Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate:

Subject:

Grade level(s):

Date:

Jacqueline Cornejo
Math
Kindergarten
11/10/2015
Standard: 2.1 Identify and describe common geometric objects (e.g., circle, triangle, square, rectangle,
cube, sphere, cone).
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students are learning a concept, such as how to identify shapes based on their properties.
II. LEARNING OUTCOME (Objective): Students learn to recognize the basic shapes in the real
world
Given a paper and a pencil, students will recognize basic shapes that can be found within the classroom) by
drawing them on paper.
DOK/Cognitive Rigor Level: DOK1- Recall a fact, information, or procedure: arrange, define, draw,
identify, list, label, illustrate, match, measure, memorize, quote, recognize, repeat, recall, recite, state,
tabulate, use, tell who-what- when where-why
Language Demands:
There are no demands for this activity since students are not reading or writing. But students should be
familiar with the vocabulary such as rectangle, square, circle, and triangle.
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 will come before this lesson would be identifying each shape individually, and the lesson
that will come after this lesson would be comparing solid objects by common attributes (e.g., position,
shape, size, roundness, number of corners).
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: activate students prior knowledge by reading a book of shapes.
Student friendly objective: By the end of our lesson you should be able to identify different
geometric shapes by identifying objects in the classroom and drawing them.
Purpose: Why are students learning this? Why is it important?
We need to learn to recognize the basic shapes that surround us in the real world
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Read a book about shapes
a. T input Today class, we will read a book that will introduce us to the shapes that surround us in the
world.
a. T model- read book to them, and ask them to identify the shapes in the book
b. Student response: check to see that students can identify shapes as I read.

Step #2: Review the names and shapes of simple shapes with the class
a. T input show students different shapes and ask them if they can name them
a. T model show them different shapes and name them
b. Student response: ask class to name each shape being shown to them
Step #3: select shapes
a. T input ask students to select four shapes so they can look for in the class, have them draw the
shapes they chose on the paper.
a. T model Show students how to fold their paper so they can have four sections, show them
how to label each section with the shape they have to identify in the classroom. So one
square/section will represent rectangles, another one will represent squares, and triangles/
b. Student response: have students go around the classroom in groups of 4 with pencil and paper so
they can look for the objects and identify.
Step #4: compare their results
a. T input- ask students to compare their results with one another. Who found more rectangles or
circles etc?
a. T model have students compare their shapes with other groups
b. Student response: have students work on a shape worksheet for additional practice and to check
their understanding of shapes.
C. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity)
Have students work on a shapes worksheet, which would allow me to check for their understanding.
D. MATERIALS & RESOURCES: pencils, paper, board objects that are similar to shapes in classroom,
worksheets, whiteboard, and dry erase marker
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: During Lesson, Check for Understanding, Teacher observation
Walking around classroom to check for understanding and to see if students are understanding the
assignment.
Summative: Worksheet about shapes.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice):
Struggling learners would have to focus on finding one shape instead of four.
Depending on their ability to identify shapes I might encouraged them to try to
identify two instead of one.

VII. HOMEWORK (if appropriate): Fold a paper in fours and draw a different shape in each and
then identify those shapes at home.