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edTPA-Style Literacy Learning Experience


Name: Julia Taboni Date: 29 March 2017
Lesson Title: Shapes Subject: Mathematics
Age or Grade Level: Toddlers- 2 and 3 year olds Number of Students: 3 Length of Lesson: 30 minutes

Central Focus Identifying Shapes


Key Vocabulary
Developmentally appropriate Circle Red Primary
sounds, words, phrases, Square Yellow Stamp
sentences, and paragraphs that
you want children to use or create
Triangle Blue Create
to engage in learning experience.
Common Core State Domain 1:
Standards or New York C. Sensorimotor Skills
State Standards o 4. Exhibits eye-hand coordination (e.g., builds with blocks,
Include # and text; only include
relevant part(s) of standard completes simple puzzles, or strings large beads)
Domain 2:
Link to NYS Learning E. Interaction with Peers: Negotiation
standards. o 4. Indicates preferences and intentions by answering yes/no
questions (e.g., Are you done with that? Are you still using
it? Can Javier use it now?)
Domain 3:
C. Persistence and Attentiveness
o Listens and participates in story time (e.g., turning pages of
book)
Domain 4:
I. Properties of Ordering: Children Identify and Label Shapes
o Identifies two geometric shapes (e.g., circle, square)
Domain 5:
D. Grammar and Syntax
o Describes a self-made drawing.
G. Listening Skills
o Listens to short simple stories while walking, standing or
sitting.
The students will be able to identify the shapes used in the artwork
that was created.
The students will be able to explain their picture (verbally).
The students will be able to use fine motor skills to stamp the blocks
onto the paper in a meaningful way.
Instructional Resources Mouse Shapes by Ellen Stoll Walsh
and Materials Used Foam blocks
What do you need in order to
teach this lesson? Be sure to Paint-red, yellow, blue
provide citations to research-
based materials, assessments,
Paint trays- paper plates
and graphic organizers. All Smocks
materials used to teach should be
Paper towels
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attached to this lesson plan in an Paper
Appendix. Each document should
be labeled Instructional Material Drying rack
1, 2, 3, etc. or Assessment 1, 2, Space to paint (table)
3, etc. No more than 5
attachments. Space to read the book (the rug)
Cleaning supplies
Sink
Laundry basket for the smocks
Assessments: Formal and Shape Identification- check list
Informal Shape Creations- work sample (photograph)
Describe what assessments are
used to monitor student learning, Able to follow directions- anecdotal notes
including type(s) of assessment
and what is being assessed
Differentiation What will Assessment differentiation No differentiation needed, all children are able to
be done to ensure that all participate.
students can be involved
and assessed during this Instructional differentiation No differentiation needed, all children are able to
lesson participate.

Instructional Strategies and Learning Activities


Anticipatory set How Read the book, Mouse Shapes by Ellen Stoll Walsh to the children on
will you get the children the rug.
engaged and interested in After the book, discuss the different shapes the mouse used and tell the
the lesson, how will you children that we are going to create our own artwork with different shapes.
motivate them to
participate?
5 Minutes
Description of What Teacher and Students Do:
Step by step Instruction Shape Painting Activity:
20 Minutes 1. After setting up materials (foam blocks, paint-red, yellow, blue, paint trays
(paper plates), smocks, paper towels, paper,), children will come over to
How will you determine if the table to investigate.
students are meeting the 2. Each child will put on a smock as they get ready to participate in the
intended learning activity.
objectives? 3. Give each child a piece of large paper and write their name on the back.
4. Lay out a variety of foam blocks (square, circle, triangle, rectangle) on the
What will you do to table.
engage students in 5. Put three paint trays (paper plates) out on the table, each having a different
developing primary color (red, yellow, blue) in it.
understanding of the 6. Ask the children to pick any of the foam shapes located in the center of the
lesson objective(s)? table, if they want to use more than one allow them to do so.
7. The children will start dipping the foam blocks into the paint tray and
How will you link the new stamping the foam blocks onto the paper. Through experimentation the
content (skills and children will begin creating shapes.
concepts) to students 8. Ask the children to tell you about the stamping of the foam blocks, noticing
prior academic learning that after the foam blocks are stamped onto the paper different shapes are
and their created.
personal/cultural and 9. If the children are reluctant to engage, discuss favorite objects and help the
community assets? children to create that object by stamping the foam blocks on the paper.
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10. The children may have as much time as needed to paint and are allowed to
What will you say and have extra paper and more paint for the stamping as needed.
do? What questions will 11. When the children are done experimenting with the foam blocks, they will
you ask? leave their artwork on the table and the teacher will place the artwork on
the drying rack.
How will you engage 12. The children will then go to the sink to wash their hands and then remove
students to help them the smock.
understand the 13. Once all the children complete the artwork, the teacher will then put away
concepts? all materials and clean the table.

What will students do?

How will you determine if


students are meeting the
intended learning
objectives?
Closure How will you end The children will leave the table and go wash their hands. After, the children will
the lesson or know that it is choose another center or interest area to go to while the other children are
complete? Will the finishing up the activity.
students be directed
elsewhere after the lesson?
_______5__ Minutes

Reflection What went well, what should be changed, what did the assessment data show?
Overall, I feel my lesson went very well, especially for it being the first time doing a lesson with
this age level. For the first part of the lesson the children and I sat at the rug and read the story called
Mouse Shapes. For the most part, the children sat still and enjoyed listening to the book but by the
time the end of the book approached, the children did not want to sit still anymore so it was a good
idea we went right on to the painting. At this age level, after reading a story I saw that there were no
intentions on having a discussion because the children just wanted to be moving and active rather
than sitting listening to a story. If I were to read a story for my next lesson, I would make the story
more active. But the children did have an understating what the story was about because as we were
reading and doing the activity afterwards, the children were making connections with their artwork
and the concept of the story. The activity with the stamping of the foam blocks went extremely well,
but not exactly how I planned it to go. My goal of the activity was to have the children create different
objects out of the shapes by stamping the shapes onto the paper, but it turned out that the children
use this as more of an experimentation process with the blocks and the paint. In the beginning the
children were stamping the shapes like planned, but then realized that after the block was stamped
on the paper, the block had the ability to be swirled around. So the children ended up just dipping the
blocks into the paint and then swirling the paint around. Even though the end product was not what I
had hoped for, the students still were being assessed on their knowledge of the shapes. When
grabbing the new block, the children asked for the circle or the square and the triangle block,
which allowed me to visually see that the children had an understanding on what shape was which.
Within the activity it was clear to me that the students were learning through the experimenting of the
paint and the blocks. The assessment data showed that the children were able to recognize each of
the shapes (square, circle, triangle) as well as were able to explain their picture, and the ability of the
childrens use of fine motor skills. The assessments are attached below of each of the children as well
as the work samples.

Attach assessment materials and other related materials.

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Activity Set Up Child #1 Work Sample Child #2 Work Sample Child #3 Work Sample

Assessment Checklist:

Name Shape Verbally Explain Use of Fine Ability to Follow


Identification Picture Motor Skills Directions

Circle = Yes
Child #1
Square = Yes

Triangle = Yes the cat and the


mouse
Circle = Yes
Child #2
Square = Yes

Triangle = Yes the mouse and


the clouds
Circle = Yes
Child #3
Square = Yes

Triangle = Yes the Swiss


cheese and the
mouse