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Plan
Framework
Teacher:
Sample
Teacher
Grade
Level:
Kindergarten
Course
Unit:
Geometry
Lesson
Title:
Gingerbread
Building
Focus
Question/Big
Idea/Learning
Goals:
What
do
you
want
students
to
be
able
to
know
as
a
result
of
this
lesson?
What
questions
or
big
ideas
drive
the
instruction?
Length
of
Lesson:
45
minutes
1
hour
Learning
Objectives:
What
do
you
want
students
to
be
able
to
do
as
a
result
of
this
lesson?
Include
academic
language
and
vocabulary
objectives
too.
Objectives
must
be
measureable.
Construct an object (gingerbread house) with basic shapes, graph the shapes used, and write about the shapes.
STANDARDS:
Reference
State
(Social
Studies
and
Science)
Common
Core
(Math
and
ELA
only)
K.G.05
Model
shapes
in
the
world
by
building
shapes
from
components
and
drawing
shapes.
K.W.08
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Academic
Language
(discipline
specific)
list
terms
build/construct
interpret
precise
square
triangle
rectangle
circle
Academic
Vocabulary
(lesson
specific)
Pre-Assessment:
How
will
you
determine
prior
knowledge?
Student Reflection:
How are learning goals relevant to How will you provide for students lives? student reflection?
- We will use snack mats for the entire week to build larger shapes with the shapes from snack foods. - The Activote quiz to open the lesson and inform me of progress from prior lessons.
I will open the lesson with an Activote quiz, a favorite activity of the students and a way for me to see if they have been able to retain the information we will build on during this lesson.
We will look at real houses to see what shapes we see in the houses before we build gingerbread houses.
Students will write what shapes they used to construct their gingerbread houses and will share that information with their elbow partners. I will be orally assessing by asking more about their constructions and interpretations.
ASSESSMENT
What
evidence
will
you
collect
that
students
have
mastered
the
learning
objectives?
Formative
Assessment
of
Lesson
Objectives:
How
will
you
monitor
and
give
feedback
during
the
lesson?
Be
specific.
- Activote
quiz
If
more
than
80%
get
the
question
correct,
we
will
go
over
the
answer
and
move
on.
If
80%
do
not
answer
correctly,
we
will
redo
the
question
to
see
if
it
is
a
knowledge
issue
or
technology/generalization
issue.
Group
participation
in
flipchart
interactive
activity
I
will
guide
with
questions
and
answers
either
to
remediate
or
extend
the
activities
to
be
most
appropriate
for
the
level
of
the
students.
Gingerbread
construction
I
will
ask
questions
while
children
construct
their
houses.
Shape
Bar
Graph
I
will
count
the
bar
graph
before
children
move
on
to
writing
to
be
sure
they
do
not
practice
with
incorrect
answers.
Sentence
construction
and
reflection
I
will
ask
questions
after
sentences
are
written
to
ensure
understanding
rather
than
rote
memorization.
What
evidence
will
you
collect?
Check
all
that
apply
Project Essay
Summative: How will performance be measured? How will you define mastery? Attach relevant rubrics and grading criteria as needed.
Bar Graph
- - -
Activote
Quiz
80%
of
the
class
correct
Flipchart
correct
interpretation
of
data
without
teacher
assistance.
I
will
model
one
completely,
then
expect
the
second
to
be
done
without
academic
assistance
(I
will
give
procedural
help).
Gingerbread
construction
anything
that
looks
like
a
house
Shape
Bar
Graph
100%
correct
graph
for
most
(5
students
3
special,
2
young/immature
with
80%
correct
without
assistance)
Sentence
construction
capital
letter,
period,
correct
number
words
Evaluate information
Academic
Feedback:
How
will
you
provide
feedback
to
students
based
upon
the
data
you
collected
in
assessments?
On
the
Activote
quiz,
I
will
go
over
each
answer
and
ask
those
who
missed
it
to
ensure
understanding
after
the
fact.
I
will
use
holiday
stickers
on
the
gingerbread
house,
graph,
and
sentences
to
reinforce
good
work
and
also
to
inform
me
of
who
has
been
assessed
and
who
to
target.
