Template designed by Sturm/Cross (2017)

edTPA-Style Literacy Learning Experience

Name: Julia Taboni Date: April 26, 2017
Lesson Title: Shape Hunt Subject: Mathematics
Age or Grade Level: Toddlers (2 and 3 year olds) Number of Students: 6 Length of Lesson: 30 min
Central Focus Identifying and Matching Shapes
Key Vocabulary Circle
Developmentally appropriate Square
sounds, words, phrases,
sentences, and paragraphs that Rectangle
you want children to use or create Triangle
to engage in learning experience.
Star
Find
Hunt
Match
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)
o 6. Plays with materials of different textures (e.g., sand, water,
Link to NYS Learning leaves)
standards. Domain 2:
B. Interactions with Adults
o 2. Begins to make sense of their ability and understanding of
their environment by experimenting
Domain 3:
A. Curiosity and Interest:
o 1. Explores the immediate environment to find out what is
there (e.g. asks about a new object he/she finds, actively
searches through collection of toys)
Domain 4:
B. Critical and Analytic Thinking:
o Notices and describes how items are the same or different
(e.g., This ball is bigger than that one. My shirt is the same
as Janes)
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 6. Uses adjectives in phrases (e.g., big bag, green bear)
E. Comprehension:
o 2. Answers simple questions.
Learning Objectives The students will be able to identify the shapes found in the sensory
associated with the content
standards bin.
The students will be able to name the color of each of the shape.

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The students will be able to match the shape found in the sensory
bin with the correct shape on the table.
The students will be able to name an object in the classroom that
looks like the specific shape.
The students will be able to use fine motor skills to grab the shape
from the sensory bin.

Instructional Resources
and Materials Used Sensory Bin (empty bin)
What do you need in order to
teach this lesson? Be sure to Rice
provide citations to research- Plastics Shape Buttons -circle, square, rectangle, triangle, and star
based materials, assessments,
and graphic organizers. All Laminated Shapes (used for matching)
materials used to teach should be Large Laminated Shapes used for the rug
attached to this lesson plan in an
Appendix. Each document should Table
be labeled Instructional Material
1, 2, 3, etc. or Assessment 1, 2,
3, etc. No more than 5
attachments.
Assessments: Formal and Shape Identification- checklist
Informal Shape Matching- work sample (photo)
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
be done to ensure that all able to participate.
students can be involved
and assessed during this Instructional differentiation No differentiation is needed, all children are
lesson able to participate.

Instructional Strategies and Learning Activities

Anticipatory set How Set up the sensory bin by mixing the different shape buttons into a bin of
will you get the children dry rice.
engaged and interested Lay out the five different shapes in a line on the floor.
in the lesson, how will Have the students, move to the shaped when asked.
you motivate them to o Have the children hop like a frog to the circle.
participate? o Have the children swim like a fish to the triangle.
5 Minutes o Have the children crawl like a bear to the square.
o Have the children flap their arms like a bird to the rectangle.
o Have the children chomp like a crocodile to the star.
Discuss each of the shapes briefly and allow the children to find objects in
the room that look like the shapes mentioned.
Tell the children they are going to go on their own Shape Hunt finding
different shapes.

Description of What Teacher and Students Do:

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Step by step Instruction Shape Hunt Activity:
15-20 Minutes
1. After setting up the materials (sensory bin, rice, foam shapes,
How will you determine if laminated shapes) have the children come over to the table to
students are meeting the investigate.
intended learning 2. Mix the different shapes within the sensory bin full of dried rice.
objectives? 3. Each child will get a turn in the sensory bin (two children at a time).
4. Lay the laminated shapes on the table so the children know what
What will you do to
shapes to look for.
engage students in
developing
5. Instruct the students to explore the bin full of rice and see what they
understanding of the can find.
lesson objective(s)? 6. When students find a shape, ask them what shape it is and what
they notice about each of the shapes.
How will you link the new 7. Ask the children what shapes they find throughout the exploration.
content (skills and See if the children notice the way each of the shapes feel. (the
concepts) to students edges, the curves, the points)
prior academic learning 8. If time allows, see if the children can name objects in the classroom
and their that look like the shape they found in the sensory bin.
personal/cultural and 9. If children are reluctant to engage, discuss the shapes they are
community assets? supposed to be looking for and help them find at least one shape,
then go onto having them keep looking for more shapes.
What will you say and
10. The children may have as much time as they need/want in the
do? What questions will
you ask?
sensory bin. There is no limit to the amount of shapes the child finds.
11. When the children are done exploring the shape sensory bin, they
How will you engage will leave the sensory table and go wash their hands.
students to help them 12. Once all the children have gone through the activity, the teacher will
understand the put away all the materials and clean the table as well as the sensory
concepts? bin.

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 the lesson went extremely well, especially since this was only my second lesson
with this age group. From last lesson to this one, I felt that it went a lot smoother and I was more
aware of what to expect. For the first part of the lesson, the children went to the rug and I held up
different shapes and had them tell me what they were. Once they were able to do that I made the
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activity more active by having the children move to the different shapes by pretending to be different
animals. That worked out well because 2 and 3 year olds need to be moving as much as possible, but
at times they were getting a little crazy moving from the shapes. Next time if I were to keep the
moving aspect of the lesson, I would create enough of the shapes for each of the children to go move
to instead of having just one of each shape, allowing more space to move around. The activity with
the hunting for shapes in the rice was AWESOME. The goal of this was to have the children find the
shapes hidden in the rice and match them with the correct shapes that were laid out on the table. For
the most part, the children were able to match the shapes. There were a couple of children (the
younger ones) that had no intensions of matching the shapes, they just wanted to find the shapes.
The ones who did not match the shapes were still able to name each of the shapes along with the
colors of the shapes. I planned on discussing the different shapes around the room, but the children
did not have any intensions because I feel that was too high for the group of children to understand at
this time. The lesson went really well, and I would do something like this again in my future
classroom. The one thing I would change about the activity part is instead of having a rectangle bin
for the rice, I would use a square bin and do the activity at different table or even outside. I feel the
square bin would work better because then all the sides would be equal so each child working in the
bin would have the same amount of room to explore because in the rectangle bin, some children had
more room due to the lengths of the sides. I would also try to do this activity either outside or at a
different table because the rice got all over the place. The assessment data showed that the majority
of the children were able to recognize each of the shapes (square, circle, triangle, rectangle, and star)
as well as match the shapes in the bin with the shapes on the table. The assessments are attached
below of the sorting of the shapes as well as the checklists.

Attachment of images of the sorting of the shapes as well as the children moving from shape
to shape:

Assessment Checklist: Next Page

Name Shape Ability to Use of Fine Ability to Follow

Identification Sort/Match the Motor Skills Directions
Shapes

Circle = Yes
Child #1 Square = Yes
Triangle = Yes
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Rectangle = Yes
Star = Yes

Circle = Yes
Child #2 Square = Yes
Triangle = Yes
Rectangle = Yes
Star = Yes

Circle = Yes
Child #3 Square = Yes
Triangle = Yes
Rectangle = Yes
Star = Yes

Circle = Yes
Child #4 Square = Yes
Triangle = Yes
Rectangle = Yes
Star = Yes

Circle = Yes
Child #5 Square = Yes
Triangle = Yes
Rectangle = Yes
Star = Yes

Circle =
Child #6 Square =
Triangle =
Rectangle =
Star =
Child did not
respond; stood
and played in
the bin