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Lesson  Plan  Framework  

Teacher:  Sample  Teacher   Grade  Level:  Kindergarten   Course  Unit:  Geometry   Lesson  Title:    Gingerbread  Building   Focus  Question/Big  Idea/Learning  Goals:    What  do  you  
want  students  to  be  able  to  know  as  a  result  of  this  lesson?     What  questions  or  big  ideas  drive  the  instruction?  

Length  of  Lesson:  45  minutes  –  1  hour   Learning  Objectives:    What  do  you  want  students  to  be  able  
to  do  as  a  result  of  this  lesson?    Include  academic  language  and   vocabulary  objectives  too.    Objectives  must  be  measureable.  

  Shapes  can  be  used  to  construct  objects  in  the  world.  


Construct  an  object  (gingerbread  house)  with  basic  shapes,   graph  the  shapes  used,  and  write  about  the  shapes.  

STANDARDS:  Reference  State  (Social  Studies  and  Science)  Common  Core  (Math  and  ELA  only)     K.G.05  Model  shapes  in  the  world  by  building  shapes  from  components  and  drawing  shapes.   K.W.08  With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.        
Academic  Language  (discipline  specific)  –  list  terms     build/construct   interpret   precise     square   triangle   rectangle   circle     Academic  Vocabulary  (lesson  specific)      

Pre-­‐Assessment:    How  
will  you  determine  prior   knowledge?  

Hook:    How  will  you  catch  the  
attention  of  your  students  and   focus  their  minds  on  today’s   learning  goals?  

Real  World  Connection:    

Student  Reflection:    

How  are  learning  goals  relevant  to   How  will  you  provide  for   students’  lives?   student  reflection?  

  -­‐  We  will  use  snack  mats   for  the  entire  week  to   build  larger  shapes  with   the  shapes  from  snack   foods.   -­‐  The  Activote  quiz  to   open  the  lesson  and   inform  me  of  progress   from  prior  lessons.    

  I  will  open  the  lesson  with  an   Activote  quiz,  a  favorite  activity   of  the  students  and  a  way  for   me  to  see  if  they  have  been   able  to  retain  the  information   we  will  build  on  during  this   lesson.    

  We  will  look  at  real  houses  to   see  what  shapes  we  see  in  the   houses  before  we  build   gingerbread  houses.        

  Students  will  write   what  shapes  they  used   to  construct  their   gingerbread  houses   and  will  share  that   information  with  their   elbow  partners.    I  will   be  orally  assessing  by   asking  more  about   their  constructions  and   interpretations.            

 then  expect  the  second  to   be  done  without  academic  assistance  (I   will  give  procedural  help).06   (Compose  simple  shapes  to  form   larger  shapes.G.   Shape  Bar  Graph  –  I  will  count  the  bar  graph   before  children  move  on  to  writing  to  be  sure   they  do  not  practice  with  incorrect  answers.  I  will  model   one  completely.   we  will  redo  the  question  to  see  if  it  is  a   knowledge  issue  or  technology/generalization   issue.     Activote  quiz   Time   15  m     I  will  be  reviewing  the  standard  of   the  beginning  of  the  week  –  K.       How  do  learning  segments  align  with   Learning  Segments  and  Pacing:    What  strategies.  2   young/immature  –  with  80%  correct   without  assistance)     Sentence  construction  –  capital  letter.   Sentence  construction  and  reflection  –  I  will   ask  questions  after  sentences  are  written  to   ensure  understanding  rather  than  rote   memorization.   Gingerbread  construction  –  I  will  ask  questions   while  children  construct  their  houses.    If  80%  do  not  answer  correctly.  “Can   you  join  these  two  triangles  with   full  sides  touching  to  make  a   rectangle?”)  and  expanding  to  a   pre-­‐assessment  of  this  lesson’s     Promethean  Board     Activotes   Beginning   .     -­‐ Activote  quiz  –  If  more  than  80%  get  the   question  correct.   Materials   objectives  and  allow  for  higher  order   procedures.   What  evidence  will  you   collect?   Check  all  that  apply     Project Essay                                       Summative:  How  will  performance  be  measured?     How  will  you  define  mastery?   Attach  relevant  rubrics  and  grading  criteria  as   needed.  For  example.  graph.     Gingerbread  construction  –  anything  that   looks  like  a  house     Shape  Bar  Graph  –  100%  correct  graph  for   most  (5  students  –  3  special.  and  transitions.  we  will  go  over  the  answer   and  move  on.  and  sentences  to  reinforce  good  work  and  also  to  inform  me  of  who  has   been  assessed  and  who  to  target.  I  will  go  over  each  answer  and  ask  those  who  missed  it  to  ensure  understanding  after  the  fact.  correct  number  words     Assessment  requires  students  to:  Check  all  that  apply   € € € € € Organize     Interpret       Analyze     Synthesize                                                          €  Writing:  €  Draw  Conclusions                                                                                                €Make  Generalizations                                                                                                        €Produce  arguments                                                                                                                                                                                                          Connection  to:    €  prior  learning                                                                                      €life  experiences                                                     Evaluate  information     Academic  Feedback:    How  will  you  provide  feedback  to  students  based  upon  the  data  you  collected  in  assessments?     On  the  Activote  quiz.   period.     I  will  use  holiday  stickers  on  the  gingerbread  house.   Group  participation  in  flipchart  interactive   activity  –  I  will  guide  with  questions  and   answers  either  to  remediate  or  extend  the   activities  to  be  most  appropriate  for  the  level   of  the  students.  will  you  use?    What  essential   thinking?    What  questions  do  you  ask   questions  will  you  address  in  each  segment?   that  promote  higher  order  thinking?   How  will  you  begin?  –  at  tables     Remind  students  of  the  last  few  days  of  building   with  shapes.    Tell  them  I  am  going  to  quiz  them   to  see  how  much  they  remember  before  I  let   them  build  something  all  by  themselves  (create   suspense  about  what  they  will  build).ASSESSMENT  What  evidence  will  you  collect  that  students  have  mastered  the  learning  objectives?   Formative  Assessment  of  Lesson  Objectives:  How  will   you  monitor  and  give  feedback  during  the  lesson?    Be   specific.   Experiment   Short  Answer Presentation   -­‐ Multiple  Choice   Other      Bar  Graph   -­‐ -­‐ -­‐   Activote  Quiz  –  80%  of  the  class  correct     Flipchart  –  correct  interpretation  of  data   without  teacher  assistance.

