MSMU Lesson Plan Format

Grade/Class/Subject: Teacher: Michelle Perez

(For what class is this lesson designed?)

Kindergarten/1st grade

Time/Duration of the lesson: (i.e. 9:15-10:00 or 45 minutes)

35 minutes

English Language Proficiency of Students: (Before classroom instruction, teachers will understand their students’
English language proficiency, and the language demands of the lesson’s instructional materials.)
Bridging
California Content Standards:
(Which standards do you plan to teach? Paste these from the CA Content Standards)

CCSS.MATH.CONTENT.K.G.A.2
Correctly name shapes regardless of their orientations or overall size.

CCSS.MATH.CONTENT.K.G.B.4
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using
informal language to describe their similarities, differences, parts (e.g., number of sides and
vertices/"corners") and other attributes (e.g., having sides of equal length).

CCSS.MATH.CONTENT.1.G.A.1
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining
attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Enduring Understandings:
(What concepts/big ideas?)

Analyzing and comparing different shapes

Being able to distinguish 2 dimensional and 3 dimensional shapes

Being able to describe 2 dimensional and 3 dimensional shapes using informal language

Essential Knowledge/Skills:
(What knowledge/skills? How does this lesson build upon prior lessons? How will this knowledge/skill enable students to
understand future lessons?)

Identifying different shapes

Identifying the shapes around them

Higher-Order Questions:
(What is/are the focusing question(s) for this lesson?)

What shape is this?

What shapes make up this object?

What shapes are around me?

Observable Outcomes
What do you want students to learn?
Content Objectives:
Students will be able to identify the different
shapes in the objects around them by name.
Academic Language Objectives:
Students will gain practice in being able to
effectively identify the different shapes around
them by name.
Assessment/Checking for Understanding
What evidence will you gather/look for?
(What evidence will you gather to ensure content objectives
are met?)
Written and verbal assessment and discussion
(What evidence will you gather to ensure language
objectives are met?)
Verbal assessments and discussion
Seesaw assignment

Key Vocabulary: Supplementary Materials:

(What resources, “realia”, visuals, documents, or
Shapes manipulatives will you use?)
Corner
Sides Whiteboard
Object Manipulatives (things around their house)
Architecture/buildings

Technology in Support of Teaching/Learning: Technology in Support of Learning:

(What type of technology will you use in your instruction?) (What type of technology will the students use to achieve
and/or demonstrate the objectives?)

Laptop, phone, Internet, Zoom, Google slides, YouTube Laptop, iPads, Zoom

Anticipated Misunderstandings/Difficulties:
(What areas of confusion or difficulty do you anticipate students might encounter with this material? How will you address
them?)

Their ability to write what they want to say might not be very good. Instead of focusing on the spelling/writing, I would focus
on whether they have the phonics and letter sounds correspondence of the words, instead. This might be especially true for the
younger students or those who struggle more with writing and spelling. Showing them the names of the shapes during class
would also help. For their homework assignment, I could provide the names of the shapes they can show (word wall).

Element Rationale*
Describe what will happen-what will teacher and/or students do Describe why you chose to do it this way.
Pre-Assessment of Students’ Knowledge or Ability:
(Before instruction begins, how will you assess what students know
and/or are able to do related to the objective?)

I have seen students do a lesson on sorting the different shapes by

category. They were separated by number of sides. I will be
branching off of this lesson in order for them to make the
connection between 2D and 3D shapes.

I will also start the lesson by assessing just where they are after the
first lesson to see what they will need in order to understand the
new concepts. I will be asking them to draw the shapes for me on
their whiteboards. They will be asked to draw shapes with 0, 3, 4,
and 5+ sides.

Based on how many students are able to identify the shapes, I will
gauge up to how many sides to ask them to find. An example could
be if the majority of the students can identify 5+ side shapes, they
can look for one of each for their homework assignment. If they can
only identify up to 4, then they can look for one of each up to 4
sides for their homework.
According to Vygotsky, their zone of
proximal development has to contain what is
being taught. They can learn this but might
need a little help. Teacher can lead lesson but
has to allow students to learn and grow.

LESSON SEQUENCE
Instruction to Support Learning:
(How will you: convey information to be learned, and integrate the
content and language objectives, ensure students are engaged, link
information to student’s lives & previous learning, teach unknown
vocabulary, and scaffold the content? How will students be
grouped for each activity to support student learning?)

Students will be working to identify the shapes in the

world around them. They will do so by doing an at home
scavenger hunt where they find at least one shape for
each category (0 sides, 3 sides, 4 sides, and 5+ sides).

To start the lesson, I will assess the students on their

understanding of sides and shapes and how well they
can identify certain shapes. This will be done by using
their whiteboard. I will ask the students to draw me a
shape with _____ number of sides. I will start at 0 and
work my way up to gauge up to how many they are able
to do. I will also mix it up and ask them to draw me
shapes by telling them the name of them instead of the
number of sides. An example could be that I ask them to
draw me a picture of a triangle, square, circle, etc.

I will then show them a slide show of shapes in

buildings and objects around the world and in everyday
life. I will be using a Google Slides presentation to show
different building and architecture around the world.
Then, I will ask them to use their annotate tool to be
able to outline any shapes they see within the buildings.
I will show them up to 3 or 4 buildings.

Structured Student Learning Activities:

(What activities will help students grasp and practice
concepts/skills? How will students be grouped and manage their
learning?)

Students will be by in small groups and this will allow teacher to

able to ask and answer questions throughout the lesson.

