Design for Learning

Instructor: Caroline Ingle Lesson Title: Circles Curriculum Area: Math Grade Level/Cooperating Teacher: Pre-K/Mrs. Suzy Date: Tuesday, October 22 Estimated Time: 20 minutes

Standards Connection: Recognize, describe, compare, and name common shapes, their parts, and attributes. M.P.2.1 IEP Goals: Student J will respond to questions. LL.P.4.2. She will increase the length and grammatical complexity of sentences. LL.P.4.4 Student W will show awareness of self as evidenced by wanting to complete tasks independently. SE.P.1.2.2 He will respond to questions. LL.P.4.2. Learning Objective: When given a worksheet, the student will correctly identify a circle. Kid Friendly Learning Objective: Today, we are going to be learning all about circles! Evaluation of Learning Objective: The students will each be given a worksheet with 3 different shaped pumpkins. The teacher will go around the class and verbally ask each student which pumpkin is a circle and to take a crayon and circle it. The student must choose the circle pumpkin to meet the learning objective. This process will be differentiated for students W and J. Engagement: Good morning boys and girls! Today, we are going to be learning all about circles! Before we begin, I want to remind you of my very important rule! I want you each to try your very best! Student W, are you going to do your very best for me? Great, that makes Miss. Caroline very happy! If everyone can follow this rule, Miss Caroline has some stickers for when we are done! Now, I hear your class is going to the pumpkin patch tomorrow. What do we find at pumpkin patches? You are right; we find pumpkins! Well, Miss. Caroline visited a pumpkin patch a little early and brought a pumpkin to class today. I am going to let each person pass the pumpkin around. The teacher will let each student hold the pumpkin. The teacher will ask questions like, do you like the pumpkin? What color is the pumpkin? Have you seen a pumpkin before? Learning Design: Teaching: The teacher will set the pumpkin back on the table. All right, we have a pumpkin here. Now, I brought a few more things to show you! Student J, what is this? You are right; it is a bracelet! Can you say, This is a bracelet, for me? Great job! The teacher

will pull out the bracelet and set it on the table beside the pumpkin. Student N what is this? You are right; it is a coin! The teacher will place the coin with the other items. Student W what is this? You are right; it is a baseball! The teacher will place the baseball with the other items. Student V what is this? You are right; it is a cookie! The teacher will place the cookie with the other items. Wow, we have a lot of items here! We have a pumpkin, a baseball, a bracelet, a coin, and a cookie. The teacher will place a picture of each item in front of the actual items. Can anyone tell me something that is the same about each of these items? What about the shape? You are right! Each of these items are circles. Do you see how the pumpkin is a circle? Do you see how the baseball is a circle? The teacher will go through each item. Now, I have two more items. The teacher will pull out a recipe box and a box of pasta. Are these two items circles? Why not? They dont curve do they? Circles are round, just like all of our items we have on the table! Opportunity for Practice: Great thinking students! Here we have some toilet paper rolls that we are going to use as telescopes! Does anyone know what a telescope is? We use them to see things better! First, we are going to color circles, just like this, on our telescopes. The teacher will model. When you are finished I want you to look through your telescope around the room to see if you can find anything in the room that is a circle. The teacher will let each student pick a crayon and begin coloring. As the students are looking through their telescopes, the teacher will ask them to share what circles they are finding. Wow, good findings students! Assessment: Now, I am going to let everyone take their crayon they were using and I want you to practice drawing some circles! You can practice coloring some of the objects we have on the table that are circles too! As you are coloring, I am going to walk around to work with everyone! The teacher will get up and walk around to each student. The teacher will flip the coloring sheet over and ask that student which pumpkin is the circle. Then, the teacher will ask the student to circle that pumpkin. There will be a differentiated worksheet for student W and the teacher will circle the pumpkin hand over hand with him. The teacher will flip the sheet back over and let the students continue coloring. Closure: Good job students! Now that everyone is finished, we are going to get up very quietly with our bubbles in our mouths and make a circle right beside the table. Lets hold hands and make the best circle we can. Can everyone see the circle we made? Good job! I want us to sit down. I am so proud of all of your hard work today! I am going to give each person a sticker that followed my directions. As you get your sticker, you may go join Mrs. Suzy on the carpet. Materials and Resources: Pumpkin Circle objects Non-circle objects Toilet paper telescopes

Assessment worksheet Circle Plate Crayons Stickers Differentiation Strategies: Student W needs several visual prompts when working. He should have plenty of encouragement and positive reinforcement when following directions. Student W will be given a differentiated assessment worksheet that has two different shaped pumpkins. He will be asked to verbally choose which pumpkin is the circle and then the teacher will circle, hand over hand, that chosen pumpkin. Student J has speech and language difficulties, so instead of asking her to tell me which pumpkin is the circle in the assessment, the teacher will ask her to point to it. Then, the teacher will ask if she can say, This pumpkin is a circle. Also, when calling on students, the teacher will call on her first so that she does not experience anxiety when asking simple questions. When asked harder questions that require thought, she will be called last so that she has time to think about what she will say. Data Analysis: 4 out of 4 students met the learning objective to correctly identify the circle. 3 students chose the circle out of 3 different shapes and 1 student chose the circle out of 2 shapes. Reflection: My lesson was supposed to be taught to 4 specific students, however, the circumstances are always changing and I ended up with different students! Nonetheless, I tried to adapt the best I could and still be able to differentiate for these students. I was a little nervous about teaching at the back table because Mrs. Suzy was teaching a whole group lesson in the front of the classroom to the rest of the class. This ended up not being an issue at all, and the volume did not seem to distract from either lesson. Overall, I was happy how my lesson went. I was excited to see the students grasp the concept! Other then a crayon up a students nose, there were really no major behavioral issues with the students. I was proud of their hard work! I was also proud of student W for coloring and participating. If I were to teach this lesson again, I would have the students up and out of their seats more. I was apprehensive about them getting up, but it went really smoothly and I liked the change of environment. I would also have added a time where each student could stand up and say what they found around the room that was a circle through their telescopes. I think I rushed through this portion of the lesson to avoid behavioral issues. Dr. Finn gave me some very useful feedback as well. I was excited to see that my practice of positive feedback was working and becoming more natural. I was also excited to see that I was able to handle the crayon up the nose incident properly. This is something you do not expect to happen and almost impossible to prepare for! However, I have learned that I must be ready for anything at any moment, especially in preschool!