Supervisor Lesson 2

USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Dunphy
Grade Level Being Taught: Subject/Content: Math- Group Size: Date of Lesson:
Kindergarten Identifying 2-D Shapes 20 November 7, 2017
Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable MAFS.K.G.2.4: Analyze and compare two-dimensional shapes, in different sizes and orientations, using
standards. Rarely do teachers use informal language to describe their similarities, differences, parts (e.g., number of sides and
just one: theyd never get through vertices/corners) and other attributes (e.g., having sides of equal lengths).
them all.)
Essential Understanding
(What is the big idea or essential
question that you want students to This question would be posted on the front board, to set high expectations and introduce the students to
come away with? In other words, what they should be able to answer once we complete this concepts instruction.
what, aside from the standard and
our objective, will students How can you describe and identify a hexagon?
understand when they finish this
lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action, While using a variety of tools and resources, students will be able to identify and name hexagons,
behavior, condition, and degree of with an accuracy rate of 90%.
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re- Student Friendly Objective (this would be posted on the front board):
write the sentence in future tense D: Identify and name shapes that are hexagons.
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions: I am teaching this objective because in kindergarten, students are required to be able to analyze
Why are you teaching this and compare two-dimensional shapes, in different sizes and orientations, while using informal
objective? language to describe their parts, attributes, etc. A two-dimensional shape that is vital for these
Where does this lesson fit students to be able to identify and name is the shape of a hexagon.
within a larger plan? This lesson fits within a larger plan, since students must be able to determine several two-
Why are you teaching it this dimensional shapes as well as being able to combine shapes to form one, large shape. Once
way? students have mastered the several two-dimensional shapes to be covered/reviewed in
Why is it important for kindergarten, we will then move onto the next state standard, MAFS.K.G.2.6- Composing simple
students to learn this concept? shapes to form larger shapes.
I am teaching this math geometry concept, this way, because my students prefer a similar routine
every day. Since our math time is often structured this way, it will not throw my students off and
those with learning disabilities will still be able to follow along and acquire the necessary
knowledge needed to master this standard/objective. By engaging my students, first, with a
whole-group lesson, I am introducing this shape and its attributes, as we break into independent
work, math games, and small-group instruction, my students are building on their knowledge and
continuing their acquisition of this shape/its characteristics. By using manipulatives, students
who do better with a hands-on or visual approach, will be able to refer to the T-chart we complete
as well as use manipulatives.
It is important for students to learn this concept because a strong understanding of shapes is vital
for learning more complex geometry concepts later, in kindergarten and the grades to follow.
Each day children are exposed to shapes in their environment and they need to be able to
recognize these shapes, verbalize what they see, and understand why they are there.
Evaluation Plan- How will you

know students have mastered Formative Evidence:
your objectives? 1. Entry Ticket: Prior to going up to the classroom carpet, I will prompt my students with a math
situation/problem. Ms. Dunphy made a chocolate cake last night. This cake had six sides and six
Address the following: vertices. Can you please draw what Ms. Dunphys cake looked like? I will walk around the
What formative evidence will classroom and monitor each students work, which will determine how extensive I must be when
you use to document student covering the shape of a hexagon.
learning during this lesson? 2. Monitoring Worksheet Pages 393 & 394: Once we have completed our mini, whole-group lesson
What summative evidence will on the carpet, I will have my students return to their seats. Since we have discussed hexagons and
you collect, either during this their characteristics, watched a sing-along video on this shape, and completed a T-chart as well,
lesson or in upcoming lessons? students should have a gist on what these shapes are and how they look. I will ask my students to
complete their first two print-outs (pg. 393-394) to determine how much information they have
acquired. As I monitor each students work (which is to be done independently), I will be able to
better determine which math rotation group they will be placed in. If students struggle drawing a
hexagon, they will be placed in math rotation group #1. Those students who take a minute or two
to do so and question their work, will be placed in group #2, therefore I can solidify their
understanding of this concept. Those students who do not question their work and complete this
question quickly, will be placed in group #3, working on independent work once I release my
students to their rotations.
3. Monitoring Small-groups: Since I will be working with, ideally, every student of mine, in a small-
group setting, I will be able to assess who understands the attributes of a hexagon and what
causes these shapes to be classified as hexagons.
4. Exit Ticket: Following our whole group lesson and math centers, I will ask my students to return
to their seats for their exit ticket (assessment). I will ask my students Can you draw me a shape
that is classified as a hexagon? Based off this data, I can determine whether this content shall be
covered another day or we can move onto covering our next polygon and working our way
towards combining shapes to form one, large shape.
Summative Assessment:
Independent Worksheets (Pages 390-391 & 197): After whole-group instruction, small-group
instruction, and math rotations, students will be asked to complete independent work. This will
entail three hand-outs, one which asks the students to circle shapes that are ONLY identified as
hexagons, the second and third sheet involving coloring the shapes that are identified as hexagons.
These worksheets include shapes that are classified as triangles, circles, squares, rectangles, and
so forth, therefore, if students are still confusing their shapes, this will be seen and re-taught to
those students whom need it.
What Content Knowledge is

necessary for a teacher to teach For a teacher to teach this material successfully, they must know their students needs, as it pertains to
this material? acquiring math skills and how they can accommodate them. He/she must have knowledge on the specific
content being taught, which involves further identifying shapes as two-dimensional, specifically as a
hexagon. The teacher must understand that hexagons, and shapes in general, are commonly
misunderstood as primary students have difficulties understanding that if a shape has specific attributes
it is still classified as that polygon, regardless of its orientation or proportion. While teaching this content,
teachers also must know what prior knowledge their students have on two-dimensional shapes, since this
is a scaffolding concept and requires preconceptions.
What background knowledge is Students must have background knowledge on

necessary for a student to
successfully meet these Position Words (e.g., above, below, behind, etc.)
objectives? Names of shapes (two-dimensional)
How will you ensure students Attributes of shapes (solid, flat, sides, straight sides, curve(s), vertex/vertices)
have this previous knowledge? Students should be able to describe objects in their environment by using names of shapes, and
Who are your learners? describing the relative positions of these objects.
What do you know about them? Students should be using mathematical vocabulary to determine the name of a shape.
What do you know about their
readiness for this content?
What misconceptions might
students have about this content? It is quite common that students develop a mental image of a shape without a specified definition of the
shape or its properties. Students often identify examples of shapes, but will also fail to identify examples
of these shapes that are not identical to their own mental (concept) image of the shape of the shape
prototype. They cannot apply these attributes to different shapes that do not look like the original
shape/image. Although characteristics such as orientation and proportions are irrelevant to the defining
properties of a shape, they affect whether students recognize these certain shapes. Within this given
lesson, students may have misconceptions about the shape, hexagon. Most students will see this and
automatically think of a stop sign, therefore guiding them to think this shape cannot be arranged
differently. However, a hexagon is classified as so, if the shape has 6 straight sides and 6 vertices.
Lesson Implementation
Teaching Methods
(What teaching method(s) will you Demonstration/Modeling: While my students are very young and are adapting to school
use during this lesson? Examples norms/rules, it is vital that we continue to model and demonstrate correct behavior, demeanor,
include guided release, 5 Es, direct and acceptable classwork. I will model what should be done, gradually releasing them to work
instruction, lecture, demonstration, independently. By doing so, they will know their expectations and how/what to do. I will review
partner word, etc.) the formative assessment, first two hand-outs (attached below) as well as the summative
assessment pages (attached below), by demonstrating what is to be done and elaborating on the
fact that this should be their best kindergarten work.
Collaborative Discussion: Throughout schooling, students are constantly encouraged to
participate in group work/collaboration with their peers. By doing this in my lesson, students are
developing communication skills as well as teamwork skills. The content being taught is
reinforced as my students work together and share with one another, through turn & talk time
on the carpet, as they discuss what identifies a shape as a hexagon.
Small-groups (differentiated instruction): For students who struggle with the geometric
concept being covered during our math time, they work in small-groups with myself and peers.
By working in small-groups, time is more allocated to where it is needed. This time with my
students, increases their confidence, as they receive instant feedback and can answer any
questions that they have. Ideally, if time is allocated properly, I will be able to see every student in
my classroom based off my assessing of their understanding.
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.)
Where applicable, be sure to 1. Have students get their math notebooks from their table cubbies.
address the following: 2. Engage the students by asking the entry ticket- Ms. Dunphy made a
What Higher Order Thinking chocolate cake last night. This cake had six sides and six vertices. Can
(H.O.T.) questions will you ask? you please draw what Ms. Dunphys cake looked like?
How will materials be 3. Monitor each students progress, before asking a student to share their
distributed? work and explain their reasoning. Cheer that student on.
Who will work together in 4. Call students to the front carpet to begin whole-group lesson on
groups and how will you hexagons.
determine the grouping? 5. Play the YouTube video:
How will students transition https://www.youtube.com/watch?v=WCjtAOGdGFI
between activities? *Pause the video at 0:40, asking students to raise their hands to go up to
What will you as the teacher do? the SMART board and point to each straight side and vertex.
What will the students do? 6. Continue playing the video, let students model what this shape is with
What student data will be their hands and feet.
collected during each phase? 7. After watching the video, call students attention. Class, Class or 3,2,1
What are other adults in the eyes on me.
room doing? How are they 8. Begin completing the T-chart, while asking open-ended questions:
supporting students learning? How many sides does a hexagon have?
What model of co-teaching are How many vertices does a hexagon have?
you using? What do we see, every day, that is in the shape of a hexagon?
9. As students answer, fill in the T-chart. Once each row is completed,
review what we filled in.
10. Have students return to their seats- calling paper passers to the front of
the room and giving them our hand-out packet (which includes a
formative assessment & summative assessment in it).

