USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: K

Subject/Content: Math: 2D
Shapes
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)

Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Group Size:

Name: Madeline Montaldo

Date of Lesson: 11/18/14

Lesson Content
CCSS.MATH.CONTENT.K.G.A.2
Correctly name shapes regardless of their orientations or overall size.
CCSS.MATH.CONTENT.K.G.B.5
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing
shapes.

Students will be able to identify 2D shapes that are presented to them. They will be able to name the
number of sides and vertices they have as well.

Objectives- What are you

Given a 2D shape, the student will be able to name it and state how many sides and vertices it has.
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to rewrite the sentence in future tense D:
with no errors in tense or tense

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: K
Subject/Content: Math: 2D
Shapes

Group Size:

Name: Madeline Montaldo

Date of Lesson: 11/18/14

contradiction (i.e., I will see her

yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?

Students need to have a solid geometry foundation to build on for the rest of their schooling career.
This lesson is the basic foundation for future lessons on 2D shapes, which will lead into lessons on 3D
shapes.
I am teaching the lesson in this way so that students can have a hands-on experience in learning the
material, and in hopes of having a high level of engagement.

Evaluation Plan- How will you

know students have mastered
your objectives?

For this lesson, I will use all worksheets completed by the students as formative assessments. During the
lesson, I will be constantly circulating to ensure students are on task and grasping the content.
Summative evidence will also be worksheets.

Address the following:

What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

What Content Knowledge is

necessary for a teacher to teach
this material?

The teacher must be knowledgeable of 2D shapes, and the number of sides and vertices they each have.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: K
Subject/Content: Math: 2D
Shapes

What background knowledge is

necessary for a student to
successfully meet these
objectives?

Group Size:

Name: Madeline Montaldo

Date of Lesson: 11/18/14

Students may not have the same amount of previous knowledge on all shapes, or they are able to
recognize them but not able to explain why they are that particular shape. This lesson will serve as an
introduction for all.
My learners are kindergartners, ages 5-6. Some of which have attended preschool, others did not. I believe
their readiness for this content is where it should be (for most of them; see accommodations).

How will you ensure students

have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?
What misconceptions might
students have about this content?

Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,

Students may have misconceptions about the number of sides and vertices certain shapes have or do not
have. For example, they may think that a circle has sides and vertices.

Lesson Implementation
During this lesson, I will use direct instruction, modeling, and guided release.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: K
Subject/Content: Math: 2D
Shapes

Group Size:

Name: Madeline Montaldo

Date of Lesson: 11/18/14

partner word, etc.)

Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?
What will you do if

Time

Who is
responsible
(Teacher or
Students)?

Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in science,
you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).

Teacher

The teacher will call students to the carpet.

Teacher will then create an anchor chart of 2D shapes with input from the
students.
H.O.T. Questions:
What makes this shape a square?
Can you explain that to me?
Why doesnt a circle have any sides?
The teacher will then direct students back to their seats by table colors, as the
paper-passer distributes the worksheets.
The teacher will pass out pretzels and paper towels to each table.
The students will then begin to make the shapes as directed with the pretzels,
and write their findings on the worksheet.
The teacher will collect the worksheets as student data, and will observe student
progress throughout the lesson, taking note.

Students
Teacher
Students
Teacher

a student struggles with the content?

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: K
Subject/Content: Math: 2D
Shapes

Group Size:

Name: Madeline Montaldo

Date of Lesson: 11/18/14

I will work with the student at their table, guiding them through a few parts of the worksheet. I will
encourage group work at each table so students can support each other.

What will you do if

a student masters the content quickly?

I will have the student work with their tablemates to ensure all are grasping the concept. I will call on the
student to explain their thinking to the class.

Meeting your students needs as

people and as learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
I will work closely with the individuals needing extra support, and encourage their
classmates/tablemates to work together.
How will you differentiate instruction for students who need additional language support?
I will display the anchor chart at the front of the room so students can refer back to it for support, i.e.
spelling and visuals.

Accommodations (If needed)

(What students need specific
accommodation? List individual

J.J and E.M. may need extra support and direction during this lesson. Working with groups may help. If

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: K
Subject/Content: Math: 2D
Shapes

Group Size:

Name: Madeline Montaldo

Date of Lesson: 11/18/14

students (initials), and then explain

the accommodation(s) you will
implement for these unique
learners.)

needed, I will pull them to the back table to work with me.

Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

Anchor chart paper, markers, worksheet, pretzels, paper towels