Name of Teacher Candidate: Date:

Makayla Elliott April 12, 2021

Grade Level:
First Grade
Lesson Title:
Introduction to shapes- in real world
Curriculum Areas Addressed:
Math
Time Required: Instructional Groupings: Are you using whole group, small
40 minutes group, partners, quads, homogeneous, heterogeneous? NAEYC
4a
Whole groups
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
NAEYC 5c
MGSE1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-
sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw
shapes to possess defining attributes.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.) NAEYC 5c
How do we use and see shapes in the real world?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.) NAEYC 5c
The students will be able to illustrate different shapes from their observations in the real world.
Support for Academic Language
Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.) NAEYC 5b
Square- all four sides are the same
Rectangle- two sides are long and two sides are shorter
Triangle- three sides and three corners
Diamond/rhombus- the four sides are equal and looks like a diamond
Circle- no sides, just a loop
Oval- like a circle but stretched on the ends
Octagon- 8 sides and 8 corners

Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
Line-
Star
Heart
Cresent moon- less than half of a moon

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.) NAEYC 5b
Graphic Organizer so that students can locate the different shapes
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.) NAEYC 3b

Focused observation- listening and walking around while they are completing their worksheet
Formal Observation- Taking the worksheets up at the end of the lesson and checking the
shapes for accuracy.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.) NAEYC 3b
These sheets will be taken up and I will examine the correctness for their sheets.
The student will receive a check plus if they have all their shapes correctly drawn with the correct real life
examples
The student will receive a check if they have 5 out of seven or more correctly and the majority of their real life
examples are correct.
The student will receive a check minus if they have less than 4 out of seven correct with less correct real life
examples.

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.) NAEYC 4c

Bring a bag of things out in the front of the class.

First pull out a sandwich cut into triangles.
Pretend to eat the sandwich infront of the students. They will get really upset because they are
not allowed to have snacks out during class time.
Pick the sandwich up and almost eat it and then say “Oh my… WAIT! I just realized
something. Oh my… do yall see this?” I’ll start freaking out to get the students excited and
engaged.
Then I’ll say “One, two, three… three sides. One, two, three… three points. Guys, I think I
just realized that my sandwich when I cut it diagonally, I make two triangles.

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.) NAEYC 5c

My transition: Well, I wonder what other shapes we can see in everyday things? I think I
might have a game if you all would want to play so that we can figure this out together.

Then I would pull up the Matching Shapes game on the screen and let students participate by
coming up to the board and pressing real life images if they match the shape on that slide.
Some students would have the opportunity to match images to triangles they see, circles they
see, or rectangles they see in the images.

Then I would share with the students that today we are going to be looking for shapes in
everyday objects that we use in real life. Then I would share with the students the learning
objective which would be that they have to listen closely to the book so that they are able to
illustrate the shapes as real life images.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.) NAEYC 4c and NAEYC 5c

After the introduction, I will go over the shape worksheet so that they students know what to
listen for in the book.
Then I would start reading a book titled, When a Line Bends, a Shape Begins by Rhonda
Gowler Greene. Through the book, I am going to ask them if there are any other shapes that
they can see in the real world.
When I finish the book, I will pass out the shapes worksheet for students to work through. I
will be circulating the room as the students work on this handout to complete the shapes they
see in the real world.
For the students who need help remembering, I will complete a handout to help scaffold the
students. This will be a great visual for students who need that push to be able to see one
completed.
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)

For closing, I will walk through my handout under the document camera and use the
vocabulary to justify why I chose that image. For example, I will have sandwich for my square
and my reasoning will be that all four sides are equal, so it makes a square.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.) NAEYC 5c

Shape Posters on an anchor chart so that the students can review it if they need help.
Book: When a Line Bends, a Shape Begins by Rhonda Gowler Greene.
Graphic organizer for the students to create real life shapes
Interactive white board game for introduction