11. Model what is to be done on the formative assessment.
12. Have students complete the first two pages, 393 & 394, monitoring their
answers to determine which math rotation/group they will be placed in.
13. Call students attention to the front and explain their independent work
(summative assessment), modeling what is to be done.
14. Release students to their math centers- calling your first rotation to work
in small-groups, then second rotation, and finally the third rotation.
*Ensure that there is enough time to see every group, that way students
can be involved with re-teaching, core work, and enrichment.
15. Allowing 5 minutes for each group, guide students through each rotation
(small-group, math games, teacher time).
16. Students should turn in their hand-out packet into our yellow bin after all
three rotations are complete.
17. Wrap-up the lesson by giving students their exit ticket- Can you draw
me a shape that is classified as a hexagon?
18. Based off this data, I can determine whether this content shall be covered
another day or we can move onto covering our next polygon and working
our way towards combining shapes to form one, large shape.
What will you do if a student struggles with the content?
While working with my small-group that needs re-teaching, reviewing the content and instruction
through a mini-lesson, I will be discussing focusing on the parts of a hexagon (the number of sides &
vertices) and what shapes can be classified as this two-dimensional shape. I will first draw this shape on
the table, with an EXPO marker, and have students take turns labeling the sides (by placing a dash
through each side, 6 in total) and labeling the vertices (by circling the 6 vertices or connected
points/corners). Following this short review of the features that label shapes as hexagons, I will use a T-
chart labeled Hexagons and Non-hexagons (attached below), as I show my students different foam
shapes and pattern blocks, we will collaboratively discuss what is and is not a hexagon. Students will take
turns pointing to their attributes and engaging in open-ended questions that let them explain why
something is classified the way it is.
What will you do if a student masters the content quickly?
These students will be pulled into my enrichment small-group, to challenge their understanding of the
two-dimensional shape, hexagons. I will first draw the shape of a hexagon on the table, with an EXPO
marker, and have students take turns labeling the sides (by placing a dash through each side, 6 in total)
and labeling the vertices (by circling the 6 vertices or connected points/corners). Following this, I will
draw another image that is still classified as a hexagon, but does not look like the typical two-
dimensional shape. Other students, who did not get to the first time, will label the six sides & vertices.
Students will then have an expo marker, one for each student, and place random dots on the table, they
must be sure to draw a hexagon, with six sides and six vertices, but can demonstrate that these shapes can
change their proportion and orientation, but still be classified as a hexagon.
Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
We want children to see a shape and make a connection. When they look at the wheel of a car, we want
them to process that image as a circle, a shape they have learned to label. When they see a stop sign, we
want them to be able to look at this shape and process it as a hexagon. Eventually, we want our children
to decipher between shapes and understand formal definitions of shapes.
If applicable, how does this lesson connect to/reflect the local community?
Shapes are seen daily, throughout society- in their classroom, home, and community. Each day children
are exposed to shapes in these environments. They see and interact with them, therefore, they need to be
able to recognize shapes, verbalize what they see, and understand why they are there.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
The formative assessment, worksheet pages 393-394, will determine what math rotation group my
students will be placed in for teacher time, math games, and independent work. Those students who do
