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Addison Schmidt

Content objective(s):
SWBAT… identify objects that are the 3-D shapes: cone, cylinder, sphere, and cube.
-Grade: Kindergarten
-Standard(s): K.G.A.3: Identify shapes as two-dimensional (lying in a plane,
“flat”) or three-dimensional (“solid”).
K.G.A.2: Correctly name shapes regardless of their orientations or overall size.
Language needed to accomplish the content objective:
Key vocabulary:
1. cone 6. Curved
2. cylinder 7.rounded
3. sphere 8. solid
4. cube 9. Point
5. Flat 10. Surface
1. Language functions and strategies (e.g, define, describe, compare, explain, summarize,
discuss, predict, notetake, pronounce):
When students are identifying shapes within a series of objects they will also be needing
to name the shape and describe how they knew it was that particular shape using
vocabulary words flat, curved, rounded, solid, point, and surface. For example, a student
identifies the object of a soup can as a cylinder the student would then explain that this is
cylinder because the soup can has 2 flat surfaces, is curved, and is a solid figure.

2. Grammar or language structures (e.g, verb tenses, sentence structure, punctuation,


question formation):
The lesson will be centered around oral language and adjectives. Students will be asked to orally
name and describe three-dimensional shapes everyday objects that are in the form of 3-D shapes.
I will also be looking for how students correctly use vocabulary words when orally identifying
objects and describing them.

Which of the language needed is: 1) most important, and; 2) something students don’t
already know? Circle it above.
The most important aspect of this lesson is for students to be able to correctly identify what
3-D shapes an object is; Soup can is a cylinder, a soccer ball is a sphere, ice-cream cone is a
cone, and a cardboard box is a cube. Students will have already learning about the
different 3-D shapes in the previous lesson but something new that students will be working
on in this particular lesson is using the vocabulary words flat, curved, rounded, solid, point
and surface to explain why they identified an object as a particular 3-D shape.

Language objective(s):
SWBAT…orally name the 3-D shape of an object
SWBAT… orally describe the properties that make up the 3-D shapes, cone, cylinder, sphere, and
cube (flat, curved, rounded, solid, Point, and surface)
TASKS
Part 1: When students are identifying shapes within a series of objects they will also be needing
to name the shape. I will be showing students, as a whole group, multiple real-life objects that
are in the shapes of cone, cylinder, cube, and sphere. After I have sorted some shapes both
individually and with help from the class. I will have students sort objects on the chart. Students
will then be given a cut-and-paste worksheet that they will sort everyday objects to correct 3-D
shapes (cone, sphere, cylinder, and cube).
Part 2: Identify vocabulary and one additional language demand related to the language function
and learning task.
Key Vocabulary

 Cone=students will need to know that a cone is a solid or hollow object which tapers from a
circular or roughly circular base to a point
 Cylinder= students will need to know that a cylinder is a solid geometric figure with straight
parallel sides and a circular or oval cross-section
 Sphere= students will need to know that a sphere is a round solid figure, or its surface, with
every point on its surface equidistant from its center
 Cube= students will need to know that a cube is symmetrical three-dimensional shape, either
solid or hollow, contained by six equal squares
 Flat= students will need to know that flat means smooth and even; without marked lumps or
indentations.
 Curved= students will need to know that curved means having the form of a curve; bent.
 Rounded= students will need to know that rounded means having a smooth, curved surface.
 Solid= students will need to know that solid means firm and stable in shape; not liquid or
fluid
 Point= students will need to know that a point is the tapered, sharp end of an object.
 Surface= students will need to know that a surface is an outside part or uppermost layer of
something
One additional language demand: Students will be describing how they knew an object was
that particular shape using vocabulary words flat, curved, rounded, solid, point, and surface. For
example, a student identifies the object of a soup can as a cylinder the student would then explain
that this is cylinder because the soup can has 2 flat surfaces, is curved, and is a solid figure.
Language Objective(s):
SWBAT…orally name the 3-D shape of an object
SWBAT… orally describe the properties that make up the 3-D shapes, cone, cylinder, sphere, and
cube (flat, curved, rounded, solid, Point, and surface)
Part 3: I will start the lesson by reminding students of how we briefly went over the 3-D shapes
the day before. Reminding them that we talked about the cone, cube, cylinder, and sphere shapes
and their description. “A cube has 6 flat surfaces and 8 corners, a cone has one flat surface and
one point, a cylinder has 2 flat surfaces and is curved/rounded, and the sphere has no corners or
flat surfaces and is curved/rounded." Students will take part in an interactive video that allows
students to learn about the shapes while being asked to identify and describe these shapes. After
the video is finished, we will be moving on to our 3-D sorting group activity. I will be showing
students, as a whole group, multiple real-life objects that are in the shapes of cone, cylinder,
cube, and sphere. After I have sorted some shape both individually and with help from the class.
I will have students sort objects on the chart. After we have finished, students will be asked if
they can find anything within the classroom that is in the shapes of a cone, sphere, cube, or
cylinder. After that, we will move onto our two worksheets.

To help students meet your content and/or language objective(s) from previous work,
1. What engagement facilitator(s) (Authenticity, Interest, Social interaction, Challenge/skills
balance, Autonomy/ structure balance, Support and Feedback) are you drawing on?

The tasks that I will be implementing into the lesson is a sorting group activity and an
individual shorting worksheet. The engagement facilitator that I will be focusing within
this lesson is Authenticity. Within in the lesson I will be relating the 3-D shapes to
objects that students will see in their everyday life or objects that they are familiar with.
Objects will include Ice-cream cone, basketball, present, or soda can.

2. What task processes (Grouping, Mode, Structure, Time and pacing, Scaffolding,
Teacher/student roles, and Procedural tools) are you drawing on?

I will be showing students, as a whole group, multiple real-life objects that are in the
shapes of cone, cylinder, cube, and sphere. After I have sorted some shapes both
individually and with help from the students, I will call students come up to sort objects
on the chart and orally explain why they believe that an object is a particular 3-D shape.
This groups activity will take about 15 minutes. The material that I will need include
sorting chart and cut out pictures of objects. After we have finished, students will be
asked if they can find anything within the classroom that is in the shapes of a cone,
sphere, cube, or cylinder. After that, we will move onto our cut-and-paste worksheets to
sort objects to the correct 3-D shapes. Students will be grouped individually for the
worksheet and the task should take about 15 minutes. The materials that I need include
scissors, glue, and cut-and-paste worksheets.

3. What task processes (Audience and Mode) are you drawing on?
The task processes that I will be drawing on during the sorting chart task is orally name
and describe 3-d shapes and their properties within a whole group. The task processes
that I will be drawing on during the cut-and-paste worksheets will be individually
shorting object to particular 3-D shapes.

4. What aspect(s) of culture (General, Family, The Life Cycle, Roles, Interpersonal
Relationships, Communication, Decorum and Discipline, Religion, Health and Hygiene,
Food, Dress and Personal Appearance, History and Traditions, Holidays and Celebrations,
Education, Work and Play, Time and Space, Natural Phenomena, Pets and Other Animals, Art
and Music, Expectations and Aspirations) are you drawing on?

The aspects of culture that I will be drawing on include objects student will be accustom to in
their everyday lives. In supporting my ELL student from Brazil I will be incorporating objects
from her culture like Guaraná soda (cylinder), a fútbol (sphere), and Yachthouse residence club
building (the tallest building in Brazil).
5. What pedagogical connections are you making?
The pedagogical connections that I will be making in the lesson includes Piaget’s theory
of Schemas and Bronfenbrenner’ theory of Bioecological. Both of these theories allow
for the lesson to build off of and make connections to students’ background and culture.
Throughout this lesson I will be connecting 3-D objects to objects that students will see
in their everyday life or objects that they are familiar with within their culture.

6. Do your students design any aspect(s) of your task?


Before transitioning from group task to individual task, I will have student play I Spy.
One student will find a 3-D object within the room and describe that object to the class,
students will then try and find the object within the classroom.
Summary (describe your task)
The tasks that I will be implementing into the lesson is a sorting group activity and an
individual shorting worksheet. The engagement facilitator that I will be focusing on this lesson is
Authenticity. Within the lesson, I will be relating 3-D shapes to objects that students will have
seen in their everyday life or objects that they are familiar with. Objects will include Ice-cream
cone, basketball, gift box, or soda can. I will be showing students, as a whole group, multiple
real-life objects that are in the shapes of cone, cylinder, cube, and sphere. After I have sorted
some shapes both individually and with help from the students, I will call students to come up to
sort objects on the chart and orally explain why they believe that an object is a particular 3-D
shape. This group activity will take about 15 minutes. The material that I will need include
sorting chart and cut out pictures of objects. After that, we will move onto our cut-and-paste
worksheets to sort objects to the correct 3-D shapes. Students will be grouped individually for
the worksheet and the task should take about 15 minutes. The materials that I need include
scissors, glue, and cut-and-paste worksheets. The task processes that I will be drawing on during
the sorting chart task are orally naming and describe 3-D shapes and their properties within a
whole group. The task processes that I will be drawing on during the cut-and-paste worksheets
will be individually shorting objects to particular 3-D shapes. The aspects of culture that I will be
drawing on include objects students will be accustom to in their everyday lives. In supporting my
ELL student from Brazil I will be incorporating objects from her culture, like Guaraná soda
(cylinder), a fútbol (sphere), and Yachthouse residence club building (the tallest building in
Brazil). The pedagogical connections that I will be making in the lesson include Piaget’s theory
of Schemas and Bronfenbrenner’s theory of Bioecological. Both of these theories allow for the
lesson to build off of and make connections to students’ background and culture. Throughout this
lesson, I will be connecting 3-D objects to objects that students will see in their everyday life or
objects that they are familiar with within their culture. Before transitioning from group task to
individual task, I will have student play I Spy. One student will find a 3-D object within the room
and describe that object to the class, students will then try and find the object within the
classroom.

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