

Section 1 Part 1 C 10- Composing/writing literary and informational texts to
present, describe, and explain ideas and information, using appropriate
technology.
Section 1 Part 2 C 6- Connecting ideas.

List the numbers of English Language Learners at each level

ELPAC CELDT
Emerging ___ Beginner ___
Emerging ___ Early Intermediate ___
Expanding ___ Intermediate ___
Early Advanced ___
Advanced ___
II. Learning Objectives. (TPE 1)
Content Objective Academic Language Objective
Students will correctly name, match, and Students will produce an explanatory
reproduce different shapes regardless of reflection through a combination of drawing,
orientation and size. dictating, and writing that relays information
about shapes.
English Language Development Objective
Through this lesson students will work independently, in groups, or with teacher to compose a
reflection to describe the activity using appropriate academic language. The student will also
practice connecting ideas through the reflection.

VIII. Assessments. (TPE 2)

How will you know whether and how How will you know whether and how
well students met the Content well students met the Academic
Objective? Language and ELD Objectives?

Informal Asking open ended questions Through observation and one on one
(Formative) throughout the lesson, help teacher can make judgement if
observation of the process, and students are meeting the objectives.
student interactions will help
me make an informal
assessment of understanding.

Formal A reflection will be written on this Reflection is informative/explanatory.

(Summative) lesson to add to the students math Reflection gathers information and
portfolio. connects ideas from lesson. Reflection
can use pictures, dictation, writing,
sentence frames to complete the
prompt. Evidence of description and
explanation are found in reflection.
VII. Instructional Steps. (TPEs 1, 4, 5, 6, 9 & 10) (Strategies, activities, experiences, scaffolding
etc.)
How will you provide opportunities for
students to acquire the knowledge and skills
(K&S) necessary to meet your Content
Objective?
Each student will cut out each shape by
using their small gross motor skills.
While cutting out shapes the class will
pair share the name of the shape they
are cutting out.
How will provide opportunities for students to
acquire the K&S necessary to meet your
Academic Language and ELD Objectives? (List
any specific vocabulary you will teach and
describe how you teach them.)
I will give the students a list of the following
vocabulary words square, circle, triangle,
rectangle, star. For each vocabulary word I will
give the students a sentence frame to help
with writing out the definitions of each word.
As a class we will write the vocabulary words
together as I demonstrate on the board.
Each student will get a zip lock baggie with
crackers of different shapes representing
shapes they are learning.
IX. Differentiation. (TPEs)
How will you adapt the context, methods, or
materials in order to support the needs of
specific subgroups (focus on English Learners.)
to meet your Content Objective?
The warm up of this lesson activates
prior knowledge and readies the
students for this new lesson. By
providing one-on-one support, or small
group time. EL students will receive the
necessary support or the content
information will be retaught in their
home language. Mixed grouping gives
students the support of their peers to
help. Tiered instruction that includes
sheets with the steps of this
assignment drawn out along with the
words describing the activity adjust the
level of independence and number of
steps for EL’s. Tiering the complexity of
the lesson helps all levels of students
succeed and learn the objectives of this
lesson.
How will you adapt the context, methods, or
materials in order to support the needs of
specific subgroups (focus on English Learners)
to meet your Academic Language and ELD
Objectives?
Through the use of a Frayer Model EL students
will be able to look at examples of the
definition, examples of the shapes,
characteristics and non-examples of a shape.
The Frayer Model will also provide the
necessary Academic Language development
by labeling each shape. Sentence frames help
students model their sentences to focus on
academic language and sight words in their
reflection. A word wall helps students use
academic language and new words in their
dialogue and reflection. Having an ink pair
share session to close this activity allows EL
students time to share and revise their
reflection.
Putting it All Together:

Materials &
Tim
What is the Teacher Doing? What are Students Doing? Resources
e
(TPEs 4, 9)

Teacher will model Frayer Students are working in small large paper for
Model and demonstrate proper mixed groups following teachers each group
construction. Teacher is instruction in filling in Frayer
introducing academic Model. pencils
vocabulary and concepts. This markers
Engage activity activates prior
ment + knowledge.
Motiva
tional
Activity

Define square Sentence frame: A square is Paper and

a square is a rectangle having _________. pencils
all four sides equal lengths Sentence frame: A triangle is
Define triangle _________.
a closed plane figure having
Inst three sides and three angles Sentence frame: A rectangle
ruct
ion
Define rectangle is___________.
al a closed plane with four sides
Seq and four right angles Sentence frame: A circle is
uen
ce
Define circle _________.
(Tea a closed plane
chin
g
Met Teacher will add these words to Students will say each word as
hod the word wall asking students to teacher places it on word wall.
olog
y say the word as she puts each
with up.
Stud
ent
Acti
vitie
s)
 Teacher will ask students to Students will explore room
explore room looking for these looking for shapes.
shapes.

Teacher will direct students to
their tables. Each student will
cut out the above shapes on
construction paper.
Teacher will observe, help, ask
open ended questions such as:
What shape is the cracker? How
many sides does a square have?
Is the chip a rectangle or circle?
as students do activity.
Students will use scissors to cut Scissors and
the pre-designed shapes out of construction
construction paper. paper with
shapes
outlined
Students continue to cut out
shapes. Conversation will focus
on the activity, promoting
academic language usage.

Teacher will distribute baggie Students will pair share what Pre-made
with food items that match the shapes match, and name them. bags with
App shapes they cut out but shaped food in
licat
ion
different sizes. Teacher will have Students who need scaffolding it: square,
Acti sheets illustrating these steps will use the illustrated guide to rectangle,
vity
(Pra
for a tiered instruction match the food items and paper round,
ctic differentiation. shapes. triangle
e+ crackers.
Refl
ecti Students will share if they want,
on) Teacher will ask for students to not mandatory.
share which food items and
paper shapes match and ask for
the name of the shape.
Students will draw the shapes
Teacher will group children on paper. Paper for
together. Ask students to draw a different
shape named by the teacher to abilities
the best of their ability. Sheets *plain
with faint outlines of shapes *faint outline
and/or dotted lines will be or dotted line
available to students (tiered to trace
instruction).
Students will use drawings,
Teacher will ask the students to dictation, peer or teacher help Journal paper,
begin their reflection in their to complete their reflection. pencils,
journal on this activity. Prompt Students can use their crayons,
is what I know about shapes. completed sentence frames or sentence
the word wall for help. frames
 Students will read/show a
partner their reflection and edit
Teacher will ask students to if necessary. Extra paper
edit/share their reflection with a and pencils in
partner of an ink/pair/share case of editing
activity.

Teacher will say, “Students you Students will get to eat crackers. Students will
have worked really hard on this already have
Clos activity, When you have finished baggies with
ing sharing with me and your crackers
partner you get to eat the
crackers.”