Movement Lesson Plan

Each of your lesson plans should contain the following components:

Basic Information:
Grade Level: Kindergarten
Content: ELAR & PE
Lesson Time: 30-35 minutes + 10-15 minute for eating
Location: in Classroom
Summary of the Childrens Characteristics and Needs

1-Child with Down Syndrome (delay of five years)

1- child has Dysgraphia that affects handwriting and putting thought

on paper

1- ELL child has been identified gifted and especially creative,

however has limited social skills

1- ELL child broke their leg yesterday

1-ELL child came in today with a cast on their arm

1- ELL forgot his/her glasses

1- Child has a visual impairment can only use part of one eye to see
anything

1- ELL Child has been identified gifted an reads four graders above
his/her current grade level

1- immigrant child is homeless and very quiet

1- Child is Muslim and wears her Hijab headdress to school. Child

does not speak english.

1- Child has two mommies and discusses it in class

1- Child is a Jehovah Witness and does not celebrate holidays,

birthday or the pledge. Child is very verbal about his/her beliefs.

1- Child speaks limited English at school but the family speaks

another language at home

1- African American childs mother is in jail and lives with

grandmother. Child is very shy.

1- Child lives with single dad who has drug and alcohol problems.
Child often comes to class sleepy and very distracted

4- struggle in writing

3-struggle in reading

7-struggle in math
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6- on grade level

Accommodations

Students struggling in writing, reading and math will be paired up with

another person who is stronger in that are. The elbow partner will write
down what student is saying, and help count with student.

The child that is shy is will be assigned as a helper.

ELLs will have translation for each other students; english, spanish and
arabic.

The child who comes to class very distracted and sleepy will be given
some time to get ready for class. The activities are engaging, this will
help this student stay engaged.

Games and movement for kinesthetic learner and ELLs.

Accommodations for this lesson include: using manipulative, pictures,
sugar, and blocks for tactile learners.

Dysgraphia student will be accommodated by reducing the writing by

having his elbow partner write down what he/she is saying. (be provided
with pencil grippers)

Student who forgot his/her glasses will be sat closer to the books and
objects.

The student with the broken leg and student with cast on arm will

choose a student or adult to take his/her place, but he must be saying

his shape as the person hops to the finish line.

Connections to Theory
Principle 1: Domains of Learning: All domains of development are learningphysical (movement game), social (communicate at all times in shape
groups, and activities), and emotional (students will be able to express and
relate to everyday items).
Principle 3: Varying rates: Cooperative groups (ELLs, shy kids, dysgraphia student will

use primary pencils) By using cooperative groups each student whether struggling in writing,
Ells, and reading will get some help from their peers. Development and learning vary from child
to child across different learning areas.
Principle 7: Relationships: Social experiences and culturally transmitted knowledge. By

having students in a cooperative group, the students who are struggling may get a helping hand.
The student that is shy can build relationships with peers; build self-esteem. The student that are
ELLs can build relationships and share they language while incorporating english language in
the cooperative group setting.
Principle 8: Social and Cultural contexts: By having them work in a cooperative learning

setting, students will get socialized among peers will both social and share cultural contexts and
by having multicultural literature introduce to the other students, causing a melting pot.

Principle 10: Play: Students will play games, activities and participate in a clay activity to

help incorporate what nouns are, promoting languages, cognitive, and social competences.

Prior Knowledge

Students would have been introduced to shapes through their

environment. The student is expected to use prior knowledge to categorize and

separate a shapes from everyday in our community.
Multicultural and Anti-bias*

The lesson will be given in English and Spanish. A few arabic words will be attached
to visuals and shapes as they play the shape hopscotch game.The lesson will be
tailored by the interests of the students and everyday nouns they come in contact with
in their community.

Intended Outcomes (objectives/standards & benchmarks)

Tek: K.P.E.1.D
(1) Movement. The student demonstrates competency in fundamental movement patterns and
proficiency in a few specialized movement forms. The student is expected to:
(D) maintain balance while bearing weight on a variety of body parts;
Tek: K.ELAR.5.C
(5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly
when reading and writing. Students are expected to:
(C) identify and sort pictures of objects into conceptual categories (e.g., colors, shapes,
textures);
The student will be able to identify specific shapes e.g., triangle, square, circle, oval, rectangle,
rhombus, parallelogram, hexagon, trapezoid, and a octagon with an 80% accuracy; 6 out of 8
shapes correctly.
Materials and Resources

