Template designed by Sturm/Cross (2017)
edTPA-Style Literacy Learning Experience
Name: Julia Taboni
Lesson Title: Shapes
Age or Grade Level: Toddlers- 2 and 3 year olds Number of Students: 3
Central Focus
Key Vocabulary
Developmentally appropriate
sounds, words, phrases,
sentences, and paragraphs that
you want children to use or create
to engage in learning experience.
Common Core State
Standards or New York
State Standards
Include # and text; only include
relevant part(s) of standard
Link to NYS Learning
standards.
Instructional Resources
and Materials Used
What do you need in order to
teach this lesson? Be sure to
provide citations to research-
based materials, assessments,
and graphic organizers. All
materials used to teach should be
Date: 29 March 2017
Subject: Mathematics
Length of Lesson: 30 minutes
Identifying Shapes
Circle Red Primary
Square Yellow Stamp
Triangle Blue Create
Domain 1:
C. Sensorimotor Skills
o 4. Exhibits eye-hand coordination (e.g., builds with blocks,
completes simple puzzles, or strings large beads)
Domain 2:
E. Interaction with Peers: Negotiation
o 4. Indicates preferences and intentions by answering yes/no
questions (e.g., Are you done with that? Are you still using
it? Can Javier use it now?)
Domain 3:
C. Persistence and Attentiveness
o Listens and participates in story time (e.g., turning pages of
book)
Domain 4:
I. Properties of Ordering: Children Identify and Label Shapes
o Identifies two geometric shapes (e.g., circle, square)
Domain 5:
D. Grammar and Syntax
o Describes a self-made drawing.
G. Listening Skills
o Listens to short simple stories while walking, standing or
sitting.
The students will be able to identify the shapes used in the artwork
that was created.
The students will be able to explain their picture (verbally).
The students will be able to use fine motor skills to stamp the blocks
onto the paper in a meaningful way.
Mouse Shapes by Ellen Stoll Walsh
Foam blocks
Paint-red, yellow, blue
Paint trays- paper plates
Smocks
Paper towels
1

attached to this lesson plan in an
Appendix. Each document should
be labeled Instructional Material
1, 2, 3, etc. or Assessment 1, 2,
3, etc. No more than 5
attachments.
Assessments: Formal and
Informal
Describe what assessments are
used to monitor student learning,
including type(s) of assessment
and what is being assessed
Differentiation What will
be done to ensure that all
students can be involved
and assessed during this
lesson
Template designed by Sturm/Cross (2017)
Paper
Drying rack
Space to paint (table)
Space to read the book (the rug)
Cleaning supplies
Sink
Laundry basket for the smocks
Shape Identification- check list
Shape Creations- work sample (photograph)
Able to follow directions- anecdotal notes
Assessment differentiation No differentiation needed, all children are able to
participate.
Instructional differentiation No differentiation needed, all children are able to
participate.

Instructional Strategies and Learning Activities

Anticipatory set How
will you get the children
engaged and interested in
the lesson, how will you
motivate them to
participate?
5 Minutes
Step by step Instruction
20 Minutes
How will you determine if
students are meeting the
intended learning
objectives?
What will you do to
engage students in
developing
understanding of the
lesson objective(s)?
How will you link the new
content (skills and
concepts) to students
prior academic learning
and their
personal/cultural and
community assets?
Read the book, Mouse Shapes by Ellen Stoll Walsh to the children on
the rug.
After the book, discuss the different shapes the mouse used and tell the
children that we are going to create our own artwork with different shapes.
Description of What Teacher and Students Do:
Shape Painting Activity:
1. After setting up materials (foam blocks, paint-red, yellow, blue, paint trays
(paper plates), smocks, paper towels, paper,), children will come over to
the table to investigate.
2. Each child will put on a smock as they get ready to participate in the
activity.
3. Give each child a piece of large paper and write their name on the back.
4. Lay out a variety of foam blocks (square, circle, triangle, rectangle) on the
table.
5. Put three paint trays (paper plates) out on the table, each having a different
primary color (red, yellow, blue) in it.
6. Ask the children to pick any of the foam shapes located in the center of the
table, if they want to use more than one allow them to do so.
7. The children will start dipping the foam blocks into the paint tray and
stamping the foam blocks onto the paper. Through experimentation the
children will begin creating shapes.
8. Ask the children to tell you about the stamping of the foam blocks, noticing
that after the foam blocks are stamped onto the paper different shapes are
created.
9. If the children are reluctant to engage, discuss favorite objects and help the
children to create that object by stamping the foam blocks on the paper.
2

What will you say and
do? What questions will
you ask?
How will you engage
students to help them
understand the
concepts?
Template designed by Sturm/Cross (2017)
10. The children may have as much time as needed to paint and are allowed to
have extra paper and more paint for the stamping as needed.
11. When the children are done experimenting with the foam blocks, they will
leave their artwork on the table and the teacher will place the artwork on
the drying rack.
12. The children will then go to the sink to wash their hands and then remove
the smock.
13. Once all the children complete the artwork, the teacher will then put away
all materials and clean the table.

What will students do?

How will you determine if

students are meeting the
intended learning
objectives?
Closure How will you end The children will leave the table and go wash their hands. After, the children will
the lesson or know that it is choose another center or interest area to go to while the other children are
complete? Will the finishing up the activity.
students be directed
elsewhere after the lesson?
_______5__ Minutes

Reflection What went well, what should be changed, what did the assessment data show?
Overall, I feel my lesson went very well, especially for it being the first time doing a lesson with
this age level. For the first part of the lesson the children and I sat at the rug and read the story called
Mouse Shapes. For the most part, the children sat still and enjoyed listening to the book but by the
time the end of the book approached, the children did not want to sit still anymore so it was a good
idea we went right on to the painting. At this age level, after reading a story I saw that there were no
intentions on having a discussion because the children just wanted to be moving and active rather
than sitting listening to a story. If I were to read a story for my next lesson, I would make the story
more active. But the children did have an understating what the story was about because as we were
reading and doing the activity afterwards, the children were making connections with their artwork
and the concept of the story. The activity with the stamping of the foam blocks went extremely well,
but not exactly how I planned it to go. My goal of the activity was to have the children create different
objects out of the shapes by stamping the shapes onto the paper, but it turned out that the children
use this as more of an experimentation process with the blocks and the paint. In the beginning the
children were stamping the shapes like planned, but then realized that after the block was stamped
on the paper, the block had the ability to be swirled around. So the children ended up just dipping the
blocks into the paint and then swirling the paint around. Even though the end product was not what I
had hoped for, the students still were being assessed on their knowledge of the shapes. When
grabbing the new block, the children asked for the circle or the square and the triangle block,
which allowed me to visually see that the children had an understanding on what shape was which.
Within the activity it was clear to me that the students were learning through the experimenting of the
paint and the blocks. The assessment data showed that the children were able to recognize each of
the shapes (square, circle, triangle) as well as were able to explain their picture, and the ability of the
childrens use of fine motor skills. The assessments are attached below of each of the children as well
as the work samples.

Attach assessment materials and other related materials.

3
 Template designed by Sturm/Cross (2017)

Activity Set Up Child #1 Work Sample Child #2 Work Sample Child #3 Work Sample

Assessment Checklist:

Name Shape Verbally Explain Use of Fine Ability to Follow

Identification Picture Motor Skills Directions

Circle = Yes
Child #1
Square = Yes

Triangle = Yes the cat and the

mouse
Circle = Yes
Child #2
Square = Yes

Triangle = Yes the mouse and

the clouds
Circle = Yes
Child #3
Square = Yes

Triangle = Yes the Swiss

cheese and the
mouse