This document provides information for a kindergarten lesson on shapes. The lesson will begin with reading a book aloud and discussing the different shapes. Students will then create a picture using shape cutouts, labeling the main shape and describing their picture. The teacher will assess the pictures and have students present their work. The goal is for students to practice identifying, describing and representing common shapes.
This document provides lesson plans and activities for teaching geometry and patterns to older children. For geometry, it includes reading a story about shapes, having children explore attributes of shapes using shape blocks, and doing activities to identify shapes based on their attributes. For patterns, it includes reading a story with pattern elements, modeling patterns for children to identify, having children look for patterns around the room, and doing activities with Unifix cubes to identify and extend color patterns. The lessons aim to develop children's vocabulary and skills in recognizing, comparing, and describing shapes and patterns.
The document provides learning outcomes and lesson plans for teaching geometry concepts to early elementary students using a backwards design approach. It includes identifying outcomes like sorting 3D shapes by attributes, describing 2D and 3D shapes. It discusses assessing student understanding through sorting activities and their use of geometric language. The proposed lesson has students work in groups to sort shapes according to a given rule, then draw a shape that fits the rule and write the rule. Follow up activities reinforce the concepts through discussion, modeling shapes, and relating 2D and 3D shapes.
This document summarizes an art criticism unit for 2nd grade students. In the pre-assessment, students practiced identifying and describing elements of art like line, shape, and color using works of art and vocabulary terms. Value, form, and space were terms most students struggled with. In the post-assessment, students analyzed each other's descriptions of artworks, identified additional elements, and created paintings highlighting important terms. Students showed improved understanding of vocabulary and engaged well with interactive critique activities.
This document contains lesson plans for a year 10 art class at Westwood Language College for Girls over three weeks. It includes objectives, resources, activities, homework, and assessments for lessons focusing on drawing techniques including pencil, coloured pencil, charcoal, cross-hatching, one-point and two-point perspective, and oil pastels. Students will practice drawing still life objects to represent tones and detail. Lessons incorporate demonstrations, individual practice time, and group critiques to provide feedback and evaluate progress towards meeting the objectives of accurately representing forms and textures through varied media.
This document outlines a department lesson plan for a year 8 art class over a 10 week period. It covers 3 lessons per week focusing on organic forms and the works of artists Charles Rennie Mackintosh, William Morris, and Georgia O'Keefe. Lessons include looking at examples, researching artists, and developing drawing and painting skills through observational studies of plants. Later lessons introduce collagraph printing and designing 3D sculptures based on research of botanical gardens. The plan provides learning objectives, resources, activities and assessments for each lesson.
This document outlines a 6 lesson scheme on designing and making a clay vessel inspired by the Fibonacci sequence and numbers in nature. It provides context on the school and class. Lesson plans describe learning objectives in cognitive, psychomotor, and affective domains. Strategies include visual aids, primary object sources, differentiation, and establishing a safe classroom. Expected outcomes are for students to explore ideas about numbers in nature and communicate their ideas through drawing and clay techniques.
This document summarizes art projects and assessments for 4th grade students. It describes color theory and line projects done in the fall, including worksheets blending colors and creating color wheels. In the spring, students created land formations by layering and gluing colored shapes. Another project involved sculpting original snack inventions out of clay and designing packaging for them. The teacher provided guidance and feedback on the projects, aiming to teach art skills while allowing for student experimentation and creativity.
Tom, an American, is talking to his Costa Rican friend Ana about their different breakfast customs. Ana explains that Costa Ricans typically eat heavier breakfasts like gallo pinto, eggs, and tortillas, while Americans tend to have lighter breakfasts like cereal or pancakes. Tom says he enjoys Costa Rican lunches of casados with meat and picadillos more than the light American lunches of sandwiches or salads.
This document provides lesson plans and activities for teaching geometry and patterns to older children. For geometry, it includes reading a story about shapes, having children explore attributes of shapes using shape blocks, and doing activities to identify shapes based on their attributes. For patterns, it includes reading a story with pattern elements, modeling patterns for children to identify, having children look for patterns around the room, and doing activities with Unifix cubes to identify and extend color patterns. The lessons aim to develop children's vocabulary and skills in recognizing, comparing, and describing shapes and patterns.
The document provides learning outcomes and lesson plans for teaching geometry concepts to early elementary students using a backwards design approach. It includes identifying outcomes like sorting 3D shapes by attributes, describing 2D and 3D shapes. It discusses assessing student understanding through sorting activities and their use of geometric language. The proposed lesson has students work in groups to sort shapes according to a given rule, then draw a shape that fits the rule and write the rule. Follow up activities reinforce the concepts through discussion, modeling shapes, and relating 2D and 3D shapes.
This document summarizes an art criticism unit for 2nd grade students. In the pre-assessment, students practiced identifying and describing elements of art like line, shape, and color using works of art and vocabulary terms. Value, form, and space were terms most students struggled with. In the post-assessment, students analyzed each other's descriptions of artworks, identified additional elements, and created paintings highlighting important terms. Students showed improved understanding of vocabulary and engaged well with interactive critique activities.
This document contains lesson plans for a year 10 art class at Westwood Language College for Girls over three weeks. It includes objectives, resources, activities, homework, and assessments for lessons focusing on drawing techniques including pencil, coloured pencil, charcoal, cross-hatching, one-point and two-point perspective, and oil pastels. Students will practice drawing still life objects to represent tones and detail. Lessons incorporate demonstrations, individual practice time, and group critiques to provide feedback and evaluate progress towards meeting the objectives of accurately representing forms and textures through varied media.
