Rationale:

The purpose of this lesson is for the

student to recognize and demonstrate
knowledge of different shapes.

Materials/Equipment:

Markers
Construction Paper

Stay in Shape
Submitted by: Courtney Pringnitz
Course # __ for Grade Level(s) K Subject Mathematics

Objectives/Outcomes:

The student will identify two-dimensional shapes (Circles, Triangles, Rectangles,

and Squares)

TEKS Achieved:
111.2(b)(6)(A)-Identify two-dimensional
shapes, including circles, triangles, rectangles,
and squares as special rectangles.
111.2(b)(6)(F)-Create two-dimensional shapes
using a variety of materials and drawings.

The student will create two-dimensional shapes using a variety of materials &
drawings.

Lesson Plan:
Introduction (Anticipatory Set/Motivation):

I see a circle, I see a square, I see a triangle sitting right there. I see a rectangle blue as can be,
a diamond and an oval looking right at me. Raise your hand, and tell me what do you see?

Process:

Blooms
Taxonomy:
Knowledge
Comprehension

Learning Styles:
Visual/Spatial
Logical/Math
Interpersonal

1: There will be a large poster hanging for all the kids to see with the poem above. Inside the
poem the shapes will be drawn next to the name of that shape and will be colored a specific color.
There will be construction paper and markers set at each group of tables for the second activity.
2: I will read it once more for the class while pointing to each shape as I read the name.
3: Next the students will read along with me. I will continue to point as we read to each shape so
that they may associate words with pictures.
4: After reading the poster we will split into groups by means of what shape is taped underneath
the students chairs.
5: Once groups are together and settled we will continue with a worksheet that they may work on
as a group.
6: The worksheet consists of four questions in which the student must color in two of the same
specific shape. I have attached it below the rubric.
7: Once the groups have completed the assignment, they will go back to their original seats and
grade each others worksheets.
8: We then move on to creating our own shapes we have just learned and the students will
demonstrate their understanding of each shape on construction paper.

Homework/Practice:

The students homework is to go home and make a list of things in their home that relate to each
shape we learned that day. In total they should have six shapes written down with an object that
categorizes with each shape.

Accommodations:
Classroom Strategies:
Cooperative Groups
Hands-On Centers
Independent Activities

For ELL and students with disabilities partners will be assigned. Extended time will be permitted
when recreating shapes. There will also be manipulatives available in order to have students hold
and look at different shapes.

Assessment: Self checks will take place during the classroom discussion over shapes
and the initial instruction. Self-critique work will occur during groups when they are
coloring in matching shapes. I will walk around providing guidance and assistance as well
as assessing understanding.

Evaluation: Final assignment creating our own shapes.

EDUC 1301 Lesson Plans Project Assessment Rubric

Student Name:

Semester:
Levels of Mastery

Standards

Meets or Exceeds All Expectations

Meets Most Expectations

Meets Few or No Expectations

1. a. Students know and

understand young
childrens
characteristics and
needs.

Each of the lesson plans is appropriate

for the cognitive, emotional, social, and
physical development of the specified
age group. (6-8 pts.)

Each of the lesson plans is somewhat

appropriate for the cognitive,
emotional, social, and physical
development of the specified age
group. (5 pts.)

Each of the lesson plans is rarely or not

at all appropriate for the cognitive,
emotional, social, and physical
development of the specified age group.
(0-4 pts.)

1. c. Students use
developmental
knowledge to create
healthy, respectful,
supportive, and
challenging learning
environments.

Students lesson plans require active

participation of every student in all parts
of the plans. (6-8 pts.)

Students lesson plans mostly require

active participation of every student in
all parts of the plans. (5 pts.)

Students lesson plans rarely or never

require active participation of every
student in all parts of the plans.
(0-4 pts.)

Students Lessons and

Homework/Practice appeal to diverse
learning styles and to meet the needs of
exceptional learners. (6-8 pts.)

