Emma

Gustafson

Mini Learning Experience EDT 272

Mini Lesson #1: Read Aloud School: Preschool Grade Level: PreK Age: 3 Day: 1 1. Topic/ Source of lesson/ Time Given Towards It: 1. Shapes 2. Shapesville 3. Time: 30 minutes. 2. Materials/Resources Needed: 1. Book: Mills, Andy. Shapesville. Carlsbad, California: Gurse Books. 2. Five popsicle sticks for each student- the popsicle sticks will have each of the primary shapes attached to it Circle Square Rectangle Triangle Star 3. Description of ELL Student: Jamie is a three-year-old little girl in preschool. Jamie is an English Language Learner from Mexico City, Mexico; she speaks very little English but is beginning to learn her colors and is attempting to learn how to say the name of each shape in English. Jamies parents do not speak English, so the two days a week she has school is her only exposure to English. 4. Ohio Standard: Grade level, Standard, Benchmark, Indicator from Ohio Academic Content Standards: Grade: Preschool (English Language Arts) Standard: II Acquisition of Vocabulary Standard A. Use context clues to determine the meaning of new vocabulary. 1. Understand the meaning of new words from the context of conversations, the use of pictures that accompany test or the use of concrete objects. Standard:IV Reading Applications:Informational,Technical and Persuasive Text Standard C. Identify the central ideas and supporting details of informational text. 3. Tell the topic of a selection that has been read aloud (e.g What is the book about?) Standard: X Communications: Oral and Visual Standards B. Connect prior experiences, insights and ideas to those of a speaker 2. Connect information and events to personal experiences by sharing or commenting.

Emma Gustafson

Mini Learning Experience EDT 272

Grade: Preschool (Mathmatics) Standard IV: Patterns, Functions and Algebra Standard A. Sort, classify and order objects by size, number and other properties and describe the attributes used 1. Sort, order and classify objects by one attribute (e.g size, color, shape, use). Goals for Physical Development: The goal for the students is to be able to efficiently use their fine motor skills with the realia objects that the student will be working with in class. Goals for Social Emotional Development: The emotional goal for the students is that they will be able to actively participate with their classmates in an open forum discussion about their knowledge of shapes. 5. Learning Goal(s)/Objective: 1. Children will learn the names and be able to identify shapes. 2. The students will discuss and explore shapes with peers that they identify in the book. 3. Students will be able to identify that shapes in their own environment. 6. Vocabulary Focus: 1. Circle- Crculo 2. Square -Cuadrado 3. Triangle -Tringulo 4. Rectangle - Rectngulo 5. Star - Estrella 7. Assessment: The children should be actively listening and engaged while listening to the story that is being read out loud to them. The theme of the lesson is to help the children properly identify and learn about a fun topic, shapes a lesson that Jamie is particularly interested in. The students participation through out the story is essential for the lesson as they will learn through observation and discussion. The story is interactive and fun for the children to participate in, so the lesson should be an enjoyable learning experience for each student. The students will also learn the names of the shapes in Spanish. Teaching the name of shapes in Spanish as well will help develop their literacy skills as well as help Jamie the English language learner. Visuals The teacher will have large shape cut outs of the five primary shapes, Circle, Square, Rectangle, Triangle and Star. These will be useful when talking about and identify the

Emma Gustafson

Mini Learning Experience EDT 272

different shapes. The children will also have the popsicle sticks with the shapes on them for extra assistance. Page Four: Show the picture prior to reading the book - an introduction to the circle. The students can identify what they see on the page and describe it. If these topics are not brought up through the students discussion it is important to touch up on these points: A circle is round. Other objects that are round, sun, ball, wheels etc. No points like the other shapes. Page Six: Show the picture prior to reading the book - an introduction to the square. The students can identify what they see on the page and describe it. If these topics are not brought up through the students discussion it is important to touch up on these points: A square has four equal lenght sides A square can be cut in have and make two triangles or two rectangles. Other square objects house, windows, post-it notes, cube etc. Page Five Show the picture prior to reading the book - an introduction to the triangle. The students can identify what they see on the page and describe it. If these topics are not brought up through the students discussion it is important to touch up on these points: Triangle has three sides. Other objects that are triangle shaped pyramids, yield signs, teepees, trees etc. Two triangles can make a square. Page Eight: Show the picture prior to reading the book - an introduction to the rectangle. The students can identify what they see on the page and describe it. If these topics are not brought up through the students discussion it is important to touch up on these points: Rectangle has four sides Two sides of a rectangle are shorter than the other two. Other rectangle objects door, single bed, school bus etc. Page Seven: Show the picture prior to reading the book - an introduction to the star. The students can identify what they see on the page and describe it. If these topics are not brought up through the students discussion it is important to touch up on these points:

