STEPP Lesson Plan Form

Teacher: McKenna Howard Date:10/17/16

School: Shepardson Grade Level: Kindergarten Content

Area: Pumpkins

Title: Pumpkin Shapes! Lesson #:_1_ of -

_6_

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard)

Visual Arts: Standard 3.1: Create two-and three-dimensional works of

art based on personal relevance

Mathematics: Standard 1.1: Whole numbers can be used to name, count,

represent, and order quantity

Understandings: (Big Ideas)

Art can use a wide variety of materials

Counting with one-to-one correspondence

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

How can we describe how shapes are different?

How many numbers represent one shape?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)

Given various manipulative materials, students will be able to visualize their

process to create a two-dimensional pumpkin.

1) I can: Create a two-dimensional pumpkin this means I will be able to

glue shapes and materials onto my pumpkin to make it two-
dimensional

Using the students final two-dimensional pumpkins, students will be able to

use whole numbers and one-to-one correspondence when counting the number of
shapes on their pumpkins.

2) I can: Use whole numbers and one-to-one correspondence to count

the amount of each shape I have glued onto my pumpkin, this means I will be able
to show that I am able to count the shapes and write the number of shapes on the
worksheet.

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STEPP Lesson Plan Form

List of Assessments: (Write the number of the learning target associated with
each assessment)

Learning targets 1 and 2 will be assessed by students turning in their

pumpkin and their worksheet for review. I will then look over the worksheet to make
sure that the learning targets were hit throughout this activity.

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STEPP Lesson Plan Form
Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures
(Include a play-by-play account of what
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Planned Lesson Activities
Pumpkin Shapes!
Approximate time: 30 minutes
Materials:
-Poster board
-Orange construction paper
-Foam shapes (star, circle, triangle, square)
-Markers
-Colored feathers
-Fake straw
-Glue
-Scissors
Hook: Has anyone ever carved a pumpkin before? Please raise a quit
hand if you have. (Call on a few students to share how they may have
carved a pumpkin before). Well when I carve pumpkins my favorite
thing to do is to add a face to my pumpkin. During centers we will be
making our own pumpkins! (Show my example) I am hoping your
pumpkin will look something like this. Once you have created your
pumpkin face using shapes for the pumpkins eyes and nose and using a
marker for your smile, you can then add some straw to your pumpkin
for hair and a few feathers. After your pumpkin is finished you will fill
out this piece of paper
Teacher Actions Student Actions
-Start by getting the class together -Students will listen to the
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STEPP Lesson Plan Form
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-Teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
Colorado State University College of Health and Human Sciences
and making sure students are anticipatory set and directions for
listening and paying attention (2 creating the pumpkins (5 minutes)
minutes). -Students will find their spots and
-Explain the anticipatory set to the start working on their pumpkins (1
students (5 minutes) minute)
- Let students start creating their -Students will trace their pumpkins
pumpkin and gluing on their from the stencil that is given to
shapes, straw, and feathers. (6 them and cut it along the lines (4
minutes) minutes)
-As students are working ask them -Students will start gluing on their
why they used certain shapes for shapes for the eyes and nose (2
the eyes and nose and bring minutes)
attention to the shapes they used, -Students will then use a marker to
and ask them how the shapes are draw the mouth (2 minutes)
alike and how they are different (2 -Students will glue on the straw
minutes) and feathers to create hair for
-Have the student count the their pumpkins (3 minutes)
shapes that they used (1 minute) -Students will be asked by the
-Once the student is finished with teacher how many/which shapes
their pumpkin hand them the they used for their pumpkins eyes
worksheet. If students are unable and nose (2 minutes)
to read the worksheet themselves -Students will then fill out the
you can help them read it. (4 worksheet that follows along with
minutes) their pumpkin (5 minutes)
-Check each students worksheet to -Clean up (3 minutes)
make sure that it matches their -Students can share their
pumpkin (4 minutes) pumpkins with the class if they
-Clean up (5 minutes) would like to (5 minutes)
-Have students share their
pumpkins if they want to (5
minutes)
Closure:
- For the students that want to share their work I will have them leave
their pumpkins on the table so that I can keep them for them to show to
the class.
-After students are done sharing I will ask the class which shape was
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STEPP Lesson Plan Form
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
Colorado State University College of Health and Human Sciences
mostly used for the eyes of the pumpkins and which shape was used
more for the nose.
-I will then ask the students which part of creating their pumpkin was
the hardest to do
-I will end the lesson by asking if the students now have a good idea on
what they can carve on their pumpkins that they get to take home on
Friday.
Since this is an activity where students have many choices I will make
sure to watch students who might be struggling a little.
S and Z: I will have S and Z pick one shape to glue onto their pumpkin
for the eyes and nose so that they are able to work on her one-to-one
correspondence while counting the shapes for the worksheet.
Assessment:
-(Interview): While students are working I will ask them questions such
as why did you use this shape for the eyes of your pumpkin? and How
many circles did you choose to put on your pumpkin? This will assess
immediate understanding of the shapes and one-to-one
correspondence. While interviewing the students I will be looking for
students ability to identify shapes, and their ability to group the shapes
into different groups. I will also be looking for the students ability to
share some characteristics of their pumpkin. During this time I will be
making anecdotal records to show their abilities.
-(Observation): While observing I will watch to see if students are able
to cut their pumpkin out and are able to pick different shapes for the
pumpkins eyes and nose. I will be watching to see which students have
a harder time doing this activity.
-(Finished product): Once the students turn in their pumpkins I will
make sure they followed directions and properly identified their shapes
on the worksheet that is included. I will be looking to see if students are
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able to write their numbers and if they are able to write them on the
correct line.

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STEPP Lesson Plan Form

Name: __________
My Pumpkin Has:

My pumpkin has ________ (how many?) shapes for eyes?

My pumpkin has ________(how many?) shapes for the

nose?
The shapes that I chose for my nose are? ____________

My pumpkin has ________ (how many?) feathers?

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STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level
of achievement)

Yes, all lesson objectives were achieved. While looking at my anecdotal records I was able to
take note of each students ability to count with one-to-one correspondence and another anecdotal record
for student fine motor ability while they were cutting, gluing, sticking, and drawing. Students were able to
finish the center by themselves and only needed a little assistance figuring out the worksheet that went
with the pumpkin. While I was interviewing students I was able to tell that the lesson objectives were
achieved because they were able to understand the questions that I was asking them and answering them
correctly. Some students even went above and beyond and got really creative with naming their pumpkins.
After students turned in their pumpkins the worksheets were al correct but there were minor mistakes with
the direction the number faces but that is being worked on with the students through other activities. The
pumpkins turned out so good my mentor teacher is keeping them to hang up around the room for
decoration.

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STEPP Lesson Plan Form

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

There are not many changes I would make to this lesson because it went so well. If there were
one thing to change it would be to offer a few more types of supplies for students to put on their
pumpkins. A few students did not want to have straw as hair on their pumpkin which was fine, but a few
asked for yarn to put as their hair.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

For my next lesson I will be creating a whole group for farm, which is where we can include
shapes that are found on a farm. When talking about a farm we can talk about how a barn is made
from a rectangle, and triangles as the roof. Also during the whole-group farm activity we will work on
and reinforce one-to-one correspondence with the students. BY creating a mural students will be able
to work with shapes and one-to-one correspondence by collaborating on one mural per table group.

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