Presentation/Assigment

Candidate’s Name: Anastasiya Nesterchuk

Touro Candidate’s ID: T00022401

School: Touro College

Date: 06/30/2021 Room number: n/a Grade: Pre-K

Subject: Math

Type of Class: General Education

Lesson Topic: Recognizing Basic Shapes

Video name and link or Cooperating Teacher name:

Danielson Rubric Domain:

Specify Component and Indicators:

Domain 3b Using Questioning and Discussion Techniques

•Quality of questions/prompts

•Discussion techniques

•Student participation

Domain 3d Using Assessment in Instruction

•Assessment criteria

•Monitoring of student learning

•Feedback to students

•Student self-assessment and monitoring of progress

HLP(s) (number, title, and description):

HLP 13 Adapt curriculum tasks and materials for specific learning goals.

HLP 16 Use explicit instruction.

HLP 8 Provide positive and constructive feedback to guide students’ learning and behavior.

Include the following important data:

Briefly describe the classroom environment (e.g., number of students, seating arrangement, types of student-teacher interactions, classroom rules, behavior patterns and management, etc.).

The lesson will be taught in a general education classroom with six students. The students are bilingual and speak two languages: Spanish and English. All students fluently can speak English. There are no students who are requiring accommodations and/or modifications.

The classroom is well organized and is a safe place to explore and try new things. The classroom has many centers such as blocks, dramatic play, toys and games, art, library, sand and water, music and environment, cooking, and technology. All centers have enough materials that are sufficient to play with and explore.

The classroom has space for loud, active and quiet, and calm areas for students. The teachers are very friendly and are culturally responsive. Both teachers who are teaching in this classroom know Spanish, so if the students have difficulty understanding the material or communicating with parents, they could translate the important information.

Lesson Objective(s) (measurable):

· Students will identify and name basic shapes such as square, rectangle, triangle, circle, and oval.

· Students will be able to create a shape using playdough.

· Students will be able to identify the missing shape.

· Students will be able to color each shape according to the chart.

Resources:

Clemson University. (n.d.). Bloom’s taxonomy action verbs. Retrieved from http://www.tamug.edu/AcademicAffairs/documents/Blooms_Taxonomy_Action_Verbs.pdf

Applicable Learning Standard(s):

PK.MATH.11. [NY-PK.MD.2.] Sorts objects and shapes into categories; counts the objects in each category. Note: Limit category counts to be less than or equal to 10PRE-K LEARNING STANDARDS20

PK.MATH.13. [NY-PK.G.2.] Names shapes regardless of size

PK.AL.4. Exhibits curiosity, interest, and willingness to learn new things and have new experiences

PK.PDH.5. Demonstrates eye-hand coordination and fine motor skills

PK.SEL.5. Demonstrates pro-social problem-solving skills in social interactions  

Resources:

New York State Next Generation English Language Arts and Mathematics Learning Standards. (2017, July 6). NYDOE. Retrieved September 29, 2020, from https://www.engageny.org/next-generation-learning-standards

Link with Prior Knowledge:

To be successful in this lesson, the students should know how to count to ten and recognize different colors.

Resources:

Ferlazzo, L. (2018, March 29). Activating Prior Knowledge With English Language Learners. Retrieved December 07, 2020, from https://www.edutopia.org/article/activating-prior-knowledge-english-language-learners

Key Vocabulary with Definitions:

Circle: A round shape that has no angles. 

Oval – A round shape that is wider than circle that has no angles. 

Square: A shape that has four equal sides and angles. 

Rectangle – A shape that is wider than square that has four equal sides and angles. 

Triangle – A shape that has three equal sides and angles. 

Identify: Indicate someone or something. 

Name – Specify an amount, time, space, object..

Resources:

Finley, T. (2014, January 02). 8 Strategies for Teaching Academic Language. Retrieved December 11, 2020, from https://www.edutopia.org/blog/8-strategies-teaching-academic-language-todd-finley

Materials and Resources (APA format):

· The book “Shape by Shape” by Suse Macdonald.