Emma Gustafson

Mini Learning Experience EDT 272

Star has ten sides. Stars can be seen in the night sky There are triangles within a star

Frontloading: 1. KWE (Know, What, Else)-Before the book is actually read the children will engage in a discussion about shapes where as a class they will create a KWE chart. The children will be able to develop an understanding of what they think they know about the topic of shapes in the discussion prior to the reading. As the story is read the students will realize what they want and wonder to learn. Eventually at the end of the activity they will develop what else they need to know. The children will also be engaged in using Realia, the teacher will bring in actual shapes to show them. Also each student will be provided with five popsicle sticks that have each of the five primary shapes attached to them. 9. Components of Procedure/Instructional Methods: Activity: The students will sit in either their desks or in a circle on the ground around the teacher. Prior to reading the book the teacher will begin a discussion on shapes describing the characteristics of the different shapes etc. This discussion will help the children develop background knowledge on shapes before the actual reading. Then once the teacher begins the reading, he or she should stop before each page and ask questions about the upcoming shape. For instance, for a square the teacher would ask, How many sides does a square have? During the reading, the teacher will continue to ask questions to keep the kids actively engaged in the book and lesson. The teacher should also allow for comment and questions that the students ask to create an interactive learning lesson. The students will also learn the names of the shapes in Spanish to help facilitate their knowledge and help Jamie learn better. Introduce the topic: In order for the children to understand and become interested in the topic, the teacher should pass out five popsicle sticks to each student- the popsicle sticks will have each of the primary shapes attached to it. The teacher should discuss the shapes and ask the children what characteristics they notice about each shape. Then the students can hold up the sticks as the corresponding shape appears in the book. Script: Good morning Class! Guess what we will be learning today: we are going to learn about some very interesting objects that we see everyday all around us. These objects can be seen all over and shapes! We are going to read a very fun book called Shapesville that is all about shapes! Before we read this new book of ours can anyone raise their hand and tell me about a shape they might know about? Do you see any shapes in the classroom?

Emma Gustafson

Mini Learning Experience EDT 272

After the discussion Okay now that we learned all about shapes as we read this book I want you to raise a popsicle stick every time you see that shape on the page. So if you see a square on the page you should hold up your square popsicle stick. Okay now lets start reading! This book is called Shapesville, the author is Andy Mills, can someone tell me what an author is? Right! The person who wrote the book! Read the book aloud. Okay now I lets talk about what we learned about shapes! More questions that should be ask through the discussion: 1. Now do you see any shapes in the classroom? 2. What do you know that looks like a (insert each shape name), do you see that shape in the classroom? 3. How many sides does a (insert shape name) have? 4. When do we use shapes? Example, What do you know that looks like a square? Do you see a square in the classroom? How many sides does a square have? Ask other discussion questions and respond to points that the students make. After move on to the next shape.

Explanation: The book that I chose, Shapesville, is going to help the student become interested in learning about shapes. They will learn about the characteristics of different shapes and how to identify the shapes. This will allow them to become aware of shapes in their environment. It is important that the teacher follows up the reading of the book with a related article.

Emma Gustafson

Mini Learning Experience EDT 272

Mini Lesson #2 Shape School: Preschool Grade Level: PreK Age: 3 Day: 2 1. Topic/ Source of lesson/ Time Given Towards It: 5. Shapes 6. Shapesville 7. Time: 30 minutes. 2. Materials/Resources Needed: 1. Sugar cubes 2. M&M candys 3. Circle Ritz crackers 4. Hersheys Bars 5. Star marshmallows 6. Saltine Crackers 7. Triangular shape cookies 3. Description of ELL Student: Jamie is a three-year-old little girl in preschool. Jamie is an English Language Learner from Mexico City, Mexico she speaks very little English but is beginning to learn her colors and is attempting to learn how to say the name of each shape in English. Jamies parents do not speak English so the two days a week she has school is her only exposure to English. 4. Ohio Standard: Grade level, Standard, Benchmark, Indicator from Ohio Academic Content Standards: Grade: Preschool (English Language Arts) Standard: II Acquisition of Vocabulary Standard A. Use context clues to determine the meaning of new vocabulary. 2. Understand the meaning of new words from the context of conversations, the use of pictures that accompany test or the use of concrete objects. Standard:IX ResearchStandard B. Retell important details and findings 4. Share findings of information through retelling media and play (e.g draw a picture of the desert). Standard: X Communications: Oral and Visual Standards B. Connect prior experiences, insights and ideas to those of a speaker 2. Connect information and events to personal experiences by sharing or commenting.

