UMU Lesson Plan Template

Name: Madison Farroni Date: September 13, 2018

Grade Level: Kindergarten Class Period: 2:15 pm
Subject: Mathematics Lesson # & Title: Lesson 7 part 2
Function of the Lesson (check all that apply):
 Introduce New Skill or Content
 Practice
 Review
 Remediation/Re-teaching

Context for Learning and Planning Rationale:

There are fifteen students in this classroom nine boys and six girls. Two of the male students are African American and the
other twelve students are Caucasian. There are three students on IEPs and two on RTI plans.

There is one student on an IEP for a hearing impairment. This student wears hearing aides all day to aide her hearing. The
teachers also wear a device around their necks that connects their voices to receivers on the students hearing aids. This device
travels with the student throughout the day. This student is very knowledgeable with her hearing aids and notifies the teachers
if they are too loud or losing battery. She is also capable of most maintenance of her hearing aids including battery
replacement and placement however, she does require assistance and reminders to remove the receivers at the end of each
day.

The second student with an IEP has the diagnosis of TBI. Due to the extent of this student’s disability the student has a
paraprofessional aide. This aide travels with the student all day and sits at the table next to this student during instruction.
This student is still very capable of participating in instruction and interaction with peers.
The third student with an IEP in this classroom is diagnosed with ID. The student has deficits in speech, writing, math, and
language arts.
The fourth student that is on an IEP is diagnosed with Other Health Impaired. This student has the disability in the area of
speech.

The classroom is set up with the students sat at tables. The tables are in the shape of a “u” with students in chairs spread out
around both sides of the tables. At the front of the classroom there is a SMART board. To the left of the board is a daily
schedule and the listing of the daily helpers. Also, at the front of the room to the left of the board is a circle table that is used
for centers and small group instruction. At the front of the room to the right of the board is the teacher’s desk. Along the
right wall, to the right as you walk in the room, are the student’s cubbies. Each student has a cubby that holds their backpacks
and coats during the day and their school boxes at the end of the day. Along the back of the room, there is a play kitchen and
sand table for use during labs (centers). There is also a kidney table at the back of the room for small- group instruction. At
this table there is flexible seating options. On the window next to the door, there is a booklet that has all of the emergency
procedures within. There is also a map for fire and tornado drills.

This is an inclusion classroom meaning there are two teachers, a general education teacher and an intervention specialist. The
two teachers coteach almost all lessons except for reading. For reading, the intervention specialist takes a small group to a
different classroom to teach. There is also a paraprofessional aide in the classroom. This is a one on one aide for a student in
the class. The aide follows the one student all day and sits next to the student during all instruction to aide his instruction.

Planning Rationale: All of the above information was considered when planning this lesson. The lesson uses multiple
modalities throughout to reach all learners. This lesson also only uses examples that all students understand to make sure no
student is left out or feels excluded. I recognizes that this classroom has students from multiple races and different races from
myself, so I will be sure to include all students in all sections of the lesson.

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Content Standards:
K.G.2 Correctly name shapes regardless of their orientations or overall size.
K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

Learning Objectives:
When given a group of three-dimensional shapes the students will be able to identify cylinders and cones in 4/5 trials with
80%.

Academic Language:
Cylinder
Cone
Vertex
Face
Edge
Assessment Plan, Formative Assessment:
 2-D/3-D review- The teacher will start by putting a mixture of flat shapes, spheres and cones on the ground in the
middle of the carpet. Then the teacher will have the students name the flat shapes. Next the students will name the
sphere and cube. This shows the teacher how well the students are remembering the shapes from the previous week,
and how well they are learning to recognize the difference between 2-D and 3-D shapes. The students also get to
show their comprehension of the first part of lesson seven by recognizing spheres and cubes.
 3-D Shape Introduction- This assessment will be very student lead. The teacher will place the two new shapes for
the day, cylinders and cones, in the middle of the students on the carpet. Then, the teacher will ask the students to
look at these two new shapes and raise their hands to tell something they know or recognize about the shapes. The
teacher should let multiple students answer and give them each time to talk. It will show the teacher how focused the
students are and where they are in their knowledge of these 3-D shapes. The teacher should use the knowledge
learned from this conversational assessment to guide the explicit instruction.
 3-D Shape Recognition- During this assessment, the students will all be given an individual bag of foam 3-D
shapes. The teacher will tell them to take out the cylinder and hold it above their head. This allows the teacher to do
a quick check of who listened and understood the direction. Then, the teacher will have the students turn to the
person sitting next to them and talk about the cylinder and what they know about it. If students are struggling or off
topic, guide them to talk about how many edges, faces, and vertices. As the students are conversing, the teacher
should be listening and taking note of the type of information the students are remembering compared to what they
leave out of their conversations.
Assessment Plan, Summative Assessment:
 The summative assessment for this lesson will be the same worksheet that the students started the previous day. The
day before, the students completed the portion of the paper that covered spheres and cubes but after this lesson, the
students will finish the paper by completing the sections on cylinders and cones. This assessment will be completed
as individual as possible at the kindergarten level. This meaning that the teacher will have to orally give directions to
the students. From this, the teacher will be able to see if the students reached the goal set in the lesson objective. The
teacher will then grade the completed assessments and return them to the students to be sent home and reviewed
with their parent/guardian. The teacher will use the information to determine what amount of remediation is needed
and with which students.
Procedures, Lesson Introduction:
1. To engage the students and activate their prior knowledge, the teacher will ask the students to tell what spheres and
cubes they found outside of school yesterday.
2. Then tell the students that today we are going to be talking about two new shapes called cylinders and cones.
Procedures, Lesson Body:
1. Start the lesson by placing the flat shapes and spheres and cubes in the center of the carpet. One by one ask different
students to give the teacher a shape, tell what it is, and how they know it is that shape.
2. Then take away those shapes and put a cylinder and cone in the middle of the circle
3. Have the students raise their hands and tell what they know or notice about these new shapes.
4. Let multiple students have a turn to talk
a. The teacher’s job during this time is to try and keep the students as on topic as possible
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I DO
5. Then, the teacher will pick up the two shapes and tell the students all about the shapes
a. Count the faces,
b. Count vertices,
c. Count edges
i. Do all of these steps for both the cylinder and the cone with help from individual student helpers
We Do
6. Start by passing out a bag of 3-D shapes to each student and telling them to not open them yet.
7. Once every student has a bag, the teacher should tell the students to take out their cylinder.
a. Tell the students to raise it high above their head so the teacher can do a quick scan of who has the correct
shape.
b. Then, have the students turn to their neighbor and check if they have the same shape
c. Once they have all checked with a partner and made the correct chanfes, have them put the cylinder back in
their bag
8. Now, have them take out the cone.
a. Have them raise it above their heads for the teacher check
b. Then have them turn to their neighbor and talk about the shape
i. Guide them to talk about faces, vertices, and edges
9. Once the students have had time to talk to their neighbor, have the students put their shapes back in their bags
10. Have the class helpers for the day collect the bags of shapes