· Shape cards

· Playdough and shapes mat

· Shape coloring worksheet

In this lesson, the teacher will use the book to pick the students’ interests at the beginning of the lesson. The shape cards would be used in a few activities:

1. The teacher is going to use shape cards to introduce the content.

2. The students will play a game that calls missing shapes.

3. The students will play a game called shape touch.

4. The teacher is going to use shape cards during the lesson closing to check student’s understanding.

Playdough and shapes mat will be used for formative assessment where the students are going to re-create the shapes according to the mat. For the summative assessment, the teacher will use the shape coloring worksheet. 

Resources:

The IRIS Center. (2009). To meet the needs of the widest range of students, what should teachers consider when planning their instruction? Retrieved from https://iris.peabody.vanderbilt.edu/module/udl/cresource/q2/p05/

Motivation:

To motivate the students in this lesson, the teacher plans to read the book “Shape by Shape” by Suse Macdonald. This book is fun and gives a great introduction to the lesson about basic shapes. The teacher is going to ask students if they can predict what they are going to learn once they read the book.

Resources:

Willis, J. (2019, September 30). Maintaining Students' Motivation for Learning as the Year Goes On. Retrieved December 07, 2020, from https://www.edutopia.org/article/maintaining-students-motivation-learning-year-goes

Lesson Plan Procedures (Include 1. Strategies used 2. Peer collaboration 3. Grouping 4. Modeling/Think aloud):

1. The pre-k students could not focus for the long term. Therefore, the teacher tried to keep the activities no more than ten minutes long. All activities are fun and encouraging creativity and movement where the students would gain new knowledge and practice new skills. Moreover, even though the teacher uses the same materials a few times, she switches the activities to hold students' interest and motivation to learn. 

2. In this lesson, the whole class participates in discussions that encourage students to learn about basic shapes and their names. Also, the students are playing two games together: missing shapes and shape touch. 

3. The teacher split the students into pairs to work on the activity with playdough, where the students are required to use playdough to create a circle, oval, square, rectangle, and triangle. 

4. The teacher models all activities to provide an example on how the assignment has to be completed. The students were thinking aloud by the end of the read-aloud time. 

1.

Resources:

Grafwallner, P. (2019, April 19). A Framework for Lesson Planning. Retrieved December 07, 2020, from https://www.edutopia.org/article/framework-lesson-planning

Questions asked (at least 5): (Use your timestamped low inference notes. Cite the questions asked and evaluate them for DOK levels to indicate higher order thinking.)

1. Can you guess what we will learn about in this lesson based on the book we just read?

According to the DOK wheel, it is a level two question (skill/concept). The students are predicting what they are going to learn about.  

1. What shape is it? 

According to the DOK wheel, it is a level one question (recall). The question is from the “Who, What, When, Where, Why” category. 

1. How many sides does a square have?

2. How many sides does a rectangle have?

3. How many sides does a circle have?

4. How many sides does an oval have?

According to the DOK wheel, it is a level one question (recall). The students are counting the number of sides of each shape. 

1. How is a square different from a rectangle?

2. How is a circle different from an oval?

According to the DOK wheel, it is a level two question (skill/concept). The students are comparing two shapes and are required to identify the difference. 

Resources:

Webb, N. L. and others. (2005, July 24). Web Alignment Tool. Wisconsin Center of Educational Research. University of Wisconsin-Madison. Retrieved December 07, 2020, from https://www.state.nj.us/education/AchieveNJ/resources/DOKWheel.pdf

Medial Summary (Formative assessment):

This lesson has two formative assessment times.

For the first assessment, the teacher is going to play a shape touch game. The students are going to sit in a circle and will see different shape cards on the floor. The teacher will ask students to bring their hands up and try to touch the aid. Then, the teacher will ask to touch shapes; the students will need to touch the right shape quickly.

For the second assessment, the teacher observes students while they work in pairs to create a shape using playdough. The teacher will provide verbal feedback and a star sticker as a reward by the end of this assignment.