This document outlines a department lesson plan for a year 8 art class over a 10 week period. It covers 3 lessons per week focusing on organic forms and the works of artists Charles Rennie Mackintosh, William Morris, and Georgia O'Keefe. Lessons include looking at examples, researching artists, and developing drawing and painting skills through observational studies of plants. Later lessons introduce collagraph printing and designing 3D sculptures based on research of botanical gardens. The plan provides learning objectives, resources, activities and assessments for each lesson.
This document outlines a 6 lesson scheme on designing and making a clay vessel inspired by the Fibonacci sequence and numbers in nature. It provides context on the school and class. Lesson plans describe learning objectives in cognitive, psychomotor, and affective domains. Strategies include visual aids, primary object sources, differentiation, and establishing a safe classroom. Expected outcomes are for students to explore ideas about numbers in nature and communicate their ideas through drawing and clay techniques.
This document summarizes art projects and assessments for 4th grade students. It describes color theory and line projects done in the fall, including worksheets blending colors and creating color wheels. In the spring, students created land formations by layering and gluing colored shapes. Another project involved sculpting original snack inventions out of clay and designing packaging for them. The teacher provided guidance and feedback on the projects, aiming to teach art skills while allowing for student experimentation and creativity.
Tom, an American, is talking to his Costa Rican friend Ana about their different breakfast customs. Ana explains that Costa Ricans typically eat heavier breakfasts like gallo pinto, eggs, and tortillas, while Americans tend to have lighter breakfasts like cereal or pancakes. Tom says he enjoys Costa Rican lunches of casados with meat and picadillos more than the light American lunches of sandwiches or salads.
This document outlines a 10 lesson plan for a 5th year mixed ability art class focusing on still life paintings based on personal symbolic objects. The plan includes exploring line, shape, form, composition, and color through different media. Key areas of focus are contour, negative space, relationships, light/shadow, and engaging in critique. Example artists are shown to demonstrate techniques like realism, light effects, and styles. Students progress from single object studies to compositional arrangements, applying techniques like value scales, layering, and different media. Evaluation notes the high quality work, engagement, and positive peer feedback, while suggesting more research time and use of sketchbooks.
This document provides a teaching guide for a Grade 1 art curriculum. It includes 18 lessons organized into two quarters that cover concepts like drawing, color, painting, and portraiture. The first lesson introduces students to the elements of art through line drawings and identifying shapes in self-portraits and objects. Subsequent lessons build on these skills and teach color concepts, painting techniques, and the work of Philippine artists. The guide provides objectives, materials, procedures, and assessments for engaging young students in visual art.
This lesson plan is for a 9th grade mathematics class on similarity and congruence. Students will identify similar and congruent figures, determine if figures are similar, solve problems involving similar figures, and draw similar and non-similar figures. The lesson uses problem-based instruction and will involve introducing the topic, organizing group work on problems, guiding investigations, presentations, and analysis. Students will be assessed based on their group work and presentations.
This document outlines a 3 lesson drawing curriculum for elementary school students. Lesson 1 focuses on mark making with crayons using the artists Jackson Pollock and Edgar Degas as examples. Lesson 2 teaches self-portraits using color and expression, showing works by Close, Matisse, and Dekooning. Lesson 3 incorporates line and found objects into drawings, exploring the techniques of Van Gogh and Jasper Johns. Each lesson aims to develop students' drawing skills through different approaches and lasts 1 hour and 20 minutes. The overall goal is for students to explore art and improve abilities through varied drawing methods.
This document contains a lesson plan for a 30-minute English class for young learners at the starter level. The lesson plan aims to teach classroom objects vocabulary through various speaking, listening, and cognitive activities. The lesson will begin with a greeting routine involving singing and dancing. Next, students will review objects from the previous class through flashcards and singing. The main activity involves students matching objects to pictures and circling numbers in a listening task. The lesson will conclude with a treasure hunt game to reinforce the vocabulary. Feedback is provided at the end, praising organization and variety of activities while noting the need to develop original resources.
This document outlines a scheme of work for an art department project on self-identity and portraiture for students in Form 1-3. Over the course of 10 weeks, students will explore ways to represent themselves visually through self-portraits, examining the work of other artists. They will develop drawing skills like proportions and shading, experimenting with different materials and compositions. Students will create preliminary studies before finishing a final self-portrait, and complete a self-evaluation to assess their learning and development. Homework assignments provide additional practice of techniques learned in class.
This lesson plan is for a 7th grade mathematics class on sets. The lesson will focus on determining the intersection and union of sets using Venn diagrams. Students will be divided into groups to answer worksheet questions on intersections and unions. They will then present their answers and discuss as a class. Examples will be given to determine the intersection by listing common elements and the union by listing elements in either set. Students will complete exercises to practice these concepts. The lesson will conclude with a summary and homework assignment. Student understanding will be evaluated through oral testing, written tests with example problems and answers.
The lesson plan is for a junior high school mathematics class on similarity and congruence. It involves having students work in groups on a project to identify similar planes by calculating proportional sides and congruent angles. Over two class periods, students will design and present their projects, then conclude what defines similarity. The teacher will use questions, discussion, and individual assessments to guide students in understanding similarity through observing and calculating proportions of similar shapes.
