Daily Lesson Notes (TP 3) - Múinteoir Valerie



Daily Lesson Notes (TP 3)

Subject: Maths

Date

Time: 11:20-12:00

Class: junior infants- second class

Duration of Lesson: 30 minutes

|Theme: The Farm |

|Strand: Shape and Space |

|Strand Unit: 2d shapes |

|Differentiated Learning Objectives: |

|Junior Infants: |

|All children in all classes will be enabled to pull feel shapes within a feely bag and describe and name them. |

|1. All children will be introduced to the circle and the square. all children will be enabled to complete a listening activity, e.g. colour the square blue, colour |

|the circle red. |

|2. Most children will be enabled to continue the shape pattern in the teacher designed task. |

| |

|3. Some children will be enabled to learn about the triangle. |

|Senior Infants: |

|The child in senior infants will be enabled to name how many sides are in a square and how many sides are in a triangle. He will be enabled to complete a listening |

|activity of colouring the triangle and the square different colours. |

|1st class: |

|All children will be enabled to name the 2d shapes of the triangle, square, rectangle, circle and semi-circle. |

|Most children will be enabled to name how many sides and corners a triangle, square, rectangle, and the circle have. |

|Some children will be enabled to draw a boat using the above shapes. |

|2nd class: |

|All children will be enabled to list and name the triangle, oval, semi-circle, rectangle, circle and square. |

|Most children will be enabled to complete a table of shapes, stating how many sides each shape has and if the sides of each shape are equal, and how many corners |

|each shape has. |

|Some children will be enabled to draw a mystery picture using the instructions given by the teacher, e.g. draw a square, put a triangle on top of the square. |

|Assessment: |

|Thumbs up/ thumbs down: |

|The children will use the self assessment strategy of thumbs up thumbs down to show the teacher their understanding of the shapes they have met today. The teacher |

|will record the findings in a teacher observation notebook. |

|__________________________________________________________________________________________ |

|Teacher Questioning: (List two indicative questions under each heading). |

| |

|Higher Order Questions: |

|Can you make a list of all the circles you can see in the classroom? |

|Can you make a list of all the shapes you need to draw a house? |

| |

| |

|Lower Order Questions: |

|How many sides does a triangle have? |

|Can you name this shape? |

|How many sides does a square have? |

|Language / Literacy Opportunities: |

|(State what language development will take place and the literacy opportunities in the lesson) |

|Vocabulary: circle, square, rectangle, triangle, semi-circle, oval, corners, sides, equal,2d shapes. |

|Literacy: the children will develop literacy skills as they list and draw the shapes in their copies and worksheets. |

|Oral language: the children will develop oral language as they brainstorm at the beginning of the lesson. They will name the shapes they know and describe them. |

|Content of Lesson: |Methodologies/ Teaching Strategies |

|Lesson Introduction: |Talk and Discussion: listening, questioning,|

|The teacher will introduce the lesson by showing the children a sesame street video of Elmo showing shapes. It will |brainstorming, think, pair, share. |

|begin at a very simple lesson for junior infants and it will move onto more difficult shapes for the other classes. |Collaborative/Co-operative Learning: group |

|The teacher will ensure each child has a turn on the interactive whiteboard naming the shapes. |work. |

|The teacher will show the children a poster of a farm. They must name all the shapes they can spot. They will each take|Active Learning: hands on experience. |

|turns coming up to the IWB and pointing to the shapes. |Skills Through Content: observing, |

| |predicting, investigating and experimenting,|

|Lesson Development: |estimating and measuring, analyzing, |

|The teacher will set the junior and senior infants an activity to complete while she works with 1st and 2nd class. |synthesizing, describing, categorizing, |

|The activity will consist of colouring the triangles blue and the squares red. |recording and communicating. |

|The teacher will then revise the shapes with 1st and 2nd class. She will ask each child to come up and draw a shape on |Using Local Environment: use of pupil |

|the whiteboard and name the amount of corners and sides on the shape. |environment and lived experience. |

|The children will complete their tasks of making a boat using the given shapes and making a mystery picture using the |Problem Solving: apply logic and rationality|

