Lesson Plan Form - LBS 400

Candidate: Subject: Grade level(s): Date: 4/13/17

Shanisha Henry Math Kindergarten
Standard:
CCSS.MATH.CONTENT K.G: Identify and describe shapes (squares, circles, triangles, rectangles,
hexagons, cubes, cones, cylinders, and spheres).
CCSS.MATH.CONTENT K.G: Analyze, compare, create, and compose shapes.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Students will be read a story about shapes and create their own 2-D and 3-D shapes.

II. LEARNING OUTCOME (Objective):

Students will be able to understand the difference by being able to identify and draw a 2D dimensional and
3D dimensional on pieces of construction paper.

Language Demands: (What demands in terms of language does this lesson require of students,
particularly English Learners?):
Students will practice the vocabulary terms: square, cube, circle, and sphere aloud during class discussion.

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? What lesson comes after this lesson?
Before this lesson, students have learned what shapes that are 2D and 3D end of our lesson you should
know how to draw 2D and 3D shapes.

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity): Teacher will ask students what do they know about 2
dimensional and 3 dimensional shapes. Teacher will allow students to answer questions about the
difference between shape that are 2D and 3D.
Anticipatory Set: activate student prior knowledge
Teacher will read a book about shapes and ask students to identify the shapes in the story.

Student friendly objective: By the end of our lesson you should be able to draw a 2D and 3D
shape.

Purpose: Why are students learning this? Why is it important?

Students will learn the shapes are 2D and 3D shapes. Students will understand the that the world they
live in has many different shapes.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: Teacher will put students in one group together and explain what 2D and 3D objects are.

_____________________________________________
a. T input- Teacher will put pictures of 2D and 3D basic shapes on the board.
 a. T model- Students will be in one group and name the difference between 2D shapes and 3D shapes.
b. Student response: Check for understanding: active participation: ask and students respond, verbal
response,-students will name the difference between 2D and 3D shapes that they are familiar with by
raising of hand.

Step #2: Teacher will read a short story about shapes and patterns
a. T input-Read a story
a. T model-Can you name the shapes in the story?
b. Student response: Check for understanding: active participation: ask and students respond, verbal
response,-students will name the shapes that they are familiar with by raising of hand.

Step #3: : Teacher bring a can and a box to show students what 3D objects look like.
a. T input- Now students will see the visual difference in 2D and 3D objects.
a. T model-Students will repeat the shapes after the teacher has stated what each shape is.
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc. Students will repeat the names of the shape after teacher instructs the students.

Step #4: : Teacher will assist students on how to draw and 2D and 3D on construction paper
a. T-input-Students will be able to draw their own 2D and 3D shapes.
a. T-model-Students will each be given a piece of construction paper and they will draw a square and
a cube.
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

C. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity)
Teachers will guide students on drawing a 2D shape: square and 3D shape: cube on construction paper.

D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
Pencil, crayons, and construction paper.

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: students will raise hands, name shape, and repeat the names of the shapes in class.

Summative: Students will be able to draw their own 2D and 3D shapes.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice): Students will be put in one group on the rug where the teacher can monitor all
the students.
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)
Teacher will have the low achieving students with high achiever, so that the student
see and learn bout self-efficacy. The activity is visual and audible, which will support
English Learners.
VII. HOMEWORK (if appropriate): Go home and show you parents your drawing of 2D and 3D
shapes.