Professional Documents
Culture Documents
Kindergarten/1st grade
English Language Proficiency of Students: (Before classroom instruction, teachers will understand their students’
English language proficiency, and the language demands of the lesson’s instructional materials.)
Bridging
California Content Standards:
(Which standards do you plan to teach? Paste these from the CA Content Standards)
CCSS.MATH.CONTENT.K.G.A.2
Correctly name shapes regardless of their orientations or overall size.
CCSS.MATH.CONTENT.K.G.B.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).
CCSS.MATH.CONTENT.1.G.A.1
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining
attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
Enduring Understandings:
(What concepts/big ideas?)
Being able to describe 2 dimensional and 3 dimensional shapes using informal language
Essential Knowledge/Skills:
(What knowledge/skills? How does this lesson build upon prior lessons? How will this knowledge/skill enable students to
understand future lessons?)
Higher-Order Questions:
(What is/are the focusing question(s) for this lesson?)
Laptop, phone, Internet, Zoom, Google slides, YouTube Laptop, iPads, Zoom
Anticipated Misunderstandings/Difficulties:
(What areas of confusion or difficulty do you anticipate students might encounter with this material? How will you address
them?)
Their ability to write what they want to say might not be very good. Instead of focusing on the spelling/writing, I would focus
on whether they have the phonics and letter sounds correspondence of the words, instead. This might be especially true for the
younger students or those who struggle more with writing and spelling. Showing them the names of the shapes during class
would also help. For their homework assignment, I could provide the names of the shapes they can show (word wall).
Element Rationale*
Describe what will happen-what will teacher and/or students do Describe why you chose to do it this way.
Pre-Assessment of Students’ Knowledge or Ability:
(Before instruction begins, how will you assess what students know
and/or are able to do related to the objective?)
I will also start the lesson by assessing just where they are after the
first lesson to see what they will need in order to understand the
new concepts. I will be asking them to draw the shapes for me on
their whiteboards. They will be asked to draw shapes with 0, 3, 4,
and 5+ sides.
Based on how many students are able to identify the shapes, I will According to Vygotsky, their zone of
gauge up to how many sides to ask them to find. An example could proximal development has to contain what is
be if the majority of the students can identify 5+ side shapes, they being taught. They can learn this but might
can look for one of each for their homework assignment. If they can need a little help. Teacher can lead lesson but
only identify up to 4, then they can look for one of each up to 4
sides for their homework.
has to allow students to learn and grow.
LESSON SEQUENCE
Instruction to Support Learning:
(How will you: convey information to be learned, and integrate the
content and language objectives, ensure students are engaged, link
information to student’s lives & previous learning, teach unknown
vocabulary, and scaffold the content? How will students be
grouped for each activity to support student learning?)
The smaller groups will also allow for a less stressful learning
environment.
According to Bloom, questioning can allow
for students to differentiate their thoughts.
Students will also be grouped based on their reading and They allow for discussion and analyze where
comprehension level. This helps students work at their own pace to go from there.
and at the pace of students at similar levels as them. This also helps
teacher adjust lessons accordingly to four smaller groups at similar
levels, and not an entire classroom with everyone learning the same
lesson despite being at different reading levels. This allows for a
less stressful learning environment without damaging their self-
confidence.
DIFFERENTIATING INSTRUCTION
Differentiating Instruction for an English learner: (How do your choices support this student?)
(Identify this student’s EL goals. Describe the assets and
challenges related to this lesson for this English learner. What will
you do specifically support this student for this lesson?)
An EL’s goals would be to improve their use of the Since the lesson addresses reading, writing,
English language when trying to identify different and speaking skills I think this is a good
shapes. The vocabulary isn’t too difficult for an lesson for EL students. The only thing that
Emerging/Bridging student. If the homework might have to be adjusted would be their
assignment is too difficult to write, the teacher will be spelling, as it would be based on the EL’s
writing down the things being asked, and the students writing ability level.
will be recording themselves describing what they
found. This will help them practice their English-
speaking skills in a more private and less stressful
environment.
Differentiating Instruction for a focus student with (How do your choices support this student?)
Special Needs:
(Identify this student’s special need and relevant IEP goals.
Describe the student’s assets and challenges related to this lesson.
What will you do specifically to support this student for this Since the lesson addresses reading, writing
lesson?) and speaking skills. I think this is a good
lesson for Special Needs. The only thing that
A student with Special Needs might not feel comfortable with a might have to be adjusted would be the
whole classroom. They might not want to volunteer when there are
so many people listening. The smaller, one on one environment
homework assignment expectations, based on
might be more comfortable. I might just have to adjust the the student’s writing level/ability.
homework assignment, if the student is unable to write what the
shapes are, but that can go for any student who might not be ready
to really spell the words out.
Differentiating Instruction for a focus student needing (How do your choices support this student?)
social-emotional and academic support:
(Describe the social-emotional assets and challenges for this
student. What will you do specifically support this student for this
lesson?)
Since the lesson will be in small groups, this will allow This lesson works best when the students
for a student with social emotional and academic don’t have a stressful environment. This is
support to have a non-stressful environment. Without true for students who might not even
the aspect of having to ask for support in front of a large necessarily have socioemotional needs. Just
group of students, it allows for the student’s needs to be the same, adjusting to what they might need
met directly. to be comfortable will ensure that the students
are able to do well academically.
For the students who already “get it” you can raise the number of
sides they can identify. It can be done by seeing if they are able to For these students you can incorporate something that
find and identify shapes with 5+ sides and if they can name them. might challenge them. For these students it might be
You can also ask them to try and write down the names of the interesting to see if they are able to branch off into
shapes for their homework assignment. more complicated emotions beyond the basic ones. It
might not be something that all students can do, but for
those who “get it”, this is a good thing to do in order to
stimulate academic growth.
Post-Assessment:
(How will you know if students learned both the content and the
language objectives? What informal and/or formal methods will
you use to gather evidence? What criteria will you use to assess
learning? How might pre-assessment be used in your analysis of
this evidence?)
Students will continue the scavenger hunt for I think this is an engaging and interactive
homework. They will find up to 4 objects around their activity that will further emphasize how
homes, and they will categorize them by the number of shapes are all around them. This also provides
sides. An example could be a book. They would count 4 hands on instruction where they can feel how
sides, and they would put it under that category. A more many sides there are. They also get to practice
advanced student might be able to say it is a “rectangle” their speaking and writing skills, as well.
or a “square” depending on the book. They will then
record themselves describing the things they found, how
many shapes they have, and can do their best to name
the shapes they are.
.
Extension:
(How might this lesson be extended into future content areas or
lessons?)
I will be doing class discussions to monitor how well According to Bloom’s taxonomy, having
they grasp the concepts being taught. I will also be them in groups will also allow students to
assigning a scavenger hunt assignment on “Seesaw”. discuss as they go and will help them evaluate
They will be asked to find objects around them and where to go from there. They are able to talk
identify how many shapes they have. Eventually, all about what they did and allow for connections
students should be able to identify them by name to be made.
(verbally and written).
*Theories that might be useful for rationales (Note: You may wish to refer to your “toolbox” for helpful
resources further explaining below):
Theories related to the work of Gardner, Vygotsky, Bloom, etc.
Universal Design for Learning: Multiple means of representation; Multiple means of action & expression; Multiple
means of engagement.(the what, how, and why of learning)
Five E’s: Engage, Explore, Explain, Elaborate, Evaluate