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, meaningful lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.) Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) Nineteen Kindergarten students Who (if anybody) will assist with the presentation of this lesson, and what will their role be? N/A What is the long range goal(s) that is tied to this lesson? The long range goal is for students to identify the names and attributes of the 3-Dimensional shapes cylinder, cone, cube, and sphere. What is the specific learning objective(s) for this lesson? Students will identify, define, and apply the vocabulary terms point, side, and face. Students will identify and describe attributes and parts of three-dimensional shapes. Students will identify, build, draw, compare, and sort three-dimensional shapes. What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? The students will need the prerequisite skills of grade level appropriate comparing, contrasting, and sorting. They will also need to be familiar with kindergarten level geometry terms. When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) This lesson will include learning fluency for some students who struggle with geometry concepts and learning maintenance for most of the students. When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) This is a one day lesson. Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab…) AND what materials will be needed? This lesson should be presented in a Kindergarten classroom with the following materials: brown paper bags Round is a Mooncake: A Book of Shapes, by Roseanne Thong (iPad application) “3D Shapes (That I Know)” video crayons and pencils 3D shape blocks (displayed on board) 3Dshape pictures (placed in paper bags) SmartBoard poster paper pictures of real world 3D shapes Why are you planning to teach this lesson? Why must this information/skill be presented to the students? This lesson aligns with the Kindergarten Common Core and Pennsylvania Academic Standards, as well as my school district’s curriculum. This specific lesson presents the content in a hands-on format that incorporates technology. How does this lesson relate to the PA Academic Standards? This lesson relates directly to PA Standards 2.5.K.B, 2.6.K.B, 2.9.K.A
How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? This lesson builds upon previous learning acquisition and fluency lessons about 3-dimensional shapes and their attributes. How will you determine if students have met the lesson objective? (Think assessment) Informal assessment will be utilized through the use of whiteboards, questioning, and teacher observation. Formal assessment will be used with the rubric recreated for the 3D Shape poster. How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups…) Whole group and small group activities
Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) 2.5.K.B: Use appropriate mathematical vocabulary when explaining how to solve a problem. 2.6.K.B: Organize and display objects by one or more attributes. 2.9.K.A: Identify and describe common 2-dimensional and 3-dimensional shapes.
Lesson Objective(s) (Stated in observable and measurable terms) Students will identify, define, and apply the vocabulary terms point, side, and face. Students will identify and describe attributes and parts of three-dimensional shapes. Students will identify, build, draw, compare, and sort three-dimensional shapes.
Assessment Plan (What will be done to determine if lesson objectives have been met?) Informal assessment - questioning, and teacher observation Formal assessment – 3D Shapes poster Materials: brown paper bags, Round is a Mooncake: A Book of Shapes, by Roseanne Thong (iPad application) “3D Shapes (That I Know)” video crayons and pencils 3D shape blocks (displayed on board) 3Dshape pictures (placed in paper bags) poster paper pictures of real world 3D shapes Inclusion Techniques for Students with Special Needs: To best accommodate students with special needs in this lesson, I will use preferential seating, peer support, and the students’ preferred format for informal assessment and participation, such as “thumbs up, thumbs down”, coming to the SmartBoard, using the iPad. Students with special needs will also work through the What 3D Shape Am I? Screencast independently two times prior to this lesson. Enrichment Techniques: Students will use geoboards to create 2D shapes to represent the sides of 3D shapes. Enrichment students will also read Captain Invincible and the Space Shapes by Stuart J. Murphy, and complete activities within the Toy Tangram iPad application. At home, students will create an Animoto presentation of real-life examples of 3D shapes with adult assistance.
Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): If a student is having difficulty identifying or differentiating between sides and corners, TTW ask the student to use his/her finger to trace the corner or side while saying the vocabulary term.
If a student is having difficulty participating in the small-group activity, TTW use proximity reinforcement, verbal praise, or redirection to support the student.
Introduction/Motivational Activities/Anticipatory Set: TTW explain to the class that today we will be talking about and looking at shapes. We will be talking about how shapes are different and how they are similar. TTW call the students up to a central area to sit and listen to the story Round is a Mooncake: A Book of Shapes on the iPad. TSW provide story predictions. While reading the story, TTW prompt students to identify shapes on each page through questioning. Once the story is completed, TTW direct the students back to their seats. Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) 1. TTW ask students to share what shapes they recall that were discussed in this story. a. When a student names a shape, TTW display the example shape on the SmartBoard and write its name underneath. TTW then write the names of these shapes underneath the example 3D shapes on the SmartBoard. 2. TTW define the terms sides, faces, and points, in relation to three-dimensional shapes. TTW explain that these parts are called attributes. Attributes describe the parts of a shape that make it different from other shapes. TTW then model describing the shapes with the terms faces, points, and sides. a. TSW describe the remaining shapes, describing them in terms of the quantity of sides, faces, and points. Guided Practice/Independent Practice/Assessment Activities 3. TTW explain to the students that since they did so well describing their shapes, they’re now going to try to sort real life 3D shapes! TTW will explain the directions for playing “It’s in the Bag”. a. TSW work within groups of four to five students. Each student will have a small brown paper bag with a real world example picture of a 3D shape in it. When it is the student’s turn, he or she will look at the picture describe its sides and corners without showing it to their group members. The other group members will then try to guess shape they believe is in the bag. The student taking his or her turn will then reveal the shape in the bag and name it. TSW refer to the board for shape vocabulary reinforcement, if necessary. b. TTW circulate the classroom as the students work, proving positive feedback, reinforcement, and redirection as necessary. 4. TTW bring the students back to whole-group instruction a. TSW share their opinions and outcomes regarding the activity. 5. TTW provide students with positive reinforcement regarding their performance with identifying attributes of shapes. b. TTW give directions for the 3D Shapes posters c. TSW work within their groups to create a poster of real world 3D shapes, using the pictures in their paper bags. Under each picture they will write the name of the shape by referring to the examples on the SmartBoard. Closure: TTW explain that now they now will get to watch a fun video about shapes. They may sing and/or clap along with the video. TTW project the video, “3D Shapes (That I Know)” onto the SmartBoard.
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