Week 12 – Lesson Plan

How will I demonstrate impact on student learning as a result of my differentiated lesson?

The ability to reach all my students and to have my students asking to do the assignment again or during their free choice is indication that my differentiated lesson had an impact on student learning. It took some thought, reflection, and planning. But in the end, I was inspired to do more than one lesson plan. I was inspired to make a little unit. My unit spanned five days. For this post I selected the lesson plan that was the primary focus for their project. However, the pre/post assessment was conducted on the first day of the unit. I have included it in this post, but feel it now necessary to explain why it is there in case it does not make sense. As for the student work, I have included their finished work and have included one that needs work, one that is proficient, and one that is above expectations.

Day 3: Kindergarten Architects

Time Needed: 60 Minutes

Instructional Method

Whole group

Small Group



For students who have language difficulties I will alter the language in the lesson to ensure they understand what they are being asked to do


Students with an IEP will have necessary accommodations to ensure they can participate and successfully complete lesson


All students with vision/hearing impairments will sit near the front of the class so they can see/hear the lesson


Students with behavioral concerns or issues will be seated near the front of the class during instruction and with the teacher if needed for seatwork

Standards Addressed

K.G.1. Describe objects in the environment using names of shapes and describe their relative positions

K.G.2. Name shapes regardless of their orientation or overall size.

K.G.5. Build shapes (e.g., using sticks and clay) and draw shapes.

K.G.6. Put together two-dimensional shapes to form larger shapes (e.g., join two triangles with full sides touching to make a rectangle)


Students will be able to:

Design buildings using shapes

Label their designs

Build their design using construction paper

Teacher Materials

White board


Construction paper



Student Materials



Various colors of construction paper


Glue sticks

Instructional Sequence

Pre/Post Test (This was done on the first day of unit and last to gauge their understanding)

Oral Test

What is a shape?

–        List out responses

What are shapes we see every day?

–        List out shapes given

Have compare sets of shapes to determine shapes vs. non-shapes

–        Yay or Nay responses with a show of hands

Give students attribute blocks and have students make a building and explain their building

–        Take note of whether their buildings built are feasible

The results of a few of the questions could not be represented very well in a graph. However, the growth was great in the responses given. Students demonstrated a greater grasp on what a shape is and its many purposes. The question on shapes we see every day doubled by the end of this unit. The comparison of shapes vs. non-shapes was also dramatically different, as there was more unanimity in their responses on shapes deemed “non-shape” vs. shape. And finally, their use of the attribute blocks was more well-thought out by the end of the unit and their buildings were more structurally feasible.

Anticipatory Set

As students enter group meeting have pictures of various buildings from around our town – school, church, state building, and university building

Ask students to describe the shapes seen in each picture

Have students turn and talk with peers about these shapes

Ask students “How did these shapes become a part of these buildings? Were they already like that?”

Have students discuss these questions

Activate Prior Knowledge

Remind students of some of the shapes seen around our neighboring areas from yesterday’s walking field trip

Give specific examples of such shapes that they drew in their recording sheets

Teacher Modeling

Introduce the concept of how the shapes we see around us became part of our environment – they had to be built!

Ask students who built such buildings we have grown accustomed to seeing

Introduce the term “architect”

Ask students if they know what an architect is? Then ask what an architect does

Tell students that architects design buildings so that others can build them

Show students what is meant by design

Draw a house on the white board using shapes and tell students you just designed a house

Ask students what shapes are included in your design

Draw these shapes below design

Guided Practice

Students are now to get practice designing their own building

They are to use pencil and paper to design a building of their own using shapes

Give ideas – it can be their house, an apartment building, a school, a church, or a post office building to name a few

Circulate through the room to make sure students have an understanding of their task


Bring students back to the group meeting area

Discuss and show student work

Point out the shapes that have been used in their designs


Introduce Problem

Architects have to design buildings much like the ones they have. Their designs are not colored in, but rather labeled. They label their designs with the colors they will use!

Students are now to label the shapes on their designs with the color they plan to use to make these shapes

Once they finish labeling their design it has to be approved before they can begin to build!

Once their design has been approved they may get the appropriate construction paper colors to begin constructing their designs

Independent Practice

Release students one by one to their tables to begin designing their buildings


Once every student has finished designing, labeling, and constructing their building have students meet you in group meeting

Discuss how today’s assignment went for them and how it might have been made better

Lesson Assessment

Observation of student work

Student designs

Construction paper buildings

Student Work

Below are three examples of student work.Students were expected to have at least three shapes and three colors to go with those three shapes.

The first is the one I felt could use some work. It was labeled but not so clearly and I felt this student could have used more color for the shapes selected and made the construction match the design a little better. The second is one that meets expectations. The design matches what was built, meets expectations for amount of shapes and colors used, and is labeled neatly.

The third, though not labeled as nicely as the second, has gone above and beyond with the inclusion of more shapes, colors, and is still labeled so anyone could read the design plan.

IMG_4601 IMG_4595 IMG_4591


Week 11 – Technology I Will Use

What technology will I use to allow students to demonstrate they have met the standards targeted by my rubric? What are the classroom management considerations that I must address?

