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2013-2014 UMU Lesson Plan Template

Name: Amanda Pona Grade Level: Kindergarten Subject: Mathematics

Date: September 30, 2013 Class Period: 1:50-2:30 Lesson # & Title: Learning Experience 1, Getting to
Know 3-D Shapes

Big Idea/Lesson Focus: Becoming familiar with three dimensional shapes Essential Question: What is three dimensional in the world around us? Context for Learning: 20 students (9 boys and 11 girls), ages 5-6, predominately Caucasian at 65%, 25% African American, and 10% Hispanic, low socioeconomic status, urban, 1 speech IEP, 1 ELL student, 9 struggling readers Function of the Lesson (check all that apply): ! Introduce New Skill or Content ! Practice ! Review ! Remediation/Reteaching

Content Standards:! ! ! ! ! ! ! ! CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. Learning Objectives:!! ! When given pictures of objects portraying three dimensional shapes (cube, cylinder, cone, and sphere), the student will sort the pictures into the appropriate column based on the three dimensional shape, achieving 80% accuracy. Academic Language (or A.L. Demands, A.L. Objectives): Academic language: two dimensional, square, circle, oval, shapes, three dimensional, cube, cylinder, cone, and sphere Students will become familiar with the academic language when they learn the shapes during explicit instruction. Students will practice saying each of the terms (cube, cylinder, cone, sphere) and learn the properties of each three dimensional shape. During structured practice, students will use food to represent three dimensional shapes. Additionally, students will review the shapes when we sing the Hokey Pokey by di"erentiating between the shapes. Instructional Materials and Support: Shapes Everywhere by: Cecilia Minden (Cherry Lake Publishing, 2011), Laptop, SMART Board, SMART Board presentation, geometric models (cube, cylinder, cone, sphere), 20 bags of food for structured practice, 20 papers for structured practice, objects for Hokey Pokey (20 dice, party hats, pencils, balls), Hokey Pokey CD, 20 pictures to sort, 20 sorting papers Prior Knowledge: The students have not covered any material relating to three dimensional shapes prior to this learning segment. They do know the basic shapes (square, rectangle, circle, and triangle). When preassessing, I have found that a few students have some prior knowledge pertaining to three dimensional shapes, but the majority are not familiar.

Assessments: Pre-Assessment for the unit: Students were given a pre-assessment prior to this lesson. The piece of paper had four rows of three dimensional shapes, each row containing a cube, cylinder, cone, and sphere. Students were asked to circle a specic shape in each row. Three students received a 1/4, seven students received a 2/4, six students received a 3/4, and four students received a 4/4. Assessment(s) during the lesson: During structured practice I will observe students ability to associate food with three dimensional shapes. When students sing Hokey Pokey they will hear a shape and choose the object that represents that shape which I will also observe. Assessment(s) at the end of the lesson: Students will individually sort pictures of objects based on three dimensional shapes, achieving 80% accuracy. Post-Assessment for the unit: Students will be given the same assessment that they completed as the pre-assessment. Strategies & Learning Tasks Introduction: (5 min.) Get students attention. Introduce the topic for the day. - Go over I can statement: I can name three dimensional shapes (cube, cylinder, cone, sphere) Have students come up to the carpet. Read, Shapes Everywhere! to students. Presentation/Explicit Instruction: (5-8 min.) Introduce what three dimensional shapes are: - A three dimensional shape is solid, not at. - Show them the di"erence between two dimensional and three dimensional shapes. Go over each of the three dimensional shapes (cube, cylinder, cone, and sphere). - For each shape, show students an example using the geometric model. - Have students repeat the name of the shape so that they can practice the academic language. - Ask students to think of examples of objects that look like three dimensional shapes. Write these on the SMART Board as students share, prompt when needed. Have students return to their seats. Structured Practice/Exploration: (5-8 min.) Each student will be given four pieces of food, each piece of food representing a three dimensional shape learned in explicit instruction (cube-Milky Way mini, cylinder-marshmallow, cone-Herseys Kiss, and sphere-donut hole). Pass out sorting paper. The paper is divided into four sections for the four shapes. The sections include a picture of the three dimensional shape and name. Instruct students to take out a specic piece of food from the bag. Ask students what shape they think the food it representing. Discuss with students why that piece of food looks like a cube or a cylinder. Have them place the food into the appropriate section of the paper (for example one section will be labeled cone, so students will place the Hersheys Kiss here). Encourage students to use academic language (for example, the Hersheys Kiss looks like a cone). Repeat this step for all the shapes. Have students put the food back into their bag. They will be able to eat this at snack time.