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
NAEYC 5a

Unit 5: Geometry packet from Bridges in Mathematics and

Bridges in Mathematics supplement for their geometry section.
https://www.youtube.com/watch?v=lGHo63pPDBc
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development: NAEYC 4b
Multiple Intelligence Howard Gardner- Spatial, linguistic, intrapersonal
Sociocultural theory- cultural development because the students are able to integrate what they see in the
real world to what they are learning in geometry. This also incorporates Dewey and his theory to bring real
life examples into the classroom so that students can make connections.
Connections to Technology and/or the Arts: NAEYC 4b

Game- The students will be matching shapes to real life images (a matching shapes game)
Graphic Organizer- The students will complete an organizer to help them learn the criteria of the different shapes
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.) NAEYC 5a

I collaborated with my partner teacher on this lesson. Getting her ideas of engaging activities that she has used in
the past and what adaptions that she would make.
I also collaborated with a high school technology teacher, Morgan Jarvis, to show me how to create an engaging
game on the PowerPoint. I did not know how to make images disappear or spin if the image was tapped and this
was something that he helped to show me.

Name of Teacher Candidate: Date:

Makayla Elliott April 15, 2021
Grade Level:
First Grade
Lesson Title:
Shape Walk
Curriculum Areas Addressed:
Math
Time Required: Instructional Groupings: Are you using whole group, small
20 Minutes group, partners, quads, homogeneous, heterogeneous? NAEYC
4a
Small groups- heterogeneous
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
NAEYC 5c

MGSE1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-
sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw
shapes to possess defining attributes.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.) NAEYC 5c
What are some of the different shapes that we can see around our school?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.) NAEYC 5c
The students will be able to discover shapes they see through walking throughout the school building.
Support for Academic Language
Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.) NAEYC 5b

Square- all four sides are the same

Rectangle- two sides are long, and two sides are shorter
Triangle- three sides and three corners
Diamond/rhombus- the four sides are equal and looks like a diamond
Circle- no sides, just a loop
Oval- like a circle but stretched on the ends
Octagon- 8 sides and 8 corners

Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
Line- this will be represented through the toothpicks
Corners/vertices- the marshmallows will represent the corners.
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.) NAEYC 5b
The students will bring a clipboard and a sheet of paper with the shapes on it that they are
looking for. They will be able to check off the shapes when they find them.
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.) NAEYC 3b

Formal Observation: I will be listening to the students as they explore the school to look for
the shapes. As the students find the shapes, I will give them a verbal yes or no on if they
identified the correct shape in the hallway. Once the student receives a yes, then he or she may
use the iPad to take the picture of the shape.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.) NAEYC 3b

I will have a clipboard with me with the students names on it.

As students find and correctly identify the shapes, I will give them a tick by their name. The students will need to
each identify at least 5 shapes on our shape walk.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.) NAEYC 4c

Grabbing images off the internet of community signs in Jones county.

Asking the students what shapes that they see in these images and allowing the students to
come up and draw the shape on the picture of move a shape into the picture where it matches.

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.) NAEYC 5c

Tell the students that this group will be designed for the students to go on a shape walk around
the school. Ask the students if they have ever been on a nature walk where they have to look
for a red bird or a certain color leaf.
Give the students the shape checklist sheet and go over each shape that they are looking for.
Go over what attributes go with each shape on the shape sheet. Use the video below from
StoryBots to add a song to each shape
Tell the students that they need five correct shapes in order to complete this activity.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.) NAEYC 4c and NAEYC 5c

I will take the students on a shape walk.

Remind the students before they enter the hallway that this is an opportunity that they get to
show me and the rest of the school how first graders act (explain the hallway procedures.)

Things that I expect for the students to notice, the bricks on the wall are rectangles. The tiles
on the floor are squares. The social distance stickers on the floor are in the shape of a circle.

Once the student has identified the shape and has notified me what they think the shape is. I
will either give the student a yes or a no. If the student receives a no, then they need to
continue exploring. If the student receives a yes, then they mark it off that they have a yes and
take a picture of the shape.

Once the student has all five correctly identified shapes, then they can go back to the
classroom and use the markup tool on the iPad. This tool will allow the student to draw out the
shape that they found. For example, if the student identified that a rectangle was a brick on the
wall, then the student would have to use the markup tool to draw the brick that they see. This
will help me know that the student fully understood what they were looking for and that
attributes of the shape they identified.
If I have students finish the activity fast, there is a worksheet where the students will color
certain shapes certain colors. The worksheet says, color all the circles purple, then in the
picture, the student would have to find all the circles and color them purple.

After twenty minutes, the groups will switch to lesson plan 3.

Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)

To wrap this activity up, I will bring both small groups back together and have them tell me
the criteria for each shape that was either identified or constructed. If the students are
struggling with telling the criteria, then we will review the anchor chart as a class.
I will also have the students share what they have learned through this activity.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.) NAEYC 5c

Shape papers to give the students as they walk to self-assess themselves.

https://www.youtube.com/watch?v=lGHo63pPDBc the music in the video to help students learn the criteria for
the different shapes
iPads and the markup tool

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
NAEYC 5a

Unit 5: Geometry packet from Bridges in Mathematics and

Bridges in Mathematics supplement for their geometry section.
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development: NAEYC 4b

Multiple intelligence Howard Gardner- Naturalistic, spatial, bodily kinesthetic

 Bruner and Sutton Smith- symbolic transformations. The ability for the students to be able to see shapes
through different ways throughout the school
Connections to Technology and/or the Arts: NAEYC 4b
Music- there is a video that will play from StoryBots that includes a song for the criteria of the different shapes
Movement- the students will be walking long distances around the school to look for shapes
Technology- the students will take pictures with their iPad to collect the shapes that they found in the hallways of
the school
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.) NAEYC 5a

I collaborated with my partner teacher on this lesson. Getting her ideas of engaging activities that she has used in
the past and what adaptions that she would make. The Apple teacher website helped guide me on how to integrate
technology into the classroom along with the 1st grade teachers at my placement.

Name of Teacher Candidate: Date:

Makayla Elliott April 15, 2021
Grade Level:
First Grade
Lesson Title:
Marshmallow and toothpick making shapes activity
Curriculum Areas Addressed:
Math
Time Required: Instructional Groupings: Are you using whole group, small
20 Minutes group, partners, quads, homogeneous, heterogeneous? NAEYC
4a
Small groups- heterogenous
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
NAEYC 5c
MGSE1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-
sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw
shapes to possess defining attributes.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.) NAEYC 5c

What household items do you think that you can use to build shapes?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.) NAEYC 5c

The students will be able to construct 2-D shapes using toothpicks and marshmallows by making lines and
corners.

Support for Academic Language

Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.) NAEYC 5b

Square- all four sides are the same

Rectangle- two sides are long and two sides are shorter
Triangle- three sides and three corners
Diamond/rhombus- the four sides are equal and looks like a diamond
Circle- no sides, just a loop
Oval- like a circle but stretched on the ends
Octagon- 8 sides and 8 corners

Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
Line- this will be represented through the toothpicks
Corners/vertices- the marshmallows will represent the corners.
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.) NAEYC 5b
The cards of the correct shapes using the toothpicks and marshmallows
The anchor chart with the criteria for each shape
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.) NAEYC 3b
This will be a focused observation/checklist. There will be a card of each shape at this center
that the students will be able to place their 2-D shapes on top of. If their shape matched the
shape on the card, then they will give themselves a checkmark on their own paper.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.) NAEYC 3b
The teacher facilitating the group will have a checklist and will mark the following.
For each shape, the student could receive a √+ if they made the correct shape on the first try.
The student will receive a √ if they corrected the shape after the first mistake.
If the student could not correctly make a shape on the third try, the student would receive a √– and the teacher
would demonstrate the correct way to make the shape.

