Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher
Kaitlyn DeWindt
Date
Subject/ Topic/ Theme
Shapes: Squares and Rectangles
Grade ________________
I. Objectives
How does this lesson connect to the unit plan?
This lesson will be the second of my unit, following the introduction to shapes.
cognitiveR U Ap An E C*
Learners will be able to:
Students will be able to describe the properties of squares and rectangles
Students will be able to compare a square with a rectangle (by properties)
Students will be able to distinguish a square from a rectangle (by image)
Students will be able to color within the lines of the squares and triangles
physical
development
socioemotional
R
An
U
X
Common Core standards (or GLCEs if not available in Common Core) addressed:
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
K.G.2 Correctly name shapes regardless of their orientations or overall size
K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms
such as above, below, beside, in front of, behind, and next to.
*remember, understand, apply, analyze, evaluate, create
II. Before you start
Identify prerequisite
knowledge and skills.
Students must recognize the images of a square and a rectangle as talked about in lesson one
Coloring skill consistent with a kindergarten level
Pre-assessment (for learning):
Group discussion
Lead question and answer time
Outline assessment
activities
(applicable to this lesson)
Formative (for learning):
Walking around the classroom during the activity to gauge understanding in order to help me with future lessons
and to understand where students need more help.
Formative (as learning):
Ask the students questions about squares and rectangles.
Summative (of learning):
Observing proficiency and accuracy as well as the completed activity sheets.
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
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Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Lecture
Discussion
Pictures with discussion
Activity to reinforce their
learning on squares and
rectangles
Provide Multiple Means of Action
and Expression
Provide options for physical actionincrease options for interaction
Coloring (using finger
muscles)
Provide Multiple Means of
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide options for comprehensionactivate, apply & highlight
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for expression and
communication- increase medium
of expression
Answering questions
during discussion
Communicating with
partner during activity
Expression through
student activity sheets
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
Collaborate with
teacher
Collaborate with
partner
Feedback from teacher
Optimize challenge by
adding dice to activity
so students can work
on counting as well as
shapes
Printed sheets of squares and rectangles (9)
Printed copies of decks of cards made for activity (5 of page 1, 9 of pages 2 and 3)
Whiteboard and markers
Dice (9)
Students will sit at their assigned rug spots for the introduction and instructions
During activity partners find a table spot to work
How will your classroom
be set up for this lesson?
III. The Plan
Time
10:00
10:00
Components
Motivation
(opening/
introduction/
engagement)
Development
(the largest
component or
main body of
the lesson)
Describe teacher activities
AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
- Draw a square and a rectangle on the
- Students sit in their rug spots and listening
whiteboard
to the instructions
What shapes did I draw on the board?
- Students (while staying in rug spots) raise
How do you know?
their hands and tell me squares and
How are they different?
rectangles they see around the classroom.
Raise your hand and tell me where in this
classroom do you see squares and
rectangles?
- There are three properties we use to
-Students quietly in carpet spots and answering my
know the differences between shapes, they questions.
are the number of sides, the number of
Both have straight lines, four sides and four
points (point at what a point it), and if the
points.
lines are curvy or straight (Draw an
example of both straight and curvy lines).
Now look at the square right here. Do you
think it has straight or curvy lines? How
many points do you think it has? How
about sides? What about the rectangle?
Does it have straight or curvy lines? How
many points and how many sides? IF they
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Difference is that rectangles dont have sides all
the same length
are the same, can anyone tell me what the
difference between the two shapes are?
-Listen quietly while I explain the game
3:00
Closure
(conclusion,
culmination,
wrap-up)
Tell the students about the activity while
demonstrating for them
I am going to roll the die and flip a card,
the card will tell me which shape to color
and the die will tell me how many. Each
partner will have a different color crayon,
and you want to have the most squares
and rectangles. There are also cards that
look like this (hold up skip turn card) if
you draw one of these on your turn you
must put it back on the bottom of the pile
and your partner plays. You have no turn.
Instruct students to go to their table spots
and work with the person sitting next to
them.
Walk around the classroom and observe
How do you know what you just colored
is a square and not a rectangle?
Is this game easy or hard for you?
-Clean up time
Okay kindergarten friends, please put your paper
and you cards in a pile on the rainbow table, and
put your crayons away.
Students go to their tables and begin
quietly.
Answer the questions I ask as I walk
around the room
-Clean up and do as told.
Thank you for your great work today!
So how many sides does a square have? A
rectangle?
How many points does a square have? A rectangle?
What kind of lines do they have?
How are they different?
-Students raise their hands and tell me that squares
and rectangles have four sides, four points, and
straight lines. They are different because the
rectangle has a pair of longer sides and a squares
sides are all the same length.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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