Name: Alexandra Morris

Date: November 9, 2015

Grade/Subject/Class: PreK

Unit/Theme/Topic: Mathematics; Shapes

GOLD Standard
Objective 21: Explores and describes spatial relationships and shapes
b.Understands shapes
Secondary GOLD Standards
Objective 1: Regulates own emotions and behaviors
a.Manages feelings
b.Follows limits and expectations
Objective 7: Demonstrates fine-motor strength and coordination
a.Uses fingers and hands
b.Uses writing and drawing tools
Objective 8: Listens to and understands increasingly complex language
a.Comprehends language
b.Follows directions
Objective 18: Comprehends and responds to books and other texts
a.Interacts during read-alouds and book conversations
***Note that these objectives are all incorporated into this lesson, but are not being explicitly taught.
Depending on the students, teachers may modify the checklist to incorporate spaces for assessment of
these objectives.
Lesson Objectives
Below grade level: Students will be able to point to 4 of 5 shapes (circle, triangle, square, rectangle,
octagon) when drawn with chalk by a teacher or more advanced peer on the sidewalk.
Grade level: Students will be able to identify 4 of 5 shapes (circle, triangle, square, rectangle, octagon)
by name when drawn with chalk on the sidewalk.
Above grade level: Students will be able to name 4 of 5 shapes (circle, triangle, square, rectangle,
octagon) after they draw them with chalk onto the sidewalk. Students will be able to manipulate these
shapes and describe them using at least 2 positional descriptors (below, beside, on, inside, etc.).
This lesson provides students multiple access points for learning about and identifying shapes in their
environment: they will hear shape names and see shape names connected to their corresponding shape
via a whole-group read aloud; students will have the opportunity to create their own shapes on the
playground; students will interact with shapes that others have drawn, which will help them understand
that shapes can be different sizes/colors/etc. For students in pre-Kindergarten, learning about shapes is
an important math concept. Shapes are all around us. Older and more advanced students will benefit
from practice with these concepts and can learn by manipulating shapes, making pictures from shapes,
and furthering their understanding of spatial relationships.
This lesson will begin with discussion to activate prior knowledge and to get students thinking about
shapes. Then, we will read a book about shapes. The book is colorful and engaging on multiple levels;
rhyming and repetitive text will support younger learners and ELLs vocabulary acquisition.
Co-teachers will facilitate this lesson. During much of the lesson, teachers will follow the one teach/one
observe model of co-teaching. The teacher observing will work with a checklist (see attached) to assess
student understanding. During the guided practice portion of this lesson, both teachers will assist
students.
This math lesson is integrated with visual art and ELA content. The lesson is constructed around a
vibrant book that will encourage artistic expression from students of all ages and skill levels (see cover

illustrations attached). The mixed-content approach will help engage learners of all different styles.

Materials/Equipment/Preparation:
- Visual schedule on chart paper

Chart paper and markers to create shape anchor chart.

When a Line Bends A Shape Begins by Rhonda Gowler Greene
Sidewalk Chalk
A sidewalk/large blacktop where students can draw; should be adjacent to the side of the building.
Home made stencils (from cardboard); two for each of the five target shapes
Crayon, clipboards, and easel paper for students who prefer to work on paper

Accommodations:
Students who are below grade level can engage in this lesson by using stencils made from cardboard.
Students with any level of fine motor control can explore shapes by drawing within the confines of the
stenciled shape.
Students who are above grade level can be challenged to create new images by using the five shapes
(Can you make a house using only the shapes? Can you make a face?); students who need even more of
a challenge can explore with more open ended tasks (What else can you make using only these five
shapes? What can you make using only two shapes?)
Students will use space on a blacktop near the side of the brick building. Students who prefer to draw
and discuss shapes on the brick wall with chalk may do so.
Students who struggle to sit on/near the ground or who have limited mobility may do this activity with
crayon and paper or whiteboard and dry erase marker.

Differentiation:
During the guided practice time, one teacher can work with students who need extra help to re-teach the
shapes using the book, by drawing shapes for the children on the sidewalk, writing the names of the
shapes, using simplified vocabulary and repetition.
Children who advance more quickly through the guided practice can lead others in the game (see details
below). This gives other children more practice with shape identification and allows more advanced
students the opportunity to lead and connect with content in a different way. They can also explore
creatively with the chalk and stencils and try to make new shapes and forms from the five discussed in
this lesson.
Children who need more of gross motor stimulation can create the shapes with their bodies or materials
on the playgrounds instead of using chalk or crayons.
Students will be assessed for level of understanding before, during, and after the lesson, using a checklist
and key (see attached). One teacher will give the lesson while the other will observe and take notes on
the checklist.