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.) NAEYC 4c

Asking the students the EQ question “What household items do you think that you can use to
build shapes?”
Let the students brainstorm and see if they come up with marshmallows and toothpicks.
If the class does not come up with marshmallows and toothpicks, then bring out the materials
and ask them if they think they could make shapes using the materials provided?
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.) NAEYC 5c

Tell the students that their goal for this center is to make shapes out of marshmallows and the
toothpicks. They will make a Square, Rectangle, Triangle, Diamond/rhombus, Circle, Oval,
and an Octagon and they will check the shapes that they have constructed with cards of the
correct shapes on them. Also explain that a toothpick equals one line and a marshmallow can
represent a corner where two lines are connected.
Remind the students that they are allowed to use the anchor chart from the first lesson to
remind them of how many lines and corners each shape needs. Play the StoryBots video about
shapes to help the students remember the criteria for each shape.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.) NAEYC 4c and NAEYC 5c

There will need to be a teacher to monitor the students and their correctness on making their
shapes. Each student can start with whichever shape they want to but they will need to rotate
through all 7 shapes. Once the students have compiled a shape, they should check it against
the shape card given to see if they were right or wrong.
The teacher in the group will have a checklist of the students and the shapes that need to be
represented.

If the student finishes creating all the shapes, then the student will be given a worksheet to
complete. The worksheet says, color all the circles purple, then in the picture, the student
would have to find all the circles and color them purple. This will help the students practice
correctly identifying the shapes by their criteria.

After twenty minutes, the groups will switch to lesson plan 2.

Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
To wrap this activity up, I will bring both small groups back together and have them tell me
the criteria for each shape that was either identified or constructed. If the students are
struggling with telling the criteria, then we will review the anchor chart as a class.
I will also have the students share what they learned through this activity.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.) NAEYC 5c

Anchor chart for students to review the criteria for each shape.
The cards that have the correct toothpicks and marshmallow shapes on them.
The StoryBots Video to help the students remember the criteria for the shapes.

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
NAEYC 5a

Unit 5: Geometry packet from Bridges in Mathematics and

Bridges in Mathematics supplement for their geometry section.

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development: NAEYC 4b

Multiple Intelligences- Kinesthetic learners, Spatial, Musical

Connections to Technology and/or the Arts: NAEYC 4b
Graphic organizer- The students will need to organize their shapes into catergoies after they have made them all.
For example, adding all the shapes with 4 sides in one section, and more than 4 sides in another section.
Music- there is a video that will play from StoryBots that includes a song for the criteria of the different shapes

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.) NAEYC 5a

I collaborated with my partner teacher on this lesson. Getting her ideas of engaging activities that she has used in
the past and what adaptions that she would make.

Name of Teacher Candidate: Date:

Makayla Elliott April 20, 2021
Grade Level:
First Grade
Lesson Title:
Oragmi
Curriculum Areas Addressed:
Math
Time Required: Instructional Groupings: Are you using whole group, small
45 minutes group, partners, quads, homogeneous, heterogeneous? NAEYC
4a
Whole group
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
NAEYC 5c

MGSE1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using
the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.
Describe the whole as two of, or four of the shares. Understand for these examples that
decomposing into more equal shares creates smaller share

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.) NAEYC 5c
What do you know about sharing?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.) NAEYC 5c
The students will be able to manipulate paper to show halves and fourths of rectangles and circles.
Support for Academic Language
Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.) NAEYC 5b
Halves- two pieces that are equal and from the same whole
Fourths or quarters- four pieces that are equal and from the same whole
Rectangle- A shape with 4 lines, two pairs or parallel lines with 4 corners
Circle – shape made by drawing a curve that is always the same distance from a point called the center
Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
Partitioning- another word for cutting or to break down
Crease- the part of the paper where it was folded
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.) NAEYC 5b
The anchor chart with the criteria for each shape

Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.) NAEYC 3b

Formal Observation- listening to the conversation that the students are having and walking
around to see if they are writing the correct fractions in their papers. I will also be able to use
the game to see which students know the material and which students do not.

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.) NAEYC 3b

Checklist evaluation from my observation

Just adding a 2 by the students names who are struggling with ½
Adding a 4 by the students names who are struggling with 1/4
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.) NAEYC 4c
I will bring in the origami puppets and ask the students what math concept helped me make a
paper animal.

