Danielle Christy

SIOP Lesson Plan

1.

Lesson Preparation
a. General Information
Grade Level: Kindergarten
Subject Area/Topic: Math/Shapes
Student Demographics: 20 Students; 7 ELLs
Lesson Duration: 40 minuets
b. State and/or National Standard(s) and/or Benchmark(s)
MAFS.K.G.1.2: Correctly name shapes regardless of their orientations or overall size.
MAFS.K.G.2.4: 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).
c. Learning Objective(s)/Outcomes(s)/Essential Question(s)/Content Objectives
Students will be able to work in groups to demonstrate knowledge about shapes and their
attributes through comparisons.
Essential Question: What is the best way to recognize the different characteristics shapes
have?
d. Language Objectives
Students will be able to work together and communicate to come up with group responses
and explanations for their reasoning.
e. ESOL Teaching Strategy
Group Response With a White Board
f. Detailed List of Materials and Resources for Teacher and Students
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Dry erase boards

Dry erase markers
2-D shapes
Large shape cards
Crayons in a bucket
Smart board
Video: https://www.youtube.com/watch?v=pQ5mZIInE6s

Danielle Christy

2. Building Background
Links are explicitly made between past learning and new concepts.
I will introduce my lesson with, Hello class! Now we will be starting math. I will be playing
a video about shapes. Please pay close attention to what makes each shape special.
The students will stand up and sing and dance along with the video.
When the video is over and all the students have sat back down. I will ask, What do you
think we will be learning about in math today?
They can respond with, shapes or 2-D shapes.
At that point I will go over behavior expectations such as the hand signals I will use to
represent wither the students should shout out or raise their hands.
I will then confirm that, today we will be working on 2-D shapes, but I want to see what you
all already know. I will start by asking, Who can remember what makes each of the shapes
different or special? Think about the chart we made when learning about circles and all the
differences we wrote down. Also, remember when we did our cracker activity and talked
about all the differences the shapes have.
The students will respond with remarks about specific shapes and their unique numbers of
points and sides as well as other characteristics.
When they respond with the shape names and characteristics I will reiterate what they say
and remind them of the appropriate vocabulary. I would say, The points shapes have are
called vertices and the flat parts of shapes are called sides.
I will continue to discuss with the students the unique aspects of each shape until I feel that
they are ready to move on.
3. Comprehensible Input
Teacher candidate's explanation of academic tasks is clear.
We are about to move into our activity. Does anyone remember the last time I taught a math
lesson and you worked with your table groups? They will respond, yes. Yeah, your
whole table worked together and talked about what you wanted your answer to be. In that
activity only one person wrote down the answer on the white board. Do you remember that?
Today we will be working with our table partners again to discover shapes and what makes
each shape unique.
When I send you back to your tables you will notice you each have been given something
different. I will then go over the steps:
First, the three of you who have shapes will take them out and use them to find the answer
to the question I have asked. You will be working together with your table group to come up
with an answer and then the student with the white board will write down the answer. When I
call on a table color the person with the white board will then hold up your group answer.
I will explain to them how important it is to communicate with each other.
They will go back to their seats and I will remind them to wait for directions.
4. Strategies (include a Step-by-Step Instructional Plan)

Danielle Christy

Teacher candidate provides ample opportunities for students to use the ESOL teaching
strategy that the teacher candidate is demonstrating.
I will start by demonstrating the activity and going over the shapes. I prompt them to watch
the first time as I start by demonstrating what the students who have the shapes should be
doing. First hold up the shape I call for. You will then listen to my question and start to
figure out your answer. The person with the board will then write down the answer.
Before I continue on I will go through each of the 2-D shape manipulatives and review the
names of each.
Then we will go through another round where the students are using the strategy while I am
modeling. I will walk them through the process step by step. When the students have shown
they fully understand the strategy we will start the activity.
5. Interaction
Grouping configurations support language and content objectives of the lesson.
The students are grouped together by their table colors. They will work as a group to discuss
the question and arrive at their answers. There is one student who is assigned as the person
who will be writing and presenting their answers while the other three students will be in
charge of communicating their answers and discussing the content.
6. Practice/Application
Teacher candidate provides hands-on materials and/or manipulatives for students to
practice using new content knowledge.
Students will continue to use the mantipulatives provided to apply their knowledge. They will
use the shapes and white boards during the lesson instruction.
7. Lesson Delivery
The pacing of the lesson is appropriate to the students' ability level.
I will be holding up large shape cards and asking the students if they can recall the name of that
shape. I will wait until a student is able to name the shape and allow other students to help if
needed. I will then ask them to tell me the number of either the vertices or sides of that shape. If
the same student seems able or willing to give that answer then I will call on them and wait until
they have had enough counting and processing time.
8. Review/Assessment

Danielle Christy

Teacher candidate provides a comprehensive review of key content concepts.

The key concepts from this lesson will be reviewed with a whole class flash cards activity. The
activity will start with an explanation of directions.
I will hold up a card and if you can tell me any characteristics please raise a silent hand.
The students will then quietly raise their hands.
I will then call on one of the students to tell me any characteristics that they are able to.
They could respond to the rectangle, It has four vertices!
I will then prompt other students to add on by saying, Can anyone think of any other
characteristics?
I will then call on any other students who have more to add. I will continue asking for responses
until they have listed all the characteristics of that shape.
I will repeat this process with the shape cards until we go through them all.
9. Analysis
a. Explanation of Addressing Diversity
This lesson addresses diversity by allowing students to use manipulatives while working
in groups. Students are heterogeneously grouped with different ability levels and
language abilities to learn from each other.
b.

Informal Assessment Plan

Pre-assessment: questioning at the begging of the lesson
Comprehension check: analyzing the white board responses
Post-assessment: questioning during review

c. Critical Reflection
This was my first video taped SIOP lesson. It was very intimidating and I could tell that
the video camera affected my teaching ability. I also wrote an extremely extended lesson
plan for many parts to help me know what to say when teaching. I think it was a
successful lesson for the students. The students did very well with the white boards
because the teacher has used them before with her class. The class did seem to have a
harder time with the designation of roles and how only one person was writing while the
rest were using shapes and coming up with answers. The practice rounds were vital
because after they seemed to get a good understanding of what was expected they had an
easier time with the activity. I would definitely use this again especially with older
grades.