UMU Lesson Plan Template

2017-2018

Name: Makaela Bennett Date: 2-25-18

Grade Level: 1st Class Period: 4th
Subject: Farm/Mathematics Lesson # & Title: Shapes
Function of the Lesson (check all that apply):
 Introduce New Skill or Content
 Practice
 Review
 Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:

Learner Attributes:
This lesson is being taught at Damascus Elementary. There are 416 students with 100 white and 10 multiracial.
Out of all of the students, 41 of the students have disabilities and 137 are economically disadvantaged.
I have 20 students in the class, 15 boys and 5 girls. This is an inclusion classroom, with 2 students on IEPs.
Within this class, I have 2 African American students and 18 Caucasian students. All the students are on free and
reduced lunch indicating that they are all socioeconomically disadvantaged.
 One female student has a learning disability and is on an IEP. She has reading goals about grade level
texts and particularly struggles with informational texts and non-fiction reading. She has difficulty
focusing for more than 10 minutes at a time and will need breaks if instruction lasts longer than this time
period.
 One male student has been recently diagnosed with dyslexia. He has trouble reading accurately,
comprehending texts, spelling and writing.

Environment:
 The desks are in two line clusters with two rows of desks facing each other for easy collaboration.
 There are posters all over the room that the students can refer back to if needed. The posters consist of items
previously learned in class.
 One student struggles with focusing for more than 10 minutes. I will adjust my teaching to 10 minute
intervals and then have students get up and move around for one minute. The student will also sit in the back
of the classroom just in case her attention span gets shorter and needs to stand and regain her attention.
 Another student struggles with comprehending texts. Directions will be read aloud in the class to make sure
that everyone understands before beginning the worksheets.

Cultural Responsiveness, Equity & Inclusion Commentary:

 I need to consider students’ prior experience with counting with tens.
 I also have to be aware of the theme that I choose, as some students might not know as much about it as
others.
 I have two African American students in my classroom. I will not call them out and ask them to speak for
their race. That is racial spotlighting, and you cannot expect one person to speak for the whole race.
 I am teaching in an inclusion classroom and have 2 students on IEP’s. I will make sure that my lesson is
at a pace that the students can keep up.
 All of my students are identified as low socioeconomic status. These students may not be eating at home
so I must make sure that their needs are met prior to the lesson starting. I also have to make sure I don’t
ask them to bring in a lot of items, as they wouldn’t be able to afford them.

Content Standards:

Standard: K.G.2 Correctly name shapes regardless of their orientations or overall size.
Revised 08/2017
Rationale: A student might not think about it, but everything on Earth is a shape. Talking about the shapes will
allow students to identify the shapes when they go home.

Learning Objectives:
When given 8 different sized shapes, students will be able to identify 7 out of the 8 accurately.

Academic Language:
Circle- one line
Square- four equal sides
Rectangle- four sides, two short and two long
Pentagon- five sides
Hexagon- six sides
Triangle- three sides

Assessment Plan:
Formative Assessment:
1. Have students do a turn and talk about two of the shapes. They will explain the shape to their partner and
then bring what they talked about back to the class.
2. As a check for understanding, students will go around the classroom and identify farm items (animals,
barn, etc) and what shapes they are made of.
3. As a check for understanding, students will complete the shape sorting worksheet. I will walk around
while they are completing the sheet. The students will show me the worksheet when complete and I will
check it for correctness. I will take notes on a sheet of paper if students do or don’t understand.
Summative Assessment:
Students will be given a worksheet (Correctly name shapes regardless of their orientations…). They will
complete this independently. Students should be able to get 7 out of 8 correct on the summative assessment
worksheet.
Procedures, Lesson Introduction- 10 minutes
1. Gain attention by having students watch a video about shapes (Shapes Songs for Children).
2. Ask students what shapes they saw in the video, and have them describe the shapes (square, circle,
triangle, rectangle).
Brain break
Procedures, Lesson Body:
Review & Presentation- 15 minutes
1. Tell students that today we will be reviewing shapes and how they all can be different sizes.
2. Talk about each shape- square, circle, rectangle, triangle, hexagon, and pentagon.
3. Have students walk around the classroom and find the shapes that we talked about.
Structured & Guided Practice- 15 minutes
1. Have students do a turn and talk about two of the shapes. They will explain the shape to their partner and
then bring what they talked about back to the class.
2. As a check for understanding, students will go around the classroom and identify farm items (animals,
barn, etc) and what shapes they are made of.
Independent Practice- 20 minutes
1. As a check for understanding, students will complete the shape sorting worksheet. I will walk around
while they are completing the sheet. The students will show me the worksheet when complete and I will
check it for correctness. I will take notes on a sheet of paper if students do or don’t understand.
2. After the worksheet is completed, I will give each student a shape and have them label something in the
classroom (not the farm animals) that is the shape they were given. This will be left up for the rest of the
year for students to look at.
3. Students will be given a worksheet (Correctly name shapes regardless of their orientations…). They will
complete this independently. Students should be able to get 7 out of 8 correct on the summative
assessment worksheet
Procedures, Lesson Closure- 10 minutes
1. Go around the classroom with the students to see what everyone labeled.
2. Tell students that as they can see, the shapes are everywhere in many different sizes.
Revised 08/2017
Differentiation, Individualized Instruction, and Assessment:
 Students are given 20 minutes for the independent practice, but will not be denied additional time. If they
need the extra time, I will give it to them.
 One student struggles with focusing for more than 10 minutes. She has permission to get up and walk
around the back of the classroom as needed to regain focus.
 Another student struggles with comprehending texts. Directions will be read aloud in the class to make
sure that everyone understands before beginning the worksheets.
Instructional Materials and Support:
 Video
 Farm figurines
 Worksheets
 Labels for classroom
Research and Theory Commentary:
1. Lev Vygotsky’s research theory promotes learning through social interaction. This is shown through
choral response and the individual whiteboard assessments. Working together during lessons allows
students to gain more knowledge as they can pass their ideas between each other. Also included is the
zone of proximal development. I know what the students can do with help, but also without help.
2. Dewey is shown in the lesson, as students have to figure out which shapes are shown on the smart board
(experiential learning).
3. Bruner is shown in this lesson, as this is a review lesson so we are going back to shapes.
4. Active student response (ASR) is a technique that supports learners because it allows the chance for ALL
students to respond to the teacher, and not just the same students every time. This technique also supports
learners because it keeps the students on track and making good behavioral choices.
5. Exemplars is just another word for the use of examples. The use of exemplars is to promote clarity within
the classroom and give the students references to look at while doing their own individual work.

Worksheets found on teacherspayteachers.com

Revised 08/2017