USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: ____Kyra Pesina___________________

Grade Level Being Taught: K Subject/Content: ELA Reading Group Size: Date of Lesson:
18

Part 1: Lesson Content

Title of Lesson
Mystery shapes
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners
(supervisors) I included a lot of hands-on activities for students based on research I read that students can learn from
play and when they are able to make connections between math and their everyday life. (“mathematical
experiences for young children should build largely upon their play and the natural relationships
between learning and life in their daily activities, interests, and questions.”) “Engaging

How does this lesson connect to/reflect the local community?

Shapes are all around us. It is important for students to recognize all the different shapes that are around
them.

What Standards (national or MA.K.GR.1.3 Compare three-dimensional figures based on their similarities, differences and positions. Sort
state) relate to this lesson? three-dimensional figures based on their similarities and differences. Figures are limited to spheres, cubes,
(You should include ALL applicable cones and cylinders.
standards.) MA.K.GR.1.4 Find real-world objects that can be modeled by a given two- or three-dimensional figure. Figures
are limited to circles, triangles, rectangles, squares, spheres, cubes, cones and cylinders.
MA.K.GR.1.5 Combine two-dimensional figures to form a given composite figure. Figures used to form a
composite shape are limited to triangles, rectangles and squares.

Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
(CPALMS/instructional planning
course) These are a few standards that students may have learned prior to Kindergarten…
Btok.4y-K.MT.4.4 Constructs with three-dimensional shapes in the environment through play (e.g., building
castles in the construction area)

1
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____Kyra Pesina___________________

Grade Level Being Taught: K Subject/Content: ELA Reading Group Size: Date of Lesson:
18

Trace the standard to the next grade level. What will students learn next related to this standard?

MA.1.GR.1.1 identifies, compares and sorts two- and three-dimensional figures based on their defining
attributes. Figures are limited to circles, semi-circles, triangles, rectangles, squares, trapezoids, hexagons,
spheres, cubes, rectangular prisms, cones and cylinders.

What misconceptions might Students might confuse 2-d and 3-d shapes
students have about this content? students might not know the names of shapes but be able to find the or vise versa
(talk to your CT)

Objectives- What students will Some examples:

know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard)
Measure (HOW WELL they need to Students will be able to compare and contrast 3-dimensional figures using real-world objects.
do it)
(Note: Degree of mastery does not
need to be a percentage.)

(connect back to 4504/CT

Support/reinforced in instructional
planning)

2
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____Kyra Pesina___________________

Grade Level Being Taught: K Subject/Content: ELA Reading Group Size: Date of Lesson:
18

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? _______Understand-Classify, describe, discuss, explain, identify, locate, recognize, report,
select, translate_________________

Which level(s) of thinking is/are called for in your objective? ______Comprehension “refers to a type of
understanding or apprehension such that the individual knows what is being communicated and can
make use of the material or idea being communicated without necessarily relating it to other material or
seeing its fullest implications.”
____________________________________
Why did you choose this level(s) of thinking?
I chose this level of thinking because students will be identifying different 2-d and 3-d shapes and they
will describe the faces of each shape. They will also be separating them to compare and contrast.

Assessment Plan- How will you Describe your assessment plan:

know students have mastered
your objectives? I will walk around with a checklist and take note of how students work through each group activity. I will
make sure to notice how they are participating and I will ask guiding questions to see their thinking.

How does it align with your objective?

This helps me to see which students are able to sort 3-dimensional shapes.

Is your assessment formative or summative? Why did you make that assessment decision?
This assessment is formative because it is the last 2 days they are learning about 3-dimensional shapes. It
will help me to see which students understand the concept and which need more practice.

Assessment Scoring/Rubric

3
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____Kyra Pesina___________________

Grade Level Being Taught: K Subject/Content: ELA Reading Group Size: Date of Lesson:
18

What are the criteria for how you 3-they understand and are able to work on their own
will assess student 2-They understand but may need help sometimes
learning/student work? If you’re 1-Need one on one time
using a rubric, include your rubric
here.

Part 2: Lesson Implementation

Management & Environment ● How will you arrange yourself and the students (location in the classroom, seating)?
(integrated throughout your For a short review lesson, students will be seated on the carpet. Then we will transition to table
step-by-step plan): groups for the rest of the lesson.
● What processes & procedures will you use? How and when will you communicate those to
students?
I will use class call backs like “Class, Class” and they respond “Yes, Yes”. I will use our carpet song
to get students to sit correctly and safely on the carpet. I will call students to carpet by table
groups and dismiss them back by shapes.
● What expectations will you have for the students? How and when will you communicate those to
students?
I will expect students to sit quietly unless they are called on to share their thoughts. I will sing the
carpet song and share my expectations before starting each part of the lesson.
● What strategies will you use if students do not meet your expectations? Are there specific
students who require a more extensive management plan? What will that consist of?
I will give reminders, call on quiet hands to share, I will use class call backs and make my
expectations clear. I will also explain directions before each transition. There are a few students in
my class with IEPs and will need reminders or different behavior plans. 1 of my students works to
get stars so that he can earn a snack time or brain break activity.
● What will students do if they complete the task quickly?
They will be able to share out when called on. I will also ask them questions like “How do you
know?” or “Why do you think…?”

