March 2, 2019
|
By Jasmine Gibson

EL Support Lesson

Shapes in the World

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This lesson can be used as a pre-lesson for the Super ShapesLesson plan.
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This lesson can be used as a pre-lesson for the Super ShapesLesson plan.
Academic

Students will be able to create and name shapes.

Language

Students will be able to identify 2D shapes using sentence stems and visual supports.

(2 minutes)
  • Display the everyday items to the class and ask them to share what they see using the sentence starter: "I see____."
  • Explain that while these might be everyday objects they are also shapes!
(5 minutes)
  • Play the kindergarten Shape Song for the class, asking them to pay careful attention to what they see and hear.
  • Review the shapes shown in the song and go over the attributes of each shape.
(5 minutes)
  • Display the circle vocabulary card. Then draw a circle on the chart paper and say, "This is a circle. What makes it special?"
  • Ask students to turn and talk to a partner to share what makes the circle special using the sentence starter, "A circle is special because ____."
  • Invite each pair to share out with the group and record student thinking on the chart paper. Then ask follow-up questions to get students thinking about everyday objects in the shape of a circle. Record their ideas.
  • Using the circle vocabulary card, identify any additional attributes of the circle.
  • Repeat this process with the remaining shapes.
(15 minutes)
  • Explain that students will now get to practise turning shapes into new things using the Drawing with Shapes worksheet.
  • Review any independent work procedures.
  • Pass out student materials and worksheets.

Beginning

  • Have students use their home language (L1) to describe shapes/shape names.
  • Work with students in a smaller group to practise identifying shape by name using songs or stories.
  • Have students practise identifying and drawing shapes using the Tracing Shapes worksheet.

Advanced

  • Have students draw their own shapes. Ask students to share with a partner how they made their shapes. Then have students turn each shape into an everyday object.
(5 minutes)
  • As students are at work, circulate around the room and assess if they are able to identify shapes in everday objects.
  • Collect student work samples and assess if students were able to match objects with the correct shapes. Take note of any misconceptions or areas of confusion.
(5 minutes)
  • Gather the class back together and hold up several of the everyday items you collected. Ask students what shape they see.
  • Have students turn and talk to share with a partner one thing they drew for a circle, square, rectangle, and triangle (as time allows).
  • Provide students with a sentence frame to support their language development: "I drew a ____Because it is in the shape of a ____."

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