Time
10
mins.

Sequence of Steps
1.

Explain that we will be learning about shapes and

their names.
2. Explain that this is important because shapes are
everywhere! Use this as intrigue later, we can
notice some shapes around the playground, around
our classroom, etc. We need to be able to have the
words to describe things in our world.
3. Create an anchor chart of initial student responses
to basic questions about shapes.
What are some shapes that you know?
Why are shapes important?
4. Present the visual schedule.

Differentiation

- Chart paper/pens for

-

anchor chart
Visual schedule

- Use repetitive, simplified

vocabulary during
introduction

2 mins

8 mins

5. Introduce read aloud. Set norms for how to interact

during read aloud.
In this book, were going to see lots of shapes. I
want you to look for all of the shapes you can find
on each page. When I turn the page and you see a
new shape [just shout out the name of the shape that
you see/raise a quiet hand if you know the shapes
name/listen carefully for the shapes name].
6. Read-aloud of When a Line Bends A Shape Begins
by Rhonda Gowler Greene.
Leveled questioning: more advanced questions
(What other shapes do you see on this page?) vs.
more basic questions to reinforce vocabulary (This
is a circle. What shape is this?)

- Use simplified vocabulary

-

and repetition
Clear instructions
Routines (e.g. Open shut
them song before readaloud)

- Use data from book

introduction to determine
how students will engage
with text. Can they call out
the name of the shape in
unison on each page? Should
they raise a quiet hand?
Book has repetitive text,
rhyme to support
language/vocabulary
acquisition
Explain unfamiliar
vocabulary to ELLs, students
who may not have the
background knowledge
Engage all students through
leveled questioning

7. Introduce stencils. Demonstrate how to use the two

types of stencils. Reiterate shape names during this
time.

2 mins

5-20
mins,
dependin
g on
student
interest

8. Guided practice.
Introduce expectations:
Share stencils
Safe and gentle bodies on playground
Raise hand for help
Students practice drawing shapes with chalk.
Teachers engage students in conversation about
their shapes, noting their shape vocabulary on the
checklist (attached).

9. Shape Identification Game

Students can choose to participate

- Repetition of vocabulary
- Two different types of
stencils; students can choose
based on preference.

- Teachers circulate to ask

-

questions/scaffold/provide
help when needed.
Challenge questions for
students who are above
grade-level
- What can you make using
the shapes?
- Can you draw one shape
inside of another?
Opportunity to re-teach any

 One caller gives a behavior and a shape; players

must perform the behavior on/by/near the shape
called.

5-20
mins,
dependin
g on
student
interest

information missed.
- Multiple groups of children
can play at a time. There can be
a more advanced caller giving
directives to children who are
working on shape identification.

2-3 mins

10. Bring all students back together. Continue working

on anchor chart what shapes do you know? Why are
shapes important?

11. Introduce home connection. Find two shapes on the

playground, or elsewhere in your environment.

- Repetitive language
- Creating anchor chart
provides visual and auditory
reminders of lessons learned.
Anchor chart can be posted in
the classroom/on the
playground to remind
students.
- Opportunity to complete
assignment at school for
students who do not have
capability to do so outside of
school.

School and Family Partnership

Homework or
Home Family
Connection

Find two shapes in your environment. What are they? Tell a teacher tomorrow at school
or on the playground.

Attachments

Above is a reproduction of one of the pages in When a line bends The repetitive text
and imaginative pictures will support vocabulary development and encourage artistic
expression.

The above checklist can be used during

and after the lesson to check for student
understanding.

References
Co-Teaching Approaches. Adapted from Friend, M., & Bursuck, W. D. (2009). Including
students with special needs: A practical guide for classroom teachers. Boston:
MA: Allyn & Beacon.
Grade 1 >> Geometry. (n.d.). Retrieved from: http://www.corestandards.org/Math/Content/1/G/
Professional Development Trainer Network - Professional Development Instructors and
Educators - Teaching Strategies, LLC. (2013, December 4). Retrieved from:
https://
gold.teachingstrategies.com/gold/teachers/checkpointObj.cfm
Teachers Network: How To: Adjust Your Teaching Style to Your Students' Learning Style - The
Mixed Ability Classroom. (n.d.). Retrieved from:

http://www.teachersnetwork.org/ntol/howto/adjust/mixedable.htm
UDL Guidelines Educator Checklist Version 2. Retrieved from http://www.udlcenter.org/
sites/udlcenter.org/files/Guidelines_2.0_Educator_Checklist%20(1)_0.pdf
When a Line Bends . . . A Shape Begins Paperback (2001, September 24). Retrieved from: http://

www.amazon.com/When-Line-Bends-Shape-Begins/dp/0618152415

10