Standard set of eight crayons

Eight blocks (cubes, rectangular prisms, cylinders, triangular prism, sphere)

Sand, sugar, or flour

Two small cups

Container with fairly short sides (like a plastic food storage container or a small box)

Crayons, markers, or watercolors

Shapes used for the Hokey Pokey

Large sheet of drawing paper

Books: Shapes, Shapes, Shapes by Tana Hoban & Icky Bug Shapes by Jerry

Pallotta

Pizza: tomato sauce, cheese, biscuits

Developmentally Effective and Culturally Relevant Approaches

The teacher will model how to use blocks, read the books, model how to play the shape
hopscotch game, and how to create a pizza.The students will use oral language
communication, use manipulatives, and have a hands on pizza activity. The students will be in
cooperative learning groups.
Guidance Routines and Learning Environment In preventing challenging and
unproductive behaviors during this lesson:

Students are to sing the shape Song two times, by the third time, everyone should be sitting
down in their groups, singing and modeling the hand motions.

Materials were handed by assigned students who are in charge of passing out materials.
Accommodations for ELLs students, students struggling in reading, writing, students with
physical disabilities, and student without glasses were addressed.

By giving the shy kids a role, will help ease them into the groups.
Student aide for student with down syndrome as well as peer help.
Students are reminded of the rules and procedures, and contracts that were signed before
participating in any activity on the second week of school.

Transition Song: Shape Game

Add different shapes to the underline word, until all shapes in the classroom are
covered in the song. As the shape is called out, the student is to move to the
appropriate stop that has been designated for the student to transition.
If youre holding a square, stand up.
If youre holding a square , stand up.
If theres a square in your hand, then its time for you to stand.
If youre holding a square stand up!
Manage materials:
circles- will get material
squares-clean up
triangles-set up

Instructional Procedures (5 E Lesson)

Engage:
Video:

https://www.youtube.com/watch?v=pfRuLS-Vnjs
Books:
Shapes, Shapes, Shapes by Tana Hoban
Icky Bug Shapes by Jerry Pallotta
By reading a read-aloud this will provide a review and background into the new shapes hey
will be learning.
Teacher: (holding up a block; square) Students, I want you to think if you have seen this box
looking square. Where have you seen a shape like this square?
Students: My front door. My shed. My mom cuts potato cubes.
Teacher: Good a square can also be called a cube. Can anyone tell me what this is called?
This is a square, it has four sides. Lets count together.
Teacher: The teacher pulls out a round sphere block. Can anyone tell me where they have
seen this shape outside of class?
Student: A balloon at a party. A ball. A window.
The teacher will continue to pull out different shapes of blocks and the student is to use prior
knowledge of what they have seen in the environment.
Instruction before transition- Students will not be numbered but will be given a cut-out of
shapes, this will determine their groups. Of course, the teacher can always have
heterogeneous or homogeneous groups.
Transition song:
If youre holding a square, stand up.
If youre holding a square , stand up.
If theres a square in your hand, then its time for you to stand.
If youre holding a square stand up! Now slide over there.
Explore:
Drawing Activity: Each student will take turns. The shapes will vary depending on
students. You want to have at least two shapes that are the same to have them as work as
elbow partners throughout the activity.
Dysgraphia student, will also be accommodated by reducing the writing by having his
elbow partner write down what he/she is saying. (be provided with pencil grippers). The
student with the cast on his arm will have an elbow partner as well.
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- circles will get material which contains plastic bowls and sugar
- squares clean up
- triangles set up
- hexagons will pour ingredients
- oval will be in charge of getting the blocks
- rectangles will pull out blocks not in order
- rhombus make sure the shape that is drawn is the correct shape that the shape
sheet says.

- octagons will begin the game and make sure to keep the game flowing

The triangles set up the square shape plastic bowls.

The hexagons will pour out the sugar into the plastic bowl.
Ovals will get the blocks and take them to Rectangles.
The rectangles will pull out different shape blocks.
Octagons will start the game, with an index finger to draw in the sugar the same shape.
Rhombus will make sure it is correctly drawn out.

After all the shapes are called, and everyone identifies them orally the students will exchange the
role of drawing in the bowl. Teacher will call out five more minutes, when you hear music,
it is time to clean up. When the music stop, teacher and students will sing the transition
song:
If youre holding a square, stand up.
If youre holding a square , stand up.
If theres a square in your hand, then its time for you to stand.
If youre holding a square stand up! Now come over here.

Explain:
Blocks Activity:
The teacher will pull out a block and students will answer what type of shape it has. They
will count all sides together.
CIRCLE & SPHERE
Teacher pulls out a sphere circle block.
Teacher: Boys and girls, what type of shape is this?
Students: (circle)
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Teacher: This is also a called a sphere.

Students: A sphere?
Teacher: A sphere is like a bouncy ball.
Students: ooooooooooh (still with puzzled look on face)
Teacher: Repeat after me. Sphere, Sphere
Student: Sphere, sphere
Teacher: 3D shape like a ball
Student: 3D shape like a ball
Teacher: Sphere, sphere
Student: sphere, sphere
Teacher: Just a curved face and thats all
Student: Just a curved face and thats all
Square (mary had a little lamb)
Student will repeat after teacher.
teacher: Cube, cube, cube
student: cube, cube, cube
teacher:3D shape that I know.
student:3D shape that I know.
teacher: Looks like a box.
student: Looks like a box.
teacher: 6 flat faces and 8 corners.
student: 6 flat faces and 8 corners
Transition song:
3D shapes are fat not flat. (hands apart forming a big fat ball)
A cone is like a party hat. (Hands formed like a triangle on top of head)
A sphere is like a bouncy ball (everyone pretends to bounce ball)
A prism is like a building tall. (arms so straight up to form a tall building)
A cylinder is like a can of pop. (form a cylinder with hands)
A cube is like the dice you drop. (hand motion as you would throw a dice)
3D shapes are here and there. (point close for here, point far for there)
3D shapes are everywhere. (arms extended outward for everywhere.

The teacher will get students in a homogeneous groups. All the circles in one group, all the
squares in another group etc..
Shape Hopscotch Game
The teacher will have precut shapes: circle, triangles, squares, hexagon, pentagon and
scatter them all around the room forming a S shape on the floor. The children are to
balance their weight as they hop while saying their shape, from one point of the room till
the end of their trail without bumping into another shape. Have them start in different parts
of the room. The point to the game is for all the shape members to get to the other side and
yell their shape. Start your hopping! You can switch roles as you please.
The student with the cast on his/her arm can either choose an adult/partner/peer to take his
turn but student will be responsible for saying the shapes out loud. This also applies to the
student with the broken leg.
Expand:
The students are to give examples of shapes around them, not from the classroom; a real
world example. Prior to this, a letter will be sent home about eating and creating pizza,
addressing any allergies and consent from parents. Each student will be able to create their
very own pizza, with the help of teacher and teacher aide/parent. Eggs can be provided as
well. Stop signs can be provided by adult/teacher as well. While the pizza gets taken to the
cafeteria for baking another activity of drawing will continue. The teacher will At the end the
student will be able to enjoy the pizza.

Circle- pizza, pie, cookies, wheels of bike

Square-tiles on the floor
triangle- a slice of pizza, a slice of cheese/sandwich cut diagonally
rectangle-certain cell phones, apartment buildings
pentagon- the designs found on a soccer ball
octagon-stop sign
hexagon- ice crystals, snowflakes
rhombus-diamonds, kites
oval- eggs
When the pizza comes back and students are done washing up, they will get in there
homogenous shape groups. An adult/teacher/student aid will assist them into cutting pizza
into the slice of their group: a square, triangle, rectangle, pentagon, hexagon, rhombus, and
ovals. Each is to identify the shape, and see what kind of 3D shape they are. The
teacher/adult can go around taking pictures of their food to later show to the class as a whole
class discussion. The teacher will go around asking the students how many sides does a
circle, square, triangle, rectangle, pentagon octagon, hexagon, rhombus and oval have? Does

a circle and oval have sides? Why do you think that is? This is where the teacher can walk
around correct any misunderstanding about shapes, assessing children with a checklist to
further the re-teaching part or finish with an assessment.

Evaluate:
Assessment
Rubric
Skill Based:
a.) Identifies the eleven shapes
b.) recognizes the shapes in environment
c.) creates original art with shapes
Checklist
A checklist was used to asses groups as individuals. 2 out of the 20 did not understand so the
teacher could easily use the Shape hopscotch and play Shape twister. The teacher will call out
a shape and have the students step on the appropriate shape. Ask a student why it is a circle, the
students will give It can be called a sphere. It is round. It is round and bouncy like a ball.

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