|given shapes. |to given situation |

| | |

|Lesson Conclusion: | |

|The teacher will ask each child in 2nd class to describe their mystery picture. | |

|All children will be given an opportunity to play an interactive game on the interactive whiteboard, where they must | |

|name the shapes and match them to the amount of sides and corners named. | |

|Resources: |

|Interactive whiteboard, on-line shape games x 2, poster of shapes, activity sheets and cardboard cut outs of shapes. |

|Inclusion and Diversity/ Differentiation: (May include adaptations in any of the following areas; Content, Activities, Resources, Product, Environment, Teaching |

|Strategies) |

|Child A in junior infants will repeat the names of the shapes after the teacher. |

|Child F in junior infants will need lots of pictorial resources. |

|Child D and K in 1st class will need help creating the boat out of shapes, if they fulfil the other two objectives. |

|Child T in 1st class will complete the 2nd class objectives as well as the 1st class objectives. |

| |

|Linkage/Integration |

| |

|English- creative writing |

|English- oral language- descriptive language, relevant and irrelevant sentences, farms around the world, giving an opinion. |

|English- acrostic poetry- the farm |

|English- report writing – the farm |

|Maths- 2d and 3d shapes- shapes on the farm |

|SPHE- personal safety- safety on the farm |

|Art- construction- farm animals |

|History- history of bread making on the farm- change and continuity |

|History- butter making in the past- change and continuity |

|Geography- human environments- farming and food |

|Geography- human environments – people at work |

|Science- living things- farm animal report |

|Science- living things- life cycle of the chicken |

|Drama- farmyard improvisation |

| |

|Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future |

|planning and teaching) |

| |

|Action Plan: |

Subject: Maths

Date:

Time: 11:20-12:00

Class: junior infants- second class

Duration of Lesson: 40 minutes

|Theme: Transport and Travel |

|Strand: Shapes and Space |

|Strand Unit: 2d shapes |

|Differentiated Learning Objectives: |

|Junior Infants: |

|1. All children will be introduced to a new shape- the triangle. |

|2. Most children will be enabled to colour in a teacher designed task sheet of a shape house, colouring the triangles green and the rectangles blue. |

|3. Some children will be enabled to name the amounts of sides a square has. ( child J) |

|Senior infants: |

|The child in senior infants will be able to name the amount of sides a square has and the amount of corners a triangle has. |

|1st class: |

|All children will be enabled to complete a true or false activity sheet created by the teacher. E.g. there are ten circles in the picture. |

|Most children will be enabled to complete a block graph based on the above activity. Most children will be enabled to link the block graph to the above activity. |

|Some children will be enabled to fold papers to make new shapes. |

|2nd class: |

|All children will be enabled to identify corners in the following numbers- 12, 4, 3, 8, 10 and 7. |

|Most children will be enabled to identify the corners in a variety of different shapes on the interactive whiteboard. |

|Some children will be enabled to identify objects in the classroom with square corners. 2nd class will go on a square corner hunt and list the objects with square |

|corners into their copy books. |

|Assessment: |

|Teacher designed task: Each class will have a teacher designed task to complete. Junior infants will complete a teacher designed task sheet of colouring the shape |

|house. Senior infants will complete an activity on the ipad naming the amounts of sides on various squares and triangles. 1st class will complete the true or false |

|teacher created activity and the block graph. 2nd class will complete the square corners shape hunt. The teacher will record all findings via a checklist. |

|__________________________________________________________________________________________ |

|Teacher Questioning: (List two indicative questions under each heading). |

| |

|Higher Order Questions: |

|How many objects in the room have square corners? |

|How many shapes can you name? |

|Why does the desk have four square corners? Why not three? |

| |

| |

| |

| |

|Lower Order Questions: |

|How many square corners does each of the following shapes have? |

|True or false- there are 10 circles in the picture. |

|Language / Literacy Opportunities: |

|(State what language development will take place and the literacy opportunities in the lesson) |

|Vocabulary: circle, square, triangle, rectangle, semi-circle, oval, square corners, corners, sides. |

|Literacy: The children will develop literacy as they read the true or false questions (1st class). |

|Oral language: the children will develop oral language at the brain storming session of the lesson, where we look for shapes in the environment and describe them. |

