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Lesson Plan Form

CSUDH - Teacher Education Department


Candidate: Erika Ortega

Subject(s):
Math

Grade Level(s):
Kindergarten

Date: TBA

Standard(s): Math
Single/Multi-Day Lesson:
Geometry
K.G
Single Day Lesson
Identify and describe shapes (squares, circles, triangles,
rectangles, hexagons, cubes, cones, cylinders, and spheres).
1. Describe objects in the environment using names of
shapes, and describe the relative positions of these objects
using terms such as above, below, beside, in front of,
behind, and next to.
2. Correctly name shapes regardless of their orientations or
overall size.
Language Standards K-5
Conventions of Standard English
a. Demonstrate command of the conventions of Standard English
grammar and usage when writing or speaking.
Writing Standards K-2
Research to Build and Present Knowledge
8. With guidance and support from adults, recall information
from experiences or gather information from experiences or gather
information from provided sources to answer a question.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Describe objects in the environment using names of shapes, and describe the relative positions of these
objects using terms such as above, below, beside, in front of, behind, and next to. (Procedure)
II. LEARNING OUTCOME (Objective): The students will describe the position of objects using terms
such as above, below, beside, in front of, behind, and next to.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): The lesson before
went over shape names (circle, square, rectangle, triangle, and hexagon). The next lesson will help
students identify shapes as two-dimensional (flat) or three-dimensional (solid).
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities): Review vocabulary chart (have students repeat words
after I say them); see how many words you hear in the story. Read Wheres Spot? by Eric Hill. We
were detectives looking for Spot, now, we are going to be detectives looking for shapes.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
Step #1 Would you like to be a detective?
a. Students will be detectives and will have a bag of 5 different shapes. Students examine all
the shapes. What are the name of the shapes? Who can describe them to me?
b. I will listen to the students response with the correct names.
Step #2 Beginning work!
a. I found this shape, this morning, hiding on (pointing to word on vocabulary chart) my desk
next (pointing to word on vocabulary chart) to my lunchbox. What shape is the clock?
Where do you see the clock?
b. I will listen to students responses, and make sure they do not look confused.
Step #3 Detectives begin.
a. What other shapes can you find in the classroom? With the student worksheet and clipboard,
students will walk around looking closely at everything. When they find a wanted shape (on

the worksheet), they are to check it off their paper and make a recording, of where it is, in
the worksheet.
b. Walk around, observe students' findings and see who is having trouble finding shapes.
Step #4 Group Work
a. Working in groups of four, each group finds a shape. What did you find? Where did you find
it?
b. I will listen to make sure students are able to describe the position of the objects.
Step #5 Write Up
a. In their Math Journals, students will write: What do you think you need to put in your
journal? What shape did you find? Where did you find the shape? Make sure to use the
descriptive words. (above, below, beside, in front of, behind, and next to)
b. Walk around class and help students, if needed.
C. APPLICATION ACTIVITY (Practice and/or Reflection): See Step #3 Detectives Begin.
Students complete worksheets.
D. MATERIALS & RESOURCES:
Writing utensils
Clipboards
Student worksheet
Bag of shapes per child
Vocabulary chart: Shape names (circle, square, rectangle, triangle, and hexagon)
Descriptive position words (on, under, above, behind, next to, in front of, below)
Math journals
California Standards/Frameworks website (http://www.cde.ca.gov/be/st/ss/)
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative Assessment: Monitoring students responses. (steps 1-4)
Summative Assessment: Summarize what was learned in their Math Journals. (step 5)
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
Working in groups or pairs.
Hide 2D shapes around the room, instead of choosing real objects.
Place items in reach of children who would need them to be lower.
Hunt for 1 shape at a time and designate a small area to look in.
Making content accessible to all.
VII. HOMEWORK (IF APPROPRIATE): None

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