Students visited a museum and engaged in an art assessment task involving ceramic vase making. They used coiling techniques and designed patterns related to their museum experiences. Students were assessed on their ability to relate ideas from outside learning to their artwork, show the process through sketches, structure an oral presentation, and present effectively. Prior lessons involved developing problem solving, communication, and aesthetic skills. Students engaged in activities before, during, and after the museum visit to prepare, including journaling and group discussions. They made ceramic vases by applying coiling techniques and colors, then gave oral presentations and displayed their work in a school gallery. Formative assessment was used to improve student learning based on their performance in communicating ideas, developing creativity, and presenting
The document provides examples of questions that could be used to assess student understanding of visual arts. It discusses the importance of including questions that test higher-order thinking skills like analysis, evaluation and synthesis. Sample questions test students' ability to describe techniques, infer context, compare works, and apply art terminology. Guidelines are provided for writing questions that examine creating, performing and responding to art. The document aims to demonstrate how assessment can promote deeper engagement with concepts in the visual arts.
The document outlines two lesson plans for first grade students about the book Pete the Cat Takes a Tour. In Lesson 1, students will compare places in the book to places in their own school. In Lesson 2, students will extend their understanding of maps by identifying favorite places on a map of their school. Both lessons connect to state standards and incorporate reading, discussion, and activities to reinforce comprehension. Assessment will be informal through observation and checking students' work. The lessons build spatial understanding and lay the groundwork for a final lesson on mapping.
This document provides the syllabus and lesson plans for mathematics for class 3 students. It outlines the key concepts and areas covered each month from April to November, including geometry, patterns, numbers, addition, subtraction, measurement, time, and multiplication. For each lesson, it suggests activities, expected learning outcomes, and resources. The overall goals are for students to develop mathematical understanding and skills like creative thinking, estimation, and problem solving.
This document summarizes a teacher's assessment of student growth in drawing skills over the school year. It includes setting, goals, strategies used, three assessments at different points, and teacher reflection. The teacher tracked 21 out of 26 students showing improvement in representing 3D forms and using foreground/background techniques in still life drawings from the beginning to end of the year. The teacher plans changes for next year to increase the improvement rate.
This lesson plan is for an 8th grade mathematics class to teach linear equations systems with two variables over 5 meetings. Students will learn the differences between single variable linear equations and two variable systems. They will learn to determine the root of a system using substitution, elimination, and graphing methods. Assessment includes worksheets, example questions, exercises and a quiz to evaluate if students can determine roots of systems using the taught methods.
This document provides information about Mr. Stefan Fisher's 4th grade class at Shanghai American School. It outlines the teacher, subjects, daily schedule, homework expectations, and communication methods. Key details include Mr. Fisher teaching for 16 years including 3 in Shanghai, core subjects of reading, writing, math, science and social studies, and a daily schedule that includes these subjects as well as specials like art, music and PE. Parents are asked to check student agendas daily and ensure adequate sleep and a healthy diet to support student success.
This document describes a color collage activity for preschool students ages 3-4. The activity aims to develop students' sorting, organizing, and color identification skills. Students are each given objects of different colors and a piece of paper divided into sections for different colors. They sort the objects by color and glue them into the correct sections, labeling each one. The teacher demonstrates the process and assists students as they work independently. Through this activity, students practice following instructions, differentiating colors, organizing objects by color and number, and explaining their choices, while developing organizational, math, science, speaking and motor skills.
1. The document provides instructions for a drawing lesson on landscape drawing. It explains that in a landscape drawing, the nearest objects are drawn in the foreground and are usually the largest. Objects behind the foreground are drawn in the middle ground, and the farthest objects are drawn in the background and are the smallest.
2. Students are instructed to draw a landscape showing a foreground, middle ground, and background. They are told to position objects to show balance in the composition.
3. The summary restates the key points that in a landscape drawing, objects are drawn at different sizes depending on their placement in the foreground, middle ground, or background to create a sense of depth and balance.
This lesson plan is for a drawing class and focuses on creating the illusion of space. It includes reviewing the concept of illusion of space and having students create a picture that shows it. Examples from local artists Manuel Baldemor and Giovanni Antonio Canal will be shown that emphasize treating space in cityscapes and daily life. Students will then create their own artwork applying the techniques learned and appreciate how artists create the illusion of space using lines and object sizes. Their works will be critiqued on demonstrating the illusion of space.
This lesson plan introduces 2nd grade students to plane and solid geometric shapes over two weeks. In week one, students will learn to identify and classify basic 2D shapes like triangles, squares, rectangles, circles through activities cutting out shapes from magazines and manipulating attribute blocks. They will also begin to learn about 3D shapes like spheres and cubes by comparing them to 2D shapes. In week two, students further explore solid shapes and learn new vocabulary like prisms and pyramids. Formative assessments include daily quizzes and homework. The performance task is a student-created "Math Museum" displaying real-world examples of shapes.
This presentation provides information about an upcoming kindergarten project called "Silly Shapes" where students will learn to identify, describe, and recognize basic shapes like circles, squares, rectangles, and triangles. The teacher will lead groups of students in learning about the properties of each shape over several weeks through activities using computer programs and finding examples in the classroom. Students will then create examples of the shapes and give presentations to the class explaining what they learned.
This presentation provides information about an upcoming kindergarten class project called "Silly Shapes". The project will involve students learning about different shapes like circles, squares, triangles, and rectangles. They will work collaboratively in groups to research shapes and create examples using materials. Students will then present their findings to the class, explaining the properties of the shapes and differences between them. The teacher will lead instruction and monitor student progress, while parents are asked to support learning at home by assisting with questions.
