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Liam McComb:2094284 EDUC4726 Tutor: Graham Buxton

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

Tiered Lesson (Differentiated by Readiness) Name & Student Number: Liam McComb -‐ 2094284 Lesson Topic: Shape Curriculum Area: Mathematics Year Level: Reception/Year 1

Brief description This is a 90-‐minute lesson for a R/1 composite class of 24 students. It requires students to use shapes to construct a gingerbread house. It is towards the end of a 6-‐week unit on 2D and 3D shape called 'Fairytales shape our lives'.

Learning Objectives (from ACARA) Students will

-‐ Sort, describe and name familiar two-‐dimensional shapes and three-‐dimensional objects in the environment (ACMMG009)

-‐ Recognise and classify familiar two-‐dimensional shapes and three-‐dimensional objects using obvious features (ACMMG022)

Understand that -‐ Students will understand that shapes exist all around them -‐ Students will understand that shapes have different features -‐ Students will understand that shapes look different in each situation

Know -‐ The differences between shapes -‐ How to recognise shapes in context

Be able to (do) -‐ Recognise and identify familiar

shapes -‐ Create a 3D object -‐ Sort and record the shapes used

Essential Questions -‐ How can we use shapes in our everyday life? -‐ What do shapes look like in the real world?



Lesson Title: 'How is a gingerbread house shaped?'

Pre-‐assessment of Students’ Readiness

See Appendix 1 Students will be pre-‐assessed for readiness via a small worksheet from a prior lesson on their knowledge and recognition of shapes. This will help to determine which tier they fit into, if the current quantity of tiered groups is appropriate and if each group is at the appropriate level of challenge. The worksheet will be explained by the teacher, and is primarily pictorial for those students who are not yet ready for writing. The worksheet only requires students to do what they can, and mostly requires drawing or colouring-‐in, as this will cater for all students and is age-‐appropriate. See Appendix 1 for pre-‐assessment.

Criteria for grouping: Tier 1: Struggles to draw 2D shapes and classify and identify 2D shapes. Tier 2: Draws 2D shapes, can recognise and classify most 2D shapes. Tier 3: Draws and identifies all 2D and most 3D shapes. Able to recognise edges.

Lesson Plan Lesson Sequence Tuning In -‐ Read Hansel and Gretel to the students. Finding Out -‐ Class discussion on shapes in the story

(particularly the gingerbread house). -‐ Explain that we will be creating our own

gingerbread house today. What shapes might we need?

-‐ Remind of group rules and skills (previously discussed in other lessons).

-‐ Explain group roles (Foreman, Architect, Builder, Record-‐keeper): Foreman keeps the group on task, checks students are doing the right jobs and makes sure that everything is running smoothly. Architect designs the house, manages the building resources and has the final say on where things should go. Builder physically puts the house together. Record-‐keeper takes notes

Explanatory Notes -‐ Explain in lesson before -‐ students must come

to class with clean hands (wash hands at lunch time).

-‐ Reading to the students initially will engage them and provide context for the rest of the lesson. It will then provide a link to construction of real houses.

-‐ Class discussion enables students to share what they know (formative assessment for the teacher), is a good way to refresh memory of a particular topic – reinforce prior learning, can help to understand students’ background knowledge, and will help those students who are still struggling, as the concepts will be explained in different ways.

-‐ Throughout the lesson, students will have the chance to work in various environments: as a class; in small groups; and finally individually. This will hopefully cater for all students’ learning preferences, and allow every student to experience working in different groupings.

-‐ Group rules and skills have been discussed previously, but going through it again helps those students who are at different readiness levels when it comes to group work and social



regarding the building process, what shapes are used and how many -‐ they also are the only ones who can communicate with the teacher/another group.

Tiered Activity (Investigating) -‐ Explain process (explain tier 1 -‐ then

they start working, then tier 2, then tier 3)

-‐ Tier 1: will have plans for house and example to copy, can decorate as they see fit, must record shapes used for house (ie. only walls, floor and roof).

-‐ Tier 2: Using plans (but no physical example), students build house and decorate as they see fit. Must record all shapes used for decoration (shapes for house construction and decoration).

-‐ Tier 3: Using house shapes, students must problem solve to build house and decorate as they see fit. Students to record all shapes used for decoration and house, as well as the edges where the house shapes join.

-‐ Split students into approximately 6 groups of 4 and allocate group roles with instruction sheet, group roles and gingerbread house materials for all groups.

-‐ Students to build and decorate house, teacher to check progress, aid with understanding and guiding questions and assist when required.

-‐ Students to record information on group sheet

Sorting Out -‐ Students to wash hands, get out maths

books and sit on floor. -‐ Teacher to explain write up, then

students write up a summary in their books with a photo of their gingerbread house added later.

Making Conclusions

skills. Working in groups will help students who are not at the same readiness level as their peers with problem-‐solving and social/group skills.

-‐ Group roles are similar to what they will be using in science (Primary Connections Learning Teams). Dependent on the group, and subject to teacher judgement, they will be asked to rotate roles throughout the lesson so that all students will have an equal experience.

-‐ Students are started at different times so that the more complex instructions do not confuse the groups that have a simpler task. As each new group starts, the teacher will not have to explain the entire task, just the extra complexity that is required for the next tier.

-‐ This task has been differentiated by levels of readiness with an understanding of shape. The different tiers have been designed to create suitable tasks for that will provide appropriate challenge for students and test their knowledge, understanding and skills. The 3 tiers will not be named (so as not to make any student feel uncomforatable), as the teacher will simply be placing the students in 6 groups of 4 with different instructions. Tiers are structured so that all groups should end up with similar end-‐products (a decorated gingerbread house), that still caters to their level of readiness). No student should fel they are missing out.

