Teacher Candidate: Gabriela Escobedo

Subject: Mathematics Central Focus: (Content of the lesson) Basic Geometry Grade Level(s): Kindergarten

Date:09/13/13 Course for which the Lesson is developed: EDUC 1070-1 Classroom Teacher: Time allotted: 30 minutes

Theoretical Principles and/or ResearchBased Best Practices in this Lesson Why are the learning tasks for this lesson appropriate for your students? Cite references Clements and Sarama explain how children at a young age are each on different levels of understandment of basic shapes, at five they should all have a basic understandment to be able to take in information such as their names, their different looks and how they can look in different dimensions. Clements, D. H., Sarama, J. (2000). Teaching Children Mathematics. New York: NCTM, Inc.

Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson What are common errors or misunderstandings of students related to the central focus of this lesson? How will you address them for this group of students? Students will most likely confuse shapes like rectangles with squares, and could have a tough time identifying triangles with different or varying angles. I will address this problem by stressing the difference of squares and rectangles by having a rectangle folded in half, to show a square, then open it to its full size and reveal the rectangle. I will also have a manipulative triangle and move it around but still show it has the same number of sides.

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective. 9.A.1a Identify related two- and three-dimensional shapes including circle-sphere, square-cube, triangle-pyramid, rectanglerectangular prism and their basic properties

Assessment Tool(s) and Procedures: What will provide evidence that students meet objectives? Every objective must be assessed. I will assess my students by first asking them to say the name of each shape, every child will get a turn, Students will be required to show me the pairs of shapes they find with their assigned 2-D shape and the 3_D shape found in the class . Procedures: List in sequence the actions taken by teacher and students throughout the lesson. Engage Students: (Diagnostic/Pre-Assessment may be included here.) I will ask students what the name of each shape is before I tell them what they are, so that I could know how many know the answers and in which area they need the most help with. Communicate the Purpose of the Lesson to Students (Objectives and Assessment): I will let students know that shapes are all around us and we need to know what they are each called and what they look like. (Show them pictures of real life exaples with each shape) Instructional Sequence: 1. Ask the class as a whole what the name of a shape is while i hold it up. 2. Draw each shape on the board along with their names. 3. Give two real life examples, in the forms of pictures, relating to each shape (for example a slice of pizza and a pyramid for triangles). 4. Create pairs of twos, each pair will recieve a specific shape to focus on. 5. Allow time for the pairs to go around the room looking for an object that is the shape of their assigned shape. 6. Go around the room asking questions and answering whatever the children need help on. 7. Recollect in circle time and allow everyone to show what they found. 8. Let class decide whether each item found fits the shape assigned. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) Going around the room and observing how the students work together and think about how the shapes fit. Guide anyone who digresses or does not find anything that fit their shape's form. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) Groups of two will be picked by the teacher, placing one student who understands the concept well with another student who still needs more guidance. Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment) Remind students that shapes exist all around us in varying ways.

Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson. My five year old students will be able to identify and name a set of four different shapes(square, circle, rectangle, triangle). My students will also be able to match and compare 2-D shapes to real life 3-D shapes they find in the classroom.

Lesson Plan Details

Instructional Materials: Cut-outs of shapes. Two real life pictures for each shape. Board and marker/chalk. Use of Technology:

Safety in the Physical Environment: Make sure each group of two children is on task and not running, stay together and focus on one shape. Academic Language Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports. The language will begin when i ask the class what the name of each shape i hold up is. They will see and read each shape on the board along with pictures of the shapes in real life.

List the Academic Language used in the Lesson. Include Tier 1, 2, and 3 language. Square, circle, rectangle, triangle, cube, sphere, pyramid, pair.

Describe the Evidence that Students know and use Academic Language appropriately: students will prove they know the words when they call them out in the beginning of the lesson. they will also prove they know them at the end of the lesson when we recap after they have had time to think about them during their search.

Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-): (Formal or Informal) Ask class what they know about each shape and what they are called. Formative: (Formal or Informal) Tell each child the name of each shape along with a description and relate it to their own world. Reflective: (Formal or Informal) Allow children to find shapes within our classroom and identify and name them. Summative: (Formal or Informal) Have children see what other children found and correct if necessary.

Differentiating Instruction Identify the Element(s) of the Lesson that is Differentiated: Content Process Product Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. The process will be different for certain students who might not be as ahead as the rest of the class because i will spend more time with those groups and helping them find items that fit their shape and allow them to explain why those items are suitable as opposed to differently shaped items. Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. Student readiness will show in the children who do not grasp the concept as easitly, who seem to have no experience with shapes and how they exist in our world.

Analyzing Teaching (Reflection): To be completed after the lesson is taught Give evidence that the lesson was successful for students meeting the learning objective/s. (at least one example)

If you could teach this lesson to the same group of students again, what are two or three things you would do differently to improve the learning of these students based on their varied developmental and academic needs and characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment. Explain why and how you would change it. Explain the difference it would make in student learning. Give evidence from your experience in teaching the lesson.

Clearly state each change you would make.