Running head: DIRECT INSTRUCTION LESSON PLAN 1

Direct Instruction Lesson Plan

Stephanie Mora
College of Southern Nevada
March 3, 2018
DIRECT INSTRUCTION LESSON PLAN 2

I. Describe the Class

This is a kindergarten grade class with a total of 20 students. We have one learning
disabled student, a gifted child, and two students who are second language learners.

II. Subject/Skill:
Subject: Math
Skill: identifying and sorting 2D and 3D shapes

III. Objective(s)
The students will be able to correctly distinguish and group 2D and 3D objects 85%
of the time.

IV. Procedures
1. State the objectives and orient student to the lesson:
I would begin by saying that we are going to talking about shapes. About two
specific types of shapes, 2D and 3D shapes.
“Has anyone ever heard of these two terms: 2D and 3D shapes? “

2. Review Prerequisites:
First, we will list all the shapes that we know.
Then, I state that not all shapes are the same. Some shapes are flat (2D) and
some are solid (3D).

3. Modeling:
Next, I will draw on the board the shapes that we have listed (for the 3D
shapes I will show them a real-life object that they can pass around)
If no 3D shapes were listed, I will include a few like cube and
cylinder. By doing this, I will be able to show the kids that some
shapes are different.
DIRECT INSTRUCTION LESSON PLAN 3

I will explain that these shapes look different because some have height,
width, and length while other merely have length and width.

Then, I will begin my PowerPoint while a student hands out the hand held
signs that have 2D on one side and 3D on the other.
I will explain and demonstrate what we will do with the signs a couple
of times.
On the PowerPoint slide, there will be a shape, and the students will
have to look at it and determine (in 5-10 seconds) if it is a 2D or 3D
shape before lifting up their sign to show their answer. Then, I will use
my sign to show the correct sign. If all the answers are correct, I will
simply move on, but if the answer is wrong I will spend time
explaining why the shape is 2Dor 3D.

4. Conducting learning probes/Guided Practice:

After practicing that we will go back to our seats and I would group the
students, so that we could begin our guided practice.
For our guided practice we would be sorting a total of 7-8 objects into
either the 2D or 3D group.
As the students did this, I would be walking around helping any group
who seemed stuck on an object.

5. Independent Student Practice: The activity in which the students lift up their
hand-held signs to show whether they think the shape is 2D or 3D.

V. Materials
For this lesson I will need a computer, PowerPoint, hand held signs that say 2D on
one side and 3D of the other side, 2D vs 3D worksheets, 2D objects (rectangle,
square, triangle, and circle cut outs), 3D objects (Kleenex box, ball, cube, soup can),

VI. Grouping Structures

During guided practice the students will break up into 10 groups of 2 and sort the 7-8
objects that I will provide.
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The students will be seated all around the classroom; some will be in their
seats and some will be on the floor.

VII. Modifications
The gifted student will be allowed to do the guided practice work on their own (we
would have 8 groups of 2, one group of 3 and the gifted student on his own) and will
be given shapes that the other students don’t have to identify.
For the ELL students, I would make sure that they understand that they understand
what the words we are saying (solid, flat, length, width, height, etc.) mean; I could
learn how to say those words in their language to ensure that they know what I am
talking about.
For the learning disabled student,
I don’t think much accommodation would be needed because they would be able to
see and touch the objects. What I could provide for them would be extra time or
support. I could place this student with a learning disability into the group of 3.

VIII. Assessment
Assessing student progress/culminating or closing activity:
Before moving on we will go over the basic difference between a 2D and 3D shape.
I will ask: “So, what kind of shapes are solid?”
“That means that they have what?” (length, width, height)
“What about 2D shapes, do they have length? width? height?”
“That means that 2D shapes are what solid or flat shapes?”
While asking these questions I will be observing the students to see if they are all
participating. If I hear various answers I will stop go over the answer.

Distributed Practice and Review:

I will continue to review and practice identifying and sorting 2D and 3D shapes maybe 1-2
times a week, so that they continue practicing this skill.
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I will switch up how we review the material, so that the kids don’t get bored of reviewing the
material.
We could watch YouTube videos, do sorting worksheets, or we could do a 2D/3D shape
scavenger hunt in our classroom.