    “Why  is  a  roof  usually  slanted  like  a   triangle?”     “Would  a  circle  make  a  good  door   on  a  house?”     Use  writing  rubric  for  smiley   sentences  to  encourage  good  form   in  writing.01  (Explain  how   basic  human  needs  of  food.   materials  for  higher  learners.     Transition?  –  call  tables  to  carpet  according  to  who  is   following  directions  (sitting  quietly.   doors.  Activotes  put  away)  by   spelling  color  words     Time   What  will  you  do  during  the  lesson?       5  m   Connect  to  last  week’s  social  studies  –  one  thing     we  NEED  is  shelter.   correct  spelling.               Promethean  Board       Paper  shapes       Bar  graph/writing   paper   Middle   Transition?  Set  a  timer  for  cleanup  to  regroup  before   reflection.       Count  the  shapes  on  a  bar  graph  and  write  about   20  m   them  as  a  group  (modeling  independent   project).         Build  gingerbread  houses  with  similar  shapes.    (houses.   capitalization  of  I.    Look  at  real  world  houses     and  pick  out  the  shapes  seen  in  the  photos.  end  punctuation.  and  who  has  more.   provide  new.     Ask  what  children  built.     Children  build  their  own  gingerbread  houses  at   their  seats.   clothing.  etc.  and   transportation  are  met.       10  m   Transition  to  tables.)           “Who  had  more?”       Promethean  Board   (high  learners)  –  “How  many  more   did  you  have  than  her?”     “Which  shape  had  the  least?”     “Is  anything  built  without  shapes?”   End   .2.     goals     (from  basic  to  complex).     Stress  kindergarten  skills  of     organization  of  bar  graph.     Build  suspense     Generalize  real  answers  to  letter   answers  (testing  skill)       Review  last  week’s  Social  Studies   standard  –  SS  K.     Repeat  the  goal  of  building  things  with  shapes.    When  finished  building.    Tell  goal  today  of  building     objects  with  shapes.  picking  up  Activotes  and     having  material  manager  get  crayon  buckets.  chimneys.  complete   their  own  bar  graph  and  writing  about  their   house.  shelter.  unmodeled.  windows.  what  they   used  them  for.  “What  is  different  about   this  house  than  the  last?”     Model  building  for  low  learners.  neat  writing.   How  will  you  close  the  lesson?   Time       Students  will  get  with  elbow  partners  to  discuss   10  m   how  many  of  each  shape  they  have.)     Make  real  world  connections  to   homes  in  general  and  the  students’   homes.