This document outlines a 10 lesson plan for a 5th year mixed ability art class focusing on still life paintings based on personal symbolic objects. The plan includes exploring line, shape, form, composition, and color through different media. Key areas of focus are contour, negative space, relationships, light/shadow, and engaging in critique. Example artists are shown to demonstrate techniques like realism, light effects, and styles. Students progress from single object studies to compositional arrangements, applying techniques like value scales, layering, and different media. Evaluation notes the high quality work, engagement, and positive peer feedback, while suggesting more research time and use of sketchbooks.
This document provides a teaching guide for a Grade 1 art curriculum. It includes 18 lessons organized into two quarters that cover concepts like drawing, color, painting, and portraiture. The first lesson introduces students to the elements of art through line drawings and identifying shapes in self-portraits and objects. Subsequent lessons build on these skills and teach color concepts, painting techniques, and the work of Philippine artists. The guide provides objectives, materials, procedures, and assessments for engaging young students in visual art.
This lesson plan is for a 9th grade mathematics class on similarity and congruence. Students will identify similar and congruent figures, determine if figures are similar, solve problems involving similar figures, and draw similar and non-similar figures. The lesson uses problem-based instruction and will involve introducing the topic, organizing group work on problems, guiding investigations, presentations, and analysis. Students will be assessed based on their group work and presentations.
This document outlines a 3 lesson drawing curriculum for elementary school students. Lesson 1 focuses on mark making with crayons using the artists Jackson Pollock and Edgar Degas as examples. Lesson 2 teaches self-portraits using color and expression, showing works by Close, Matisse, and Dekooning. Lesson 3 incorporates line and found objects into drawings, exploring the techniques of Van Gogh and Jasper Johns. Each lesson aims to develop students' drawing skills through different approaches and lasts 1 hour and 20 minutes. The overall goal is for students to explore art and improve abilities through varied drawing methods.
This document contains a lesson plan for a 30-minute English class for young learners at the starter level. The lesson plan aims to teach classroom objects vocabulary through various speaking, listening, and cognitive activities. The lesson will begin with a greeting routine involving singing and dancing. Next, students will review objects from the previous class through flashcards and singing. The main activity involves students matching objects to pictures and circling numbers in a listening task. The lesson will conclude with a treasure hunt game to reinforce the vocabulary. Feedback is provided at the end, praising organization and variety of activities while noting the need to develop original resources.
This document outlines a scheme of work for an art department project on self-identity and portraiture for students in Form 1-3. Over the course of 10 weeks, students will explore ways to represent themselves visually through self-portraits, examining the work of other artists. They will develop drawing skills like proportions and shading, experimenting with different materials and compositions. Students will create preliminary studies before finishing a final self-portrait, and complete a self-evaluation to assess their learning and development. Homework assignments provide additional practice of techniques learned in class.
This lesson plan is for a 7th grade mathematics class on sets. The lesson will focus on determining the intersection and union of sets using Venn diagrams. Students will be divided into groups to answer worksheet questions on intersections and unions. They will then present their answers and discuss as a class. Examples will be given to determine the intersection by listing common elements and the union by listing elements in either set. Students will complete exercises to practice these concepts. The lesson will conclude with a summary and homework assignment. Student understanding will be evaluated through oral testing, written tests with example problems and answers.
The lesson plan is for a junior high school mathematics class on similarity and congruence. It involves having students work in groups on a project to identify similar planes by calculating proportional sides and congruent angles. Over two class periods, students will design and present their projects, then conclude what defines similarity. The teacher will use questions, discussion, and individual assessments to guide students in understanding similarity through observing and calculating proportions of similar shapes.
Students visited a museum and engaged in an art assessment task involving ceramic vase making. They used coiling techniques and designed patterns related to their museum experiences. Students were assessed on their ability to relate ideas from outside learning to their artwork, show the process through sketches, structure an oral presentation, and present effectively. Prior lessons involved developing problem solving, communication, and aesthetic skills. Students engaged in activities before, during, and after the museum visit to prepare, including journaling and group discussions. They made ceramic vases by applying coiling techniques and colors, then gave oral presentations and displayed their work in a school gallery. Formative assessment was used to improve student learning based on their performance in communicating ideas, developing creativity, and presenting
The document provides examples of questions that could be used to assess student understanding of visual arts. It discusses the importance of including questions that test higher-order thinking skills like analysis, evaluation and synthesis. Sample questions test students' ability to describe techniques, infer context, compare works, and apply art terminology. Guidelines are provided for writing questions that examine creating, performing and responding to art. The document aims to demonstrate how assessment can promote deeper engagement with concepts in the visual arts.
The document outlines two lesson plans for first grade students about the book Pete the Cat Takes a Tour. In Lesson 1, students will compare places in the book to places in their own school. In Lesson 2, students will extend their understanding of maps by identifying favorite places on a map of their school. Both lessons connect to state standards and incorporate reading, discussion, and activities to reinforce comprehension. Assessment will be informal through observation and checking students' work. The lessons build spatial understanding and lay the groundwork for a final lesson on mapping.
This document provides the syllabus and lesson plans for mathematics for class 3 students. It outlines the key concepts and areas covered each month from April to November, including geometry, patterns, numbers, addition, subtraction, measurement, time, and multiplication. For each lesson, it suggests activities, expected learning outcomes, and resources. The overall goals are for students to develop mathematical understanding and skills like creative thinking, estimation, and problem solving.
