Stephanie Sutherland

Rochelle Hooks
Direct Instruction Lesson Plan

I. Describe the Class

Kindergarten, 20 students, 1 learning disabled, 1 gifted, and 1 ELL

II. Subject/Skill

Math skill: geometry (shapes), circles, squares, triangles and rectangles

III. Objective(s)

SWBAT identify shapes: circles, squares, triangles and rectangles after playing Color Shape
Bingo with 85% accuracy.

IV. Procedures

1. Ask your students if they remember watching the Shapes Song last week. Ask for
students to raise their hands if they recall any of the names of the shapes. Call on
a few kids and as they tell you a name draw that shape on the board. Continue
until all four shapes are given. “Today you will be able to identify all four of these
shapes: a circle, square, triangle and rectangle.”
2. Review Prerequisites: “Now that we all remember what the names of the shapes
are thanks to last week’s lesson, all we need to do is match the name to the shape
which we will do by memorizing and practicing! Just like you did when you
learned your ABC’s at the beginning of the year.”
3. Modeling:
a. Direct your students to sit on the floor in a circle.
b. Place a red circle, orange square, green triangle and blue rectangle in the
middle of the circle.
c. Tell your students that you are going to describe each shape and they are
to raise their hand if they know which shape you are describing.
d. Proceed with these prompts: something red with no sides, something green
with 3 sides, something blue with 4 corners, and something orange with 4
sides. If they need more clues more can be given.
e. Ask your class how a square is different from a circle and how a rectangle
is different from a triangle.
f. Ask your class what they think a ​side ​(a line that makes part of a shape)
might be as well a ​corner ​(where two sides meet).
4. Guided Practice:
a. Have everyone go back to their seats and tell them that they will be
playing Color Shape Bingo.
 b. Hand out the bingo cards and dotters, but make sure they are not touched
until the game begins.
c. Put the call out sheet in plain view on the projector.
d. Tell the students to not only listen but also to look as you call out the
shapes.
e. You will describe the shape card in terms of color, number of sides, and
number of corners, then you will show the card for visual matching.
f. When the students have a matching shape they will mark the shape with
their dotter. Tell the students to raise their hand and say “bingo” when all
four of the shapes are covered. Tell them there may also be more than one
winner at a time. When someone wins, they will get to be the next caller
and take your place. The job can be shared if more than one person wins at
a time.
g. As the shapes are called, walk around the class to make sure students
aren’t missing a shapes and that the call out sheet is being marked off
when one is called.
h. After each round, students will trade cards.
5. Intendent Student Practice:
a. Hand out the Shapes Jumble worksheet.
b. Read the instructions and show them how to color at least one shape.
c. If they understand what they are supposed to do have them raise their
hand.
d. Direct them to now work on the worksheet independently. They have 5
minutes to do a few problems. Not all.

V. Materials

Color Shape Bingo Game

(https://www.education.com/download/lesson-plan/shapes-for-kindergarten/attachme
nts/color-shape-bingo-game.pdf)
Dotters
Shapes Jumble Worksheet
(https://www.education.com/download/lesson-plan/shapes-for-kindergarten/attachme
nts/shape-jumble.pdf)
Crayons
Projector
1 Printout of each shape following the corresponding colors (given above)
Whiteboard

VI. Grouping Structures

Whole group
Individual

VII. Modifications
Gifted: Advance students may create a picture using shapes if finished with worksheet early.

Learning Disabled: (processing deficit) Have the student use a shape chart during the game and
the worksheet and if needed have them play the game again in a small group again.

ELL: Students may use a shape chart as they play the game and complete the worksheet so they
can see they words and shapes and not just rely on hearing.

VIII. Assessment

6. Assessing Progress:
a. Ask the students to think about the different shapes that they learned about
today.
b. Invite the students to describe the shapes by their lines and corners. While
they describe have another volunteer/volunteers to draw the shapes on the
board.
c. Invite them to share any other shapes they might know. Not the ones we
already learned.
d. Tell them that next week we will learn 3 more NEW shapes.
If the majority of the students can name and draw the correct shapes as a group, then that means
at least most of the class understood the lesson. The homework given in the next
step will show me individually if they are ready to move onto the next lesson.
7. Distributed Practice and Review: The worksheet that was given during class
(Shapes Jumble Worksheet) is to be given as homework. They should know how
to do it and should be able to get 85% of the problems correct.