Guided Practice/Specic Feedback: (5-8 min.) Explain to students that we are going to sing the Hokey Pokey but with shapes instead of our bodies. Do an example to show students. Have students come to the carpet. The song will play on the SMART Board. As it plays there will be a picture of the shape and the name on the SMART Board. Pass out the bags of objects to students. In each bag there are four objects, each object represents one of the three dimensional shapes. Take the objects out of my bag so students know what they have. Discuss with students which object represents each of the shapes. Place students into a circle and have them take out the object that represents a cube (that will be rst in the song). When everyone is ready, begin. After we are nished collect the bags. Have students return to their seats. Independent Practice/Application: (10-15 min.) Explain the instructions to students. Instruct students to get out scissors and have them cut out the pictures they will be sorting. Once students have all of the pictures cut out, give them the next piece of paper (the one they will sort on). They will write their name at the top. Students will glue the pictures in the row that represents that shape. When nished collect the paper. Closure: (3-4 min.) Have students return to carpet. Play students a song (http://www.youtube.com/watch?v=K9L9l86N-xM) to act as a review of the shapes they learned today. Play it once and ask students to join along. Today our goal was to name three dimensional shapes. Ask students to name shapes. Di"erentiation, Individualized Instruction, and Assessment: The students who are performing at the average level, will have ten pictures to cut and sort during independent practice. For students who are achieving below-average and/or scored low on the pre-assessment, they will have one picture per shape to sort during the independent practice. For students who are above-average and/or scored high on the pre-assessment, they will be given a few pages from a magazine and will nd one picture of a three dimensional shape, in addition to sorting the pictures provided. They will cut it out and put it into the appropriate column during independent practice. I will assist struggling students one-on-one during independent practice. After I teach this lesson, I will di"erentiate by teaching two additional lessons; one will be for students who need additional instruction and the other will provide enrichment for those students who did very well. Research and Theory: I am incorporating Vygotskys theory of sca"olding by creating a lesson that slowly withdraws teacher support and builds upon sequential learning so students can complete the skill on their own. The lesson was planned to support several learning styles such as visual, aural, verbal, and physical. Using a variety of activities that include many learning styles will allow students to learn the content in a way that suits them best. Research has shown that each learning style uses di"erent parts of the brain. More knowledge is remembered when multiple parts of the brain are used.

 This lesson includes some interdisciplinary instruction by incorporating language arts into the mathematics lesson. To begin the lesson I will read a book to students and throughout the lesson students will be learning and practicing new vocabulary terms.

2013-2014 UMU Lesson Plan Template

Name: Amanda Pona Grade Level: Kindergarten Subject: Mathematics

Date: October 1, 2013 Class Period: 10:00-11:00 Lesson # & Title: Learning Experience 2, Three
Dimensional Shapes

Big Idea/Lesson Focus: Review three dimensional shapes Essential Question: What is three dimensional in the world around us? Context for Learning: 20 students (9 boys and 11 girls), ages 5-6, predominately Caucasian at 65%, 25% African American, and 10% Hispanic, low socioeconomic status, urban, 1 speech IEP, 1 ELL student, 9 struggling readers Function of the Lesson (check all that apply): ! Introduce New Skill or Content ! Practice ! Review ! Remediation/Reteaching

Content Standards:! ! ! ! ! ! ! ! CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. Learning Objectives:!! ! When playing Bingo, students will mark the appropriate squares when called, achieving 85% accuracy. Academic Language (or A.L. Demands, A.L. Objectives): Academic language: two dimensional, square, circle, oval, shapes, three dimensional, cube, cylinder, cone, and sphere Students will hear the academic language when we review the shapes during explicit instruction. They will practice identifying the four shapes in the activity planned for structured practice and independent practice. Students will practice saying each of the terms (cube, cylinder, cone, sphere) during guided practice. Instructional Materials and Support: Geometric shapes, laptop, SMART Board, SMART Board presentation, 4 papers for structured practice, 2 three dimensional dice, 4 Roll-A-Shape papers, anecdotal note sheet, Bingo cards, Bingo markers, checklist for Bingo Prior Knowledge: Yesterday students learned four, three dimensional shapes (cube, cylinder, cone, sphere). They became familiar with the name of each shape as well as recognizing objects that portray the shapes. Each of these students have had practice during lesson one. Assessments: Pre-Assessment for the unit: Students were given a pre-assessment prior to this lesson. The piece of paper had four rows of three dimensional shapes, each row containing a cube, cylinder,

cone, and sphere. Students were asked to circle a specic shape in each row. Three students received a 1/4, seven students received a 2/4, six students received a 3/4, and four students received a 4/4. Assessment(s) during the lesson: I will observe students ability to identify three dimensional shapes during structured practice. In guided practice, I will use anecdotal notes to assess students on how well they can name the three dimensional shapes.! Assessment(s) at the end of the lesson: As students play Bingo, I will use a checklist to assess whether students can di"erentiate between the shapes. If they get Bingo, the student will say the name of the shapes that they got to receive Bingo. Post-Assessment for the unit: Students will be given the same assessment that they completed as the pre-assessment. Strategies & Learning Tasks

