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 reallife objects such as balls, boxes, cans, and cones or models
of threedimensional geometric figures; (B) recognize shapes in reallife
threedimensional geometric figures or models of threedimensional
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 threedimensional 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


