WEEKLY BLOCK PLAN

Name: Jillian Skal Dates: 04/12-04/14 Class Period or Subject: Math

Topic: Shapes Grade Level: K Co-op initials with date:

Monday
PA Anchor/Standard or Standard K.G.A.3.
Eligible Content 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.

Standard - CC.2.3.K.A.1
Identify and describe two- and three-dimensional shapes.
Lesson Objectives The students will be able to describe shapes in the environment
with at least 80% accuracy.

The students will be able to explain the difference between flat

and solid shapes with 100% accuracy. 
Sequence of activities Review:
-Go over solid shapes and flat shapes as well as the names of
the shapes they've learned.
-Discuss how solid shapes and flat shapes are not just in our
math books but in the world around us.
Shapes in the environment:
-Hold up a playground ball. Is this ball flat or solid? (allow
class to answer) Repeat with various objects in the
classroom.
-Give students a piece of blank paper and have them draw
two shapes they see in the classroom on their paper.
-As students are drawing, draw a T-chart on the whiteboard
or smart board. Half the T-chart will be the flat shapes while
the other half will be the solid shapes.
-Have students share the shapes they found and as a class
decide whether they are flat or solid.
-Following this activity complete the guided practice with
the class on page 716 of their workbook. You will be
identifying shapes in the picture and circling flat objects and
marking an X on solid objects.
-Have students complete the independent practice page on
page 718.
Differentiation Brody will practice the names of his shapes and then complete
 the independent practice with his one-to-one.
Assessment Students will be assessed formatively through the review
discussion of flat and solid shapes as well as through finding
shapes in the classroom (T-chart activity)
Students will be assessed summatively through the independent
practice page. I am assessing their ability to identify flat and
solid shapes by name in various environments.
Tuesday
PA Anchor/Standard or Standard K.G.A.3.
Eligible Content 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.

Standard - CC.2.3.K.A.1
Identify and describe two- and three-dimensional shapes.
Lesson Objectives The students will be able to describe positions of
shapes in the environment with at least 80% accuracy.

The students will be able to explain the difference between flat

and solid shapes with 100% accuracy. 
Sequence of activities Review:
-Go over solid shapes and flat shapes as well as the names of the
shapes they've learned.
-Discuss how solid shapes and flat shapes are not just in our
math books but in the world around us.
Position of shapes in the environment:
-Hold up a cup with a sticky note in front of it and say, "The
square is in front of the cup." Move the sticky note behind the
cup and say, "The square is behind the cup."
-Put a sticky note on each student's pencil box
-When everyone has received a sticky note tell them to "Put the
square next to your pencil box"
-Now have the students put their sticky note anywhere they like
 (while remaining in their seat/space)
-Have students describe the position of their square by saying,
"The square is behind, beside, under, on top of..."
-Discuss the word position and what it means.
-Have the class open their books to page 721
-They will color the shapes as they name them and then draw a
horse on the farm.
-Discuss the position of the horse in each students farm. Then
discuss the positions of the other shapes in the picture.
-Complete the guided practice page as a class.
-Have the class complete the independent practice page and
check their level of mastery.
Differentiation Brody will practice the names of his shapes and then complete
the independent practice with his one-to-one.
Assessment Students will be assessed formatively through the review
discussion of flat and solid shapes. They will also be formatively
assessed of their ability to describe the position of a shape
through the sticky note challenge.
Students will be assessed summatively through the independent
practice page. I am assessing their ability to identify the position
of shapes as they are described in various environments.
Wednesday
PA Anchor/Standard or Standard K.G.A.3.
Eligible Content
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.

Standard - CC.2.3.K.A.1
Identify and describe two- and three-dimensional shapes.
Lesson Objectives The students will be able to describe the position of the shapes
in the environment with at least 80% accuracy.
 Sequence of activities Review:
-Go over solid shapes and flat shapes as well as the names of the
shapes they've learned.
-Discuss how solid shapes and flat shapes are not just in our
math books but in the world around us.
Position of shapes in their environment:
-Give each student the pill bug hand out and a solid shape
manipulative.
-Spend some time giving instructions on where to put the shape
such as "Above the pill bug, Under the pill bug, Beside the pill
bug..."
-Following this activity, split students into pairs and give each
pair four shape manipulatives. Have each group put the shapes,
above, below, and on both sides of the pill bug. One partner will
describe the position of one of the shapes to the other and the
other partner will guess which shape is being described.
(example: "I am thinking of a shape that is under the pill bug")
-Following this activity, complete the guided practice together
as a class on page 728 and then the independent practice on page
729.
Differentiation Brody will practice the names of his shapes and then complete
the independent practice with his one-to-one.
His partner for the position of shapes activity will be his one-to-
one
Assessment Students will be assessed formatively as they play the position
of shapes game in partners and summatively assessed through
the independent practice page where they will be identifying
shapes based on their position.
Thursday
PA Anchor/Standard or
Eligible Content
Lesson Objectives
 Sequence of activities
Differentiation
Friday
PA Anchor/Standard or
Eligible Content
Lesson Objectives
Sequence of activities
Differentiation
Assessment

Modification/Accommodation (Generalized across the week):

End of the week self-evaluation: