Differentiated Lesson Plan with Literacy Linkages

Teacher: Miss Izzy Healey

Date of lesson:
11/2/15

Class/Subject:
Math

1-Content objective(s)/State standard(s)/Topic:

CC.K.G.1, 2, 4 & 5, CC.K.MD.3

K.G.A Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes,
cones, cylinders, and spheres).
1. Describe objects in the environment using names of shapes, and describe the relative positions
of these objects using terms such as above, below, beside, in front of, behind, and next to.
2. Correctly name shapes regardless of their orientations or overall size.
K.G.B Analyze, compare, create, and compose shapes.
4.
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations,
using informal language to describe their similarities, differences, parts (e.g., number of sides
and vertices/"corners") and other attributes (e.g., having sides of equal length).
K.MD.B Classify objects and count the number of objects in each category.
3.
Classify objects into given categories; count the numbers of objects in each category and sort the
categories by count.3

2-Behavioral objective(s): Students will be expected to listen and show they are
listening through their eye contact, sitting up, facing forward and hands kept to
themselves during the whole group instruction on the carpet. When working in small
groups to identify shapes, students will be expected to participate through listening
respectfully to their peers and contributing their own ideas verbally.

3-Language objective(s):
Listening: Students will listen as the teacher explains the attributes of a hexagon
and reviews the attributes of a triangle. Students will listen as their peers defend
why their object is the shape they decided.
Writing: Students will write on their finished trees Hexagon and Triangle under
the corresponding tree.

Speaking: Students will discuss with their peers what shape their object is and then
explain to the class how they would prove that.

4-Prior knowledge required: Other shapes and their attributes (triangles, circles,
squares and rectangles). How to sort and classify based on similarities and
differences. How to identify if a group has more or less than another group.

4-After this lesson, students will

UNDERSTAND (concepts)

Be able to DO (skills)

Students will understand that hexagons are shapes

with six sides and six corners.

They will be able to sort

shapes into groups of
hexagons and nonhexagons or other shapes.

5-Resources/materials required for instruction:

-papers with a variety of triangles and hexagons (different sizes, angles, etc.
in orange, red, yellow and brown.)
- Blank Sheets of Paper
-scissors
-glue
-pencils
- several quilts (which include hexagons, triangles, squares, rectangles, etc.)
-computer (to watch videos)
6-Student activity
Introduction
Teacher will review with
students the characteristics
of triangles and introduce
the hexagons showing a
variety of examples.
Part of the review will be
re-watching the triangle
video and watching a
similar hexagon video.
These videos have served
as a great instructional tool
because a few of our ELLs
get really into them, they

b-During (whole
group)

c-After (independent practice

and small group)

The teacher will

explain that hexagons
have 6 sides and 6
corners. As a class
they will count these
attributes referring to
the examples on the
board.

Students will work in

partnerships on the carpet to
identify the different shapes
they can find on the quilts
and then tell the class why
that is a triangle, hexagon,
etc. They must explain using
words how they can prove
that is the shape.

Students will work

individually as they sort the

love the beat and it repeats

the shape name and
attributes which helps them
to remember the names
and identify the shape.

paper cut outs of triangles

and hexagons into two
different groups. After
showing their groups to the
teacher, they will receive a
plank sheet of paper where
they will draw two trees (with
no leaves) one they will glue
their hexagons on to create
their hexagon tree and the
other they will glue their
triangles on to create their
triangle tree.

Triangle:
https://www.youtube.com/w
atch?v=2wFMdKb0cz0
Hexagon:
https://www.youtube.com/w
atch?v=WCjtAOGdGFI

Closure: Teacher will review with the students the shapes hexagons and triangles
and ask students if they can see any of these shapes or others they have learned in
the classroom around them. They will name the attributes of these shapes as they
spot them in their classroom.
Differentiation
of Learning
experiences
when
students

Instructional
resources

Content

Process

End
product

(if different

(if different

(if different from

(if different

from #5)

from #1)

#6a, b, and/or c)

from #8)

Students who
already
understand

N/A

Students with
some
understanding
of topic

N/A

ELLs/ students
who lack
prerequisite
understanding

N/A

After sorting, students will

choose two different
hexagons and describe
verbally how they are
similar or different from
one another, they will
repeat as well with the
triangles.

N/A
See above

More
scaffolding

Will write
what
attributes
each shape
has
underneath
the tree
name label.

N/A

Students will indicate by

pointing which shape is a
triangle and which is a

N/A

N/A

from
teacher
through
modeling
and
assistance

hexagon when asked by

the teacher.

8-End product (Assessment): Hexagon and Triangle Trees

Teacher will informally assess the students through observations as they are
identifying shapes on the quilts and then as they are individually cutting and sorting
the shapes for their trees. She will ask those who may be having more difficulty
identifying the shapes How many sides/corners can we count? Lets count them
together!
The finished products will also be a tool to use to determine which students are
understanding and which may need additional instruction.
9-Homework/extra practice opportunity: None
Home connection: The teacher when interacting with parents will discuss with them
that their child is learning their shapes and encourage them to take pictures of or
bring into class objects they see or find which have or are the shapes they have
been learning. This will provide an opportunity to expose the students to one
anothers life experiences and for the students who bring objects to share about
their everyday life at home and when they found or identified this shape.