|Content of Lesson: |Methodologies/ Teaching Strategies |

|Lesson Introduction: | |

|The teacher will allow each class to take turns playing the matching shape game on the interactive whiteboard. it will increase | |

|in difficulty as it progresses through each level. Junior infants will play a simple matching the shapes activity, while 2nd | |

|class must name the amount of square corners on each shape in the game. | |

|The teacher will then tell the children what we will be doing in today’s lesson. | |

| | |

|Lesson Development: | |

|The teacher will set 1st and 2nd class an activity to work on while she works with the infants. | |

|The teacher will introduce the children in junior infants to the triangle. She will have a picture of a triangle on the IWB. She| |

|will ask the children to describe it. They will draw a triangle on the mini blackboards. They will then complete their activity | |

|sheet based on colouring shapes. | |

|The teacher will then work with 1st and 2nd class. She will explain the true or false activity to 1st class. She will model | |

|drawing the block graph. The children will then begin the task. The teacher will give the children sheets of paper if they are | |

|finished to make shapes with. | |

|The teacher will work with 2nd class while 1st class work on their tasks. The teacher will give each child in 2nd class a blown| |

|up version of a variety of different numbers. She will ask them to circle the corners in each shape. When they have completed | |

|this activity, the teacher will have a number of shapes also blown up and they will identify the square corners in each shape. | |

|The teacher will model finding the square corners on the shapes on the IWB before the children begin. If the teacher is | |

|satisfied that they can identify the corners she will allow them to go on a square corner hunt around the classroom. | |

| | |

|Lesson Conclusion: | |

|The teacher will bring all the classes together for the concluding activity. She will begin with junior infants, which will | |

|prove as revision for the other classes. She will go through each shape we have learned so far. We will look for corners and | |

|sides in each shape. The teacher will use questioning to ascertain the children’s understanding of what we did in today’s | |

|lesson. The children in 2nd class will name the objects they found on their corner hunt. | |

|Resources: |

|Interactive whiteboard, online shape games, a3 shapes and numbers, teacher designed task cards and sheets for each class. |

|Inclusion and Diversity/ Differentiation: (May include adaptations in any of the following areas; Content, Activities, Resources, Product, Environment, Teaching |

|Strategies) |

|Child A in junior infants will need assistance from his SNA for the colouring activity as he has a very poor pencil grip. |

|Child F in junior infants will need the instructions repeated several times. |

|Child K and D in 1st class will need help with the block graph, which will be provided through peer tutoring. |

|Child T in 1st class will work with 2nd class when he has finished the 1st class work. |

|Linkage/Integration |

|Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future |

|planning and teaching) |

| |

|Action Plan: |

Subject: Maths

Date:

Time: 11:20-12:00

Class: junior infants- second class

Duration of Lesson: 40 minutes

|Theme: Transport and Travel |

|Strand: Shape and Space |

|Strand Unit: 2d shapes |

|Differentiated Learning Objectives: |

|1. All children will be enabled to take part in a shape hunt around the classroom. ( all classes) |

|2. Most children will be enabled to identify corners and sides of shapes in the classroom. ( 1st and 2nd class) |

|3. Some children will be enabled to identify objects with square corners and objects without square corners. ( 2nd class) |

|Assessment: |

|Teacher Observation/ traffic lights |

|The teacher will observe the children in each class grouping as they identify the shapes around the classroom. The teacher will use the traffic light system at the |

|end to check each child’s understanding of the shape hunt and what parts they found difficult/ easy. |

| |

|__________________________________________________________________________________________ |

|Teacher Questioning: (List two indicative questions under each heading). |

| |

|Higher Order Questions: |

| |

|How many triangles can you see? |

|Why is the school built in the shape of a rectangle, why not a circle? |

| |

| |

| |

|Lower Order Questions: |

|How many sides does a square/ triangle have? |

|Does a circle have corners? |

|Language / Literacy Opportunities: |

| |

|(State what language development will take place and the literacy opportunities in the lesson) |

|Content of Lesson: |Talk and Discussion: listening, questioning,|

|Lesson Introduction: |brainstorming, think, pair, share. |

|The teacher will begin the lesson by showing the children a presentation based on shapes in the environment. She will |Collaborative/Co-operative Learning: group |

