Big Book Lesson

Bridget Delaney

Lesson Title:___________​Shapes​_____________ Grade:__​Pre-K/K​__

Learning Target​:
The students will be able to identify shapes and count their number of sides and corners.
The student will be able to identify the colors of presented shapes.
The students will be able to classify the shape of various everyday objects and match colored
images of them to their identical colorless images.
The students will be able to draw images of shapes taught in lesson.

Grade Level Guide: Content Standards

State: Ohio
Grade: Pre-Kindergarten/Kindergarten
Subject area: Mathematics
Content Curriculum Focal
Points (ie: NCTM, IRA,…)
NCTM: Geometry:
Identifying shapes and
describing spatial
relationships:​ ​Children
develop spatial reasoning by
working from two
perspectives on space as they
examine the shapes of
objects and inspect their
relative positions. They find
shapes in their environments
and describe them in their
own words. They build
pictures and designs by
combining two- and three-
dimensional shapes, and they
solve such problems as
deciding which piece will fit
into a space in a puzzle.
They discuss the relative
Common Core State
Standards
CCSS.MATH.CONTENT.
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​.
CCSS.MATH.CONTENT.
K.G.A.2: Correctly name
shapes regardless of their
orientations or overall size.
CCSS.MATH.CONTENT.
K.G.B.4: Analyze and
compare two- and
three-dimensional shapes, in
different sizes and
Interdisciplinary Connections
NCTM: Data Analysis:
Children learn the
foundations of data analysis
by using objects’ attributes
that they have identified in
relation to geometry and
measurement (e.g., size,
quantity, orientation, number
of sides or vertices, color) for
various purposes, such as
describing, sorting, or
comparing. For example,
children sort geometric
figures by shape, compare
objects by weight (“heavier,”
“lighter”), or describe sets of
objects by the number of
objects in each set.
positions of objects with orientations, using informal
vocabulary such as “above,” language to describe their
“below,” and “next to.” similarities, differences,
parts (e.g., number of sides
and vertices/"corners") and
other attributes (e.g., having
sides of equal length).

CCSS.MATH.CONTENT.
K.G.B.5: Model shapes in
the world by building
shapes from components
(e.g., sticks and clay balls)
and drawing shapes.

Academic Language​:
Circle, triangle, square, rectangle, oval, diamond, octagon, elongated. When introducing a key
word, the teacher will pause and ask students if they are familiar with the word. Regardless of
how many students are familiar, the teacher will define and describe the meaning of the word by
using simpler, tier 1 words that preschoolers are more likely to have the ability to grasp.

Students’ Needs:
Before the teacher opens the Big Book, she will show her students the cover of the book and ask
them if they can name any of the shapes displayed on it. This is to formulate a better
understanding of how many students are familiar with the featured shapes and which shapes are
most familiar to them. Students should have a basic understanding of what shapes are, but are not
required to know their names or features. In many cases, it is likely students will have a
familiarity with the appearance of the very basic shapes such as circle, triangle, and square.
However, the teacher will use this little background knowledge by introducing the more basic
and simple shapes in the beginning of the book, and then gradually introducing more complex or
less known shapes so as to build on prior knowledge.

Universal Design for Learning​ (UDL):

ELL students​: For English Language Learners, the teacher will provide the students with the
Spanish (or other relevant language) version of the names of shapes. Additionally, when
identifying the colors of shapes, the teacher will also provide students with the foreign language
name for the color.
Students with autism:​ Children with autism often have trouble regulating their sensory system,
which means sensory objects are often soothing and calming for them to hold. In order to
accommodate this, the teacher will provide the student with autism with a stress ball in the shape
of one of the shapes featured in the Big Book. She will do this during the reading of the book so
as to help the student stay calm and focused.
Gifted students​: For gifted students, the teacher will further challenge them by asking what some
additional objects are that are shaped like the shapes featured in the Big Book (e.g. “What are
some other square objects we can find around us?”). Additionally, the teacher may ask the gifted
student to share any other shape he or she is aware of that is not featured in the Big Book.

Materials​:
Shapes​ Big Book (foam board, poster board, binder rings, felt, text stickers, printed images,
velcro, envelopes, glue), paper, writing utensils, “shape hunt” checklist, stapler.

Language Function​:
Lesson Plan (step by step sequence of the lesson)

Before​:
● The teacher will begin the lesson by asking students to sit peacefully on the rug. To
grasp their attention, she will ask if they would like to learn about shapes. She will
then introduce the ​Shapes ​Big Book.
● Before the teacher opens the book, she will show her students the cover of the book
and ask them if they can name or describe any of the shapes displayed on it to
formulate a better understanding of student background knowledge.
● The teacher will ask the students what shapes can be seen in “real life”, either in the
room or in the world around them.

