Mini Lesson Plan 6

Lesson Plan Title: Attributes of Shapes

Name: Amanda Forbes
Grade Level: K

Date: 3/7/2015

ELD Objectives: What do you want students to be able to do as

a result of this lesson? Include academic language and vocabulary
objectives. Objectives must be measurable.

ELD Language Objective:

Students will verbally identify attributes of basic
geometrical shapes, and record these attributes on an
attribute chart.
ELD Content Objective:
Students will learn attributes of common geometrical
shapes, and complete an attribute chart to track the
similarities and differences between the shapes.
Cog. Taxonomy
Remember, analyze, evaluate
DOK Levels
Level 1 Identify, Recall
Level 2- Distinguish
Level 3 Compare

Math Content Standards

2.0 Students identify common objects in their environment
and describe the geometric features:
2.1 Identify and describe common geometric objects
(e.g., circle,
triangle, square,rectangle, cube, sphere, cone).
2.2 Compare familiar plane and solid objects by common
attributes
(e.g., position,shape, size, roundness, number of
corners)
ELA Language/Content Standards for Grade Level
Written and Oral English Language Convention
Sentence Structure
1.1 Recognize and use complete, coherent sentences when
speaking.
Listening and Speaking Strategies
Students listen and respond to oral communication. They
speak in clear and coherent sentences.
Comprehension
1.1 Understand and follow one- and two-step oral
directions.
1.2 Share information and ideas, speaking audibly in
complete, coherent sentences.
ELD Standards (2014) that apply
Collaborative
1. Exchanging information and ideas with others through
oral collaborative conversations on a range of social and
academic topics.
Interpretive
5. Listen actively to spoken English in a range of social and
academic contexts.
Productive
10. Expressing information and ideas in oral presentations
on academic topics.

Materials
Shapes Attributes Chart worksheets,
pencils, computers (for shapes game),
whiteboard, shapes to post on the board

Key Academic Vocabulary

Circle
Square
Rectangle
Oval
Round
Straight
Corners

Research Based Learning Strategies

(provide text chapters/reference)
Content-Based Instruction
Horwitz Chapter 8 Page 194
Choose tasks that require a variety of
language skills. The use of various language
modalities (listening, speaking, reading and
writing) enhances language learning.
CALLA Cognitive Academic Language
Learning Approach
Horwitz Chapter 8 Page 197

Pre-Assessment: How will you determine

prior knowledge?
The teacher will ask students what shapes
they know and write them on the board as
they say them.

Motivation Strategy: How will you catch

attention of students and focus their minds
on the learning goals?
The teacher will open with a shapes song
video:
https://www.youtube.com/watch?
v=ISUO_I1P_14
This will gain the attention of the students,
while also introducing the topic.

Real World Connection: How are learning

goals relevant to students lives?
This lesson is relevant to students lives
because knowing basic geometric shapes is
something they will need to talk about
socially and academically. They encounter
shapes every day and will need to know
how to name them and describe them.

All strategies will be research based and from one of the

texts. Please provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy
Steps)
(includes language and content objectives, comprehensible
input, strategies , interaction, feedback. Use bullet points in
each of the three areas below.
Choose a Concept to Chart
This lesson focuses on basic geometric shapes and the
attributes that these shapes display. Shapes included in the
lesson are square, circle, rectangle, and oval.
Interpretative (comprehension and analysis of written
and spoken texts)
Discuss attributes or Traits
The teacher will briefly explain the different attributes of the
shapes including roundness, straight edges, number of corners,
and connections. The teacher can also draw examples of these
attributes in case EL students do not understand the verbal
explanation. The teacher will hand out the attribute chart and
explain that students will use a marking system to complete
the worksheet. If the shape has the attribute, students will put
a checkmark. If the shape does not have the attribute, students
will put a minus sign. For number of corners, students will put
one checkmark per corner, and for those without corners,
students will put a minus sign. The teacher should demonstrate
this on the board.
Collaborative (engagement with others)
Explore the Materials
The teacher will have students review the shapes on their
worksheet, along with larger versions of the shapes posted on
the board at the front of the classroom. In pairs, students will
complete their attribute charts by examining the shapes
provided by the teacher.
Productive (creation of oral presentations and written
texts)
Use the Charted Material
Once the students have finished their charts, the teacher will
have students come together as a whole class on the carpet. At
this point the teacher will ask students what they learned from
studying the attributes of the shapes.
Were there shapes that were similar? Which ones?
Possible Responses: Yes, the square and rectangle.
Yes, the circle and oval.
How were the square and rectangle similar?
Possible Responses: They have straight edges.
They have 4 corners.
How were the oval and the circle similar?
Possible Responses: They were round.
They have no corners.
Add Technology
After class discussion, the teacher should incorporate
technology by having students use the in-class computers or
going to the computer lab to play a shapes game at
http://www.sheppardsoftware.com/mathgames/earlymath/shap
es_shoot.htm
This game allows students to show what they learned about the
shapes and tests if they remember the proper names for each
of the shapes they learned about in the lesson.

Students: Practice and Application

Note meaningful activities, interaction, strategies,
practice and application, feedback in each of the three
areas below.
Collaborative (engagement with others)
Students will examine the shapes on their worksheets
and on the board and complete their attribute charts
with a partner. This allows students to collaborate with
their peers, using verbal communication.
Interpretative (comprehension and analysis of
written and spoken texts)
Students will listen to the teachers explanation of the
attributes found in different shapes. Students will have
to show comprehension of this explanation, along with
following instructions to complete their attribute charts.
Productive (creation of oral presentations and
written texts)
Students will complete their attribute charts, and orally
talk about the similarities or differences they found
amongst the different shapes they learned about in the
lesson.

Review and Assessment: What specific assessment tools

are being used?

Student Reflection: How will you provide for student

reflection on learning?

The teacher will collect the students attribute charts for

grading.

Students will reflect on learning during the class discussion

in which they will make connections between similarities
and differences in the shapes they studied.

Teacher Reflection
What do you anticipate to be a problem for specific
students?

Extension:
Based on data/evidence, what are the next steps for future
lessons? Provide evidence for your answer.

ELD Objective
Some students may struggle with the instructions to
complete the attribute chart. The teacher should leave
and example of when to put a checkmark or minus sign.

The next step after this lesson would be a writing assignment,

in order to use all of the language modalities (Horwitz pg.
194). The next lesson should include sentence frames in
which students can record the similarities and differences
they found between shapes, using their attribute charts.

Content Objective
Students enter kindergarten with differing background
knowledge, so some students may have a hard time with
the names of shapes.
What would likely go well? Why?
Students will enjoy learning about shapes, learning how to
do the new attribute chart, and will enjoy working in pairs
and collaboration. The students will also enjoy playing the
shapes game online during the technology portion of the
lesson.
What theory or theorists would most strongly
support use of this strategy?
Vygotsky
Krashen - SLA

Attach copy of student work