USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: K

Subject/Content: Math: 2D
Shapes
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)

Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Group Size:
15

Name: Madeline Montaldo

Date of Lesson: 11-19-14

Lesson Content
CCSS.MATH.CONTENT.K.G.A.2
Correctly name shapes regardless of their orientations or overall size.
CCSS.MATH.CONTENT.K.G.A.1
Describe objects in the environment using names of shapes, and describe the relative positions of these
objects using terms such as above, below, beside, in front of, behind, and next to.

Students will be able to identify 2D shapes that surround them in their learning environment. They will be
able to name the number of sides and vertices they have as well.

Objectives- What are you

teaching?
Students will be able to identify specific 2D shapes within their environment, inside or outside of the
(Student-centered: What will
classroom.
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to rewrite the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: K
Subject/Content: Math: 2D
Shapes

Group Size:
15

Name: Madeline Montaldo

Date of Lesson: 11-19-14

yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

What Content Knowledge is

necessary for a teacher to teach
this material?

Students need to have a solid geometry foundation to build on for the rest of their schooling career.
This lesson is the basic foundation for future lessons on 2D shapes, which will lead into lessons on 3D
shapes.
I am teaching the lesson in this way so that students can have a hands-on experience in learning the
material, and in hopes of having a high level of engagement. By letting the students explore their school
looking for shapes, they will become aware of how these shapes are everywhere in our world.

For this lesson, I will use all worksheets completed by the students as formative assessments. During the
Shape Scavenger Hunt lesson, I will be constantly be checking students worksheets to be sure they are
grasping the content as it is presented.
Summative evidence will also be worksheets. In this case, I will look to see if students were able to make
connections between the 2D shapes they learned about and the ones presented to them in the outside
environment.

The teacher must be knowledgeable of 2D shapes, and where they can be found in our environment.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: K
Subject/Content: Math: 2D
Shapes

What background knowledge is

necessary for a student to
successfully meet these
objectives?

Group Size:
15

-Students need to be able to recognize basic 2D shapes. (triangle, square, rectangle, hexagon)
-These learners are ages 5-6, (kindergarten).
-These learners have already grasped the concept of vertices, sides, and the basic 2D shapes.

How will you ensure students

have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?
What misconceptions might
students have about this content?

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)

Name: Madeline Montaldo

Date of Lesson: 11-19-14

Guided release, demonstration

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: K
Subject/Content: Math: 2D
Shapes

Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?
What will you do if

Time

Who is
responsible
(Teacher or
Students)?

Group Size:
15

Name: Madeline Montaldo

Date of Lesson: 11-19-14

Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in science,
you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
Students will be seated on the carpet to receive instruction.
Teacher will review the previous days lesson.
Teacher will describe the Shape Scavenger to students.
-Students will receive a worksheet with columns to be filled out on the hunt.
-Students will be given hints about the shapes that have been previously
identified by the teacher. They will also be given a general vicinity of where the
specific object/shape can be found in the room.
- Once students have identified the object, they will sit near it.
-The teacher will discuss all of the students choices and why they are
correct/incorrect.
- The students will then return to their seats and draw the object they found.
- This process will continue until all shapes have been found, discussed and
drawn.

a student struggles with the content?

I will help the student identify the shapes outside and review with him/her the shapes attributes.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: K
Subject/Content: Math: 2D
Shapes

Group Size:
15

Name: Madeline Montaldo

Date of Lesson: 11-19-14

What will you do if

a student masters the content quickly?

I will have the student explain to the how they came to their conclusions.

Meeting your students needs as

people and as learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
If applicable, how does this lesson connect to/reflect the local community?
All of the shapes that students will be identifying are ones that are in their own environment/community.

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

How will you differentiate instruction for students who need additional language support?

Accommodations (If needed)

(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

E.M. and J.J. might need more direct instruction before and during the activity.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: K
Subject/Content: Math: 2D
Shapes
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

Worksheet, pencil

Group Size:
15

Name: Madeline Montaldo

Date of Lesson: 11-19-14