Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Erica Davis Lesson # 2 Subject/Grade: Math/5K Date and Time o Lesson: !"/!!/!# $ %:#" a&m& Learnin' (bjective: Students will e a le to identi!y 2"# shapes y their characteristics. )*i'nment +ith Standards: EEDA Standard(s) $ooperative Learnin% SSCA Element(s) insulting or demeaning a student or group of students causing substantial disruption in, or substantial interference with, the orderly operation of the school. SCCCS.K. .!" # can name shapes K. .!" # can describe shapes as flat or solid. K. .!" # can describe how flat and solid shapes loo$.

Deve*o,menta* ),,ro,riateness or Cross-curricu*ar connections: %he students ha&e already been familiari'ed with !(D shapes as well as )(D shapes. %hey already ha&e e*isting $nowledge of what a !(D shape loo$s li$e and they also $now the difference between the !(D and )(D shapes. %his lesson will add on to their pre( e*isting $nowledge and deepen their understanding of shapes. +any students will need to hear the &ocabulary more than once. %hat,s why # am incorporating many acti&ities to help them be able to identify the shapes by their correct characteristics. )ssessment.s/ o the (bjectives:
-esson .b/ecti&e(s) Students will e a le to identi!y 2"# shapes y their characteristics. Assessment(s) of the .b/ecti&e(s) 0re: # will listen and obser&e students as we re&iew the names of !(D and )(D shapes. Durin'" # will obser&e students while also prompting them to see if they can ta$e the &ocabulary from the triangle e*ample and also apply it to different !(D shapes. 0ost" Students will be chec$ed off if their monster man is completed correctly. 0se of 1ormati&e Assessment Some students may need to be e*posed to these new &ocabulary words multiple times until they understand. %his e*posure will include the students participating in a small group lesson or possibly one on one time with an adult. +anipulati&es and concrete shapes will be used so students can touch the shape to associate the &ocabulary with the

Lander University Teacher Education Lesson Plan Template shape.

Rev. 2013

)ccommodations:

Early finishers will be able to ma$e a farm animal craft that will be made out of !(D shapes. Slow 2aced learners will be helped at the end of the lesson if they are struggling with finding the correct answers on the monster man. %hey also will be accommodated by wor$ing in a small group during center time. 3y helping them in a small group time or one on one time, # can pinpoint their struggles and wor$ more closely with them. %he ES.- student will need to wor$ on the &ocabulary with her ES.- teacher. Another accommodation is using different acti&ities to accommodate different learning styles.

Materia*s: &The 'reedy Trian%le( oo)* manipulative trian%le and rectan%le* monster man
wor)sheet* 2"# shape pi% wor)sheet* mar)er

0rocedures:

1. Students will move from their tables to the carpet. 2. First, I will begin the lesson by reviewing the shapes with flashcards. I will flash a shape to the students and they will tell me if it is a 2-D shape or a -D shape. !hey will also be able to tell me the name of the shape. . "!oday I want to focus on learning more about 2-D shapes. First, I want you to hear the boo# called "!he $reedy !riangle% &. 'ead "!he $reedy !riangle% (. )fter reading the boo#, I will discuss different characteristics of a 2-D shape using the triangle as an e*ample. I will teach the students how to identify a 2-D shape by their edges and vertices. "+hen we loo# at the sides of a shape we are tal#ing about their edges. ,et-s count the triangles edges together. ./ount together0 1ow let-s count the triangle-s corners. ./ount together0 !hese corners have a fancy name. !hey are called vertices.% I will do this by labeling a tangible triangle. 2. I will compare a triangles edges and vertices to a rectangle. 3owever, students will study other 2-D shapes later in the semester. !his is mainly for vocabulary association. 4. I will then introduce the monster man to the students while they are still on the carpet. I will have an e*ample of the monster man to show the students .without the answers filled in0. 5. I will dismiss the students bac# to their seats, where they will complete their own monster man with guidance. 6. Students will ta#e the monster man home.

)ctivit1 )na*1sis:
%he first acti&ity is listening to the boo$, 4%he reedy %riangle5. %his boo$ will familiari'e students about the characteristics of a triangle, which is the main shape that # will focus on. +y second acti&ity is ha&ing the students ma$e the monster man. 6hich is a triangle monster wor$sheet that will confirm whether or not students pic$ed up on the &ocabulary and characteristics of a triangle (!(D shape). # li$e to incorporate a boo$ in my lessons because it helps to create a lo&e for literacy. 7ot to mention, the students thin$ boo$s are &ery interesting and it helps $eep their attention because they do not directly reali'e that they are learning. 0sing a boo$ also accommodates auditory and &isual learners. # incorporated a craft to $eep students busy and because # wanted to in&ol&e hands on wor$. +a$ing the monster man is a hands on application that will help them remember the &ocabulary better.

Lander University Teacher Education Lesson Plan Template Rev. 2013 # chose not to use technology for this lesson because # would rather model the lesson with concrete materials rather than &irtual materials. %he reason for this is because when the children go bac$ to their seats they will be using concrete materials.

2e erences:
%his lesson was created with the help of 2atricia Da&is, -ong Cane 2rimary School.