Lesson

Plan Framework
Teacher: Sample Teacher Grade Level: Kindergarten Course Unit: Geometry Lesson Title: Gingerbread Building Focus Question/Big Idea/Learning Goals: What do you
want students to be able to know as a result of this lesson? What questions or big ideas drive the instruction?

Length of Lesson: 45 minutes 1 hour Learning Objectives: What do you want students to be able
to do as a result of this lesson? Include academic language and vocabulary objectives too. Objectives must be measureable.

Shapes can be used to construct objects in the world.

Construct an object (gingerbread house) with basic shapes, graph the shapes used, and write about the shapes.

STANDARDS: Reference State (Social Studies and Science) Common Core (Math and ELA only) K.G.05 Model shapes in the world by building shapes from components and drawing shapes. K.W.08 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Academic Language (discipline specific) list terms build/construct interpret precise square triangle rectangle circle Academic Vocabulary (lesson specific)

Pre-Assessment: How
will you determine prior knowledge?

Hook: How will you catch the

attention of your students and focus their minds on todays learning goals?

Real World Connection:

Student Reflection:

How are learning goals relevant to How will you provide for students lives? student reflection?

- We will use snack mats for the entire week to build larger shapes with the shapes from snack foods. - The Activote quiz to open the lesson and inform me of progress from prior lessons.

I will open the lesson with an Activote quiz, a favorite activity of the students and a way for me to see if they have been able to retain the information we will build on during this lesson.

We will look at real houses to see what shapes we see in the houses before we build gingerbread houses.

Students will write what shapes they used to construct their gingerbread houses and will share that information with their elbow partners. I will be orally assessing by asking more about their constructions and interpretations.

ASSESSMENT What evidence will you collect that students have mastered the learning objectives?
Formative Assessment of Lesson Objectives: How will you monitor and give feedback during the lesson? Be specific. - Activote quiz If more than 80% get the question correct, we will go over the answer and move on. If 80% do not answer correctly, we will redo the question to see if it is a knowledge issue or technology/generalization issue. Group participation in flipchart interactive activity I will guide with questions and answers either to remediate or extend the activities to be most appropriate for the level of the students. Gingerbread construction I will ask questions while children construct their houses. Shape Bar Graph I will count the bar graph before children move on to writing to be sure they do not practice with incorrect answers. Sentence construction and reflection I will ask questions after sentences are written to ensure understanding rather than rote memorization. What evidence will you collect? Check all that apply Project Essay

Summative: How will performance be measured? How will you define mastery? Attach relevant rubrics and grading criteria as needed.

Experiment Short Answer Presentation

Multiple Choice Other

Bar Graph

- - -

Activote Quiz 80% of the class correct Flipchart correct interpretation of data without teacher assistance. I will model one completely, then expect the second to be done without academic assistance (I will give procedural help). Gingerbread construction anything that looks like a house Shape Bar Graph 100% correct graph for most (5 students 3 special, 2 young/immature with 80% correct without assistance) Sentence construction capital letter, period, correct number words

Assessment requires students to: Check all that apply

Organize Interpret Analyze Synthesize Writing: Draw Conclusions Make Generalizations Produce arguments Connection to: prior learning life experiences

Evaluate information

Academic Feedback: How will you provide feedback to students based upon the data you collected in assessments?
On the Activote quiz, I will go over each answer and ask those who missed it to ensure understanding after the fact. I will use holiday stickers on the gingerbread house, graph, and sentences to reinforce good work and also to inform me of who has been assessed and who to target. How do learning segments align with Learning Segments and Pacing: What strategies, Materials objectives and allow for higher order procedures, and transitions, will you use? What essential thinking? What questions do you ask questions will you address in each segment? that promote higher order thinking?

How will you begin? at tables Remind students of the last few days of building with shapes. Tell them I am going to quiz them to see how much they remember before I let them build something all by themselves (create suspense about what they will build). Activote quiz

Time

15 m

I will be reviewing the standard of the beginning of the week K.G.06 (Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle?) and expanding to a pre-assessment of this lessons

Promethean Board Activotes

Beginning

Transition? call tables to carpet according to who is following directions (sitting quietly, Activotes put away) by spelling color words Time What will you do during the lesson? 5 m Connect to last weeks social studies one thing we NEED is shelter. Tell goal today of building objects with shapes. Look at real world houses and pick out the shapes seen in the photos. 10 m Transition to tables, picking up Activotes and having material manager get crayon buckets. Build gingerbread houses with similar shapes. Count the shapes on a bar graph and write about 20 m them as a group (modeling independent project). Children build their own gingerbread houses at their seats. When finished building, complete their own bar graph and writing about their house.

