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Lesson Plan: ShapesTeacher___________Lynn Dula__________________ Grade Level________PreK_________ ? Content and Standards: Students will identify several basic two-dimensional shapes, including square, rectangle, circle, oval, triangle, diamond, star, and heart, and will begin to identify more complicated shapes by their proper name, including pentagon, hexagon, octagon, trapezoid, and crescent. This learning will occur in accordance with the following standards:CC.2.3.PreK.A.1Identify and describe .2.3.PreK.A.2Analyze, compare, create, and compose shapes.Prerequisites:Students will rely on previous knowledge of shapes from their non-formal learning experiences during development. In addition, students will utilize previous knowledge about counting and sorting objects in accordance with the following standards:CC.2.1.PreK.A.1Know number names and the count .2.1.PreK.A.2Count to tell the number of .2.4.PreK.A.4Classify objects and count the number of objects in each category.Instructional Objective:Students will identify several basic two-dimensional shapes, including square, rectangle, circle, oval, triangle, diamond, star, and heart, and will begin to identify more complicated shapes by their proper name, including pentagon, hexagon, octagon, trapezoid, and crescent. Students will demonstrate understanding by performing several different hands-on tasks throughout the lesson.Instructional Procedures (BDA):Before: During the structured free play time at the beginning of class, students will have a choice between several play stations that feature games or activities centered on shapes. There will be one table with tangram mats and flat shape blocks, one center with wooden building blocks in several shapes, and one center with a coloring page focused on tracing and coloring individual shapes to make up a picture.During: The lesson will be introduced after students have completed the core morning activities (calendar, weather, counting days of school, skip counting practice, and math journal). Students will be seated in their assigned spots on the carpet. The teacher will introduce the lesson concept by reading the story When a Line Bends . . . A Shape Begins by Rhonda Gowler Greene. Upon completion of the story, the teacher will ask students to raise their hands and identify a shape they saw in the book. After the group has given several examples, the teacher will then show students the basic shape flashcards (square, rectangle, circle, oval, triangle, diamond, star, and heart) one at a time, asking the students to identify them as a group. The teacher will then show the students a series of more complicated shape flashcards (pentagon, hexagon, octagon, trapezoid, and crescent) that are taped to the board, and will write the name underneath. As the name of each shape is written, the teacher will model the correct pronunciation, and have the class repeat. The teacher will remind the students that these shapes may have unfamiliar names, and that the class will review them several times over many days.The teacher will then explain each of the three centers that students will participate in over the course of the lesson in rotating groups. The first center listed below will be student-led. The second two centers will each be supervised by a teacher. The centers will include: A matching center where students will work together in a small group with laminated cards showing half of a shape. Each card corresponds to one other card showing the other half of the same shape. The group will work together to match all shapes together and identify them.A worksheet that also features shape matching. Students will practice fine motor skills to cut along the dotted lines. Then, students will glue the appropriate images together on another sheet of paper to form a whole shape.A worksheet where students will connect the dots in number order to form a shape. Students will then identify each shape. Once this worksheet is complete, students will begin another worksheet in which they must color each shape a specific color. If this worksheet is not completed, they will take it home to complete for additional practice.Once all the students have rotated through each center, the students will return to their assigned carpet seats for Dance Break, where the teacher will play The Shapes Song on the classroom iPad. The teacher will model making shapes with the hands and arms, as well as singing along with the song, and students will imitate.The lesson will close with each student sitting in their assigned seats at the tables. Students will each be given a copy of the Shapes Mini Book worksheet, and as a group will follow the teachers’ oral instructions to fold the book along the lines. The teachers will staple the edges once the folding is complete, and students will place the mini books in their folders to take home to be used as a review tool. Once the books have been placed in the student’s folders, the students will return to their seats on the carpet. The lesson will close with the teacher reviewing the basic shape flashcards, asking students to identify each shape as a group. This will include the shapes taped on the board.After: The teacher will review student worksheets completed during centers. This will allow identification of students who are struggling with the concepts presented during the lesson, as well as identifying how students are progressing individually with fine motor skills.Materials and EquipmentFree Play:Tangram Mat setWooden shape building blocksColoring SheetMarkersIntro:Shape flashcardsTapeDry Erase markerWhen a Line Bends, a Shape Begins (book): shape matching setShape Matching worksheetScissorsGlue sticksConnect the Dots worksheetShape Jumble worksheetMarkers/crayonsDance Break:iPadYouTube video: Book- ShapesStaplerAssessment/Evaluation:Informal assessments will include teacher observation of student participation during group activities and quality of student input that demonstrates understanding of the concept. The teacher will also assess students’ work as completed during centers in order to identify students who need additional work on the concept.Accommodations or Modifications needed for students with disabilities or ESOL:Accommodations for students with disabilities will include:Use of picture task cards any time the teacher gives oral instructionsModified materials such as grasps for pencils and markers and modified scissorsA teacher will monitor the student closely during independent work in order to provide modelling of tasks when necessaryAccommodations for ELL students will include:Use of picture task cards any time the teacher gives oral instructionsThe teacher will repeat directions more slowly as many times as necessary for student to understandTeacher will monitor the student closely during independent work in order to provide modelling of tasks while using the thinking aloud process in order to provide insight into the taskThe teacher will partner the ELL student with another student that he/she feels comfortable with for center work to encourage participation.Technology:Technology use during this lesson include the use of the classroom iPad in order to show the Shapes video during dance break.Self-Assessment:In order to analyze the difference between the objective of the lesson and the results achieved, the teacher will review student work to gauge student understanding of the concept. In addition, the co-teachers will discuss anything they noticed about individual student success or comprehension, as well as any observations of the class as a whole. Through this discussion, the teachers will decide whether the class has grasped the objective as presented, or if further instruction in a different strategy would be beneficial for the students. ................
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