Lesson Plan (Academic)

Subject and Grade Level: Mathematics, First grade

Topic: Geometry

STANDARDS

A. Virginia Standard of Learning: 1.16 The student will draw, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, corners, and square corners.

B. Virginia Aligned Standards of Learning: The student will indentify, describe, and draw two-dimensional (place) geometric figures (circle, triangle, square, and rectangle).

Objective: Given plane geometric figures (triangle, square, rectangle, and circle) the student will be able to describe each according to number of sides, corners, and square corners with 8 out of 10 correct.

Materials:

*felt board with cut out shapes

*felt shapes

*easel with shapes song lyrics

*chalk

*already cut out card board paper shapes

*glue sticks

*paper with shape names and a place to glue shape below

*shape flashcards

*large book

*paper where students must find the hidden shapes

Technology Connection: Meet the Shapes, published by Preschool Prep Company. 30-minute DVD that introduces eight shapes through animated characters. Shapes taught are circles, diamonds, octagons, ovals, rectangles, squares, stars, and triangles. DVD is enhanced with chapter selections, a "Barn Dance", "Dance with Your Favorite Shape", and a "Flashcards" feature. Child friendly, engaging, and not over stimulating.

Character Education Principle: Gratitude. The sentiment of appreciation for a kindness received and of admiration and love for the benefactor.

“Give thanks in all circumstances; for this is God’s will for you in Christ Jesus” (1 Thessalonians 5:18).

Read The Greedy Triangle before the lesson starts. Discuss his attitude and how we need to be thankful instead of greedy.

Burns, Marilyn (Author), Silvera, Gordon (Illus.), The Greedy Triangle. New York: Scholastic Books, 2008.

Pre Assessment: Before beginning the lesson briefly run through each shape and ask the students to raise their hand to answer if they can describe a given shape. For example, ask class “who can tell me how many sides a triangle has?”

Procedures

a. Set: The Shape Song (sung to the tune of Twinkle, Twinkle) will be sung as a class.

Terry triangle, look at me, count my sides, there are three (make a triangle in the air)

Sammy square, that's my name, I have four sides all the same (make a square in the air)

Robby rectangle, I have four, two long, (make in the air), two short (make in the air), but no more (shake head)

Cindy circle, just one line, make it round, that is fine (make a circle in the air).

-Easel will have lyrics with shapes to point at as we sing along.

b. Developmental Activities

1. Instruction:

a. Describe characteristics of each plane geometric shape and offer one example of that shape in real like (ex. A slice of pizza is the shape of a triangle). Then allow students to raise their hands to offer up more ideas.

b. Draw each place geometric shape on the board, carefully showing step by step how it is drawn and again explaining the characteristics. For each shape also draw one of the examples provided, ex. Slice of pizza.

2. Guided Practice: Allow each student to come to the front of the classroom one at a time. Each student will be able to reach into a large drawstring sack filled with plane geometric shapes; without looking the student will use his or her hands to feel a selected shape. They will describe the shape to the class and guess what it is before pulling it out and revealing it to the class. Have students return to desks. Give each student already cut out cardboard paper shapes, a glue stick, and a paper with numbers. Hold up shape flashcards one at a time and ask class to identify what shape it is and how many sides it has. Each student will then place the shape next to the corresponding number of sides on the paper.

3. Independent Practice: Distribute worksheet with plane geometric shapes pictured. Under each pictured shape the student must write the number of sides the given shape has. Circulate classroom and help students as needed.

c. Closure: Point to shapes on chalkboard and ask students to indentify and describe them one at a time. Sing shapes song one more time pointing to the shapes as students sing. Remind students not to be greedy little triangles but to have gratitude for all that God has given us.

Diversity / Differentiation for Exceptionalities

Description of Class: There are 16 students in this first grade class. One student has a hearing loss, two students have ADHD, one student is autistic diagnosed with ID. There is one Hispanic student with limited English proficiency and 9 females and 7 males.

· Learning Styles (modalities / multiple intelligences) – The video will provide both visual and auditory learning for students; the shapes activity with the bag will provide tactile learning for kinesthetic learners. The use of pictures will also provide for visual learning. Musical intelligence is seen with the song.

· LEP- Visuals and hands on learning will help with LEP. Shapes and their English word will be written on the board to encourage learning of the English language. Seating chart will be used with student with LEP seated in front of the classroom.

· LD, ED, ADD, ID –Hearing loss- use of visuals will assist students learning, student will be seated in the front row of the classroom. ADHD - allowing students to get up and move around will help engage them and allow them to release pent up energy, student will not be reprimanded for fidgeting provided they stay seated, student may not be as distracted if they are interested in what they are learning about, in addition, the seat chart will be arranged to ensure these students are not seated with students that will further in encourage distraction or disruptive behavior; ID: Autism- details are addressed below.

· Multicultural Connections – Meet the Shapes provides Spanish translation. Intentional items from the Hispanic background will be used as some examples, like a tortilla as an example of a circle.

Impact on Instructional Design:

The video is very easy to follow and is not overwhelming and the content does not distract from what is being taught. This will help gain the attention of the student with ID. The tactile exercise will help with focus and allow the student to think about what he is learning from a different perspective with concrete objects. The seating chart is also altered to consider those students with intellectual disabilities, seating him in close proximity to instructor so instructor can encourage eye contact. Frequently make eye contact with students to ensure they are engaged and following. Speak slowly and clearly, be very conscious of using proper language to avoid additional confusion. Additional practice will be given to the student with intellectual disabilities throughout the day, pointing out how we see shapes throughout the school. This will help with his need for more practice and generalization of the concept.

Evaluation: Distribute quizzes where students must match a given shapes with an object that matches its shapes by drawing a line from one to the other, under each match students will write the number of sides the shape has. Quizzes to be turned in and graded at a later time by instructor. The student with ID only needs to get 5 out of 10 items correct.