Introduction: (3 min.) Introduce the topic for the day. - Go over I can statement: I can name three dimensional shapes (cube, cylinder, cone, sphere) Hold up the shapes and ask students if they remember what they are called from yesterday. Presentation/Explicit Instruction: (5-8 min.) Review what three dimensional shapes are: - A three dimensional shape is solid, not at. - Show them the di"erence between a two dimensional shape and three dimensional shape. Review each of the three dimensional shapes (cube, cylinder, cone, and sphere). - For each shape show students an example using a geometric model. - Have students repeat the shape so that they can practice the academic language. Structured Practice/Exploration: (5-8 min.) Pass out papers to students. Instruct them to get out an orange, purple, green, and blue crayon or marker. Explain instructions: - Tell students they will color the pictures based on the shape. Sphere objects will be colored orange, cubes will be purple, cylinders will be green, and cones blue. - Model the rst line for students. Starting with the second line, ask students what color they think they should use. Ask their peers if the agree or disagree. While students are completing this ask them why a specic shape is a cube or cylinder, etc. Guided Practice/Specic Feedback: (8-10 min.) Explain to students that they are going to be put into groups of two. Each partner will take turns rolling a die (the die has three dimensional shapes on it). The person who rolled the die will say a complete sentence about the shape that they rolled (For example, I rolled a cube). Then they will color in one spot on their paper (eventually this will create a graph). Model this process for students. Put students into groups of two. Pass out materials. - Roll-A-Shape worksheet - A die with the three dimensional shapes on it Give students a few minutes to do this.

 When nished, ask students to look at their graphs and state which shape they rolled the most and which one the least. Independent Practice/Application: (10-15 min.) Pass out a Bingo card and markers to each student. Explain the directions to students. Begin calling out the spaces. Observe students as they cover the space that was called. If a student gets Bingo they will say the shapes that were covered in order to receive Bingo. Closure: (5 min.) Review with students by playing an online game (http://www.primaryresources.co.uk/online/ longshape3d.html). Ask students one at a time to come up to the SMART Board to play the game. There is a three dimensional shape with a square around it and students have to decide which shape it is. Go over the goal for the day (I can statement). Have students name the four, three dimensional shapes. Di"erentiation, Individualized Instruction, and Assessment: I am di"erentiating by reteaching a small group of students. This small group of students will have learned the material yesterday, so this lesson will be a chance to practice and learn the skill again. The student who is on an IEP for speech and the ELL will be given four cards, each having a shape and its name on it. They will use these to communicate so that I can understand him more easily. Research and Theory: Students will participate in activities that encompass cooperative learning. These students will have face-to-face interactions with their peers and me. The lesson allows all of the students to practice teamwork skills and individual accountability. John Dewey was a believer of cooperative learning so his theory was taken into account when creating this lesson. During the introduction, my goal is to activate students schema. I want to see what they remember from yesterday and get them to begin thinking about three dimensional shapes.

2013-2014 UMU Lesson Plan Template

Name: Amanda Pona Grade Level: Kindergarten Subject: Mathematics

Date: October 2, 2013 Class Period: 9:30-10:20 Lesson # & Title: Learning Experience 3, Three
Dimensional Shapes

Big Idea/Lesson Focus: New three dimensional shapes (pyramid, rectangular prism, triangular prism) Essential Question: What is three dimensional in the world around us? Context for Learning: 20 students (9 boys and 11 girls), ages 5-6, predominately Caucasian at 65%, 25% African American, and 10% Hispanic, low socioeconomic status, urban, 1 speech IEP, 1 ELL student, 9 struggling readers Function of the Lesson (check all that apply): ! Introduce New Skill or Content ! Practice ! Review ! Remediation/Reteaching