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.) NAEYC 5c
“Today we will be learning about how to cut shapes into equal pieces”
Bring in their prior knowledge from the morning worksheets that have done where it asks you
to cut a cookie into half so that you can share that piece with you and a friend. Today we will
be talking about a lot of sharing. Somethings its sharing something you have or sharing space
with someone, like sharing half your bed with someone if you sleep with one of your siblings.

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.) NAEYC 4c and NAEYC 5c

Give the students each a sheet of paper and ask that they get out a marker.
Turn the document camera on and fold your paper in half. Ask the students to do the same.
Ask the students to then unfold their paper so that they can see the crease.
I will tear my paper into half but ask that the students do not tear their paper into half.
Ask the question, “if this paper represented a cookie, would I have the same about of cookie
that Student A would have? Why or why not?”

Let the students give their answers and then tell the kids that this is what we call a half. When
we can split one whole piece of something into two equal pieces, we call it half. You have one
half and I have one half.
Then have the students write on their section, the fraction form of half.

Complete the same thing with fourths.

Fold the paper under the camera with the students into fourths.
Cut the teacher paper but not the student paper.
Ask the students if all the pieces are proportional and why or why not.
Ask the students to label their pieces in the fraction form of ¼.

As a class, click on the link for the partitioning shapes game and go through the game as a
class.

Once that is finished, tell the students that since they have learned all this information about
halves and fourths, that there was something else that they were able to do with this
knowledge. Ask the students if they remember when I said that sometimes “ you have to share
space?” This sharing space could also mean sharing the space on the paper like when you fold
origami.
Ask the students if they have ever made origami before. Tell them that they will have different
stations up, one for a frog, a dog, an ice cream cone, and a plane. The students will go to the
group by the number they are given. The students need to make the origami and then they will
be given time to play with the puppet they have made out of paper.
The last 10 minutes of this activity, the students will be able to put on a 2 minute show per
group. Each group will need a character from each section. They can come up and produce a
show in the front of the class.
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)

The closing will be me holding up the papers that I tore in the beginning of the class and
asking the class what this piece represented as part of the whole.
Hold up the ½ piece and the ¼ piece.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.) NAEYC 5c

Shape Posters to add to the whiteboard

Game link for partitioning shapes https://www.iknowit.com/lessons/b-fractions-equal-parts.html
Origami dog- https://www.youtube.com/watch?v=wWVppdfYOx8
Origami Frog- https://www.youtube.com/watch?v=1kZjq8f8Mpo
Origami Ice Cream cone- https://www.youtube.com/watch?v=ybmxJVe2QpA

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
NAEYC 5a

Unit 5: Geometry packet from Bridges in Mathematics and

Bridges in Mathematics supplement for their geometry section.

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development: NAEYC 4b

This lesson links to learning theories because I am giving the students tine to work together in small groups to
help each other fold their origami.
This also helps the special learners for the multiple intelligence.
Connections to Technology and/or the Arts: NAEYC 4b
Play- the students will be given time to play with other students with the origami that was created
Drama- The students will be given the opportunity to act out scenes with their origami.
Game- link to game for partitioning shapes

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.) NAEYC 5a

I collaborated with my partner teacher on this lesson. Getting her ideas of engaging activities that she has used in
the past and what adaptions that she would make.

Name of Teacher Candidate: Date:

Makayla Elliott April 22, 2021
Grade Level:
First Grade
Lesson Title:
Build a playground
Curriculum Areas Addressed:
Math
Time Required: Instructional Groupings: Are you using whole group, small
50 Minutes group, partners, quads, homogeneous, heterogeneous? NAEYC
4a
Partners- heterogenous
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
NAEYC 5c

MGSE1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus
non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining
attributes.
MGSE1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using
the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.
Describe the whole as two of, or four of the shares. Understand for these examples that
decomposing into more equal shares creates smaller share
ELAGSE1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify
ideas, thoughts, and feelings.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.) NAEYC 5c

How can an architect use shapes to build different buildings?

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.) NAEYC 5c

The students will be able to design a building like an architect using the different shapes.
Support for Academic Language
Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.) NAEYC 5b
Halves- there are two pieces of a whole
Fourths- there are four pieces of a whole
Quarters- there are four pieces of a whole
Rectangle- two sides are long, and two sides are shorter
Circle- no sides, just a loop

Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
Occupation- what someone does for a job. Example a teacher teaches students information like how to read and
how to add and subtract things. A doctor can take care and heal people.

