OBJECTIVES:
The student should be able to:
• Identify rectangles, squares, circles and triangles using concrete models. (Comprehension)
• Create a monster face using geometric shapes . (Synthesis)
TIME: 30 minutes
MATERIALS
Copy of book “Go Away Big Green Monster” by Ed Emberley
Large shape visuals
Totally Math CD by Dr. Jean Feldman
Assortment of construction paper geometric shapes in various colors
Assessment rubric (Appendix A)
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will ask the students to think of something that scares them. Allow time to share. Introduce and read the book “Go Away, Big Green Monster!” by Ed Emberley. What does the book suggest you do when something scares you? Discuss what the story implies..
ACTIVITY:
Teaching Model: . After reading the story, the teacher will return to the book and have the students identify the shape of the monster’s eyes (circles) and teeth (triangles). The teacher will then show samples of squares, circles, triangles, and rectangles for the students to identify.
Guided Practice: The students will each be given a construction paper square, circle, rectangle, and triangle. The teacher will play the song “Shape-a-Loo” by Dr. Jean Feldman. The students will perform the action in the song while choosing the correct shape.
Independent Practice: The students will be given a selection of assorted shapes in assorted sizes. They will be instructed to create their own “big green monster” face using the shapes provided. The teacher will review some of the parts needed for the monster’s face and point out that not everyone’s monster will look the same. (Summative evaluation will be completed at this time if time permits.)
Closure: The students will be given time to share their “monsters” with their classmates. They will be asked to identify which shapes they used on their monster for the different parts.
EVALUATION/ASSESSMENT:
Formative: The teacher will observe the students during the guided practice song to determine that they are identifying and displaying the correct shape.
Summative: The teacher will complete a rubric (Appendix A) to determine that the students know the shapes learned in the lesson. At this grade level, the students may be assessed during center time activities if necessary.
ART CONTENT/CONCEPTS:
ELA: To connect to ELA, the students could be asked to look for geometric shapes in the illustrations of any story being read at the time.
Dance: To connect to dance, the students could be asked to create movements as they walk/skip/hop etc. around the outline of a large geometric shape which has been forming on the floor using tape. This could also be done outside using chalk to draw the shape on the cement. Some type of music could also be played to create a rhythm.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
(G-2-E) Identify rectangles, squares, circles and triangles using concrete models.
ART CONTENT STANDARD: Students develop creative expression through the application of knowledge, ideas, communication skills, organizational abilities, and imagination.
VA-CE-E5 Draw on imagination, individual experience, and group activities to generate ideas for visual expression.
VA-AP-E4 Recognize that there are many possibilities and choices in the processes for designing and producing visual arts.
PK-LL-S3 Listen to a story and state orally what the story is about.
MODIFICATIONS | ACCOMODATIONS:
Students with physical handicaps that affect fine motor skills may need help using the glue bottle. A peer helper will be assigned to assist this student. Another alternative could be to use a computer program which would allow the student to click and drag shapes to create their monster and then print out the monster face.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
I really enjoyed teaching this lesson to the Pre-Kindergarten students in this class. From the start, the students were very interested in what would be going on in their room that day. I had everyone’s attention as we discussed things that we are afraid of and this continued as I read the story. The students enjoyed the story and were amazed as the monster face disappeared. After the story, I reviewed shapes with the students. This was a review skill for them. Looking back, I think this lesson did need to be taught with the shapes already known to the students. Learning four new shapes and creating artwork would have been too much for pre-k students to handle. Next, I passed out a set of shapes to each student. The students were able to participate with the song and choose the correct shape. The students did a great job, but were I to teach this again, I would have the students listen to the song first, then pass out the shapes, and play the song again with the students choosing the correct shape. Everything with the song worked fine for this lesson, but I can see how some classes may not have been such good listeners.
After the song, the students were told about the monster face they would be making. They were able to tell me what facial features they would need to add to their monster face. The students quickly went to work using the shapes provided to create their monster face. I had already glued a large circle to the center of a large sheet of white paper for each student. I am glad I did this before hand because all of the faces were in the middle of the paper and each student had enough room to work on their faces. I did notice that the girls were more careful about placement of each facial feature and pretty much had two eyes, two ears, one nose and something resembling a mouth. However, a few of the boys put on as many shapes as they could fit, with some overlapping. I also told the students ahead of time that I had eyeball stickers to put in the center of their eyes, so all they had to do was choose the shape and number of eyes they wanted and glue those down. The eyeball stickers were an easy way to finish off the project and easy for the students to apply.
In the end, each student had created a unique monster face that they each were very proud of showing off. I had each student come up and show their creation and asked the other students to tell me about the shapes on the creation. What shape are the ears? How many circles? Etc. I would definitely teach this again. It was a pleasure for me and the students.
REFERENCES:
Emberley, Ed. Go Away Big Green Monster. Little, Brown, 1992.
Feldman, Jean. Totally Math. “Shape-a-Loo”. 1997. Seabrook Island, SC, 1997.
”GLE’s for English Language Arts,” Louisiana Department of Education. http://www.louisianaschools.net/Ide/ssa/1840.html
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