I. OVERVIEW OF LESSON
A. March 31, 2011
B. 60 minutes
C. Ms. Caldas
D. Grade 1: Mathematics
II. BIG IDEA
Two- and three-dimensional objects can be described, classified, and analyzed by their attributes, and their location can be described quantitatively.
III. ESSENTIAL QUESTIONS
1. How can composing and decomposing shapes help us understand part-whole relationships?
IV. PENNSYLVANIA STATE STANDARDS
2.9.1. A: Name, describe and draw/build 2-dimensional shapes
V. GENERAL OBJECTIVES
The students will be able to understand how to describe, analyze, identify, and classify, different two dimensional shapes.
VI. BEHAVIORAL OBJECTIVES
The students will understand how to describe, analyze, classify, and identify different two dimensional shapes by listening to a read aloud of a book and creating their own shape pictures with paper cut outs.
VII. INSTRUCTIONAL MATERIALS
A. “Ship Shapes” By: Stella Blackstone
B. “Shapes, Shapes, Shapes” By: Tana Hoban
C. Construction paper
D. Shape cut outs
G. Lined paper
IX. INSTRUCTIONAL PROCEDURES
The teacher will inform the students that they will be reading a fun book about different kinds of shapes and then that they will be making a picture afterwards.
The teacher will ask the students what shapes they see every day. The teacher will give an example of something in the classroom. The teacher will say “The chalkboard is in the shape of a rectangle, is there any other shape you see somewhere in this classroom?”
· The students will meet the teacher at the carpet and listen to the teacher read aloud “Ship Shapes.”
· The teacher and students will sit at the carpet and review the shapes within the book and discuss different types of items one can make out of shapes.
· The teacher will then discuss composing and the equivalencies of shapes.
· The teacher will then show the picture book “Shapes, Shapes, Shapes” to give the students an idea of how many different shapes are found all around us.
· The teacher will then explain the activity.
· The teacher will then create an example with the help of the students.
· The teacher will then tell the students to return to their seats.
· The students will then create a picture of whatever they decide from different cut out shapes.
· The student will write about what they drew with the lined paper that is provided.
· After the students have completed their pictures, the teacher will number each student off at the tables.
· The teacher will then tell all number ones to share, then number two, and so on.
D. STRATEGIES FOR DIVERSE LEARNERS
This activity is effective for a couple different types of learners. Moving from the carpet then back to their seats is a good idea when dealing with ADHD children in the classroom considering these students are not able to sit in the same place for an extended period of time. This activity is also great for visual and hands on learners. The visual learners will benefit from the read aloud and the example given to them. The hands on learners will enjoy this lesson because they are able to create their own picture out of cut out shapes.
E. SUMMARY AND CLOSURE
The teacher will review all of the shapes mentioned throughout the book to make sure all the students understand how to identify each one.
The teacher will be able to understand whether or not the students understood how to identify each shape by interacting with the students by talking to them about the different shapes throughout the books and also walking around the room and observing all the students creations.
The students’ writing will be graded on a rubric. This rubric will have guidelines that the students had to follow with their writing about their pictures.
XI. SUGGESTED INSTRUCTIONAL STRATEGIES
W: Before the lesson I will inform the students what we are learning about/reviewing. I will explain to them why we have to learn about geometry and why it is important to us. I will also explain to them that they will be assessed by making shape pictures out of the different shapes we discuss and by writing about what they created and why.
H: I will hold the students’ interest by informing them that we will be making a picture of whatever we want out of the shapes that we learn about. This will cause the students to have to focus on the shapes so they can start to think about what they are going to create.
E: This lesson is real to the students and easy for them to connect to because they are able to take the shapes and turn them into anything they would like. They were allowed to create a picture of something that they enjoyed doing or anything that they thought of for that specific project.
R: The students will have to reflect and revisit the information that they are taught while they are making their pictures and writing. They will revise their work by looking over their writing when they believe they are finished. They will also have to rethink the information in future lessons that pertain to geometry.
E: The students were able to share their pictures and explain what they did and engage in self-evaluation and group discussion.
T: Some of the students weren’t sure what to create out of the shapes. I directed these students to first paste the shapes onto the paper and then see if they can figure out what they want to draw from that. If some of the students see the shapes on the paper first it might be easier for them to create their picture.
O: The teacher-guided activity was when the students and I were discussing the shapes together and making equivalencies. The students were then independent as they created their pictures and wrote their pieces.
Blackstone, S. (2006). Ship shapes. Cambridge, MA. Barefoot books.
Hoban, T. (1986). Shapes, shapes, shapes. New York, NY. Greenwillow books.
Randall, C. Warren, C. Francis, F. (2005). Mathematics: Vol 3. Scott Foresman.
Parsippany, NJ: Pearson.