    Writing   expectations   will   vary   from   student  to  student  and  some  may  be  stopped  early  to  finish   at  rest  time  for  1-­‐on-­‐1  time  with  the  teacher.     Those   who   have   difficulty   turning   ideas   into   sentences   and   copying  word  for  word  will  have  their  own  personal  piece  to   copy   on   their   table.  post.  and/or  cultural  heritage?   Other  (please  explain)       • • • • Individual   Pairs         Cooperative   Whole  Group       Those   who   have   proven   to   have   limited   spatial   reasoning   thus  far  will  be  given  the  basic  shapes  to  make  their  houses   (square   and   triangle).  supports  learning   by  defining  and  clarifying  a  task  )       • • • Rubrics  created  (student-­‐centered)   Mentor  texts     Anchor  charts  (a  reference  tool  that  “anchors”  new  and   ongoing  learning  to  key  concepts  previously  intro.0  Tool(s)   Cooperative  learning   Independent  learning   Implementing  pre.       Intervention:    How  will  you  use  the  results  of  the   assessment(s)  to  inform  future  instruction?   Special  Situations  in  the  Classroom?    Are  there  any   management  and/or  safety  issues  that  need  to  be  considered?   .)     • • Research/research  materials     Evidence  of  assessment  for  learning  (teacher  modifies   instruction  based  on  students’  understanding)     • • • Academic  language  used  in  context   Conferencing       Grouping  Options:    How  will  your  groups  be  organized?     What  roles  will  students  fulfill?  Check  all  that  apply.     Higher   achievers   will   be   given   2   squares   and   2   triangles   to   make   the   same   shape   (not   modeled).   Technology  Integration     Check  all  that  apply     • • • • • • • Other:   Word  Processing   Power  Point     Teacher  Strategies  –  Best  Practices     Check  all  that  apply     • • • •       • • • • • • Student  choice   Modeling                                                                                     Internet  Resources   Graphics/Charts   Internet  Research   Web  2.   interests.     Differentiation:    How  will  you  differentiate  instruction  to   accommodate  individual  students’  anticipated  learning  difficulties.  and  during  lesson  activities   Teaching  metacognitive  strategies       Interactive  whiteboard   Hands-­‐on  learning/manipulatives  utilized   Higher-­‐ordering  thinking  skills       Real-­‐world  connections     Criteria  charts  created  (student-­‐driven.

    Table  Jobs  –  Each  child  has  a  shape  in  front  of  them  on  their  table.     Rationale/Theoretical  Reasoning:    What  sources  support  your  pedagogy  and  methodology?    Why  have  you  chosen  the   strategies  you  have  elected  to  use?       I  have  chosen  mixed  methods  to  keep  my  children  moving  and  busy.     I  have  3  children  with  special  needs  who  have  language  and   generalization  difficulties.    This  is  a  quick  attention  getter.    This  corresponds  with  a  pocket  chart  on  the  back   whiteboard  that  has  jobs  including  material  manager.  but  it  is  necessary  to  keep  order  and  help  these  4  to   be  successful  throughout  the  lesson.    I  will  try  to  make  this  as  unobtrusive  as   possible.CC.  waiting  for  the  next  direction.  paper  collector.12”)  and  quiet  themselves.   Some  may  be  stopped  early  to  finish  at  rest  time  for  1-­‐ on-­‐1  time  with  the  teacher  to  ensure  that  they  are  not   practicing  incorrectly.    These  mixed  methods  will   reach  each  learner  in  different  ways  and  address  different  skills  (testing  skills.  organization  of  data.         .    I  will  not  use  the  Activotes  activity   to  judge  their  knowledge.     Additional  practice  on  generalizing  answers  and  writing   skills  will  continue  as  needed  with  specific  students  both   in  class  and  during  rest  time.  creation.     Students  may  be  asked  to  perform  these  jobs  at  any  time.9”)  and  expect  the  classroom  to  count  on   (“10.8.    They  may  also  be  given  additional  jobs  according  to  their   shapes.  but  on  the  same  task.  table  cleaner.  paper  passer.       4  children  are  on  alternative  behavior  monitoring  systems.  but  also  helps  practice   the  standard  K.  and  writing)   while  using  the  same  skill  (constructing  objects  with  basic  shapes).   and  may  have  their  sheets  marked  during  the  lesson  if  they   are  not  on  task.11.  and  chair  pusher.02  -­‐  Count  forward  beginning  from  a  given  number  within  the  known  sequence  (instead  of  having  to   begin  at  1).  and  will  watch  other  activities  that   are  more  concrete  and  connected  (without  having  to   generalize  answers).     Other  routines/information:    Of  what  other  information  should  the  evaluator  be  aware?     Routines  –       Management  call  back  –  I  will  say  three  numbers  in  sequence  (“7.