As a means of differentiation I plan on having more than one technology available for students. We have been learning a bit more about Voicethread in the classroom as a means of teaching others. If they select Voicethread it will be just that, a tool to teach others about their project. They will be able to show their pictures they have taken with the camera. The camera is intended be used with Voicethread. If they choose to use the document camera it will merely consist of putting their work under the camera to discuss with their peers how they completed their projects. And finally, if they choose to use the ShowMe app on the ipad they will be able to talk as they draw a replica of their projects to explain their process.

The above-mentioned tools will allow for students to demonstrate that they have met the criteria mentioned in my rubric, but there is always the question of how to address classroom management when technology is implemented into the classroom. The first piece to classroom management with these technology tools is to teach them how to correctly use them. Without the proper use of tools it quickly turns to chaos. Teaching students to use Voicethread might be tricky, but I plan to do as such during developmental centers during the end of the day. They are able to work independently while I pull aside two students to instruct them in Voicethread to do the necessary recording for their work. The voice level chart I have helps assist with the noise level during this time, as well as the choices available to them at tables. The document camera is rather simple to manage with the class as it could be done while everyone is in the group meeting area. For those choosing to use the ipad and the ShowMe app I would use the five ipads during our math block in the morning. It would be used at a separate table than our work tables so it wouldn’t disrupt the work of others.

As far as talking with my PLN, I feel it was minimal this week. The contact I did have was during my other class. We discussed projects, how we were feeling, areas of confusion, and the like. It was only once over the past few weeks, so though it was very helpful and felt like a breath of fresh air, I could have used more.

Week 10 – How can I differentiate through student product in my classroom

How can I differentiate through student product in my classroom?

For this week’s question above it made me ponder how I would differentiate to not only meet the needs of each student, but to give some choice in the product. In any classroom one enters there will be extremes in the range of abilities. There will be those that are performing off the charts, students far below, and those in the middle grounds. As one might imagine, it was a difficult task to come up with a project that allowed for differentiation through the product. With a bit of thought and a brilliant idea from my wife, who had a father for an architect, I finally came up with a project that could integrate technology and what we were focusing on at that time in point.

My group and I had previously chosen to make geometry our focus for our second assignment. With my part of the assignment I chose to do shapes. I felt it appropriate to continue to use shapes in this last assignment, only this time I decided they could and would be able to handle more. It was time for them to use their knowledge of shapes to combine to make larger shapes, one of the standards for kindergarten. But it was more than just throwing together two shapes to make a larger one. They would be architects! Wait, architects? In kindergarten? They would first learn what an architect is and does. From here they would then design a building on a blank piece of paper by drawing a building using various shapes. For example, they could design a school building, with a rectangle for the main building, squares for the windows, and so forth. But this design would have to be carried out! From this design we would discuss how architects label their “designs.” Their next job would include labeling each shape with a color they would use. They would use construction paper for each shape. Sounds simple right? I thought so too! And then I remembered, architects don’t build their own designs! And so back we went to designing buildings with shapes we had learned about throughout the year. After completing their designs they would be partnered up, where they would instruct their partner on how to build their designs, right down to the color and shape labeled in their design. Finally, after having their designs built for them by a peer, they would repeat the partner work with blocks to see how different the two models are.

The final step as listed in the rubric below would be to select a technology tool to present their projects. We have been learning how to correctly use a camera throughout the year and have done a bit of work with Voicethread to learn about various subjects. The document camera is something I have used, but have not allowed for much student use. As for the Show Me app on the ipad, though we have not used it, I have it on my ipad and have found it rather simple to use. If they so choose, they could very well use more than one technology tool to present their work.

I suppose that the question could have very well been answered simply with student choice. But in order for anyone to understand I felt that I had to explain my project just a tad. With that said it can be seen that there could be differentiation in the product through the use of various shapes, colors, designs, building creations, their directions given, and finally, the technology tool used in the end to present project.

Below are the standards to be addressed as well as the rubric to be used.


Alaska State Standards:

K.G.1 Describe objects in the environment using names of the shapes and describe their relative positions

K.G.2 Name shapes regardless of their orientation or overall size

K.G. 5 Build shapes and draw shapes

K.G. 6 Put together two-dimensional shapes to form larger shapes

Technology Standards:

A2: use technological tools for learning, communications, and productivity

E2: discriminate between responsible and irresponsible uses of technology





Use of Multiple Shapes and Colors Use multiple colors to represent the multiple shapes for the building Used at least three different colors for the minimum three different shapes Used one or two shapes and colors to make the building Used one shape and/or color to make the building
Design, Labeling, and Creation Designed building, labeled appropriately with colors shapes would be, and created building as shown in design Designed a building, added a few labels, and created building Designed a building but did not label anything or make it to create building Did not design, label, or create a building
Work with peer – built partner’s work (architect and a builder) Worked with peer, followed their directions, built their design as asked, and discussed how it was going to be built before hand Worked with partner and built partner’s work mostly the way it was designed Worked with peer, but did not build their partner’s design as asked Did not work with a peer to design and create a building with shapes
Technology Integration  Voicethread, camera, document reader, or Show Me App Chose more than one technology tool to present work Chose one technology tool to present work Did not use any form of technology to present work