Instructor: Ashley Patterson Lesson Title: Shape Names Curriculum Area: Math

Grade Level: Preschool-3 year olds Date: 11/20/2013 Estimated Time: 15-20 minutes

Standards Connection: M.P.2.1 Recognize, describe, compare, and name common shapes, their parts, and attributes. Learning Objective: The student will identify shapes, circle, triangle, and square, when prompted. [M.P.2.1.2] Kid Friendly Objective: Today, we are going to learn about shapes, circle, triangle, and square. Evaluation of Learning Objective: The teacher will have a checklist with each students name and the three shape names written out in a category. The teacher will place a sheet in front of the students to use for identifying the shapes and then prompt the student for the name of the shapes. Other students will be playing with the shape manipulatives while they wait. Students B and G will use a sheet that has only the three shapes on it. Students H and L will have the three shapes, plus one other shape not talked about on their identification sheet. The teacher will check off which shape the students correctly identify the first time asked. Students B and G can point to identify their answers. Students L and H will speak the name of the shape to identify. All students should make a 3/3 on the assessment. Engagement: Friends, thank you for coming to work with me in a special small group. Today, we are going to watch a short video that Ms. Ashley made, tape some information together, and then you are going to show me how smart you are one-on-one! I even have some cool shapes for you to play with today. First to watch this video I made, you have to turn on your listening ears and catch a bubble! Using a podcast made by the teacher, the students will have an introduction about shapes. It will state the kid-friendly objective and will help engage the students in the lesson. Design for Learning: I. Teaching:

What did you all think of the video? Students answer. What are we learning about today? Students answer. Can you name those shapes that I talked about in the movie? Students answer. Teacher will put three manipulative shapes in front of her. Starting with the circle. What shape is this? Is it a circle, triangle, or square? Student L, can you tell me? Student answers. What is special about this circle? Students answers. It is round. It has no points. Tell me about this next shape, what is this box like shape called? Students answers. Thats right its a square! Squares remind me of a box with its four

sides. And what is this last shape? Its not a circle or a square. Its a triangle! Whats different about this triangle then the other shapes? Students answer. It has the sides three sides, Student B can you count the sides for me? Students counts sides. You guys are fantastic! II. Opportunity for Practice:

Now we are going to make a chart together! It will be a chart of all the information that we just learned. We have the pictures of the shapes already on the chart for us, but now we need to put the name and the way we can remember the shape by on the chart. Can you all help me? Students answer. I have already cut out the pieces; I just need you to help me put it on the chart in the right place. I have the tape to help it stick to the paper too. The teacher will start going around the circle, first getting the students to identify the name of the shapes. Each student takes one turn at a time until the chart is completed. The teacher will put the tape on the back of the paper and will hold out the chart to the student to place where they think it goes. If it does not go there the teacher will help prompt the student to think again. The teacher will be having the students talk together to help each other. The teacher will make sure to quiet the students to make sure the softer or non-verbal students have a chance to properly demonstrate understanding and communication III. Assessment:

Wow! You all finished the chart together as a team! That was so awesome! Now I have the shapes we have been talking about for you to look at and play with while I work with each of you one-on-one. The teacher will begin assessing the students with a checklist of correctly identifying the three shapes (circle, triangle, and square). Students B and G will use the same identification sheet and Student H and L will use the same sheet. While a student is being assessed the others will play with the manipulatives given to them. Students should make a 3/3. Students B and G will identify by pointing. Students L and H will identify by speaking the name of the shape. The teacher will prompt all of the students. I will place a sheet in front of you with shapes on it. I will ask you to point or say to me the shapes we have talked about. I will only ask you about circle, square, or triangle. While I am working with one friend, you will talk quietly to each other about the shapes that you have in front of you. IV. Closure:

Before we end our time, can you all tell me the three shapes we talked about? Students should answers with circle, triangle, and square. Thank you for being such great friends from me today! Keep a look out during centers for the shapes we talked about today!

Differentiation Strategies/ IEP Goals: Student B will have a shape evaluation sheet that only has the three shapes on it and will be allowed to point to give his answer for the evaluation. He made need extra time and additional prompts. Student B will be working towards his IEP goal of working with teacher and peers and not being frustrated. Student G will have a shape evaluation sheet that only has the three shapes on it and will be allowed to speak or point for the evaluation. Student G may need additional prompts. Student G will be working towards her IEP goal of working on answering wh questions. Student H will use an evaluation sheet that has an additional shape not talked about during the lesson. Student H must speak the name of the shape when identifying. Student L will use an evaluation sheet that has an additional shape not talked about during the lesson. Student L must speak the name of the shape when identifying.

Materials and Resources: Teacher made podcast Shapes evaluation checklist (per teacher) Shape evaluation identification sheets (per group and level) Shape Graphic Organizer (per group) Shape name and identification pieces (per group) Shape manipulatives

Reflection:

This lesson was very successful! I planned to use the students listed above, but shortly before my lesson began the Speech intern took Student B without notice. I was going to use another student, but the other students who would have replaced him had already worked hard earlier in the morning. Student G was the last student that I brought to the table because she needed to see an example from her typical peers how she needed to be when she was at the table. The students were excited to be working with me. During the lesson, I was unaware of all that was going on around me besides the students I was working with and making sure the other students were okay. I was unaware that there were so many adults in the room. I wasnt aware that I had to raise my voice so much, because of all the noise that was happening in the room. Ms. Ashlyn said she was impressed that I stayed so focused. She said that at times you might have to tell people to leave when you want the students to have the best learning environment. I was proud that Student G could last for so long focusing with all the distractions. For this lesson I used a video podcast to enhance the lesson and learning experience. The video was a success! I was worried that it wouldnt be loud enough or that it wouldnt be something that would be helpful. I used it as an engagement for this lesson and the students responded well. The students were able to be interactive and participate to get ready for the lesson. They were introduced for the lesson. They were not as distracted as I though they would be from the movie, but it truly helped with the lesson. Teaching this lesson helped me see that I could teach this age group and all types of disabilities. I was able to meet everyone needs, I was able to practice not making things perfect, but making them student creations, like when I had the students place pieces on a chart and it wasnt exactly in the right place. I would teach this lesson again. I was happy to say that it went smoothly and better than I could imagine.