|show them shapes inside and outside. |work. |

|The teacher will explain the shape hunt to the children. |Active Learning: hands on experience. |

|The teacher will put the children into their groups. The teacher will read through the shape hunt with the children to |Skills through Content: observing, |

|ensure clarity of all tasks. |predicting, investigating and experimenting,|

|The teacher will explain the rules and procedures for leaving the classroom and going outside. |estimating and measuring, analyzing, |

|Lesson Development: |synthesizing, describing, categorizing, |

|The teacher will announce the beginning of the shape hunt. Each group will begin in a different area. |recording and communicating. |

|The infant questions will consist of finding and drawing a circle, square and triangle which they saw in the classroom |Using Local Environment: use of pupil |

|and outside. ( senior infant child will also find a rectangle) |environment and lived experience. |

|1st and 2nd class will find and name a circle, square, rectangle, triangle, oval and semi-circle. They must find two of|Problem Solving: apply logic and rationality|

|each shape and name how many sides/ corners each object has. |to given situation |

|2nd class will also name objects with and without square corners. | |

|The trail will begin inside the classroom then we will move outside to the infant yard. | |

|Lesson Conclusion: | |

|We will return to the classroom for the conclusion of the trail. The teacher will ask each child to name out an example| |

|of each shape, e.g. the clock is a circle. 2nd class will read out the objects they found with square corners and the | |

|objects which didn’t have square corners. We will read the questions of the shape hunt and each child will have a turn | |

|reading the answers. | |

|The teacher will ask the children to tidy up and to return to their seats. | |

|Resources: |

|2d shapes, interactive whiteboard, on-line shape games, task sheets |

|Inclusion and Diversity/ Differentiation: (May include adaptations in any of the following areas; Content, Activities, Resources, Product, Environment, Teaching |

|Strategies) |

|Child A in junior infants will not take part in the shape hunt. |

|Child F will need extra assistance from the teacher. |

|Child T will answer the 2nd class questions on the shape hunt. |

|Linkage/Integration |

|Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future |

|planning and teaching) |

| |

|Action Plan: |

Subject: Maths

Date:

Time: 11:20-12:00

Class: junior infants- second class

Duration of Lesson: 40 minutes

|Theme: Travel and Transport |

|Strand: Shape and Space |

|Strand Unit: 3d shapes. |

|Differentiated Learning Objectives: |

|Junior Infants: |

|1. All children will be enabled to sort 3d shapes into shapes which roll and shapes which do not roll. |

| |

|2. Most children will be enabled to make constructions using 3d shapes and discuss them. |

|3. Some children will be enabled to sort shapes which fit together. |

| |

|Senior Infants: |

|The child in senior infants will take part in the junior infant lesson to revise the properties of 3d shapes, i.e. shapes which roll and do not roll. He will also |

|name and describe the 3d shape of the cuboid. |

| |

|1st class: |

|All children will be enabled to guess which shape will roll: a cube, cuboid, sphere, cylinder. |

|Most children will be enabled to look at a poster of a farm and count the numbers of cubes, cuboids, spheres and cylinders in the poster. |

|Some children will be enabled to name the amount of sides a cube and a cuboid have. |

| |

|2nd class: |

|All children will be enabled to write the name of a cuboid, cylinder, cone, cube, sphere under the picture of each shape on the IWB. |

|Most children will be enabled to learn the properties of the cube, cuboid, cylinder, cone and sphere- i.e. does it roll, slide or stock? They will complete the |

|information in table form. |

|Some children will be enabled to list three things in the classroom which are a cuboid, cylinder, cone, cube and sphere. |

|Assessment: |

|{Ensure that you state what method(s) you will use, what you will be assessing and how you record your findings.} |

|Teacher Observation: |

|The teacher is using this lesson as a form of revision and to ascertain the childern’s prior knowledge of 3d shapes. The teacher will observe to see if all children|

|can name the 3d shapes and discuss the properties of each shape, does it roll, stack, slide. The teacher will assess the children’s ability to find 3d shapes in the|

|environment. |

|__________________________________________________________________________________________ |

