Name: Angela Hutchinson School: Indiana University Southeast

Grade: Kindergarten Date: October 9, 2014

Content Area: Mathematics/Literature

Lesson Plan

Preinstructional Planning:

Concept/Essential Question:
What can you make with a perfect square?
How many sides does a square have?
What is the difference between a square and a rectangle?
Can I predict what is going to be on the next page?
What other concepts are noticed in the story? (i.e. Days of the Week, Colors of the rainbow)

Standards (Common Core)(State and National Subject Area)
K.G.2: 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.RL.2.4: Make predictions about what will happen in a story.
K.2.2: Use pictures and context to aid comprehension and to draw conclusions or make
predictions about story content.
K.RV.2.2: Identify and sort pictures of objects into categories (e.g., colors, shapes, opposites).

Objective (Goal Clarity Window):
Students will be able to:
Differentiate between the different shapes by observing the number of sides.
Create shapes in different sizes.
Use a square to create a picture.
Compare and contrast different shapes.
Predict what is coming up in the story.

Estimate of Students Prior Knowledge (Was this assessed or are you guessing?):
Estimate the students prior knowledge on shapes.

Required differentiation/ modifications (for whom and what)
Students with learning disabilities:
The story will be read to the entire class. This will help the students who do not read as well.
If needed, the instruction will be given on an individual base with the students who need
additional help.
Provide immediate feedback to students that have learning disabilities
Repeat instructions and/or offer information in both written and verbal formats.
Support the learning of children struggling with the objectives.
Provide them with examples or hints that may help the students think.
Student with high abilities:
Allowing these students to choose a story own their own then make predicts by writing or
drawing what they think is going to happen.
Provide them with more challenging questions.

Instructional Materials/Special Arrangements
Storybook - Perfect Square by Michael Hall
Construction Paper
Glue
Scissors, hole punch
Markers, crayons


During Instruction:
Introduction/Establishing Set/ Motivation/ Activating Prior Knowledge:
Introduce
Introduce predicting and how we can use it when reading a story
Provide examples of how to make predictions - What can I use to make a prediction about a
book?
Title
Cover page
Chapter titles
Illustrations (pictures)
Tell the students that you are going to read a story aloud to them and model how predictions
can be used while reading.


Sequence of Learning Activities:
Discuss how squares have equal sides and matching corners.
Read the book and highlight some of the descriptive words that the author uses such as
shredded, shattered, snipped, and crumpled.
While reading the book, ask the students if they can predict what the square is going to turn
into on the next page.
Ask the students what could be created from a square.

Closure:
Ask the students how the predictions changed as the story was being read.
Inform the students that during some of the next story lessons that they will be making their
own predictions.
Have the students write and illustrate about their favorite part of the book.

Assignments/Practice
The children will then make their own picture by crumpling, cutting, tearing, or shredding
their squares to create a picture (fine motor skills). Then each child will glue his or her
creation onto a background sheet.
Have each child write how he or she has changed the square and what it has become. Have
the students use descriptive language.

Following Instruction:
Informal assessment if Student Learning (checking for understanding)
Allow the students to summarize the story in their own word. .
Ask the students questions while the story is being read.
Have the students find examples of squares around the classroom.

Formal Assessment of Student Learning
Have the students complete a worksheet where they will decipher between squares and
other shapes.
The students will create their own story by making a different page for the days of the week.
As a class, we will read our stories and see if there are any predictions that can be made
during these stories.

Evaluation of the Lesson (How did it go? Revisionscoulda, shoulda, wouldaneeded )
Make sure that all of the materials are prepared for time management.
Relate more to the emotional aspects of the story. The square was content with being a
square until he figured out that he could be so much more. His life was more exciting when
he experienced life outside of his box.