College of Education
LESSON PLAN ON THE SQUARE
Name: Madilyn Oye
Grade Level: Kindergarten
School: Fred Assam Elementary
Date: 11/19/20
Time: 8:30am-9:00am
CLASSROOM REFLECTION
When I first taught a similar lesson to this only a different shape, it was my first time doing
shapes. Therefore, it was very new to me and my teaching instructions for it were not yet
mastered. My hope is to perfect the flow of the lesson for the circle this time. The class seems
to have fun with figuring out what objects they see in everyday life relate to a certain shape.
This is incorporated within the lesson by utilizing the pocket chart which students interact with
along with a poster students get to identify things that they see as circles. Another thing I would
like to improve upon for this lesson would be to be more confident in my drawings on the poster.
If I do not I will redirate that we all may not be the best artists but the more we try the better we
learn to the class if they were to critique my artistic abilities.
Lesson Goal(s) / Standards
K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and
orientations, using informal language to describe their similarities, differences, parts (e.g.,
number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay
balls) and drawing shapes.
Lesson Objectives
● I can identify the correlation of the shape of a circle to its name.
● I can identify a circle not only in its form but also when composed as an object in the
shape of a circle.
● I can identify that a circle has no sides or corners.
● I can identify that a circle is round.
● I can draw a circle.
Materials Needed:
· White board, white board marker, and white board eraser
· Pocket chart and pocket chart cards
· Shapes video
· Circle poster
· Circle drawing poster on construction paper
· Circle activity sheet
· Stickers
· Highlighter
Contextual Factors/ Learner Characteristics
There are a total of 23 students in the classroom 12 boys and 11 girls. There is 1 student
on a speech IEP and there are 2 students who have a speech evaluation pending. There are also 2
students who see a reading specialist for reading/writing support.
A. The Lesson
1. Introduction (5-10 minutes it is hard due to COVID regulations we may get
interrupted by milk break)
· getting attention
○ (Teacher state and students repeat) “We know shapes, we know lots of shapes.
Who knows what shape we might be learning today?” (The students tend to
anticipate what shape we will be learning based off of the posters).
○ Students will then either guess “Circle” or I will tell them and point to the circle
poster on the board and either say, “Yes, we will be learning about the circle
today good guess!” Or “Put this answer in your head, what shape is this class?”
On the count of three I want you to say it out loud. “1,2,3!” class will then
respond, “Circle.”
○ “Very good, we will start our shape video to review all the shapes we have
learned and the ones we will continue to learn. While we do this I will pass out
different shapes for our pocket chart” During this time I will also remind students
that it’s fine if they have had a shape they get again.
■ This is what the pocket chart will look like to begin with. It shows each
shape along with the shapes name.
■ Students should place their shape in accordance to the shapes on the
pocket chart. Example a pillow (square shaped) would go under the square
column.
■ Once students are finished ask the students to give a thumbs up if the
pocket chart looks correct.
■
■ It should look like this however, the brown picture with the tent on it
could technically go in the square or the triangle spot. If students argue
this explain as to why it obtains both the shape of a square or triangle.
2. Content Delivery (Body of the lesson plan)
Part 1 activity (10-15 minutes)
● Once the students are sitting nice and quietly we will start our next part of the lesson.
○ I’m going to start by drawing a circle on the board and I want to see if you notice
anything special about it.
■ They will hopefully state that a circle is round and has no sides.
■ They could also say what objects are shaped like a circle that they know
about.
■ If they don’t catch that the circle has no sides ask them to compare it to the
other shapes we have learned about and how it’s different to lean them in
that direction.
○ Once our discussion with this is over I will redirect students to our circle drawing
poster on the board.
■ Above is the circle drawing poster, students will be called on to give ideas
about objects that are circles and in the 4 circles draw what is stated.
● Some examples could be a cookie, snowman, ball, or even a
sucker.
○ After this I will state that there are many things in the shape of a circle right class?
■ They will respond yes! We will then move onto our activity sheet.
· relating to past experience and/or knowledge
○ Identifying similarities between everyday life objects or even objects around the
room to a circle.
· creating a need to know
○ Knowing all the shapes and how a circle differs from all the other shapes.
· sharing objective, in general terms
○ I can identify a circle in everyday life.
○ I can draw a circle and identify a circle.
Part 2 activity (10-15 minutes)
● Tell the students that we are going to now move onto our circle activity sheet.
● Show students the front page and go through the steps.
●
● The first step would be that students must put their name on their paper
○ They then will circle all the circles in the number 1 column.
○ In the number 2 column they can trace the circles
○ In the number 3 and 4 column we will go over these questions and answer
them as a group while giving directions.
○ In the number 5 column students will circle the objects in the shape of a
circle.
● After going through the sheet I will tell students that they will raise their hand
when they are done. If there are alot of students at once raising their hand I will
tell them to color all the circles on their paper while they wait patiently to come
check their paper.
● Once I am done explaining everything I will call on students that are being active
learners to come grab a sheet from me.
● Once every student has a sheet I will go around and assist any struggling students
as to how to better help themselves. I will also ensure they remain on task.
● As I walk around the room I will be assessing students and praising them for their
efforts.
● Once students have completed their work I will highlight things that need to be
corrected and ask them what shape they learned today is called.
● Students will then receive a sticker once everything is complete.
● The students will then put their paper in their mailbox.
● Once students are done putting away their papers they can go have their milk
break and if they didn’t get something for milk break then can work in their “Im
done” folders.
3. Closure
Tell the students it is important to be able to know different shapes in order to identify
them in everyday life.
B. Assessments Used
Monitoring students' success by walking around the room and assisting the students who
are struggling by highlighting how to improve. I will go through each paper once it is complete
and students raise their hands.
C. Differentiated Instruction
· Color the circles on the paper.
· Draw more objects that are circles on the back of their paper.
· Along with drawing more objects that are circles on the back of the paper try to
sound out the words that go with that object and spell it underneath the object.
D. Resources