The smaller groups will also allow for a less stressful learning
environment.
According to Bloom, questioning can allow
for students to differentiate their thoughts.
Students will also be grouped based on their reading and They allow for discussion and analyze where
comprehension level. This helps students work at their own pace to go from there.
and at the pace of students at similar levels as them. This also helps
teacher adjust lessons accordingly to four smaller groups at similar
levels, and not an entire classroom with everyone learning the same
lesson despite being at different reading levels. This allows for a
less stressful learning environment without damaging their self-
confidence.

Teacher will use Google Slides to help provide students with

engaging visuals that allows them to be a part of the lesson. This
can help them stay more engaged and focused throughout the
lesson.

Having students use whiteboards to share out their answers, instead

of calling on 1 or 2 students, allows for teacher to see more answers
at once to gauge where students are and their level of
understanding. This also might be less stressful than
sharing/speaking in front of the class for some students. The
whiteboards are also a fun and engaging activity for them to
participate in to stay focused during the lesson.

DIFFERENTIATING INSTRUCTION

Differentiating Instruction for an English learner: (How do your choices support this student?)
(Identify this student’s EL goals. Describe the assets and
challenges related to this lesson for this English learner. What will
you do specifically support this student for this lesson?)

An EL’s goals would be to improve their use of the
English language when trying to identify different
shapes. The vocabulary isn’t too difficult for an
Emerging/Bridging student. If the homework
assignment is too difficult to write, the teacher will be
writing down the things being asked, and the students
will be recording themselves describing what they
found. This will help them practice their English-
speaking skills in a more private and less stressful
environment.
Since the lesson addresses reading, writing,
and speaking skills I think this is a good
lesson for EL students. The only thing that
might have to be adjusted would be their
spelling, as it would be based on the EL’s
writing ability level.
Differentiating Instruction for a focus student with (How do your choices support this student?)
Special Needs:
(Identify this student’s special need and relevant IEP goals.
Describe the student’s assets and challenges related to this lesson.
What will you do specifically to support this student for this Since the lesson addresses reading, writing
lesson?) and speaking skills. I think this is a good
lesson for Special Needs. The only thing that
A student with Special Needs might not feel comfortable with a might have to be adjusted would be the
whole classroom. They might not want to volunteer when there are
so many people listening. The smaller, one on one environment
homework assignment expectations, based on
might be more comfortable. I might just have to adjust the the student’s writing level/ability.
homework assignment, if the student is unable to write what the
shapes are, but that can go for any student who might not be ready
to really spell the words out.

Differentiating Instruction for a focus student needing (How do your choices support this student?)
social-emotional and academic support:
(Describe the social-emotional assets and challenges for this
student. What will you do specifically support this student for this
lesson?)

Since the lesson will be in small groups, this will allow
for a student with social emotional and academic
support to have a non-stressful environment. Without
the aspect of having to ask for support in front of a large
group of students, it allows for the student’s needs to be
met directly.
This lesson works best when the students
don’t have a stressful environment. This is
true for students who might not even
necessarily have socioemotional needs. Just
the same, adjusting to what they might need
to be comfortable will ensure that the students
are able to do well academically.

Differentiating Instruction (How do your choices support these students?)

(What will you do for those students who already "get it" and need
to be challenged in different ways?)

For the students who already “get it” you can raise the number of
sides they can identify. It can be done by seeing if they are able to
find and identify shapes with 5+ sides and if they can name them.
You can also ask them to try and write down the names of the
shapes for their homework assignment.
For these students you can incorporate something that
might challenge them. For these students it might be
interesting to see if they are able to branch off into
more complicated emotions beyond the basic ones. It
might not be something that all students can do, but for
those who “get it”, this is a good thing to do in order to
stimulate academic growth.

Post-Assessment:
(How will you know if students learned both the content and the
 language objectives? What informal and/or formal methods will
you use to gather evidence? What criteria will you use to assess
learning? How might pre-assessment be used in your analysis of
this evidence?)

Students will continue the scavenger hunt for
homework. They will find up to 4 objects around their
homes, and they will categorize them by the number of
sides. An example could be a book. They would count 4
sides, and they would put it under that category. A more
advanced student might be able to say it is a “rectangle”
or a “square” depending on the book. They will then
record themselves describing the things they found, how
many shapes they have, and can do their best to name
the shapes they are.
Extension:
(How might this lesson be extended into future content areas or
lessons?)
I will be doing class discussions to monitor how well
they grasp the concepts being taught. I will also be
assigning a scavenger hunt assignment on “Seesaw”.
They will be asked to find objects around them and
identify how many shapes they have. Eventually, all
students should be able to identify them by name
(verbally and written).
I think this is an engaging and interactive
activity that will further emphasize how
shapes are all around them. This also provides
hands on instruction where they can feel how
many sides there are. They also get to practice
their speaking and writing skills, as well.
.
According to Bloom’s taxonomy, having
them in groups will also allow students to
discuss as they go and will help them evaluate
where to go from there. They are able to talk
about what they did and allow for connections
to be made.

I would also want to see how this works for a larger

group of students. I think it might be good to see
students bounce ideas/interpretations off of each other.

*Theories that might be useful for rationales (Note: You may wish to refer to your “toolbox” for helpful
resources further explaining below):
Theories related to the work of Gardner, Vygotsky, Bloom, etc.
Universal Design for Learning: Multiple means of representation; Multiple means of action & expression; Multiple
means of engagement.(the what, how, and why of learning)
Five E’s: Engage, Explore, Explain, Elaborate, Evaluate