Materials
(What materials will you use? Why -Activity #1: real world objects for each table “Connections between topics, between mathematics and
did you choose these materials? other subjects and between mathematics and everyday life should permeate children's mathematical
experiences” (Clements, D. H., Sarama, J., & Bernard, C. (2003). Engaging young children in

4
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____Kyra Pesina___________________

Grade Level Being Taught: K Subject/Content: ELA Reading Group Size: Date of Lesson:
18

Include any resources you used. Mathematics: Standards for early childhood mathematics education (studies in mathematical
This can also include people!) thinking and learning). Routledge.)
-placemats for each type of 3-d shape
-Activity #2: mystery shapes
-Activity #3: 2-d and 3-d objects/shapes to sort
-answer sheet
-powerpoint

Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:
I will have different real world objects. I will also allow each student to have an opportunity to share their
thoughts. I will also have large text examples on the screen so that all students are able to see. I will

Which specific students will benefit, and why? Jianni motor skills
Visual learners, because there will be a lot of visuals for them.
Hands on learners, because they will each get to touch different shaped objects. They will also be able to
sort objects to show their thinking.
My student Jianni is still developing his motor skills. I have noticed that he doesn’t participate in writing
activities. However I noticed that he is really excited and loves to participate when there are hands-on
activities. He will benefit from this lesson because there will be many opportunities for him to sort objects.

5
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____Kyra Pesina___________________

Grade Level Being Taught: K Subject/Content: ELA Reading Group Size: Date of Lesson:
18

Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or I will offer support to the students that need extra guidance. I will walk around and listen for
groups of students) misconceptions to address them in the lesson. I will include more hands on activities to engage
students in math lesson. “mathematical experiences for young children should build largely upon
their play and the natural relationships between learning and life in their daily activities, interests,
and questions.”
Accommodations What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual ● Pre-Production Level: name shapes or find specific shape
students (initials), and then explain ● Early Production Level: sort shapes
the accommodation(s) you will ● Speech Emergence Level: compare and contrast shapes
implement for these unique ● Intermediate Fluency Level:
learners.)

*If you don’t have students who What accommodations will you make for students who have an IEP or 504 plan?
require these accommodations, I will walk around and ask questions for students who have IEPs. I will allow them to participate too by
describe what you WOULD do if you calling on them when I need volunteers (I know they love to share out loud so this gives a way for them to
did have these students. share their thoughts without disrupting others)

What accommodations will you make for students identified as gifted and have an EP (education
plan)?
No gifted students
References (Planning of APA Citation: Clements, D. H., Sarama, J., & Bernard, C. (2003). Engaging young children in
instruction should be guided by Mathematics: Standards for early childhood mathematics education (studies in mathematical
research-informed thinking and learning). Routledge.
approaches. Acknowledge APA Citation: Wilburne, J. M., Napoli, M., Keat, J. B., Dile, K., Trout, M., & Decker, S. (2007).
references used to inspire lesson Journeying into mathematics through storybooks: A kindergarten story. Teaching Children
ideas.) Mathematics, 14(4), 232–237. https://doi.org/10.5951/ tcm.14.4.0232

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? _____________________________________
teaching this lesson? Be thorough.

6
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____Kyra Pesina___________________

Grade Level Being Taught: K Subject/Content: ELA Reading Group Size: Date of Lesson:
18

Act as if you needed a substitute to 2. What is the expected lesson structure for a lesson taught within this content area? In other words,
carry out the lesson for you.) what lesson structure is appropriate for teaching within this content area? (5Es; guided/gradual
release/etc.) _______Guided/Gradual release____________________________
Where applicable, be sure to
address the following:
3. Step-by-step plan:
◻ What Higher Order Thinking Time: Action Steps:
(H.O.T.) questions will you ask?
◻ How will materials be -Class callback to grab students attention
-I will explain to students that we will be going to the carpet and that I will call on quiet tables to go first. I
distributed? will explain that they will need to walk quietly to their spot on the carpet.
◻ Who will work together in -I will sing the carpet song with my students to make sure they are sitting safely and in a way where
groups and how will you everyone is able to see the text.
determine the grouping? -I will explain my expectations for students and invite their attention the text
-I will review different shapes they have already been introduced to. I will ask them questions about each
◻ How will students transition shape displayed on the board. I will make connections to “Spookley the square pumpkin” A story we read
between activities? last week. I will ask students if they remember the different shapes they found.
-Transition back to tables and I will introduce the first activity called “Mystery shapes” “In this activity we
◻ What will you as the teacher
will pull out mystery items from the mystery bucket” “on your tables we have 4 mats labeled (Cone, cube,
do? cylinder, sphere) Students will pull out the items randomly so each group has a different shape. “You will
◻ What will you as the teacher need to put the item on the right mat that tells me what that shape is. Make sure you work together with
your table friends to put the shape on the correct mat.
say? -I will also create my own on the screen for students that need extra guidance.
◻ What will the students do? -In this activity students will pull out a random object from a mystery bucket. examples include (Canned
food item= cylinder)
◻ What student data will be -I will ask questions like “How do you know this object is a Cylinder?” I am looking for answers that tell me
collected during each phase? the different parts of the shapes.
-I will walk around to make sure all students are on task and understanding what they need to do.
◻ What are other adults in the
-Activity #2 students will be introduced to 2-dimensional shapes again and will have to sort them and
room doing? How are they compare and contrast.
supporting students’ learning?

7
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____Kyra Pesina___________________

Grade Level Being Taught: K Subject/Content: ELA Reading Group Size: Date of Lesson:
18