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ED 345 Calvin College Lesson Planning Form

Teacher:
(Unit 7)

Kelsey Wilkie

Date: Lesson 1

Subject/ Topic/ Theme: Math

I. Objectives
What is the main focus of this lesson?
The main focus of the lesson is shapes and the different characteristics of shapes.
How does this lesson tie in to a unit plan? (If applicable.)
This lesson is the first of the unit, so it basically serves as the introduction to the entire unit. This unit has
3 different subtopics within it, and this is the first lesson in the subtopic of shapes.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.

I can
Differentiate between different shapes
Recognize what a shape is based on its attributes
Name all 2d shapes based on their number of sides and vertices
Common Core Standards:
CCSS.MATH.CONTENT.1.G.A.1
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess
defining attributes.

II. Before you start


Prerequisite knowledge
and skills.

Basic number sense


Understanding of counting and 1:1 correspondence
Informal:
During the whole group lesson, I will be posing discussion questions
to the group about shapes and will be listening and taking mental
notes of their answers
Observation of them when we are in our small group workshop.
Formal:
The students will be working on a worksheet as an activity that will
be turned in and checked for understanding.
Pre-assessment:
KWL chart

Assessment
(formative and
summative)

Universal Design for Learning Networks/Domains (see UDL Guidelines)


RECOGNITION
Multiple Means of Representation

STRATEGIC
Multiple Means of Expression
(Action)

AFFECTIVE
Multiple Means of
Engagement

Options for Perception

Options for action/interaction

Options for recruiting interest

Instead of just saying number, I write them


on the board as well as show them in 10s
and 1s sticks.

In the mini lessons I try and


pass the pen around as much as
possible to get the students
involved.

We will be starting off with a KWL


chart. This will allow the students
to share their connections with
the topic as well as get a sneak
peak into what is to come.

Options for Language/Symbols

Options for Expression

Students are writing the numbers, saying


them, as well as drawing them out. This
allows them to connect the meaning
behind a number. (1:1 correspondence)

Students are able to sit anywhere


around the room as well as draw
their own shapes.

Options for Sustaining Effort &


Persistence

Options for Comprehension

Options for Executive Function

The students will be


independently working on a
worksheet/activity that allows
them to stay focused, not
distracting other, and doing what
they need to be doing.

The students are given the opportunity to


be introduced to the materials in a whole
group mini lesson, and then are placed
in a small group where the topic is zoomed
in much more.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Options for Self Regulation

Handouts
Whiteboards, markers, erasers
ELMO
Foam shape manipulatives

N/A The classroom will be set up as it usually is. We will be having a math
workshop time, so the students will be moving around the room to different
stations throughout math time.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
To begin, we will all gather together to do a KWL on what we already know about
shapes, what we might wonder, and then we will began an anchor chart on what we
are going to learn/have learned.
During the Know portion of the KWL, see if you can pull in key vocabulary words
such as:

Square
Side number
Number of corners
Similar
Shapes
Rectangle
Triangle
Points
Vertices?

The learned section of the chart will be put in a corner of the room where we can
refer back to or add to throughout the unit.
Once we have discussed our topic a little bit, bring out the foam 2D shape
manipulatives and put them under the ELMO. Ask the students what each shape is.
The goal here is to see if any of the students are at all familiar with the
shapes and their names.

Developm
ent

Introduce each shape, and discuss the number of sides and various attributes that
shape has.
Square 4 EQUAL sides, 2 sets of parallel lines, 4 right angles
Rectangle 4 sides, 2 sets of parallel lines
Triangle 3 sides, half of a square (Sometimes)
Circle no sides
When introducing the shapes, simply draw the shapes on the board and see what
the students notice about them.
Draw 2 shapes on the board: 1 square and 1 square that is open. Ask the students:
Are these shapes both shapes? Why or why not?
The most important characteristic of a shape is that it is CLOSED. Meaning all of the
lines meet together and creates a complete space within the shape.
Then introduce the new workshop groups to the students. Each group will do 3
different activities during math time. Explain the expectations of each section, then
gradually release the students to their stations.

Leveled Groups: shape attributes (define attributes)


High - Squares, Triangles, Vertices, Edges
o What is not a shape?
A shape has to be closed. Can you draw me something that
isnt a shape?
Why isnt it a shape?
Can you find the non-shapes on my board?
o Find the shape on the board/color it
Amidst all the shapes the teacher draws on the board, find
the square and color it red.
Find the triangle and color it purple
Find all the circles and color them orange.
o Challenge drawings
Draw as many different shapes as you can.
GRIT question: can you label them?
Middle Squares, Triangles,
o Color the shape
o What is not a shape?
Low Squares: color, shapes, # of sides, color, # of corners
o Color the shape/trace the shape

Chrome book:
Mega Math: Shapes Ahoy Ship Shapes. Level G and K
Mega Math: Shapes Ahoy Undersea 3D, Level F

Activity
See attached worksheets. Each leveled group does a different worksheet
that fits with their skill level.

Each rotation will last around 10-15 minutes, and each student will have the chance
to go to every station. At the end of each station, a bell ring and the students will
know its time to rotate

At the end of the lesson, we will come back together and go over the I can
statements we began the lesson with. We will then share 3 things we learned, 2
things we found interesting, and 1 question we still have.
Closure

Then we will add our I can statements to our learned portion of the KWL.
Then we will put our materials away and prepare ourselves to go to one of our
specials.

Your reflection on the lesson including ideas for improvement for next time:

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