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.) NAEYC 5b
The students will have the anchor chart to review the criteria for each shape
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.) NAEYC 3b

The students will be able to self assess themselves through receiving a criteria sheet for their building. On the
criteria sheet, it was ask the students to include a certain number of shapes for the one structure being built. The
students will be able to check off the shapes as they use them to make sure that they have included all the
necessary shapes.

Also during the presentation, I will be checking off on a checklist to see if the students included a name for their
building and if they can identify the shapes that they used and used the correct amount.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.) NAEYC 3b
The criteria will consist of the number of shapes included in their final building and the creativity of the name
they chose for their building.

The students will receive a M if they included the correct number of shapes and a creative name.
The students will receive a P if they included all the correct number of shapes but not a creative name.
The students will receive a P if they included a creative name but did not have the correct number of shapes.
The students will receive am I if they do not have the correct number of shapes nor a creative name.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.) NAEYC 4c
For a hook, I will give the description of what an architect does and have the students guess
my occupation based on the information that I give them.
I will give occupation hints such as

“I love to draw. What is my occupation?”

Then I would let one student guess. Then my questions would get more specific each round.

“I know a lot of information about shapes and how they work together. What is my
occupation?”

“I like to sketch out my ideas. What is my occupation?”

“I design buildings. What is my occupation?”

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.) NAEYC 5c
We are going to discuss what an architect does. Talk through that they design and build
builders. Then tell the class that they will have an opportunity to design and build a building or
playground using shapes that follow a certain criteria. I will show under the document camera
the playground that I built with the shapes. I will then check my playground structure with the
criteria sheet of how many shapes I should use. This will show the students that they will also
need to be checking their structures against the shapes criteria.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.) NAEYC 4c and NAEYC 5c

I will then put the students in groups. The groups are preplanned and will be a heterogeneous
mix of students.
I will pass out the criteria self assessment sheet, the final paper for the structure to be put on,
and the bag of shapes for students to trace onto the paper. The students will be given 5 minutes
to plan what they want their structure to look like using the shapes before starting any tracing.
Then after I have checked their art is a structure, the students will take turns tracing the shapes
onto the paper to make the structure. Once all the shapes and structure if complete, the students
will then need to create a name for their structure.
This name will need to be creative and unique to the style of their structure They will also need
to write a sentence on the back of their project to explain what the purpose of their structure is
for or why they named their structure that unique name.

After they have wrote their sentence, the students will then color their structure. Each shape
will need to be its own color. If the student has three circles and 5 squares in their structure,
then each circle would need to be the same color and then each square would need to be the
same color.

With the remaining 15 minutes, the students as pairs will present their structure in the front of
the class and read their sentence on the back.
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
At the end of the lesson, I will go through the shape criteria sheet and have the students add a
dot to each shape that they have present. The criteria will include 3 circles in the final
structure. The students will need to identify those three circles on their paper. This will
continue for each shape on the paper.
This will help me evaluate if the students know the criteria for each shape that was discussed
during the mini-unit.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.) NAEYC 5c

Anchor chart with each shape criteria on it

Bag of different shapes for each student

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
NAEYC 5a

Unit 5: Geometry packet from Bridges in Mathematics and

Bridges in Mathematics supplement for their geometry section.
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development: NAEYC 4b

Multiple intelligences-  Spatial, interpersonal

Patty Hill- Child centered activities
Connections to Technology and/or the Arts: NAEYC 4b
Art- making a playground from shapes
Drama- Acting out one fun thing they would do on their playground while presenting
Creative Writing- Writing a sentence from a provided sentence stem about the name of their playground and
something fun that they would do on their playground

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.) NAEYC 5a
I collaborated with my partner teacher on this lesson. Getting her ideas of engaging activities that she has used in
the past and what adaptions that she would make. The grade level coordinator let me use the shapes needed for
this project.