Bridgette Buhlman

Module 3
Final Assignment
TESL 752
Sheltered Lesson Plan Template
Topic: Math: Shapes &
Positional Words

Class: Kindergarten

Date: 7/3/16

Preparation
Standard: K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative
positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
Content Objectives:
Language Objectives:
SWBAT identify basic shapes and use position terms Listening: 3.8
to describe their location.
Speaking: 3.7
Reading: 6.0
Learner Outcomes:
Writing: 5.0
Students will be able to identify the following shapes:
square, circle, and triangle. Students will know the
SWBAT use the language above and below to orally
meanings of positional terms above and below
explain the location of a/an identified shape(s) with a
and use reasoning skills to describe objects in the
partner and apply correct conventions when writing
environment using names of shapes and position
sentences in their personal journal.
words. Students will orally describe the position of an
object using appropriate positional vocabulary.
*Sentence frames will be provided as needed.
Ultimately, students will use this knowledge to name
shapes in the environment and describe its relative
position. Students will also apply correct conventions
and academic vocabulary in written sentences in their
journal.
Learning Strategies
Vocabulary pictures/definitions
You Tube video/song
Apply/identify words in listening, speaking,
reading and writing
Partner Work
I do, we do, you do
Modeling
Hands-on manipulation shapes
Apply to objects in the environment
Review game in math center

Materials (supplemental and adapted)

Marker, chart paper, white board, YouTube
access & video, picture cards, shapes, pencil,
journal, sentence frames written on board or
sentence strips, closure/review picture
cards/game (use in closure of lesson and then put
into the math center)

Key Vocabulary (student-friendly definitions)

***See below for vocabulary picture cards. These will serve as definitions.
Above, below, circle, square, triangle

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz

Time: 45 mins1 hour

Motivation (explicitly describe) INPUT

Building Background Knowledge: We have learned the shapes included in this lesson.
Now lets learn how to describe their location so that when we see the shapes/objects in
our environment and we can describe their location to others!

Links to Experience: This lesson focused on words that appear in other content areas, in
our world, and are frequently used in oral language and across subjects. Vocabulary
will be presented with student friendly definitions. Students will also be presented with
examples and non-examples relevant to student experiences. Students will also apply
vocabulary across multiple language domains and receive support from teacher and
peers as needed.

Links to Learning: This lesson will focus on three previously learned two-dimensional
shapes and two new positional words.

TW close by encouraging students to identify shapes in the environment and then apply
position vocabulary to identify their location. TW encourage students to orally share
what they have found with a teacher or peer and apply the learned vocabulary to their
oral language and in their writing.

Key Vocabulary: Learning new vocabulary above and below and using it in written
and oral language.
Presentation (explicitly describe) MODELING/I Do

TW show pictures of shapes previously learned and review/discuss that shapes give us
a standard language to describe, identify, and classify objects in our environment. The
shape of an object is independent of other attributes, such as size or orientation.
TW then explain that we also have specific positional vocabulary that allows for
effective communication about the location of objects.
TW then introduce the position words one at a time. TW say the word and SW repeat
the word. TW provide a picture of an example and a non-example and facilitate a brief
discussion.
TW show a YouTube video teaching the position words through song and manipulation
of shapes and objects.
TW demonstrate with actual shapes. TW use a sentence frame such as: The circle is
________ the square.
Practice (explicitly describe) GUIDED PRACTICE /We Do

* Thinking with the end in mind, what content and language do you need to model?

* Thinking with the end in mind, what content and language do students need to practice here to receive feedback from
the teacher before they work independently? Am I gradually releasing students toward what they are expected to do
independently?

SW then be given shapes of their own and will practice placing shapes and describing a
given position using appropriate vocabulary. TW model and guide activity as needed.
Next, SW draw a picture in their personal math journal as the teacher dictates the
following.
1. Draw a circle above a triangle. Write above in the circle.
2. Draw a square below a triangle. Write below in the square.
TW reveal the correct drawings so students can check their work.
SW work side by side with a partner and are encouraged to help one another if needed.

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz

SW then use one of the following sentence frames to share with their partner.
1. The circle is above the triangle.
2. The square is below the triangle.
SW then high five each other above their heads as they say the word.
Application INDEPENDENT PRACTICE/ASSESSMENT/You do
* Does this opportunity give students the opportunity to demonstrate language and content mastery?

SW then return to their individual seats and independently write a sentence using
above or below to describe the position of a shape of their choice. SW illustrate a
picture to match. SW apply correct grade level conventions to the sentence
(punctuation, capitalization etc.).
SW then orally present their journal illustration and sentence.
Feedback will be given appropriately from teacher and peers.
Last, SW put away their math journal in the basket below the table. As they place
their journal in the basket they will say the word.
TW model the aforementioned prior to the students completing the task.
Review (explicitly describe)
Key Vocabulary: TW show picture cards (from math vocabulary game below) and students
will identify location by using the vocabulary above or below.
TW put position and shape vocabulary game in the math center. SW play the
vocabulary game in small groups during the math center.

TW close by encouraging students to identify shapes in the environment and then apply
position vocabulary to identify their location. TW encourage students to orally share
what they have found with a teacher or peer and apply the learned vocabulary to their
oral language and in their writing.
Key Concepts:
Students will be able to identify the following shapes: square, circle, and triangle.
Students will know the meanings of positional terms above and below and use
reasoning skills to describe objects in the environment using names of shapes and
position words. Students will orally describe the position of an object using appropriate
positional vocabulary. Ultimately, students will use this knowledge to name shapes
in the environment and describe its relative position. Students will also apply
correct conventions and academic vocabulary in written sentences in their journal.

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz

Lesson Reflection:
As I designed this lesson I kept in mind that the delivery should clearly and effectively support both the
content and language objectives. Students should remain engaged throughout the lesson and the pacing of the
lesson should be appropriate for the students ability level (Echevarria, J. & Vogt, M., 2008). I believe that my
math lesson, will allow me to deliver instruction effectively while meeting the aforementioned indicators. In
addition, I was able to outline the content objective, which supports the language objective, and vice versa, as
well as the specific academic vocabulary necessary for meeting the lesson objectives.
Throughout the lesson I incorporated strategies to review and introduce vocabulary. We will use hand
motions, pictures, and objects to make meaning of the words. We will repeat the vocabulary words multiple
times and perform corresponding actions and/or pointed to the corresponding picture card. I will give multiple
examples and non-examples of the vocabulary words as needed. Additionally, the closing vocabulary picture
card game will also be put into the math center for continual practice with partners/small groups. One of the
ways that I chose to activate students prior knowledge is through connecting the new information to previously
learned content. We will have already learned about shapes in our environment so students will be excited to
learn positional words so they can use them to describe where the shapes are located in the environment.
It is impossible for English Learners to become proficient speakers of the English language if they are
not given frequent opportunities to use it. Therefore, offering my students ample opportunity to engage in
conversation with peers, and practice vocabulary and concepts, is a priority. Therefore, I include multiple
grouping configurations such as whole group, small group, partner work, and individual practice. I also
designed the lesson so that students practiced the vocabulary and concept through listening, speaking, reading
and writing. After the teacher models with actual shapes, students receive shapes of their own to manipulate,
orally share a positional vocabulary sentence with a partner, and listen to their partners sentence. Next, students
write a sentence using the positional vocabulary to describe an self-illustrated picture of their choice using
correct writing conventions. Finally, students orally present their sentence and picture to the class.
Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz