Dakota State University

College of Education
LESSON PLAN FORMAT
Name: Ashley Kemmis
Grade Level: 1st grade
School: JFK Elementary School: Sioux Falls, South Dakota
Date: 4-23-15
Time: 8:30-9:10
Reflection from prior lesson (if you did not teach the previous lesson, what did you
observe that will help you prepare and teach this lesson?):
Teacher did not teacher previous lesson. Based on prior observation of class, teacher
notes that students are excited to learn and engage in math lessons. Teacher modeling is
essential in the success of students in this classroom, so teacher will ensure modeling is
taking place in following lesson.
Lesson Goal(s) / Standards:
1.G.A.2: Reason with shapes and their attributes
(Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quarter circles) or three-dimensional shapes (cubes, right rectangular
prisms, right circular cones, and right circular cylinders) to create a composite shape,
and compose new shapes from the composite shape.
SL.1.6: Presentation of Knowledge and Ideas
(Produce complete sentences when appropriate to task and situation)
Lesson Objectives:
After this lesson, students will be able to identify a cube, rectangular prism, pyramid,
cylinder, cone, and sphere with 100% accuracy.
After this lesson, students will be able to identify one real life example of a cube,
rectangular prism, pyramid cylinder, cone, and sphere with 100% accuracy.
After this lesson, students will be able to define a cube, rectangular prism, pyramid,
cylinder, cone, and sphere with 100% accuracy.
Materials Needed:
BrainPOP video Shapes
Smartboard
My 3D Shapes Workbook

Crayons
Pencil
Contextual Factors/ Learner Characteristics:
Classroom is equipped with Smartboard technology. Desks are arranged according to
ability and behavior levels. Students who require more assistance are located at the front
of the room to allow for my student-teacher interaction to improve level of success for
said students.
Classroom contains 21 total boys and girls, even dispersed throughout the classroom.
Students show strong interest in mathematical practices and are generally eager to learn.
A. The Lesson
1. Introduction (5 minutes)
Lesson will begin with students seated at their desks
1,2,3, eyes on me! Thank you now give me 5. Lets all zip our lips, throw out
the key, turn on our ears, and get ready to listen and learn
Getting attention
Today in math, we are going to begin looking at 3D shapes. Who knows
what a 3D shape is?
Relating to past experience and/or knowledge
Where have you seen real life 3D shapes?
Allow for show of hands and various answers
Creating a need to know
3D shapes are everywhere we look, we are going to spend some time today
learning what they look like and where we can find them in our everyday lives.
Sharing objective, in general terms
After todays lesson, we will be able to identify cube, rectangular prism,
pyramid, cone, cylinder, and sphere. All 6 of these shapes are 3D shapes.
2. Content Delivery (30 minutes total)
(BrainPOP Video/Workbooks 20 minutes): We are going to begin our
lesson by watching a video on 3D Shapes from BrainPOP. While we are
watching the video we are going to be filling out our 3D Shapes books with
the information we learn from the video. As I am coming around passing your
books out, please get out a pencil quietly, put your name on the front of your
book, and wait for further instructions.
Teacher will pass out books and students while follow the above instructions.

As we go through this video, I want you to be listening very closely to what

they are saying about each shape because we are going to be stopping and
using that information to fill out our books.
Teacher will begin playing video. After each shape has been shown and
described, teacher will pause the video and discuss with students what they
have learned and assist them verbally with filling in their workbooks. Students
will also be encouraged during this time to draw a picture of the shape in their
workbooks.
When video and books are completed, if time allows, teacher will give
students instructions to get out their crayons and begin coloring their
workbooks.
(Discussion/Student Explaining 10 minutes):
Now that we have finished our 3D shape books, we are going to do a little
survey. If the cube was your favorite 3D shape, raise your hand.
Teacher will direct students to come stand together in a cube group.
If the pyramid was your favorite 3D shape, raise your hand.
Teacher will direct students to come stand together in a pyramid group.
Teacher will continue until all shapes have been addressed.
Now in your groups, I would like you to come up with one real life example
of your shape that we have not talked about yet and when I call on your group
you will share it with the rest of the class.
Teacher will allow students to share ideas.
Teacher will flick lights on and off to indicate that it is time to be quiet.
Teacher will call on each group to share a real life example of their shape to
the other groups.
Once groups are done, students will be directed to find their seats.
3. Closure (5 minutes)
Teacher will have hand-held 3D shapes.
Teacher will hold up each shape and ask students to identify the shape.
To close this lesson, I would like to see who can tell me what shape I am
holding. Raise your hand if you know.
Teacher will continue until all shapes have been identified.
Great job on todays lesson, class. Now please put your 3D shapes book in
your folders, put your pencils and crayons away, and when you are all sitting
quietly I will call your group to line up for recess.
B. Assessments Used
Pre-Assessment: Can students identify what 3D shapes are?
Questioning: whole-class breaking into 3D shape groups
Small group working in 3D shape groups to come up with fact

Think-Pair-Share: Students sharing one real life example of a 3D Shape

with the rest of the groups
All of these assessments are informal, formative assessments.
C. Differentiated Instruction
Instruction will be differentiated for students who have disabilities or
other impairments that prevent them from participating in the activity. If needed,
these students will be able to use assistive technology to write their 3D shape
definition, facts, and pictures.
D. Resources
BrainPOP video: www.brainpopjr.com
My 3D Shapes Book: www.teacherpayteachers.com