not question their work and complete this question quickly, will be placed in group #3 (enrichment),
working on independent work once I release my students to their rotations. They will begin rotations
with independent work, then play math games, and then meet with me for small-group instruction.
During small-group time, to challenge their understanding of the two-dimensional shape, hexagons, I will
first draw the shape of a hexagon on the table, with an EXPO marker, and have students take turns
labeling the sides (by placing a dash through each side, 6 in total) and labeling the vertices (by circling the
6 vertices or connected points/corners). Following this, I will draw another image that is still classified
as a hexagon, but does not look like the typical two-dimensional shape. Other students, who did not get
to the first time, will label the six sides & vertices. Students will then have an expo marker, one for each
student, and place random dots on the table, they must be sure to draw a hexagon, with six sides and six
vertices, but can demonstrate that these shapes can change their proportion and orientation, but still be
classified as a hexagon.
How will you differentiate instruction for students who need additional language support?
(ESOL students)- I am differentiating and accommodating my instruction for those who need additional
language support by providing an advanced organizer (T-chart), collaborative discussion time,
manipulative use, as well as visual support throughout my lesson. By preparing a chart that outlines the
characteristics different two-dimensional shapes (focusing on hexagons this given day), I am giving those
ELLs a visual to refer to as following along with our lesson, work in small-groups, and complete their
independent work. By having my students participate in Turn & Talk, they are learning from their
partners opinions/ideas as well as their language skills while fostering English acquisition. While
students are given the chance to work with manipulatives (pattern blocks & foam shapes) they are seeing
a visual and engaging in a hands-on, memorable strategy. By having visual support throughout my lesson,
students can refer to an image, instead of having to solely depend on their prior knowledge while
completing the outlined activities and/or assessments.
Accommodations (If needed)
(What students need specific Differentiated Instruction (three small-groups): Math rotations
accommodation? List individual The formative assessment, worksheet pages 393-394, will determine what math rotation group
students (initials), and then explain my students will be placed in for teacher time, math games, and independent work. If students
the accommodation(s) you will struggle drawing a hexagon, they will be placed in math rotation group #1 (re-teach). Those
implement for these unique students who take a minute or two to do so and question their work, will be placed in group #2
learners.) (core), therefore I can solidify their understanding of this concept. Those students who do not
question their work and complete this question quickly, will be placed in group #3 (enrichment),
working on independent work once I release my students to their rotations. The chart attached,
below, is a visual of the way our math rotation groups flow, usually in 5 minute increments.
Re-teach: While working with my small-group that needs re-teaching, reviewing the content and
instruction through a mini-lesson, I will be discussing focusing on the parts of a hexagon (the number of
sides & vertices) and what shapes can be classified as this two-dimensional shape. I will first draw this
shape on the table, with an EXPO marker, and have students take turns labeling the sides (by placing a
dash through each side, 6 in total) and labeling the vertices (by circling the 6 vertices or connected
points/corners). Following this short review of the features that label shapes as hexagons, I will use a T-
chart labeled Hexagons and Non-hexagons (attached below), as I show my students different foam
shapes and pattern blocks, we will collaboratively discuss what is and is not a hexagon. Students will take
turns pointing to their attributes and engaging in open-ended questions that let them explain why
