Hannah King

Lesson Plan
READINESS
I.
Goals/Objectives/Standard(s)
A.
Goal(s)Student will be able to identify, describe, and draw basic
shapes.
B.
Objective(s) Given pictures of real life settings, students can
identify shapes within them.
When provided with daily objects, students can sort
them based on shape.
C.
Standard(s): K.G.3: Model shapes in the world by composing
shapes from objects (e.g., sticks and clay balls) and drawing shapes
K.DA.1: Identify, sort, and classify objects by size, number,
and other attributes. Identify objects that do not belong to a
particular group and explain the reasoning used.
PS.7: Look for and make use of structure. - They organize
and classify geometric shapes based on their attributes.
II.
Materials- block shapes, object that resemble shapes covered,
Shapes Spin worksheet, Counting Chips, Laminated Real life
pictures, dry erase markers, pumpkin design sheet
Anticipatory Set- 4 minutes Students in seats then stand behind
for video
Mini Lesson 10 minutes students on alphabet carpet
Stations 5 minutes at each (20 minutes total)
Students will be in groups based on table arrangements with a
bit of change due to station number.
Theyll be grouped under an animal name. Ill display these on a
powerpoint on the board during Station time.

I will ring a bell so students start cleaning up and raise thumbs

up when ready to move. We will move in a circle all at one time.

Location: Sort (Large Carpet) Pumpkin Face (Desks) Shape Spin

(Desks) Real World Pictures (back table)
Closure 5 minutes students in seats
III. Anticipatory Set
(Have block shapes) You have worked with these a lot! Today, we are
going to learn even more about shapes. And how shapes are all
around us in the real world. We are going to be looking for these
shapes. (Hold up block as we go) We have a square. A triangle. How
many sides? A circle. Which has no sides, it could roll. And a
rectangle. A hexagon. =
Video - https://www.youtube.com/watch?v=dsR0h50BiFQ Shapes
Pancake Manor
IV.

Purpose: Today, we are going to look for shapes all around us.

PLAN FOR INSTRUCTION

V.
Adaptation to Diverse Students-- Carson : redirection back to the
activity, remind to return to seat and then I will come
Awareness of students that may need extra help returning to
explain their station upon arrival, guidance
VI.

Lesson Presentation (Input/Output)

Shapes are all over the world. If we look closely, we can see shapes
everywhere. Sometimes it is one shape. Sometimes lots of shapes
work together to build things.
This is a cereal box but what shapes do we see here? Yes, a rectangle.
Weve got four sides (use a pointer to demonstrate the sides) yet all
four arent the same length.
What is this? An orange. And what shape is it? Yes, it rolls.
Okay, you guys are warmed up. This one is a bit more tricky. What
shape is this? (hanger, triangle)
(marker box, square)
(button, circle) Im even wearing shapes!
I bet shapes are in this room. (Uses hands to make binoculars). Im
looking, looking. (Look in amazement to them) I found a circle! (Use
the circle block to demonstrate the shape). I found a circle in the
room. Put on your binoculars and look. Sh! Keep our mouth quiet as
we look, just use your eyes. With sealed lips, well point at the circle
we found. One, Two, Three. (Discuss the circles pointed at. Verbally
say out loud what the students have found in the shape of a circle.)

Im sure there are some squares hiding in the room! (Put on

binoculars and look around the room) Oh! I spotted one. I found a
square, now you put on your binoculars and look. Just look, our lips
should be locked. Raise your hand if you found a square. I did too,
my square was (show square). It has four sides that are all the
same.
See shapes are all over. Lets find another. We keep our mouths close,
just looking. And we must wear our binoculars! Lets look for a
triangle. Looking, looking. Lock it in your head. Eyes back at me.
(Call on a few students and ask them where they found a triangle.
Possibly have them go to it and point.)
Yes! You, guys, did an excellent job looking for shapes all over the
classroom. We are going to continue practicing this skill today. You
need to pay attention as I tell you about each station because youll
need to know what to do when you get there. There are four
stations that you will travel to.
1.) Sorting. I have items from my house and you will look at
them. Sit in a circle, one person we pull something from the bag, tell
what it is, and what shapes it is. Then place that item in the correct
pile. Then the next person can go
2.) Here you will design a pumpkin. You will cut out shapes to
give your pumpkin a face. Cut nicely and what size dots do we use
for glue? Baby dots. Once youve given the pumpkin a face, count
how many shapes you used. You can think color the pumpkin.
3.) Over here are real world pictures. Using the markers, find the
shapes in the picture and trace them. (Do an example).
4.) Spin Shapes. At this station you will (walk through the game
board) spin the spinner and then find the shape on the page. Lay
your chip over that shape and spin again. This can be a partner
game or by yourself. (Show Example)

VII.

VIII.

(ACEI 3.3)
Check for understanding.
I will observe students during the lesson. If they do not seem to
be getting the lesson, I will continue finding shapes in the room. I
will point them out and help them draw the correlation. I will use the
shape blocks and pointer to show that they are the same. During
station time, I will be observing and asking questions to help them
connect the learning. How do you know what shape this is? Why
are these two shapes the same? How do you know?

Review learning outcomes / Closure

Wow, look at all the ways we had fun with shapes today! Shapes
are all over the place. Thank you for working so hard at all our stations.

Lets take a look at the some of our real life pictures? (use doc camera)
(Call student up to use the pointer and share a shape)
What is this?
What shape is it?
Can -------- use the pointer to trace the shape?
PLAN FOR ASSESSMENT'
I will observe students during the lesson. If they do not seem to be
getting the lesson, I will continue finding shapes in the room. I will point
them out and help them draw the correlation. During station time, I will be
observing and asking questions to help them connect the learning. How do
you know what shape this is? Why are these two shapes the same? How do
you know?
A more formal assessment of information will come later on in the unit.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1.
How many students achieved the lesson objective(s)? For those
who did not, why not?
2.
What were my strengths and weaknesses?
3.
How should I alter this lesson?
4.
How would I pace it differently?
5.
Were all students actively participating? If not, why not?
6.
What adjustments did I make to reach varied learning styles and
ability levels?
a.
Blooms Taxonomy
b.
Gardners Multiple Intelligences
7. What aspect of the lesson did students struggle with the most?
8. How could rotations have gone better?
Daily Objects Sorts examples: bottle cap, rectangle boxes, rectangle book,
card game, tissue box, hanger, etc.

Shape Spin:
Real Life Pictures: store, restaurant, houses, living room, stadium,
playground, dog house, office, classrooms