Indirect Instruction Lesson Plan Template*

Subject: Kindergarten Mathematics

Common Core/Essential Standard Objective: CCSS.MATH.CONTENT.K.G.A.1
Daily Lesson Objective (student friendly): Students will be able to describe objects that are in the classroom by using
names of shapes, and students will describe the relative positions of these objects using terms such as above, below,
beside, in front of, behind, and next to.
Activity

1. Engage

2. Explore

3. Explain

4. Elaborate

5. Evaluate
Assessment Methods of
all objectives/skills
6. Assessment Results of
all objectives/skills

Description of Activities and Setting

Good afternoon students, do you remember yesterday when we walked outside and
looked at a stop sign and a yield sign to be able to tell which type of shapes those were?
Remember class, a stop sign was a hexagon and a yield sign is a triangle. Today, we are
going to do something very similar to that but we are going to stay in the classroom and
describe objects by names of shapes with using the terms such as above, below, beside,
in front of, behind, and next to. After this activity, students will be able to identify
shapes.
During this time, students will walk around the classroom and get familiar with the
different shapes that are placed around the classroom. When students have walked
around and got familiar with the shapes around the classroom, I (the teacher) will tell
students to try and find a shape that is above the white board, below the clock, beside the
door, and in front of the family carpet. Students are to listen to my clues and try and find
the shape that is in the place where I said.
When students think they have found the place of the shape students are to tell the
teachers what they notice about the shape. For example, the shape is a triangle. Students
might say; the shape has 3 sides, and/or the shape has a pointy top. Then if the students
know the correct shape they are to yell out the shape they think it is. I would continue to
do this with giving clues around the classroom and having different shapes in different
spots.
I will read a book about shapes and how real life objects are shapes to the students so
they can have a better understanding of the types of shapes. The book I would read the
students would be Shapes Are Everywhere by Charles Chigna
After students have explored the classroom finding shapes and they have explained the
shapes, then students will return to their seats for a whole group activity. As I point to
something, students are to raise their hand and try to identify the shape. For example, I
would point at a clock and the student that fully understands the lesson they would say
the shape of a clock is a circle. I would do this until everyone had a chance to answer.
If students are able to tell me what shape the object is that I pointed at then they have met
the objective.

Materials/Technology: Objects that are around the classroom, the book Shapes are Everywhere.
*Taken from UNCC / edTPA and modified (simplified) for use in ELED 3111 (djs)