OBJECTIVES:
The student should be able to:
• Create a picture using geometric shapes. (Application)
TIME: 60 minutes
MATERIALS
Appendices A-D
Computer
Television
Cardstock
Markers
Crayons
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will show students PowerPoint slides of everyday objects (ex. sun, television, 18 wheeler trailer, and an ice cream cone). (Appendix A) She will then ask the students what they observe about each object. Anticipated Response: All the objects are made using different shapes.
ACTIVITY:
Teaching Model: The teacher will explain that the objects from the PowerPoint are made using basic shapes. The teacher will tell students that the basic shapes are the following: square, rectangle, circle, and triangle. The teacher will then refer back to the PowerPoint used in the set induction and ask students to identify the basic shape that make up each object. For example, the teacher will show students the sun and ask them what basic shape represents the sun (a circle).
The teacher will show students another PowerPoint that explains the attributes of each basic shape (Appendix B). During the presentation, the teacher will explain the following terms line, curved, straight, length, and corner.
Guided Practice: Students will be given the book Let’s Make Shapes. (Appendix C) The teacher will introduce the book by asking students: What do you notice about the title and illustration on the cover? The teacher will take students through a picture walk of the book and then ask them to predict what they think the book is about.
The teacher will instruct students that they will read the book chorally. As students read about each shape, the teacher will take the time to discuss each shape that was just read. The teacher will discuss the following as students read the book:
Characteristics of a line
Names of some geometric shapes
What we might do with a circle
What happens when we cut a circle in half
Discuss triangles
Discuss the description of a square
Discuss the description of a rectangle
Discuss what children can do with the shapes
As students chorally read, the teacher will monitor by spot-checking in order to ensure that all students are reading the text. Students will then name objects in the classroom that are shaped like the geometric shapes discussed in the book.
Independent Practice: Students will create a picture using the basic geometric shapes. The teacher will give each student a sheet of cardstock. Students will be instructed that they will create a picture using the shapes that they have learned about (circle, square, rectangle, and triangle). Students will be instructed that can use everyday objects to create their picture or use their imagination to create their picture. Students will also be encouraged to create new shapes in their picture. The teacher will stress that all shapes must be used in their picture. The teacher will also inform students that their pictures are to be neat and colorful. Students will be given about 10-15 minutes to complete this activity. The teacher will monitor by spot-checking. Early finishers will complete a worksheet (Appendix D).
Closure: The teacher will ask students to volunteer to show their work. Students will show their picture and the class will name basic shapes that are in the picture. Also, when students name the shapes, they will state whether the shapes are drawn correctly with all its attributes that were discussed earlier in the lesson.
EVALUATION/ASSESSMENT:
The teacher will assess students through observation and spot-checking during guided and independent practice. The teacher will also collect and check the activity completed during the independent practice.
ART CONTENT/CONCEPTS:
Visual Art Benchmarks:
Benchmark 3: Use art vocabulary and the elements and principles of design to convey the language of art (create and discuss own artwork) (1, 2, 3)
Benchmark 4: Express and explain opinions about visual works of others using basic art
vocabulary (1, 4)
Benchmark 5: Draw on imagination, individual experience, and group activities to generate ideas for visual expression (1, 4, 5)
Reading:
Standard 1
2. Demonstrate understanding of phonics by doing the following:
reading regularly spelled words with as many as four syllables
using phonetic decoding strategies accurately and rapidly in unfamiliar words and text
Standard 7
17. Demonstrate understanding of information in texts using a variety of strategies, including:
predicting what will happen next in a story or a text
making simple inferences about information in texts
self-monitoring consistently for comprehension using multiple strategies and self-correcting as appropriate (ELA-7-E1)
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
GLE 24. Identify and draw horizontal and vertical line segments (G-5-E)
GLE 26. Compare, contrast, name, and describe attributes (e.g., corner, side, straight, curved, number of sides) of shapes using concrete models [circle, rectangle (including square), rhombus, triangle] (G-1-E) (G-2-E) (G-4-E)
GLE 38: Adjust speaking tone and volume to suit purpose, audience, and setting (ELA- 4-E1)
GLE 39: Give/relate multi-step directions to classmates (ELA-4-E2)
GLE 41. Adjust language during a presentation in order to inform or explain to a specific audience (ELA-4-E4)
GLE 42: Deliver informal presentations that demonstrate an understanding of a topic (ELA-4-E4)
MODIFICATIONS | ACCOMODATIONS:
The teacher will give repeated directions.
The teacher will allow extra time for completing assignments.
The teacher will provide one-on-one assistance if necessary.
The teacher will provide calculators and number lines.
The teacher will provide precut shapes for students who have difficulty with fine motor skills.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
I implemented a geometry lesson on basic shapes. Students were required to identify and draw the basic shapes. I also used a book called Let’s Make Shapes to help me teach students the objectives. Overall, the lesson went well. Students enjoyed reading the book chorally. After a discussion about the book, students were required to draw a picture of real life objects that resembled the shapes that were discussed. After time was called, students were allowed to share and discuss their pictures with the class.
REFERENCES:
Louisiana Math Standards and GLE’s
Harcourt Math. Teacher Ed., Vol. 3. 2005
GALLERY
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