This document summarizes a teacher's assessment of student growth in drawing skills over the school year. It includes setting, goals, strategies used, three assessments at different points, and teacher reflection. The teacher tracked 21 out of 26 students showing improvement in representing 3D forms and using foreground/background techniques in still life drawings from the beginning to end of the year. The teacher plans changes for next year to increase the improvement rate.
This lesson plan is for an 8th grade mathematics class to teach linear equations systems with two variables over 5 meetings. Students will learn the differences between single variable linear equations and two variable systems. They will learn to determine the root of a system using substitution, elimination, and graphing methods. Assessment includes worksheets, example questions, exercises and a quiz to evaluate if students can determine roots of systems using the taught methods.
This document provides information about Mr. Stefan Fisher's 4th grade class at Shanghai American School. It outlines the teacher, subjects, daily schedule, homework expectations, and communication methods. Key details include Mr. Fisher teaching for 16 years including 3 in Shanghai, core subjects of reading, writing, math, science and social studies, and a daily schedule that includes these subjects as well as specials like art, music and PE. Parents are asked to check student agendas daily and ensure adequate sleep and a healthy diet to support student success.
This document describes a color collage activity for preschool students ages 3-4. The activity aims to develop students' sorting, organizing, and color identification skills. Students are each given objects of different colors and a piece of paper divided into sections for different colors. They sort the objects by color and glue them into the correct sections, labeling each one. The teacher demonstrates the process and assists students as they work independently. Through this activity, students practice following instructions, differentiating colors, organizing objects by color and number, and explaining their choices, while developing organizational, math, science, speaking and motor skills.
1. The document provides instructions for a drawing lesson on landscape drawing. It explains that in a landscape drawing, the nearest objects are drawn in the foreground and are usually the largest. Objects behind the foreground are drawn in the middle ground, and the farthest objects are drawn in the background and are the smallest.
2. Students are instructed to draw a landscape showing a foreground, middle ground, and background. They are told to position objects to show balance in the composition.
3. The summary restates the key points that in a landscape drawing, objects are drawn at different sizes depending on their placement in the foreground, middle ground, or background to create a sense of depth and balance.
This lesson plan is for a drawing class and focuses on creating the illusion of space. It includes reviewing the concept of illusion of space and having students create a picture that shows it. Examples from local artists Manuel Baldemor and Giovanni Antonio Canal will be shown that emphasize treating space in cityscapes and daily life. Students will then create their own artwork applying the techniques learned and appreciate how artists create the illusion of space using lines and object sizes. Their works will be critiqued on demonstrating the illusion of space.
This lesson plan introduces 2nd grade students to plane and solid geometric shapes over two weeks. In week one, students will learn to identify and classify basic 2D shapes like triangles, squares, rectangles, circles through activities cutting out shapes from magazines and manipulating attribute blocks. They will also begin to learn about 3D shapes like spheres and cubes by comparing them to 2D shapes. In week two, students further explore solid shapes and learn new vocabulary like prisms and pyramids. Formative assessments include daily quizzes and homework. The performance task is a student-created "Math Museum" displaying real-world examples of shapes.
This presentation provides information about an upcoming kindergarten project called "Silly Shapes" where students will learn to identify, describe, and recognize basic shapes like circles, squares, rectangles, and triangles. The teacher will lead groups of students in learning about the properties of each shape over several weeks through activities using computer programs and finding examples in the classroom. Students will then create examples of the shapes and give presentations to the class explaining what they learned.
This presentation provides information about an upcoming kindergarten class project called "Silly Shapes". The project will involve students learning about different shapes like circles, squares, triangles, and rectangles. They will work collaboratively in groups to research shapes and create examples using materials. Students will then present their findings to the class, explaining the properties of the shapes and differences between them. The teacher will lead instruction and monitor student progress, while parents are asked to support learning at home by assisting with questions.
This presentation provides information about an upcoming kindergarten classroom project called "Silly Shapes". The project will involve students learning about different shapes like circles, squares, triangles, and rectangles. They will work collaboratively in groups to research shapes and create examples using materials. Students will then present their work to the class, explaining the shapes and differences between them. The teacher will lead instruction and monitor students, while parents are asked to support learning at home by assisting with questions.
This presentation provides information about an upcoming kindergarten class project called "Silly Shapes". The project will involve students learning about different shapes like circles, squares, triangles, and rectangles. They will work collaboratively in groups to research shapes and create examples using materials. Students will then present their findings to the class, explaining the properties of the shapes and differences between them. The teacher will lead instruction and monitor student progress, while parents are asked to support learning at home by assisting with questions.
The document provides learning outcomes and lesson plans for teaching geometry concepts to early elementary students using a backwards design approach. It includes identifying outcomes like sorting 3D shapes by attributes, describing 2D and 3D shapes. It discusses assessing student understanding through sorting and classifying activities, using tools like recording sheets. The proposed lesson has students work in groups to sort shapes according to a target shape, then draw shapes that fit the sorting rule. Follow up activities reinforce describing attributes and connecting 2D and 3D shapes.
This lesson plan introduces students to identifying, sorting, and constructing basic geometric shapes such as triangles, squares, rectangles, and circles. Students will read a book about shapes, sort cut-out shapes, use them to complete a flower design worksheet, and then construct animal shapes from the cut-outs. Formative and summative assessments include observing students during the activities and having them name the shapes used in their designs. The homework assigns students to identify shapes in real-world objects.
The lesson plan template outlines a math lesson for preschool students on shapes. The lesson will use a storybook, shape worksheets, and a build-a-mouse activity to teach students about basic shapes like circles, squares, rectangles and ovals. Students will identify shapes, count shapes, compare similarities and differences between shapes, and discuss where shapes are found in everyday life. The teacher will assess students using a shapes checklist and by observing their completion of activities to ensure they understand the key concepts about 2D shapes.
The document provides an introduction to cartooning and covers various techniques including facial expressions, proportions, perspective, lettering, action, and movement. It includes objectives, procedures, and examples for students to learn skills like using expressions to convey emotion, different cartoon styles, foreshortening, gesture drawing and more. Sample student work and exercises are presented to illustrate techniques like lettering, characters, and capturing action through gesture drawing.
This daily lesson plan outlines a mathematics lesson for a Year One class about 3-dimensional shapes. The lesson will last 90 minutes and involve 25 pupils. Students will learn to name, describe, classify, and recognize common 3D shapes like cubes, cylinders, spheres, cuboids, and cones. Activities include a puppet show introduction, exploring 3D models, working in groups to match shapes to objects, and completing a worksheet assessment. The goal is for students to be able to identify, describe, and relate 3D shapes to real-world objects by the end of the lesson.
Standard A: Plans Curriculum and InstructionDiane Silveira
This document provides five lesson plans that were part of a unit on geometry that I planned and taught. There is also a reflective essay about my experience planning curriculum.
Teaching Mathematics to English Language Learners admills
This session will present strategies to help teachers teach mathematics to English language learners including hands-on differentiation activities for teachers to do in the session.
The document summarizes different aspects of geometry including big ideas, content connections to other subjects, levels of geometric thought, and types of geometry activities. It discusses how shapes can be described and transformed. It also outlines Van Hiele's levels of geometric thought from visualization to deduction and defines example activities for each level. Finally, it provides brief overviews and examples of different types of geometry activities including sorting, tessellations, definitions and proofs, graphing, and using equations and formulas.
Retelling Goldilocks and the Three Bears LessonTEngelsman
This lesson plan aimed to teach 1st grade students to retell the story of "Goldilocks and the Three Bears" using key details. Students would create a graphic organizer with the beginning, middle, and end events of the story. They would then practice retelling the story sequentially to partners using sentence frames. Differentiation for English language learners included highlighting ESOL objectives and strategies. The teacher would assess students' understanding through observation of partner work and listening for accurate use of sentence frames.
This art lesson plan focuses on introducing pupils to the work of artist Henri Rousseau. The objectives are for pupils to create drawings inspired by Rousseau's style and use materials effectively to incorporate camouflage, patterns, and textures as seen in his paintings. All pupils will complete drawings adding these elements, while most will also use color pencils and some will further develop their work through review and annotation. The teacher will present Rousseau's work, demonstrate techniques, monitor students, and have them provide feedback on each other's drawings during a plenary session.
This document outlines a lesson plan for teaching students about 3D shapes used in architecture. The lesson begins with reviewing different buildings and their features. Students will then work on a project to create a model city using various 3D geometric shapes made from recycled materials. They will present their creations to the class, describing the shapes used and each building's features. Finally, the students will assess each other's work using a rubric focusing on aspects like the quality of their presentations and use of mathematical vocabulary.
The document discusses key geometric concepts that should be taught in early elementary grades, including two and three dimensional shapes, coordinate geometry, transformations, symmetry, and spatial reasoning. It provides rationale for why geometry is important even at a young age. Several hands-on activities are described to help students explore and develop an understanding of these foundational geometric ideas in a developmentally appropriate manner through exploration and play.
The document discusses types of speaking activities that can be used to teach English, including:
1. Question loops, info gaps, trivia search, word guessing games, class surveys, and 20 questions - which involve asking and answering questions to promote speaking.
2. Making presentations from prompts - where students present information from a visual using language support.
3. The document also discusses the importance of formulaic language in early stages of learning, such as greetings, social English, classroom language, and communication strategies.
Koppman oby-patterns, fractions, and geometrydebkoppman
This document outlines an art and math integrated curriculum unit focusing on patterns, fractions, and geometry. The unit uses art skills like collage, bookmaking, and origami to help students better understand math concepts. Lessons include creating paper quilts to learn fractions, origami books to show equivalent fractions, and sculptures applying concepts covered. Formative assessments include visual thinking discussions of student work. The teachers reflected on how hands-on learning and collaboration between arts and math teachers can improve student understanding and curriculum design.
Why is this So? ~ Do Seek to KNOW (English & Chinese).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma teaching of Kamma-Vipaka (Intentional Actions-Ripening Effects).
A Presentation for developing morality, concentration and wisdom and to spur us to practice the Dhamma diligently.
The texts are in English and Chinese.
The Book of Ruth is included in the third division, or the Writings, of the Hebrew Bible. In most Christian canons it is treated as one of the historical books and placed between Judges and 1 Samuel.
The Hope of Salvation - Jude 1:24-25 - MessageCole Hartman
Jude gives us hope at the end of a dark letter. In a dark world like today, we need the light of Christ to shine brighter and brighter. Jude shows us where to fix our focus so we can be filled with God's goodness and glory. Join us to explore this incredible passage.
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The Enchantment and Shadows_ Unveiling the Mysteries of Magic and Black Magic...Phoenix O
This manual will guide you through basic skills and tasks to help you get started with various aspects of Magic. Each section is designed to be easy to follow, with step-by-step instructions.
A Free eBook ~ Valuable LIFE Lessons to Learn ( 5 Sets of Presentations)...OH TEIK BIN
A free eBook comprising 5 sets of PowerPoint presentations of meaningful stories /Inspirational pieces that teach important Dhamma/Life lessons. For reflection and practice to develop the mind to grow in love, compassion and wisdom. The texts are in English and Chinese.
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A375 Example Taste the taste of the Lord, the taste of the Lord The taste of...franktsao4
It seems that current missionary work requires spending a lot of money, preparing a lot of materials, and traveling to far away places, so that it feels like missionary work. But what was the result they brought back? It's just a lot of photos of activities, fun eating, drinking and some playing games. And then we have to do the same thing next year, never ending. The church once mentioned that a certain missionary would go to the field where she used to work before the end of his life. It seemed that if she had not gone, no one would be willing to go. The reason why these missionary work is so difficult is that no one obeys God’s words, and the Bible is not the main content during missionary work, because in the eyes of those who do not obey God’s words, the Bible is just words and cannot be connected with life, so Reading out God's words is boring because it doesn't have any life experience, so it cannot be connected with human life. I will give a few examples in the hope that this situation can be changed. A375
A375 Example Taste the taste of the Lord, the taste of the Lord The taste of...
Mathedlesson
1. An introduction to looking at
Shapes
Grade Level: Kindergarten *(can be
modified for K-6)*
Topic: Geometry
2. Class Setting:
This will be a whole group lesson where the students will listen
to the teacher read a book aloud and then participate in a group
discussion on shapes. Students that have a tendency to “Tune
out,” or are distracted easily during whole-group settings, may
need their seats to be moved closer to the teacher.
3. Concepts
In kindergarten, students are introduced to the different
geometric shapes: Rectangle, Square, Diamond (Rhombus),
Oval, Circle, and Triangle. Students need to be able to
recognize these different shapes by sight, as well as be able to
distinguish and describe the attributes or characteristics that
make each shape different from one another. A lesson such as
this one requires students to display their knowledge by
identifying shapes, by properly describing the attributes of each
shape that distinguishes it from other shapes, and then using
them to create a drawing that represents a real life situation.
4. Background
Teacher Background
Ability to recognize and describe the following geometric
shapes: Rectangle, Square, Diamond (Rhombus), Oval, Circle,
and Triangle
Ability to make observations and communicate them effectively
Student Background
Ability to recognize and describe the following geometric
shapes: Rectangle, Square, Diamond (Rhombus), Oval, Circle,
and Triangle
Ability to make observations and communicate them effectively
Ability to use pencil, scissors, and glue stick
5. Connection To Other Areas
The students will become familiar with different geometric
shapes by noticing that they occur in the natural world that
exists around them. This real world connection of observing
how shapes appear in everyday objects helps to give the
students the experience of seeing how the abstract concepts
and topics of mathematics have a consistent, logical and
coherent connection to the experiences that they know first-
hand, thus making their understanding of the concepts more
meaningful.
6. Connection To Past And
Future Lessons
This lesson will introduce the students to the content of recognizing and
describing geometric shapes by using the correct mathematical terminology. In
past lessons, students may have been able to recognize and describe geometric
shapes, but did so without using the correct vocabulary, which means they did
not fully possess understanding of geometric shapes. In order to complete
future lessons in the correct manner, students must master this lesson’s
geometry content by becoming familiar with the different geometric shapes and
the correct terminology for describing them. By completing this lesson, the
student will be able to identify and describe a geometric shape in a context that
is familiar to them (drawing that they will make) which demonstrates their
understanding of the content of the lesson. Each subsequent and related lesson
will give the students more opportunities to test and utilize their understanding of
the lesson’s content in new and different ways.
7. STANDARDS:
Pennsylvania Department of Education
Approaches to Learning
AL 3: Demonstrate Reasoning and Problem Solving
AL 3.8 Classify, compare and contrast objects, events and experiences
Mathematics
2.4 Mathematical Reasoning and Connections
A. Use math vocabulary comparison terms when making predictions
regarding the quantity, size, and shape of objects
2.9 Geometry
A. Identify common two and three-dimensional geometric shapes
D. Name and describe two-dimensional geometric shapes in real life
8. Temple University
Performance Standards:
Understanding Content
Standard 6: The ability to teach
subject-matter content so that it is
understood
Real-World Connections
Standard 4: Teaching for all students
that enhances Real-World Connections
9. OBJECTIVES/GOALS
Student will be able to:
Brainstorm the different shapes that they already know and can identify
Recognize and describe the following geometric shapes: Rectangle, Square, Diamond
(Rhombus), Oval, Circle, and Triangle
Look at these geometric shapes and discuss, identify, and describe them using the
proper mathematical vocabulary
Know the characteristics that make each shape unique and different from the other
shapes
Identify and describe the different types of 2-dimensional or 3-dimensional shapes and
configurations that they notice in real life
Demonstrate that they understand the content of the lesson by completing a picture
that is comprised of different geometric shapes
Recognize the logical and sequential connection to how a picture can be created by
using the different geometric shapes to represent various real world objects/people
Explain what shapes they used to make their picture
Explain what their picture is a representation of by writing a sentence describing it
10. MATERIALS
Students:
Worksheet
Shapes cutouts (Rectangle, Square, Diamond
(Rhombus), Oval, Circle, and Triangle)
Sample writing of shape’s name
Pencil, scissors, colored pencils or crayons, glue stick
11. MATERIALS
Teacher:
Book: Hoban, Tonya (1986). Shapes, Shapes, Shapes. New
York, NY: Greenwillow Books.