Resources:

Knowles, J. (2020, July 17). Teachers' Essential Guide to Formative Assessment. Retrieved December 07, 2020, from https://www.commonsense.org/education/articles/teachers-essential-guide-to-formative-assessment

Differentiated Instruction (1. Leveled materials 2. Grouping strategies 3. Assessment 4. UDL/CRT applications):

1. In this lesson, the teacher will use many visual materials such as books, shape cards, coloring worksheets, auditory materials such as a book, missing shapes and shape touch games, kinesthetic materials such as shape touch games and playdough mat. All materials are sufficient for the students. 

2. In the activity where the students are going to work in pairs, the teacher will group a pair that includes a higher and lower achievement student. 

3. The students are assessed at the beginning of the lesson during the read-aloud time to check for their prior knowledge about shapes. During the formative and summative assessments, the students are going to demonstrate their understanding of the basic shapes and their attributes, such as name, number of sides, and angles.

4. The lesson plan is flexible in considering all learners through the use of “representation, action and expression and engagement.

1.

Resources:

The IRIS Center. (2010). Differentiated Instruction: Maximizing the Learning of All Students. Retrieved from https://iris.peabody.vanderbilt.edu/module/di/

Opportunities for Practice:

The students were provided various opportunities to practice their new skills, such as playing with shape cards in the games missing shape and shape touch, whole-class discussions, small groups work with playdough, and individual assignment where the students worked on shape coloring worksheets. The students were observed during the lesson and given additional instructions as needed.

Resources:

Sebikindu, L. (2020, August 21). Guided vs. Independent Practice. Retrieved from https://www.teachhub.com/professional-development/2020/08/guided-vs-independent-practice/

Final Summary: (Lesson closing)

To close the lesson, the teacher is going to use the shape cards that she will review with the students and ask questions such as:

“What shape is this?”

“How many sides it has?”

Resources:

American Board. (n.d.). Lesson Closure. Retrieved January 04, 2021, from https://www.americanboard.org/ptk/lesson-closure/

Assessment (Summative):

For the summative assessment, the students are going to work on a shape coloring worksheet. The students will be required to color shapes in one color. All triangles are red, squares are blue, rectangles are green, circles are yellow. The worksheet has a picture of the castle where they will need to identify the shapes and color them correctly.

By the end of this assignment, the teacher will identify the students who still need help and practice this topic.

Resources:

Garrison, C., Ehringhaus, M. (2013, Aug.) Formative and Summative Assessments in the Classroom. Retrieved December 07, 2020, from https://www.amle.org/portals/0/pdf/articles/Formative_Assessment_Article_Aug2013.pdf

Classroom Management:

Around the classroom, the students could find many reminders about how they should behave during the lessons. It reminds them about respect for the teacher and for each other. Also, the wall notes cover the multicultural topic that teaches students to accept and respect other people’s differences.

When teaching this lesson, the teacher will use a calm and clear voice to ensure all students understand the instructions. Since the students and a teacher did not know each other before, the teacher will have a face mask with her name, so the students could always refer to it when asking questions and won’t shy because they don’t remember the name of the teacher.

Finally, the teacher will provide many verbal prompts and star stickers as rewards to make students feel confident and stay motivated throughout the lesson.

Resources:

Finley, T. (2017, June 06). 19 Big and Small Classroom Management Strategies. Retrieved December 07, 2020, from https://www.edutopia.org/blog/big-and-small-classroom-management-strategies-todd-finley

Attention to Multicultural Issues:

As mentioned before, the classroom has many walls notes that talk about multiculturalism. The students were taught to respect each other’s differences. The teachers are supporting multicultural students by learning differences and similarities of different countries.

The teachers are supporting bilingual students if they are requiring any help in understanding the material. Attention to Multicultural Issues:

Resources:

The IRIS Center. (2012). Classroom diversity: An introduction to student differences. Retrieved from https://iris.peabody.vanderbilt.edu/module/div/

Description of Classroom Activities as related to the chosen Danielson Rubric’s Domain (Component and Indicator)

Timestamped evidence from your lesson, cite teacher/student communication.

Reflection

Activities: discussion by the end of the read-aloud, review of shape cards, participation in whole-class games. 

Domain 3b Using Questioning and Discussion Techniques •Quality of questions/prompts •Discussion techniques •Student participation

Activities: observations during the formative assessments and playful activities.

