UNT TE&A COMMON LESSON PLAN

Teacher Candidate: MacKenzie Maxwell

Grade Level and or Subject: Kindergarten math

Date: April 24, 2023

Unit Topic (if applicable): Two Dimensional Shapes

PART I. DEFINE THE GOALS/S FOR THE LESSON

What is the focus of this Identifying two dimensional shapes
lesson?

National / State Learning Math TEKS 6: Geometry and measurement. The student applies
Standard/s: mathematical process standards to analyze attributes of two-
dimensional shapes and three-dimensional solids to develop
.
generalizations about their properties. The student is expected to:
*TEK content area standard
(A) identify two-dimensional shapes, including circles, triangles,
*TEK technology applications rectangles, and squares as special rectangles
standard
Technology Application TEKS 3: Creativity and innovation--
*ISTE standard innovative design process. The student takes an active role in
learning by using a design process to solve authentic problems for
a local or global audience, using a variety of technologies. The
student is expected to:

(A) practice personal skills, including following directions,

needed to successfully implement design processes; and

ISTE 1.5 b: Students collect data or identify relevant data sets, use
digital tools to analyze them, and represent data in various ways
to facilitate problem-solving and decision-making.

Goal/s of the lesson Students should be able to identify the attributes of triangle

PART II: WRITE THE OBJECTIVE/S FOR THE LESSON

Specific learning target(s) /

objectives:
After reviewing the attributes of triangle using the song and T-
*** Objectives have a formal chart, students in their groups should be able to create a song
structure and differ in that stating what makes a triangle a triangle.
way from the Goals you stated
above.

For example:

“After viewing the video Bill

Nye: Doin’ Science with the
whole class, the learner will
independently list in writing
the 6 steps of the Scientific
Inquiry Method accurately
and in the correct order”

(C, A, B, D)

PART III TEACHING THE LESSON

This is the body of the lesson plan. Here you explain the instructional and learning
activities/actions that will best ensure all learners will successfully achieve the objective/s.

****For this section only, you may use the format prescribed by your course instructor,
cooperating teacher, or what is required in your field placement. (e.g.: 5E, Madeline Hunter,
Inquiry Cycle, etc.)

Regardless of the format selected, you MUST address components A-F:

A. Opening/Introduction We will start off class by watching this music video about
triangles.
(also referred to as a “motivator”
or “hook”) This will get the kids engaged and hooked while getting to know
the shapes better.

Link to song

B. Procedures 1. First the teacher should review the shape. (Today we are
working on triangles)
** Include enough detail so that
someone else could replicate your 2. Give Students a Triangle Block so they have a visual
lesson. Unless your instructor
representation through out the lesson.
directs you otherwise, this section
should read almost like a script.
3. Make students connect their thumbs and index fingers to

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 create a triangle. Then have them repeat the word
triangle.

4. Allow students to shout out shapes we have already

learned this week (rectange, circle, square) and compare
and contrast the triangle from the other shapes.

5. The teacher should draw a T chart and label it “Triangles”

and “Not Triangles”. Then use this worksheet to fill out the
T chart on the whiteboard. Allow the students to work as a
class a give a thumbs up (if its a triangle) and a thumbs
down (if its not a triangle). Allow one student to come up
and tape the shape to the right side of the T chart.

6. After all the shapes are in the correct spot on the T chart
reflect with the whol class how the students knew if it was
a triangle or not. (Try to promote the students into
noticing they have 3 sides, 3 corners, every side is straight
not curved, and the shaped is closed)

7. Tell students triangles come in every shape nad size as

long as they have those 4 attributed its a triangle.

8. After students have the attributes of a triangle down, we

are going to make a “wanted” posted of a triangle.

9. Teacher should pring out one copy for every student of

thewanted poster.

10. Teacher read the letter out loud to the students (and
should be projected on the screen)

11. Hand students the triangle and tell them to glue it in the
top rectangle.

12. Then tell the students to write Triangle to the name line,
and ask students how many sides and corners a triangle
has. (Then have students write it on the line)

13. After they have done this allow students (5-10 minutes
(depending on how long t chart took) to color the triangle,
let them get creative)

14. After this students will be put into groups or pairs

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 depending on how big your class is and create a song
about triangles and their attributes.

15. Students will record the video using FLIP

16. The song should include the four attrubtues of a triangle

(3 sides, 3 corners, closed and straight edges)

17. (If time allows) Have students play the video during class.

C. Formative We will create a song showing that students know all attributed
assessment of triangles using FLIP.
methods/tools:
We will use Khan Academcy to help make sure students
understand their shapes (Once all shapes are learned)

Link to Khan Academcy course. (Do Name Shapes 1 and Name

Shapes 2 once students have learned all shapes)

D. Grouping structure/s: First we will work as a full class then students will be put into
groups to create a song.

E. Accommodations/ Allow students extra time the next day to work on triangle again.

Modifications Some accommodations/modifications that can be made to the

lesson is allowing the student to speak/write in their home
language.

Allowing students to say it to you instead of write in on the paper.

F. Instructional Computer, Paper, glue, scissors, FLIP, Khan Academy Course,

Materials, color pencils/markers, Wanted poster, Triangle or Not Triangle,
Equipment, and This song, Triangle Block
Technology:

IV. SUMMATIVE ASSESSMENT

THINK: HOW WILL I ENSURE THE LEARNERS HAVE MET THE OBJECTIVE/S OF THE LESSON?
Summative Benchmark test that is given to Kindergardeners at the end of the year.
Assessment:
There will also be an assessment using this paper, at the end of the unit

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 (once students have reviewed every 2-dimensional shape)

Assessment Allowing students to have extra time to work on the assessment.

Accommodations
Teacher reading the questions to the students (can read the questions slow if
&
needed).
Modifications
Allowing the students to say the answer instead of writing it on a paper.

Allowing students to answer the questions in the language they are most
confident in.

Allowing students extra time the next day to work on the shape they learned
the previous day.

V. REFLECTION ON THE LESSON PLAN PLANNING EXPERIENCE

Reflection I really enjoy making lesson plans and getting ideas from other teachers/off
the internet and combining them all together. The accommodations aren’t
super hard for me since I have a specialization in Special Education. I think
the most challenging part is coming up with a specific learning objective. I
think once we go over it in class and review with our group it can help me get
ideas/know what they like and don’t like.

TEKS: Texas Essential Knowledge and Skills

ELPS: English Language Proficiency Standards
CCRS: College Career and Readiness Standards
IEP: Individualized Education Plan
BIP: Behavior Intervention Plan
ELL: English Language Learner

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