Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Gretchen Schmidt

 K.G.A Identify and Describe Shapes

List the Rationale (cite theories or theorists):

 Lev Vygotsky believes that young children are curious and actively involved in their own learning and the
discovery and development of new understandings. He places a huge emphasis on social contributions to
the process of development.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”

 Students will be able to identify the following shapes: triangle, circle, square, and rectangle in 2 out of 3
trials by the end of the lesson.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

 Within the first few weeks of kindergarten, students are expected to know and be able to identify these four
basic shapes.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).

 There are a total of twenty-seven students in the class. There are ten girls and seventeen boys. There are
three ELL students and one student on an IEP. However, for this specific lesson there will only be 9 boys and
9 girls present for a total of 18 students… None of which have any unique needs.

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).

 The two kindergarten classrooms are split into three separate groups for math based off their ability levels.
The group that I will be teaching tested at 97 or above on their kindergarten screening in the subject of
math.

List the materials/resources you will need to teach the lesson.

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.

 Smartboard
 iPads
 Doc camera
 Kahoot and YouTube

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *

 I will model the expectations for the lesson/assignments.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

 As a class, we will play a Kahoot game to determine what they already know about the four shapes that will
be taught in today’s lesson.
Pre-Assessment Results:

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
  As a class, we will play the same Kahoot game after the lesson has been taught in order to adequately
determine that the students met the objective of the lesson.

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

 The classroom management technique used in the kindergarten classroom is through an app called Class
Dojo. On Class Dojo, students can earn points and rewards for positive behavior and lose points and rewards
for negative behaviors. This was introduced by my cooperating teacher on the first day of school and the
students caught on extremely quickly and already know what is expected of them. I will use this classroom
management tool throughout the lesson to keep the students on task and engaged throughout the lesson.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
-To begin the lesson, we will listen and dance to the following song by Jack Hartman: (approx. 3 mins)

*** https://www.youtube.com/watch?v=QaF84YHNQNg

-This song is a great review of the four different shapes that we will be going over throughout the lesson,
and it also gets the students up and moving and excited for the lesson!

-After the song, I will present the pre-assessment. The pre-assessment is designed to determine what the
students know prior to beginning the lesson. The pre-assessment is designed in the form of a game show.
The website that will be used to do so is called Kahoot. The pre-assessment will consist of eight different
slides. The slides are as follows: (approx. 8-10 mins)
 Slide #1 [Q: Which shape is a square?] [There will be the four different shapes pictured for students
to choose from].
 Slide #2: [Q: Which shape is a rectangle?] [There will be the four different shapes pictured for
students to choose from].
 Slide #3: [Q: Which shape is a triangle?] [There will be the four different shapes pictured for
students to choose from].
 Slide #4: [Q: Which shape is a circle?] [There will be the four different shapes pictured for students
to choose from].
-The next four slides are designed to be a little bit trickier. 
 Slide #5: [Q: Which shape is a square?] [There will be a slice of pizza, a chair, a clock, and a table
pictured for students to choose from].
 Slide #6: [Q: Which shape is a rectangle?] [There will be a chocolate bar, a gift box, a wheel, and a
piece of pie pictured for students to choose from].
 Slide #7: [Q: Which shape is a triangle?] [There will be a traffic cone, a box of mac and cheese, a
dice, and a beach ball pictured for students to choose from].
 Slide #8: [Q: Which shape is a circle?] [There will be balloons, a cracker, an ice cream cone, and a
bed pictured for students to choose from].
-Each student will log into the game using their iPads. To begin the game, students will type in a code and a
game show name. Instead of using their name, students will use their class numbers. (This gives the
teachers an opportunity to identify where the students are currently at academically without making the
other students aware).
-Kahoot is a game designed to challenge students and it is about speed. Students will be given two choices
and will be expected to click on the correct answer on their iPad. Once the game is completed, there will
be a graph that indicates how many answers were correct and how many were incorrect. (Again, the
teachers are the only ones who will be able to identify which students got the answers correct and which
ones got them incorrect – it will be completely anonymous to the students, but they will still be able to see
how well they did together as a class. )

*** https://play.kahoot.it/v2/gameover?quizId=022f0c8c-5dd8-4ec1-9964-c0e0a502519f

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
- Students will be given multiple geometric shapes. Once each student receives a handful of shapes, I will
ask them to hold up the circle, the square, the rectangle, and the triangle. This is just another quick way
that I as the teacher can determine their knowledge and for the students themselves to have another
round of practice. Once they have all successfully identified the shapes correctly, I will set a timer on the
board for five minutes. Students will have five minutes to play and build with their shapes. This is designed
to provide them with a hands-on activity and get their minds ready for the next activity.

-Next up, I will introduce a worksheet. I designed this worksheet in order to get the students thinking not
only about shapes, but also to get them using their imagination and accessing prior
knowledge/experiences and incorporating them into the math lesson! There are four different worksheets,
each student will get one. Some worksheets have a circle, some have a triangle, some have a square, and
some have a rectangle.
-At the top of the worksheet, it states “Use your imagination to turn this shape into a picture. ”
-Students will independently work on this worksheet and turn a shape into something much bigger than
just a shape.
-Pre-made examples will be shown to the class on the doc camera in order to give the students some ideas
on what they can do if they are having trouble coming up with an idea.
-Students will have roughly 10 minutes to complete this activity.
-If time allows and if students want to do so, they can share their picture with the rest of the class and
share what they turned their shape into and why.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
-Students will practice their knowledge and skills by completing the following worksheet: (approx. 5 mins)
-The directions are as follows:
 Color the round shapes purple.
 Color the shapes with three sides red.
 Color the shapes with four sides orange.

-I have cut out a triangle, circle, square, and rectangle on their corresponding-colored construction paper.
The four shapes will be placed underneath the doc camera for students to use as a guide while they
complete the worksheet.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
-To finish up the lesson, we will play the Kahoot game again. This will reemphasize the lesson objective and
give me as the teacher an opportunity to determine what the students learned as a result of this lesson.
-Introduce follow up lesson for the next day – Rectangle Pencil Craft
-For this craft, students will cut out and color a variety of shapes that were discussed in today’s lessons to
form a pencil like the one pictured below. Students will also color the shapes and write their names on the
base of the pencil. The artwork will be hung in the hallway. 
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

Post Assessment Results:

Student Example of Pencil Craft:

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

 Based on the results of the pre and post assessment, I believe that the majority of students
achieved the learning goals/objective of the lesson. In the pre-assessment, only five students
answered all of the questions correctly. In the post assessment, that number increased to nine
students answering all of the questions correctly. Each of the students increased their number of
questions answered correctly, and not a single student declined in the number of answers that they
answered correctly from the pre to post assessment. I am pleased with the results of this post
assessment. 

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.

Overall, I believe that the lesson went really well. The students were engaged and seemed to be very entertained!
They responded well to the instruction and completed the assignments almost exactly like I had intended. The
transitions in between activities went smoothly and the students knew what was expected of them and followed
along appropriately. I provided plenty of opportunities for practice and hands-on experiences. Overall, the timing
went extremely well and there wasn’t ever a time where an activity or instruction took up too much time or not
enough time. The biggest revision that I would make in the future would be having more of a conversation about all
of the different objects the shapes could be rather than just showing the class my four examples. I think this would
have created a wider variety of images that the students created with their shapes. There were a lot of duplicates
with their shapes based strictly from my four examples that I provided. Looking back, I believe that having a deeper
conversation about all of the different shapes and what they could be would have enhanced the students’ creativity
and imagination. 