1. Topic-
 Shapes, Colors and Sorting
2. Content-
 Structured Sorts The reason I chose structured sorts is because it is a cooperative way for the students to implement a skill that they all need more practice with (sorting colors and shapes).This lesson, which includes a Roundtable, will allow my students to talk and reason with each other.
3. Goals: Aims/Outcomes-
 1.1. The student is expected to: (A) describe and compare the attributes of real-life objects such as balls, boxes, cans, and cones or models of three-dimensional geometric figures; (B) recognize shapes in real-life three-dimensional geometric figures or models of three-dimensional geometric figures; and (C) describe, identify, and compare circles, triangles, rectangles, and squares (a special type of rectangle). 2. The student is expected to: (A) describe and identify an object by its attributes using informal language; (B) compare two objects based on their attributes; and (C) sort a variety of objects including two- and three-dimensional geometric figures according to their attributes and describe how the objects are sorted. (K. 9) Geometry and spatial reasoning. (59)
4. Objectives-
 When given 15 different items, the students will cooperatively sort the items by color and shape into 4 different boxes 90% of the time. (1)
5. Materials and Aids-
 30 different colored shapes of varying sizes Ex: Red Square Blue Triangle Yellow Circle Green 8 small boxes labeled with a color (blue, red, green, or yellow) and a shape (triangle, square, rectangle, or circle)
6. Procedures/Methods-

A. Introduction-

 She will tell the students to find certain shapes around the room and answer as a group. The teacher will ask the same thing about colors and have the students answer as a group. The teacher will ask the students to look around the room and begin thinking about shapes and colors. For example: Teacher: Let's find something that is a rectangle in the room Group 1: The whiteboard! Group 2: The Big Book

B. Development-

 1.The teacher will ask each group to name off the colors and shapes labeled on each of their boxes. 2.She will explain to the groups that they are to take the laminated pieces and separate them into the boxes.

C. Practice-

 1.1.The teacher will then allow the students to do 3 pieces (one for each student in each group) out of their bag with the class. 2.The student will explain why he or she thinks it goes in whichever box to the class.

D. Independent Practice-

 A child who can speak proficiently can verbally explain that the shape is a square and they color is yellow, so it goes in the corresponding box. A child whose verbal skills may not be as developed can pick up a yellow square and point to the square and the color yellow on the box. By allowing students to reason their way through each choice, each child has the chance to defend his or her thinking in the best mode for him or her.

E. Accommodations (Differentiated Instruction)-

 1.Instead of having a Venn Diagram or Tree Diagram, this group of students needs much more hands on experiences, so items they could touch and pick up were chosen. 2.A child who can speak proficiently can verbally explain that the shape is a square and they color is yellow, so it goes in the corresponding box. 3.A child whose verbal skills may not be as developed can pick up a yellow square and point to the square and the color yellow on the box. 4.By allowing students to reason their way through each choice, each child has the chance to defend his or her thinking in the best mode for him or her.

F. Checking for understanding-

 1.By listening to the children's rationale of their shape/color placements, it gives the teacher time to see if the they truly have the concepts of shape/color sorting or if they are simply guessing

G. Closure-

 As the students finish up their boxes, the teacher will bring them back together for another discussion. This time, instead of asking about shapes and colors separately, she will ask about shapes and colors together. The teacher will then ask questions about items around the room.
7. Evaluation-
 1.As the children work, the teacher will have a notepad and simply take notes on who is sorting correctly and giving rationale for their sorting. 2.The closure of the lesson is also an assessment to see if the children can generalize the knowledge into other areas of the classroom. 3.The lesson is set up to be an ongoing assessment based on observations as the children work. 4.Another, more formal assessment, would be for the students to meet one on one with the teacher and do the same lesson. 5.For example, the teacher would have 4 boxes set up and 5 items and ask the student to sort them and explain his or her choices

This Lesson Plan is available at (www.teacherjet.com)