Domain 3d Using Assessment in Instruction •Assessment criteria •Monitoring of student learning •Feedback to students •Student self-assessment and monitoring of progress

The teacher says: “Can you guess what we are going to learn about in this lesson based on the book we just read?”

The student replies: “Shapes!”

The teacher says: “Does anyone know any shapes.”

The student replies: “Yes.”

The teacher says: “Who wants to name the shapes you know.”

The teacher says: “Now, we are going to learn about shapes that we should all know about.”

The teacher says: “This shape is square.”

The teacher says: “Let’s repeat it together: SQUARE.”

The teacher says: “Let’s count the sides together, one, two, three, four.”

The teacher says: “How many sides does the square have?”

The student replies: “Four.”

The teacher says: “Open your eyes and look at the shapes. What shape is missing?”

The student replies: “Circle.”

The teacher says: “Great, Student M, you found the missing shape.”

The teacher says: “Let’s bring our hands up to the air as high as we can. Now, touch the yellow tringle!”

The teacher says: “Wow, everyone did great work.”

The teacher comes to the pair of students who work with the playdough mat and says: “Heey, how are you doing?” – Pointing to the circle shape – “Is this an oval shape? Let’s look at this shape.” – pointing to a circle shape – “Which shape is wider? Should you change something?”

The student replies: “We should make this shape smaller because it is a circle shape, right?”  

During the lesson, the teacher uses different types of questions to activate students' prior knowledge, present a new topic, and check for understanding. The students are actively participating in the discussions and are using their higher-order thinking skills.

The teacher uses the observation technique to check for students' comprehension and identify the students who need additional help and support from the teacher to teach the lesson goal.

Description of Classroom Activities as related to the chosen HLP(s)

Timestamped evidence from your lesson, cite teacher/student communication.

Reflection

Activities: learning about shapes, playing missing shapes and touch the shape games, closing the lesson.

HLP 13 Adapt curriculum tasks and materials for specific learning goals.

HLP 16 Use explicit instruction.

Activities: working in pairs to create a shape using playdough, working with a shape coloring worksheet. 

HLP 8 Provide positive and constructive feedback to guide students’ learning and behavior.

The teacher says: “Look at this card. It is a square.”

The teacher says: “A square has four sides and four angles.”

The teacher says: “This shape is an oval.”

The teacher says: “How made sides does the oval have?”

The teacher says: “Now, you are going to look for the missing shapes. Look at the floor; we have the shapes that we learned about, you will close your eyes, and I will remove one of the shapes. When you open your eyes, you will need to look for the missing shape.”

“Teacher says: Let’s change the rules! You have to be very careful in this activity because you will need to touch only one shape that I will name. Ready? Bring your hands up to the air. Touch the green triangle.”

Teacher says: “Great job. Student A, you touched the right shape, but as I said, be careful to what I am saying, I said a GREEN triangle, and you touched?”

The student replies: “I touched yellow triangle.”

In this lesson, the teacher used shape cards in a few activities: introducing new content, missing shapes game, touch the shape game, and closing the lesson. The material was adapted to meet the specific learning goal for each activity.

The teacher used a lot of verbal prompts and provided constructive feedback to guide student’s further learning.

Explain how you planned and differentiated instruction for the 2 focus learners. Support with 3 examples from the lesson plan.

Some effective instructional and behavioral practices included a variety of classroom materials and both guided and independent practices. In this lesson, the students participated in various activities where they demonstrated their understanding of a topic and practiced the new skills. The teacher used scaffolding, explicit instructions, constructive feedback, and rewards during the lesson.

1. Identify the areas of growth you need to address in lesson planning.

I observed the lesson about shapes a long time ago in my first practicum. I decided to teach this lesson and modified it to meet the criteria I pointed when analyzing the observation. I plan to analyze the lesson results and identify new areas of growth that I would improve in the future.

2. Explain what kind of strategies/activities as related to instruction and assessment you may plan to use in your future practice.

In my future practice, I plan to use the scaffold technique in combination with Vygotsky's theory of the zone of proximal development. Also, I believe that positive reinforcement and constructive feedback are useful techniques that have various ways to be presented in the lesson.