goals (from basic to complex). Build suspense Generalize real answers to letter answers (testing skill) Review last weeks Social Studies standard SS K.2.01 (Explain how basic human needs of food, clothing, shelter, and transportation are met.) Make real world connections to homes in general and the students homes. What is different about this house than the last? Model building for low learners, provide new, unmodeled, materials for higher learners. Why is a roof usually slanted like a triangle? Would a circle make a good door on a house? Use writing rubric for smiley sentences to encourage good form in writing. Stress kindergarten skills of organization of bar graph, capitalization of I, end punctuation, correct spelling, neat writing.

Promethean Board Paper shapes Bar graph/writing paper

Middle

Transition? Set a timer for cleanup to regroup before reflection. How will you close the lesson? Time Students will get with elbow partners to discuss 10 m how many of each shape they have, what they used them for, and who has more. Repeat the goal of building things with shapes. Ask what children built. (houses, windows, doors, chimneys, etc.)

Who had more? Promethean Board (high learners) How many more did you have than her? Which shape had the least? Is anything built without shapes?

End

Technology Integration
Check all that apply Other: Word Processing Power Point

Teacher Strategies Best Practices

Check all that apply Student choice Modeling

Internet Resources Graphics/Charts Internet Research Web 2.0 Tool(s)

Cooperative learning Independent learning

Implementing pre, post, and during lesson activities Teaching metacognitive strategies

Interactive whiteboard

Hands-on learning/manipulatives utilized Higher-ordering thinking skills

Real-world connections Criteria charts created (student-driven; supports learning by defining and clarifying a task )

Rubrics created (student-centered)

Mentor texts Anchor charts (a reference tool that anchors new and ongoing learning to key concepts previously intro.)

Research/research materials Evidence of assessment for learning (teacher modifies instruction based on students understanding)

Academic language used in context Conferencing

Grouping Options: How will your groups be organized?

What roles will students fulfill? Check all that apply.

Differentiation: How will you differentiate instruction to

accommodate individual students anticipated learning difficulties, interests, and/or cultural heritage?

Other (please explain)

Individual Pairs Cooperative Whole Group

Those who have proven to have limited spatial reasoning thus far will be given the basic shapes to make their houses (square and triangle). Higher achievers will be given 2 squares and 2 triangles to make the same shape (not modeled). Those who have difficulty turning ideas into sentences and copying word for word will have their own personal piece to copy on their table. Writing expectations will vary from student to student and some may be stopped early to finish at rest time for 1-on-1 time with the teacher.

Intervention: How will you use the results of the

assessment(s) to inform future instruction?

Special Situations in the Classroom? Are there any

management and/or safety issues that need to be considered?

 Some may be stopped early to finish at rest time for 1- on-1 time with the teacher to ensure that they are not practicing incorrectly. Additional practice on generalizing answers and writing skills will continue as needed with specific students both in class and during rest time.

I have 3 children with special needs who have language and generalization difficulties. I will not use the Activotes activity to judge their knowledge, and will watch other activities that are more concrete and connected (without having to generalize answers). 4 children are on alternative behavior monitoring systems, and may have their sheets marked during the lesson if they are not on task. I will try to make this as unobtrusive as possible, but it is necessary to keep order and help these 4 to be successful throughout the lesson.

Rationale/Theoretical Reasoning: What sources support your pedagogy and methodology? Why have you chosen the
strategies you have elected to use?

I have chosen mixed methods to keep my children moving and busy, but on the same task. These mixed methods will reach each learner in different ways and address different skills (testing skills, creation, organization of data, and writing) while using the same skill (constructing objects with basic shapes).

Other routines/information: Of what other information should the evaluator be aware?

Routines Management call back I will say three numbers in sequence (7,8,9) and expect the classroom to count on (10,11,12) and quiet themselves, waiting for the next direction. This is a quick attention getter, but also helps practice the standard K.CC.02 - Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Table Jobs Each child has a shape in front of them on their table. This corresponds with a pocket chart on the back whiteboard that has jobs including material manager, paper passer, paper collector, table cleaner, and chair pusher. Students may be asked to perform these jobs at any time. They may also be given additional jobs according to their shapes.