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

Accommodations:

ESL/ELL

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

IEP

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

Vision/Hearing

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

Behavioral

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)

Objectives

Students will be able to:

Design buildings using shapes

Label their designs

Build their design using construction paper

Teacher Materials

White board

Marker

Construction paper

Scissors

 

Student Materials

Paper

Pencil

Various colors of construction paper

Scissors

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

Regroup

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

Regroup

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

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