2013-2014 UMU Lesson Plan Template

Name: Brittany Moore Date: 9-30-13 Grade Level: Kindergarten Class Period: 2:30-3:00 Subject: Math Lesson # & Title: Lesson 5, 3-D Shapes Big Idea/Lesson Focus: 3-D Shapes (cube, sphere, cylinder, cone) Essential Question: What do 3-D shapes look like? Context for Learning: 22 students, 9 males and 13 females, low socioeconomic status, 2 students on an IEP for speech, and 2 students who are underperforming Function of the Lesson (check all that apply): X Introduce New Skill or Content Practice

Review Remediation/Reteaching

Content Standards: K.G.A.2 Correctly name shapes regardless of their orientations or overall size. Learning Objectives: The students will be able to recognize and identify 3-D shapes (cube, sphere, cone, and cylinder) by cutting and sorting items that portray the 3-D shapes achieving 6/8 which equals 75%. Academic Language (or A.L. Demands, A.L. Objectives): The words the students will be able to use and understand are: 2 dimensional shapes, 3 dimensional shapes, circle, square, triangle, sphere, cube, cone, and cylinder. The students will be learning the term 3 dimensional in explicit instruction. They should already know the terms 2 dimensional shapes, circle, square, and triangle. They will be hearing and using the terms sphere, cube, cone, and cylinder during all the parts of the lesson. Instructional Materials and Support: Geometric 3-D shapes, riddles, shapes book for guided practice, papers for independent practice, scissors, glue, computer, and projector. Prior Knowledge: The students have not covered 3-D shapes prior to this learning segment. The students do know basic 2-D shapes such as square, circle, rectangle, and triangle. After administering the pre-assessment, I have found that some students have a background in 3-D shapes and know what some of them look like. Assessments: Pre-Assessment for the unit: Use this information to design your lessons Prior to the lesson, the students were given the pre-assessment. It was a piece of paper with four rows of four 3-D shapes in each. The students were asked to circle a different shape in each row. Assessment(s) during the lesson: Only assess what was taught During structured practice, I will observe the students to see if they can guess the shape by hearing some of its properties and attributes. During guided practice, I will be observing the students to see if they can identify the 3-D shapes by pictures and properties. Assessment(s) at the end of the lesson: Clear up misconceptions

I will check the students work in independent practice to make sure the students placed all of the items in the correct box. Post-Assessment for the unit: Assess all that was taught in the unit: The students will be given a piece of paper with four rows of four 3-D shapes in each. The students will be asked to circle a different shape in each row. Strategies & Learning Tasks

Introduction: I will have the students come to the carpet. I will play a video for the students to watch. This video is an introduction to 3-D shapes. http://www.youtube.com/watch?v=K9L9l86N-xM I will then say the I can statement with the students which is I can identify 3 dimensional shapes . Then the students will repeat it. Presentation/Explicit Instruction: I will tell the students the difference between 2-D shapes and 3-D shapes. I will hold up each 3-D shape (sphere, cylinder, cone, and cube) and say what the shape is called. After I say the name of the shape, the students will repeat it. I will also say a few properties of each shape. Structured Practice/Exploration: I will say 4 different riddles to the students. Each riddle will be about a different shape. At the end of each riddle, as a class, the students will have to guess what shape it is talking about. Guided Practice/Specific Feedback : The students will go back to their seats. The students are going to create a shapes book. In the book it says A _______ looks like a ball. The students will have to fill in the blank with a 3 -D shape. As a class they will come up with the shape and I will write it on the board for the students to copy in their books. The book has a page for sphere, cube, cone, and cylinder. Independent Practice/Application: Each student will be given two papers, one with four columns and one with eight items (two for each shape). Each column will be a different shape. The students will have to cut out the items and glue them in the correct column. When the students finish, I will check their work. Closure: I will hold up each item individually and ask the students what column they put it in. I will review the I can statement and have the students repeat it. Differentiation, Individualized Instruction, and Assessment: In guided practice, I will be writing the words of the 3-D shapes on the board for the students who do not know how to spell them. In independent practice, the students who are struggling with the activity will only have to sort four items (one for each shape) instead of eight. I will provide one-on-one assistant to students who are struggling in guided and independent practice. Over the next two days I will be pulling a group of higher level students and a group of lower students. For the higher level students, I will be teaching an enrichment lesson. For the lower level students, I will be teaching a review lesson.

Research and Theory: During the lesson, I am using John Deweys theory of cooperative learning. During structured practice, the students are identifying the 3-D shapes based on the riddles together as a group. Also, during guided practice, the students are working together to identify the shapes in the shape book.