|Teacher Questioning: (List two indicative questions under each heading). |

| |

|Higher Order Questions: |

|Can you spot any 3d shapes in the classroom? |

|Why does a cylinder roll? |

| |

| |

|Lower Order Questions: |

|Can you describe a cuboid? |

|How many 3d shapes can you name? |

|Language / Literacy Opportunities: |

|(State what language development will take place and the literacy opportunities in the lesson) |

|Vocabulary: roll, slide, stack, cuboid, cube, cylinder, sphere, cone, shape, 3d. |

|Literacy: the children will develop literacy as they list the shapes they know in their copies and as they read the questions about each shape. |

|Oral language: the children will develop oral language as they brainstorm at the beginning of the lesson to name 3d shapes and describe them. |

|Content of Lesson: |Methodologies/ Teaching Strategies |

|Lesson Introduction: |alk and Discussion: listening, questioning, |

|The teacher will tell the children that we will be learning all about 3d shapes today. |brainstorming, think, pair, share. |

| |Collaborative/Co-operative Learning: group |

|The teacher will use the interactive whiteboard and the Sesame Street website. The teacher will introduce a new game |work. |

|based on 2d shapes. It has a variety of levels. Each class will complete a level. Junior and senior infants will begin,|Active Learning: hands on experience. |

|by saying whether each shape will roll. The game will get progressively more difficult. 1st and 2nd class will be given|Skills through Content: observing, |

|a picture of a shape which they must name and describe. |predicting, investigating and experimenting,|

|Lesson Development: |estimating and measuring, analyzing, |

|The teacher will set 1st and 2nd class an on-line task to complete while she works with junior and senior infants. |synthesizing, describing, categorizing, |

|She will use concrete materials of 3d shapes. She will ask each child to see if the shape will roll or not. |recording and communicating. |

|The teacher will show the child in senior infants a cuboid. She will ask him to describe it. |Using Local Environment: use of pupil |

|The teacher will set a task for the infants to complete. They will work on a teacher designed task of matching each |environment and lived experience. |

|object to the correct shape, e.g. a box of cornflakes to a cuboid, a dice to a cube, a tin of beans to a cylinder. |Problem Solving: apply logic and rationality|

|The teacher will work with 1st class and 2nd class. She will use the IWB. The teacher will have an image of a cuboid, |to given situation |

|cube etc on the IWB. She will ask each child to name the shape. She will ask each child to describe the shape, e.g. | |

|does it roll, slide or stack. | |

|The teacher will then show the children a variety of household objects, e.g. a candle, block, orange, carton. The | |

|children must name what each shape is. | |

|The teacher will then introduce a listening activity. E.g. A sphere had 1 curved face- true or false? The children will| |

|write true or false in their copies. The teacher will then correct the activity with the children. | |

| | |

|Lesson Conclusion: | |

|The teacher will bring all classes together for the concluding activity. The teacher will hold up shapes. 1st and 2nd | |

|class will name the shape and the infants will say whether it rolls, slides or stacks. | |

|Resources: |

|Classroom shape set, dice, carton, orange, tin, cornflakes box, poster, IWB, online 3d shapes. |

|Inclusion and Diversity/ Differentiation: (May include adaptations in any of the following areas; Content, Activities, Resources, Product, Environment, Teaching |

|Strategies) |

|Child T in 1st class will work with 2nd class when he has finished his activities. |

|Child D in 1st class will need lots of help with this task and lots of repitition. |

|Child A in junior infants will need a lot of assistance from his SNA with this task. |

| |

|Linkage/Integration |

|English- creative writing |

|English- oral language- descriptive language, relevant and irrelevant sentences, farms around the world, giving an opinion. |

|English- acrostic poetry- the farm |

|English- report writing – the farm |

|Maths- 2d and 3d shapes- shapes on the farm |

|SPHE- personal safety- safety on the farm |

|Art- construction- farm animals |

|History- history of bread making on the farm- change and continuity |

|History- butter making in the past- change and continuity |

|Geography- human environments- farming and food |

|Geography- human environments – people at work |

|Science- living things- farm animal report |

|Science- living things- life cycle of the chicken |

|Drama- farmyard improvisation |

|Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future |

|planning and teaching) |

| |

|Action Plan: |

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