How
do
learning
segments
align
with
Learning
Segments
and
Pacing:
What
strategies,
Materials
objectives
and
allow
for
higher
order
procedures,
and
transitions,
will
you
use?
What
essential
thinking?
What
questions
do
you
ask
questions
will
you
address
in
each
segment?
that
promote
higher
order
thinking?
How will you begin? at tables Remind students of the last few days of building with shapes. Tell them I am going to quiz them to see how much they remember before I let them build something all by themselves (create suspense about what they will build). Activote quiz
Time
15 m
I will be reviewing the standard of the beginning of the week K.G.06 (Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle?) and expanding to a pre-assessment of this lessons
Beginning
Transition? call tables to carpet according to who is following directions (sitting quietly, Activotes put away) by spelling color words Time What will you do during the lesson? 5 m Connect to last weeks social studies one thing we NEED is shelter. Tell goal today of building objects with shapes. Look at real world houses and pick out the shapes seen in the photos. 10 m Transition to tables, picking up Activotes and having material manager get crayon buckets. Build gingerbread houses with similar shapes. Count the shapes on a bar graph and write about 20 m them as a group (modeling independent project). Children build their own gingerbread houses at their seats. When finished building, complete their own bar graph and writing about their house.
goals (from basic to complex). Build suspense Generalize real answers to letter answers (testing skill) Review last weeks Social Studies standard SS K.2.01 (Explain how basic human needs of food, clothing, shelter, and transportation are met.) Make real world connections to homes in general and the students homes. What is different about this house than the last? Model building for low learners, provide new, unmodeled, materials for higher learners. Why is a roof usually slanted like a triangle? Would a circle make a good door on a house? Use writing rubric for smiley sentences to encourage good form in writing. Stress kindergarten skills of organization of bar graph, capitalization of I, end punctuation, correct spelling, neat writing.
Middle
Transition? Set a timer for cleanup to regroup before reflection. How will you close the lesson? Time Students will get with elbow partners to discuss 10 m how many of each shape they have, what they used them for, and who has more. Repeat the goal of building things with shapes. Ask what children built. (houses, windows, doors, chimneys, etc.)
Who had more? Promethean Board (high learners) How many more did you have than her? Which shape had the least? Is anything built without shapes?
End
Technology
Integration
Check
all
that
apply
Other:
Word
Processing
Power
Point
Implementing pre, post, and during lesson activities Teaching metacognitive strategies
Interactive whiteboard
Real-world connections Criteria charts created (student-driven; supports learning by defining and clarifying a task )
Mentor texts Anchor charts (a reference tool that anchors new and ongoing learning to key concepts previously intro.)
Research/research materials Evidence of assessment for learning (teacher modifies instruction based on students understanding)
Those who have proven to have limited spatial reasoning thus far will be given the basic shapes to make their houses (square and triangle). Higher achievers will be given 2 squares and 2 triangles to make the same shape (not modeled). Those who have difficulty turning ideas into sentences and copying word for word will have their own personal piece to copy on their table. Writing expectations will vary from student to student and some may be stopped early to finish at rest time for 1-on-1 time with the teacher.
Some may be stopped early to finish at rest time for 1- on-1 time with the teacher to ensure that they are not practicing incorrectly. Additional practice on generalizing answers and writing skills will continue as needed with specific students both in class and during rest time.
I have 3 children with special needs who have language and generalization difficulties. I will not use the Activotes activity to judge their knowledge, and will watch other activities that are more concrete and connected (without having to generalize answers). 4 children are on alternative behavior monitoring systems, and may have their sheets marked during the lesson if they are not on task. I will try to make this as unobtrusive as possible, but it is necessary to keep order and help these 4 to be successful throughout the lesson.
Rationale/Theoretical
Reasoning:
What
sources
support
your
pedagogy
and
methodology?
Why
have
you
chosen
the
strategies
you
have
elected
to
use?
I have chosen mixed methods to keep my children moving and busy, but on the same task. These mixed methods will reach each learner in different ways and address different skills (testing skills, creation, organization of data, and writing) while using the same skill (constructing objects with basic shapes).