Emma Gustafson

Mini Learning Experience EDT 272

Grade: Preschool (Science) Standard III: Physical Sciences Standard B. Discover that many objects are made of par ts that have different characteristics. Describe these characteristics and recognize ways an object may change. 1. Explore and identify parts and wholes of familiar objects (e.g, books, toys, furniture). Grade: Preschool (Mathematics) Standard IV: Patterns, Functions and Algebra Standard A. Sort, classify and order objects by size, number and other properties and describe the attributes used 1. Sort, order and classify objects by one attribute (e.g size, color, shape, use). Goal For Physical Domain: The goal for the physical domain is that the children are able to properly use the materials that they are given to create the craft. The children will exercise their gross motor skills while they are working. Goal for Social/Emotional Domain The goal for the social/emotional domain is that the children are able to share the materials nicely with their classmates. The children should positively interact and work side by side with their peers. 5. Learning Goal(s)/Objective: 1. Children will learn the names and be able to identify their shapes. 2. The children are actively engaging and using shapes to create something. 3. Through a hands-on project students will learn with their peers. 6. Vocabulary Focus: 6. Circle- Crculo 7. Square -Cuadrado 8. Triangle -Tringulo 9. Rectangle - Rectngulo 10. Star - Estrella 7. Assessment: During this activity the children should be attentive and paying attention to the teachers directions. They creatively develop an idea to what they want to create. The students will use manners and respect their classmates while sharing the materials that are given for the activity. Frontloading: On the second day of the activity the class should revisit the KWE chart that was made on day one. The class should review to modify the know and wonder portion to be an

Emma Gustafson

Mini Learning Experience EDT 272

accurate description of their current knowledge after yesterdays lesson. The else portion of the chart should also be modified if the students have generated any new ideas of what they want to learn. 9. Components of Procedure/Instructional Methods: Activity Description: The students in class will be given assorted food items that are in the form of each of the primary shapes- sugar cubes, M&M candys, Circle Ritz crackers, Hersheys Bars, star marshmallows, Saltine Crackers and triangular shape sugar cookies. They will be able to pick the items that they would like to use to create a new object like a bug, animal, house etc. The students will be able to have fun making a creation of their own out of shapes all the while learning about the shapes. The students can make something that they are interested and exercise their creative thinking skills. This is an opportunity for the students to learn patterns and how to make three-dimensional objects. The process of making something ordinary into something extraordinary is a rewarding feeling for children. Introduce the Topic: Yesterday we learned all about different shapes. We talked about the different shapes we have found and what shapes look like. We also read the very interesting book- Shapesville. Today, we are going to make a craft using the shaopes we learned about yesterday. Script: We are going to use these shapes that I brought in to create any object that you would like. You can make your shapes into a bug, an animal a person, whatever you want. While you are working with the shapes I want you to notice- does everyone know what observe means? Observe means too notice and see- so I want you to observe the different characteristics of the shape that you are using. I know this activity is fun and uses food, but the same classroom rules apply when you are using the supplies you should all share nicely and work together with your classmates. I also want you to be creative and have fun. The best part is at the end we can have a tasty treat for snack! I am very excited to see what each one of you creates! Questions: 1. What kind of objects can you make with the shapes? 2. How many sides does your object have? 3. How should we act while working on our projects? 4. Can anyone tell me the name of the shapes in Spanish that we learned? Examples: 1. I have made an example for you to see. I made a house with squares and rectangles and even some triangles. I got the idea because of the house we saw in the book you can create something that you have seen before aswell! 2. You can look at the book if you need ideas or think of your very own ideas to create something different.

Emma Gustafson

Mini Learning Experience EDT 272

3. When you use each shape make sure you observe the shape that you are using count the number of sides and identify the name of the shape that you are using! Visuals Provided: Large shape cut outs Examples of shape made creatures for the children to look at Closing Script Wow class, you all did an amazing job with your shape creations! Everyone has a different and unique creation I love each of them! So can anyone tell me what we have been learning about these past few days? (wait for reply of shapes from students.) Right, Shapes! Who can tell me what their favorite shapes is? Lets go through all the shapes that we have learned about so far? Lets start with circle! What does a circle look like? Wait for answer. Who can tell me how to say circle in Spanish? Continue with the other four shapes. Great job class! Now that you all know about shapes I want you to notice them in your environment, try to find as many shapes as you can! Explanation: This activity is very important to the childrens knowledge of shapes because the students just learned about this new lesson. The activity makes learning about shapes fun and interactive through the hands-on activity. The students are able to relate to shapes because it is something fun that everyone loves food!