Students Lessons and

Homework/Practice somewhat appeals
to diverse learning styles and to meet
the needs of exceptional learners.
(5 pts.)

Students Lessons and

Homework/Practice rarely or never
appeals to diverse learning styles and to
meet the needs of exceptional learners.
(0-4 pts.)

4. b. Students know,
understand, and use
effective approaches,
strategies, and tools for
early education.

Each of the students lesson plans focus

only on one major objective; all
objectives are measureable. The TEKS
are included for each activity.(6-8 pts.)

Each of the students lesson plans

mostly focus only on one major
objective each; some objectives are
measureable. (5 pts.)

Students lesson plans rarely or never

focus only on one major objective each
and/or objectives are not measureable.
(0-4 pts.)

The lesson requires the learner to

practice each lessons skills based on
the major objective. (6-8 pts.)

The lesson mostly requires the learner

to practice each lessons skills based
on the major objective. (5 pts.)

The lesson rarely or never requires the

learner to practice each lessons skills
based on the major objective. (0-4 pts.)

Students Homework/Practice activities

require the learner to practice each
lessons skills based on the major
objective. (6-8 pts.)

Students Homework/Practice activities

mostly require the learner to practice
each lessons skills based on the major
objective. (5 pts.)

Students Homework/Practice activities

rarely or never require the learner to
practice each lessons skills based on
major objective. (0-4 pts.)

4. d. Students design,
implement, and
evaluate meaningful,
challenging curriculum
to promote positive
outcomes.

Students lesson plan activities

accommodate children with
exceptionalities. (6-8 pts.)

Students lesson plan activities

somewhat accommodate children with
exceptionalities. (5 pts.)

Students lesson plan activities rarely or

do not at all accommodate children with
exceptionalities. (0-4 pts.)

Student wrote lesson plans that include

step by step instructions telling exactly
what the teacher and students will be
doing during each part of the lesson;
lesson plans are clearly written and
could be easily followed by a fellow
teacher or substitute. (6-8 pts.)

Student wrote lesson plans that include

some step by step instructions telling
exactly what the teacher and students
will be doing during each part of the
lesson; lesson plans are somewhat
clearly written for a fellow teacher or
substitute to follow. (5 pts.)

Student wrote lesson plans that rarely or

do not at all include step by step
instructions telling exactly what the
teacher and students will be doing
during each part of the lesson; lesson
plans are not clearly written for a fellow
teacher or substitute to follow. (0-4 pts.)

5.c. Students engage in

continuous,
collaborative learning to
inform practice.

Student clearly identifies and uses

credible professional, Internet, and
library research; sources are cited in
APA style. (7 pts.)

Student clearly identifies and uses

credible professional, Internet, and
library research; sources not cited in
APA style. (4 pts.)

Student does not identify and/or use

credible professional, Internet, and
library research sources. (0-3 pts.)

Supportive Skills

Meets or Exceeds All Expectations

Meets Most Expectations

Meets Few or No Expectations

Supportive Skill 2:
Applying foundational
concepts from general
education

Student wrote a reading/literature lesson

plan, a math lesson plan, and a lesson
plan on a subject of choice. (16 pts.)

Student wrote two of the required

plans. The other plan is missing.
pts.)

Supportive Skill 3:
Strong skills in written
and verbal
communication
(punctuation,
capitalization, grammar,
spelling).

Student has few to no English

mechanics errors. (6 pts.)

Student has less than 7 English

mechanics errors. (4 pts.)

Student has more than 7 errors in

English mechanics. (0-3 pts.)

Student has used the lesson plan

template as described in instructions; all
parts are included. (7 pts.)

Student has used the lesson plan

template as described in instructions;
some parts are missing. (4-5 pts.)

Student has not used the lesson plan

template as described in instructions.
(0-3 pts.)

(8

Student wrote one of the required plans.

The other plans are missing. (4 pts.)

TOTAL (100 Points Possible):

Professor Comments:

Student
SelfAssessment

Instructor
Points

Student SelfAssessment

Instructor
Points