something is classified the way it is.
Core: Prior to teaching this lesson, I taught another math lesson on classifying the two-dimensional shape,
triangle. As I completed this lesson, reflected on my practice, and analyzed student artifacts, I was able to
determine most students were grouped into my core group. To continue their acquisition of this math
concept, I simply reviewed with them, in a more personal, small-group setting. During this time, we will
be focusing on the parts of a hexagon (the number of sides & vertices) and what shapes can be classified
as this two-dimensional shape. I will first draw this shape on the table, with an EXPO marker, and have
students take turns labeling the sides (by placing a dash through each side, 6 in total) and labeling the
vertices (by circling the 6 vertices or connected points/corners). Following this short review of the
features that label shapes as hexagons, I will use a T-chart labeled Hexagons and Non-hexagons
(attached below), as I show my students different foam shapes and pattern blocks, we will collaboratively
discuss what is and is not a hexagon. Students will take turns pointing to their attributes and engaging in
open-ended questions that let them explain why something is classified the way it is.
Enrich: I will first draw the shape of a hexagon on the table, with an EXPO marker, and have students take
turns labeling the sides (by placing a dash through each side, 6 in total) and labeling the vertices (by
circling the 6 vertices or connected points/corners). Following this, I will draw another image that is
still classified as a hexagon, but does not look like the typical two-dimensional shape. Other students,
who did not get to the first time, will label the six sides & vertices. Students will then have an expo
marker, one for each student, and place random dots on the table, they must be sure to draw a hexagon,
with six sides and six vertices, but must demonstrate that these shapes can change their proportion and
orientation, but still be classified as a hexagon.
O- This student has tendencies of calling out and getting off task, as well. This student is considered to be
on the spectrum and through observing, taking note, research, and discussion, teachers believe he may be
autistic. I will be walking around monitoring the turn & talk as well as encouraging him to share his
information with me. That way I can encourage his learning and reassure him that he is on task and doing
well. I will call on this student throughout the lesson to share his ideas, opinions, and thoughts with his
peers as well as sharing his work.
M- This student tends to get off task quickly and has difficulty staying focused, therefore, I plan to have
her sit close to the board, so she is engaged in the whole-group lesson. I will also be pairing her with a
shoulder partner that initiates and encourages discussion when prompted.
Materials
(What materials will you use? Why Elmo
did you choose these materials? Projector
Include any resources you used. T-chart of two-dimensional shapes
This can also include people!) Math notebooks
Pencils
Foam Shapes & Patten Blocks (manipulatives)
Math center games- one for each, three math rotations
Identify and Name Hexagons worksheet

Formative/Summative Assessments- Print-out of five different pages
Two-dimensional shape T-chart (that is to be completed day by day, as we review different shapes):
Formative Assessment (Workbook pages 393 & 394):

Summative Assessment (Worksheet pages 390-391 & 197):

Small-group T-chart/hand-out:

Supervisor Lesson 2

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Supervisor Lesson 2

Загружено:

Авторское право:

Доступные форматы

USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Dunphy

Evaluation Plan- How will you

What Content Knowledge is

What background knowledge is Students must have background knowledge on

formative assessment & summative assessment in it).

What will you do if a student struggles with the content?

What will you do if a student masters the content quickly?

Identify and Name Hexagons worksheet

Formative Assessment (Workbook pages 393 & 394):

Summative Assessment (Worksheet pages 390-391 & 197):

Вам также может понравиться