During​:
● The teacher will then open the Big Book and introduce the first shape,​ circle​. She
will ask the students if they know the name of the shape, and repeat its correct name.
She will ask the students what color the shape is, invite them to feel the material of
the shape, and read the basic facts about the shape to the students.
● Then the teacher will direct the students to the next page. She will explain to the
students that circles can be found everywhere and show the students the three,
colorless pictures as examples of this.
● The teacher will retrieve the three matching colored pictures of the embedded objects
from the envelope attached to the page and ask for three volunteers. The volunteers
 will be directed to be come up one by one and velcro in place their picture card to its
matching colorless image.
● Once this is finished, the teacher will go over each picture again, saying their names,
and ask the students to collectively tell her the shape of the images.
● Once the teacher turns to the next page, she will repeat the same procedure she used
for the previous page. However, this time, she will ask three new students to
volunteer to velcro the images.
● After repeating the same procedure for each new shape, the teacher will close the
book and ask the students to name and describe the seven shapes about which they
just learned. If there are any shapes students cannot remember or any students
struggling to remember what a certain shape looks like, the teacher may read the
book again, ensuring there are new volunteers for each page, particularly ensuring
that struggling students are able to volunteer to velcro images with which they are
confused.
● After this, the teacher will tell the students to stand up and ask if they would like to
play a “shape hunt” game around the classroom, looking for any shapes they can find
and checking them off in a “shape hunt” checklist provided by the teacher.
● The students will work together to find shapes throughout the room, reporting to their
teacher with their findings, until the majority of the room is examined.
● After this, the teacher will have the students sit in their desks. She will then draw a
shape featured in the Big Book on the board and call on a student to tell her the name
of the shape, how many sides it has, and how many corners it has. She will continue
to draw shapes on the board and call on students to identify them until each student
has had a chance to answer. If there is a student who does not answer correctly, the
teacher will provide them with the answer, ask them to identify a different shape, and
then call on them again later to identify the original shape they could not identify
correctly.

After​:
● Finally, the teacher will provide each student with a small, blank paper book and
each student will fill out his or her own book similar to the Big Book. Throughout the
pages each student will draw images of the shapes they learned about, and if they are
able, describe them or share a few facts about them, such as their number of sides.
● At the end of the lesson, the teacher will collect the picture book for review and
assessment.

Assessment​:
 Type of Description of Modifications​ to the
assessment assessment assessment so that all
(formal or What will students do students may
informal; to show what they demonstrate learning
formative or have learned?
summative)
informal, Students will answer The teacher will alter
formative both oral group questions based on
discussion questions student abilities. For
as well as oral example, for students
individualized who struggle to
questions about remember more than a
shapes, their names, few shapes at a time, the
their facts, and teacher will primarily
“real-life” examples. focus on asking them
questions related to the
very basic shapes
(circle, triangle, square).
For students who fully
understand most or all of
the shapes featured, the
teacher will ask them
what other shapes they
know of or additional
“real-life” objects that
are shaped like the ones
featured in the Big
Book.
informal, Students will identify If a teacher notices a
formative shapes within their student who is not
environment on their identifying any shapes
own through the around the room, she
“shape hunt” and the will find a more basic
teacher drawing each shape in the room and
shape on the board. privately ask the student
Evaluation Criteria​-
How good is good
enough to meet
standards?
(related to the learning
objectives) Include
scoring guide, rubric or
other criteria
By the end of this
lesson, students are
expected to be able to
orally identify
approximately 5/7
shapes presented. The
teacher will determine
this through observation
of students orally
answering questions and
participating in the
“shape hunt”.
By the end of this
lesson, the students are
each expected to be able
to draw 4/7 shapes
presented through the
lesson. The teacher will
determine this by
assisting with and
 if he or she can identify collecting the students’
its name. shape picture books.
If there is a student who
is failing to correctly
identify shapes drawn
on the board, the teacher
may choose to retrieve
the Big Book again and
open it to the page
containing the letter
with which the student is
struggling as an
additional review.
If there is a student who
is effortlessly
identifying each shape,
the teacher may choose
to ask him or her
additional questions
about it such as “What
are some objects shaped
like a diamond?”

Resources​:
Math for kids. (n.d.). Retrieved from
https://study.com/academy/course/math-for-kids.html#overview
This is a useful website that provides videos and quizzes about math, including geometry
videos about shapes and where they can be found in the real world.

McCall, R. (2015, June 28). Why preschoolers need repetition. Retreived from
http://www.wmu.com/?q=article/wmu-blog-preschool-mission-friends/why-preschoolers-
need-repetition

Vacca, R. T., Vacca, J. A. L., & Mraz, M. (2014). ​Content area reading: Literacy and learning
across the curriculum (​ 11​th​ ed.). Upper Saddle River, NJ: Pearson.

Student sample of picture book strategy from text/lesson assessment:

Analyzing Teaching​: To be completed after the lesson has been taught.