# Shapes Differentiated Lesson Plan for Kindergarten

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```					        Shapes:
A Differentiated Lesson
Plan for Kindergarten
Sue Price
Willow School
March 21, 2005
Shape Theme
Introduction:
• Administer individual SAI shape flashcard assessment to all
students (Pretest and Posttest)
• Whole group discussion about shapes
Do web on large paper as student’s brainstorm their ideas
• Students will go on-line to the bookmarked site
www.storyplace.org
“Pre-School Library presents
The Story of Shapes”
• Complete on-line activity
“I Spy Shapes”
Verbal / Linguistic:
• Teacher reads and generates discussion
Red Bear’s Fun with Shapes
by Bodel Rikys
• Students will prepare a page (including an
illustration and text) to be included in a
class book entitled:
Willow Kid’s Fun with Shapes
Musical / Rhythmic :
• Learn and perform songs:
Shape Song                                            Shapes Shapes
(to the tune of: “The Farmer in the Dell”)            (to the tune of “Frere Jacques”)
A circle’s like a ball,                        This is a square. This is a square.
A circle’s like a ball,                        How can you te ll? How can you tell?
Round and round                                It has f our sides,
It never stops                                 All th e same size.
A circle’s like a ball!                        It’s a square. It’s a square.

A square is like a box,                       This is a circle. This is a circle.
A square is like a box,                       How can you tell? How can you tell?
It has four sides,                             It goes round and round,
They are the same.                             No end ca n be found.
A square is like a box!                        It’s a c ircle. It’s a circle.

A triangle has three sides,                    This is a t riangle. This is a triangle.
A triangle has three sides,                    How can you tell? How can you tell?
Up the mountain,                               It onl y has three sides,
Down, and back,                                That j oin to make three points.
A triangle has three sides.                     It’s a triangle. It’s a triangle.

A rectangle has four sides,                    This is a r ectangle. This is a rectangle.
A rectangle has four sides,                  How can you tell? How can you tell?
Two are long, and                         It has two short sides,
Two are short.                        And it has two long sides.
A rectangle has four sides!         It’s a rect angle. It’s a rectangle.
Mathematical / Logical :
• Students will be given a prepared lotus flower with the title
in the center box
“My Shapes Lotus”
by ________
and the eight shape names (one in each box)
• Students will be given another sheet
with the eight shapes
• Students will cut out each shape and place
in the correct box to complete the lotus project
* This activity would, also, be a good culminating
activity to assess student’s acquired knowledge by matching
shapes and shape words.
Visual / Spatial :
• Students will use purchased foam
shapes to create and glue a pattern
on a colored sentence strip
• Each student will show and explain
their shape pattern to the whole
group
Naturalist :
A problem will be posed to the students:
• Willow School needs some new playground
activities. Design a new activity using shapes
somehow. The activity needs to be safe and fun.
It can, also, be a learning activity, if you want.
• You may have big paper or small paper and any
supplies that are in the classroom.
• Present your activity to the whole group on the
microphone. Pick a friend to hold your project up
so we can all see it while you tell us about it.
Interpersonal :
• Students will be divided into six groups (ideally
four in each group).
• Students will draw the name of a shape out of a
hat. They will then work together to lay on the
floor and make the shape with their bodies.
• Digital pictures will be taken.
• Each group will then write about what they did to
make the shape correctly describing the
attributes of their shape.
• All six shapes will then be put together into a
classroom shape big book and the group’s
sentences will accompany their picture.
Intrapersonal :
• Students will be asked the question:

“If you could magically turn into any
shape, which shape would you like to be
and why?”
 Use the sentence starter:
“I would like to be a ____________
because ________________________.”
Bodily / Kinesthetic:
• Students will be divided into six groups (ideally
four in each group).
• Students will draw the name of a shape out of a
hat. They will then work together to lay on the
floor and make the shape with their bodies.
• Digital pictures will be taken.
• Each group will write about what they did to make
the shape.
• All six shapes will then be put together into a
classroom shape book and the group’s sentences
will accompany their picture.
Choice Activities When
Assigned Work is Completed:
•   www.fisherprice.com “Colors & Shapes Game”
•   KIDSPIRATION Project:
Use four shapes (triangle, square, rectangle, circle) and link with
objects of that same shape.
•   Sorting activity – attributes, such as “Find all the little, red circles.”
•   Classroom Library –
•   www.primarygames.com “Shape Sorter”
•   Shape art – create scene incorporating shapes
•   Sponge painting project with foam shapes
•   Word search puzzle to find shape names and shape-related words like
side, corner, point, round, three, four, etc.
•   Pattern block center
•   Wikki Stix - form shapes on cookie sheet

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