You Do
11. Now pass out the summative assessment worksheet from the day before
a. Explain to the students that it is the same paper from yesterday but that we are going to finish it today.
12. Have the students go back to their tables once they get their paper
13. Then give them directions to take out the colors to circle the cylinder and the cone
14. Once the students are finished with the worksheet, the teacher will collect them.

Procedures, Lesson Closure:

1. To close the lesson and relate the lesson to real life, the teacher will tell the students to find real life shapes again at
home and be ready to tell them to the class tomorrow.
2. To preview the next lesson the teacher will tell the students that tomorrow we will be sorting the 3-D shapes.

Differentiation, Individualized Instruction, and Assessment:

 To differentiate the process for all learners, a multi-modal model of teaching will be used. The students will
be learning through visual, kinesthetic, tactile, and auditory ways of learning so every student is reached.
 To differentiate the product for all learners, the teacher will have the students show their learning both
verbally and physically. This will be done by having students verbally answer questions and also having them
write answers down on paper.
 Individualized instruction is provided for one student who has a one on one paraprofessional aide. She will
help this student with all tasks in the lesson when needed.
 Individualized help will also be provided to other students who may be struggling by the intervention
specialist and general education teacher in the room. During this lesson they will serve as extra help to all
students as this is an inclusion classroom and there are many students who need more individualized
instruction.

Instructional Materials and Support:

 Summative Assessment Worksheet
 Class set of 3-D shapes
 Teacher set of 3-D shapes
 2-D shapes

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Research and Theory Commentary:
 One theory that was used in this lesson to help the students further their learning was Howard Gardner’s theory of
Multiple Intelligences. In this theory, Howard Gardner describes the complexities of the human brain and how it
takes more than one mode of teaching for a student to fully grasp a concept. Gardner believe there are eight different
ways of processing information. These eight ways of processing are directly linked to the different learning styles. In
this lesson, three different learning styles will be used. The first style, auditory, is used when the students are
listening to the teacher give examples and directions in the lesson body. The second style, kinesthetic, was used
during the introduction when the students have to choose a flat shape and bring it to the teacher. The third and final
learning style used in this lesson was tactile learning. This was shown in the during the introduction and body of the
lesson when the students use the manipulative shapes to show their knowledge.

Cultural Responsiveness, Equity, and Inclusion Commentary:

 This lesson uses both the theory of Multiple intelligences and observational learning to make sure all students are
given an equal opportunity to learn. As the teacher, I am fully aware of the different races, backgrounds and abilities
within this inclusion classroom and I used this to help me decide how to plan and teach this lesson. I understand that
I am a different race and from a different background than a lot of the students in this class and I will use this
knowledge to avoid color-blindness and assure all students are included and learning.

Use of Technology Commentary (if applicable):

n/a
Reflection and Instructional Commentary (if applicable):
This lesson was very similar to the previous lesson which was good in some ways and bad in others. One way this lesson was
good was that the students knew the routine we were going to follow for the lesson. They also knew the rules for dealing with
the bags of shapes. One thing that I would have changed about this lesson would have been to add more kinesthetic
movement in. I would have had the students get up and go around the room to find the shapes or something similar to that
idea. Finally, one change that I made from the first lesson to this one was adding in a collaborative element. This went over
very well and gave the students time to talk about what they learned which I feel helped them gain a better grasp of the new
knowledge.

Revised January 2018