Picture of or plastic manipulative for each of the different
geometric shapes (Rectangle, Square, Diamond (Rhombus),
Oval, Circle, and Triangle)
Dry erase/chalk board or large pad of paper
Dry erase pen, chalk, or marker
Worksheet
Shapes cutouts (Rectangle, Square, Diamond (Rhombus),
Oval, Circle, and Triangle)
Sample writing of shape’s name
Pencil, scissors, colored pencils or crayons, glue stick
12. CLASSROOM
CLIMATE/TRANSITIONS
Students will sit on rug in whole group for the
reading of the story and the discussion of what
“Shapes” they see
Students will then move to their seats for
creation of “Shapes picture”
Students will reconvene on rug as whole group
to present work if time permits
13. PROCEDURE
Motivation Activity: Shapes Story/shapes discussion (10-15 minutes)
Before reading the story, the teacher will ask the students to name and identify
the different shapes that they already know. The students will have to describe
how they can identify which shape is which, by giving the characteristics that
qualify it as a particular shape. For example, a square is “Like a box” or a
triangle has “Three pointy parts.”
The teacher will make a list of these shapes/qualities on the
board/paper
The teacher will assess the list of shapes and verify that the shapes
that the lesson is focusing on have been listed (i.e.: Rectangle, Square,
Diamond (Rhombus), Oval, Circle, and Triangle)
The teacher will add any shape that was not included to the list
The teacher will tell the students that they will be reading a story about
shapes that exist in the real world
The teacher will read the story and ask the students to identify/describe
the different shapes that they see
14. PROCEDURE
Activity 1: Shapes Picture (15-20 minutes)
After reading the book, the students will choose a shape cutout to use as the
basis for creating a picture.
The teacher will tell the students that they will be making a picture by
taking one of the shapes cutouts and then adding things to it
The teacher will explain that they will take one shape cutout and glue it
onto their worksheet after they cut it out
The teacher will explain that the students will then add other shapes or
more drawing onto the worksheet to create a picture of something of
their choice
The students will fill in the sentence that describes the picture that they
created
The students will fill in the sentence that identifies the different shapes
that they used to make their picture
15. PROCEDURE
Closure Activity (5-10 Minutes)
The teacher will select a few pictures that show understanding of the
content and exemplary work. The students will reconvene on rug as a
whole group. Selected students will be given the opportunity to share or
present their shapes pictures to other members of the class. If the
student is too shy to present, the teacher will ask if they can present the
work for them. If time permits, the teacher will review with the students
the different geometric shapes and their attributes by verbally quizzing
them.
16. Transitions
Students will need to move into a seat on the
rug where they are able to see/hear the
teacher as they read the book or lead the
discussions. After the story and discussion
are over, the students will return to their seats
to complete the picture that they will make on
their worksheet
23. ASSESSMENT
Assessment during the discussion and reading of book will be done on
the spot by evaluating the responses that students give to the teacher’s
questions. The teacher will review the finished work and assess it
keeping the following criteria in mind:
Did the student label their picture with the name of the shape
cutout that they used?
Did the student describe in writing what they added to the
shape cutout to create their picture?
Did the student correctly use Upper case letters when writing?
Did the student correctly use Lower case letters when writing?
Can the student write words with correct spacing of letters?
Can the student correctly space their words when writing?
Student attempts “best try” writing?
Did the student exhibit purposeful work when completing the
task (good detail, lots of colors, careful writing)?
A student may need further support in the criteria areas that do not fall
under the “Yes” section of the rubric.
24. Rubric
Objective Yes Somewhat No
1. Student labels picture with
name of shape cutout
2. Student describes what
they added to shape to
create the picture
3. Students correctly uses
Upper case letters when
writing
4. Student correctly uses
Lower case letters when
writing
5. Student correctly spaces
their words when writing
6. Student can write words
with correct spacing of
letters
7. Student attempts Òbest try
Ó
writing
8. Student exhibits
purposeful work (good
detail, lots of colors, careful
writing)
25. Rubric (completed)
Objective Yes Somewhat No
1. Student labels picture with Clearly
name of shape cutout labeled.
2. Student describes what Used Òbest
they added to shape to tr y Ó writing
create the picture
3. Students correctly uses Some word
Upper case letters when
are all caps
writing
4. Student correctly uses Some words
Lower case letters when are all caps
writing
5. Student correctly spaces All w ords
their words when writing are
6. Student can write words All letters
with correct spacing of are
letters
7. Student attempts Òbest try
Ó All w ords
writing are
8. Student exhibits Lots of
purposeful work (good
detail
detail, lots of colors, careful
writing)
30. RESOURCES
Hoban, Tonya (1986). Shapes, Shapes,
Shapes. New York, NY: Greenwillow Books.
Wittenberg, L., Economopoulos, K., Bastable,
V., Bloomfield, K., Cochran, K., Earnest, D.,
et al. Investigations in Number, Data and
Space Second. Glenview, Illinois: Pearson
Education, 2008. Session 1.1 pages 23-27.