Content Standards:! ! ! ! ! ! ! ! CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. Learning Objectives:!! ! While students play memory with three dimensional shapes, students will correctly name the shapes that appear when they ip the cards over, achieving 85% accuracy. Academic Language (or A.L. Demands, A.L. Objectives): Academic language: two dimensional, square, circle, oval, shapes, three dimensional, cube, cylinder, cone, sphere, pyramid, triangular prism, and rectangular prism Students will hear the academic language from Mondays lesson (learning experience 1) when we review the shapes during the introduction. I will teach the new academic language during explicit instruction. Students will make shapes out of Play-doh, which will help them practice the attributes of each shape. Then, students will go on a scavenger hunt to nd three dimensional shapes in the environment. They will share one of their ndings to practice the academic language. Instructional Materials and Support: Laptop, SMART Board, SMART Board presentation, geometric models (cube, cylinder, cone, sphere, rectangular prism, triangular prism, pyramid), Play-doh, three dimensional objects for scavenger hunt, bags for students to use, checklist for guided practice and independent practice, clue sheet for closure Prior Knowledge: Two days ago students learned four, three dimensional shapes (cube, cylinder, cone, sphere). They became familiar with the name of each shape as well as recognizing objects that portray the shapes. Each of these students have had practice during lesson one. Assessments:

Pre-Assessment for the unit: Students were given a pre-assessment prior to this lesson. The piece of paper had four rows of three dimensional shapes, each row containing a cube, cylinder, cone, and sphere. Students were asked to circle a specic shape in each row. Three students received a 1/4, seven students received a 2/4, six students received a 3/4, and four students received a 4/4. Assessment(s) during the lesson: During structured practice students will create their own shape out of Play-doh. I will assess students ability to make the shape and name the shape they created. Students will go on a scavenger hunt to nd three dimensional shapes in the classroom. When nished, each student will share two of their objects and state the three dimensional shape in a complete sentence.! Assessment(s) at the end of the lesson: I will use a checklist to assess students ability to name three dimensional shapes during shape memory. My goal is for students to achieve 80% accuracy. Post-Assessment for the unit: Students will be given the same assessment that they completed as the pre-assessment. Strategies & Learning Tasks

Introduction: (5 min.) Introduce the topic for the day. - Go over I can statement: I can name three dimensional shapes (cube, cylinder, cone, sphere) & I can nd shapes around me Review the shapes students learned on Monday by playing a YouTube song (http:// www.youtube.com/watch?v=K9L9l86N-xM). Ask students to join along. Using geometric models hold up the cube, cylinder, cone, and sphere. Ask students to name each three dimensional shape. Presentation/Explicit Instruction: (5-8 min.) Go over the new three dimensional shapes (rectangular prism, triangular prism, pyramid). - For each shape show students an example using a geometric model. - Discuss the properties/attributes of these shapes. - Have students repeat the shape so that they can practice the academic language. Structured Practice/Exploration: (8-10 min.) Form some three dimensional shapes out of Play-doh. Have students guess what shape you made. Provide each student with Play-doh. Ask them to form one three dimensional shape. Once everyone is nished they will state which shape they have created. While students are completing this activity, use a checklist to mark whether or not they were able to do this. Guided Practice/Specic Feedback: (10 min.) Place objects around the room that represent three dimensional shapes. Provide each student with a bag. Instruct students to go around the classroom and collect ve objects. Give students a few minutes to do this. Have students return to the table and take the objects they collected out of the bag. We will go around to each student and they will share two of their objects. When sharing the student will say what three dimensional shape the object is representing in a complete sentence. - For example: This tennis ball is a sphere.

 While students are sharing assess their ability to recognize the three dimensional shape using a checklist. When every student has shared two objects have them place everything back into the bag. Set the bags aside. Independent Practice/Application: (10 min.) Pull up the shape memory on the SMART Board. Explain directions to students. Model an example. Have students come up to the SMART Board and ip two cards. They will state the name of the shapes that were ipped over. Closure: (5 min.) I will provide students with clues that describe some of the three dimensional shapes they have learned. Students will guess the shape. Each student will get a chance to guess the shape. Go over the goal for the day (I can statement). Have students name the all of the three dimensional shapes. Di"erentiation, Individualized Instruction, and Assessment: I am di"erentiating by providing enrichment to this a small group of students. This small group of students will have learned the material two days ago. Today they will learn three additional shapes. Research and Theory: During the introduction, my goal is to activate students schema. I want to see what they remember from two days ago and get them to begin thinking about three dimensional shapes. I am incorporating Bruners ideas of students constructing new ideas based on their current or past knowledge. Students will use their prior knowledge of two dimensional shapes and what we learned on Monday to help them learn the new shapes.