-‐ Students who still have issues telling the difference between shapes (tier 1) will be given more guidance by the teacher, will be provided with a concrete example of what they are expected to produce, and will have less record-‐keeping requirements.

-‐ Tier 2 will not be given an example, but will be asked to create the house using the template, their planning (Appendix 5) and the instructions provided (Appendix 3). They have more record-‐keeping requirements than tier 1.

-‐ The instruction sheet that Tier 3 will be given will not include the explicit instructions on how to build the house. Students will have to be more aware of how 3D shapes are constructed and problem solve to design their house. Tier 3 also has more record-‐keeping requirements, and will be asked to find the edges of the house where one shape joins to another.

-‐ Written instructions will be provided (see Appendix 3), so that students who have auditory/visual processing issues or may have missed the verbal instructions will still be able to



-‐ Class discussion on the floor. -‐ How many different shapes did we use? -‐ how many overall shapes did we use? -‐ were they all the same size? -‐ Could we actually live in the house we

made if it was the right size? why/why not?

-‐ Would we use the same shapes to construct a real house?

-‐ How can we use shape in the real world?

-‐ When do we need to recognise shapes in our lives?

do the task. -‐ By the time students do the task, they will be familiar with how gingerbread houses look and have discussed the shapes required to create them. Even if students have not had experience with them before, they will have seen pictures from the reading of Hansel and Gretel, and will have discussed them in detail throughout the lesson.

-‐ This task is designed so as to link in with student interest in construction materials (as I have noted a great interest in construction). This will hopefully lead to a deeper engagement in the task. It is also has links with real-‐world applications and yet ties back into the overall theme of the maths unit, so that students are not doing just another unrelated and disjointed task in which they can see no relevance.

Cooking: as there are no allergies in this class, using gingerbread is appropriate, however, this would have to be considered on a class-‐by-‐class basis. Obviously, include no nuts in the decorations in case they come in contact with another child out of the class and make sure students wash hands before and after activity.

Resources -‐ Hansel and Gretel picture book (a version that includes the witch's gingerbread house).

-‐ Fully-‐assembled gingerbread house as example. -‐ For each group (x6): laminated (to keep them clean and re-‐use) instruction sheet (appendix 2), group roles (appendix 3), record-‐keeping sheet (appendix 4), gingerbread house shapes, icing, decoration (shapes -‐ smarties, square lollies, triangles, etc). Badges and Group-‐role materials (hard-‐had for the foreman, spatula for the bricklayer/builder, design template (appendix 5) for architect, record sheet and pencil for record-‐keeper).

Lesson Closure/Check for Understanding -‐ This is a formative assessment task that culminates in a final group piece, with students doing an individual write-‐up in their books based on group data collection. It is not the final summative assessment task.

-‐ Student learning will be assessed from teacher observations throughout the lesson, and also from the write-‐up in their mathematics books. Students will be assessed on their ability to complete the task, identify and record the information required, and their bookwork and group work

-‐ Criteria for success (see appendix 6 for assessment rubric):



o Tier 1: Students are able to complete the house and identify the shapes used. o Tier 2: Students complete the house and identify the shapes and how many

are used. o Tier 3: Students complete their house, identify the shapes and how many

used, and are able to identify edges of the house where shapes join to other shapes.

Appendix List Appendix 1: Pre-‐assessment Appendix 2: Group Roles Appendix 3: Instructions Appendix 4a: Record-‐keeping sheet for tiers 1 and 2 Appendix 4b: Record-‐keeping sheet for tier 3 Appendix 5: Design template (for architect) Appendix 6: Assessment Rubric for formative assessment of the task



Appendix 1: Pre-‐assessment

Shapes Knowledge Draw all the shapes that you can and write how many edges they have.

Square

Rectangle

Circle

Triangle

Pentagon

Oval

Cube

Cylinder

Colour-in all of the squares green, the pentagons blue and the rectangles orange.



Appendix 2: Group Roles

Group Roles

Foreman checks everyone is doing the right job and makes sure that everything is going well.

Architect designs the house and manages the building resources.

Builder uses icing to put the house together. Only they can touch the house.

Record-keeper takes notes for the group. Only they can talk with the teacher or another group.



Appendix 3: Instructions -‐ Making a Gingerbread House

Making a Gingerbread House You will need:

-‐ group member items, -‐ icing and spatula, -‐ decorations, -‐ record-keeping sheet and -‐ these gingerbread shapes

To build your house: -‐ The floor is a big rectangle -‐ The front and back are squares -‐ The sides are pentagons -‐ The front and the back of the roof are rectangles -‐ Now you will need to decorate it -‐ Please record all the information the teacher asked

you to



Appendix 4a: Record-‐keeping sheet for Tier 1 & 2 Record-keeping Sheet People in our group: To make a gingerbread house, this is what we did… We used this many of these shapes: Number Shape



Appendix 4b: Record-‐keeping sheet for Tier 3 Record-keeping Sheet People in our group: To make a gingerbread house, this is what we did… We used this many of these shapes: Number Shape Our house had ____edges where one shape joined to another.



Appendix 5: Design template Gingerbread House Design Top View

Side View

Front View



Appendix 6: Assessment Rubric Assessment Rubric

Unsatisfactory (1) Satisfactory (2) Above Satisfactory (3) Tier 1 Student does not

complete house. Student cannot identify any shapes. Data and bookwork are messy and minimal effort is obvious. Did not work well in group.

Student is able to complete the house and identify majority of shapes used. Bookwork is legible and data displayed appropriately. Good group work

House complete. Student identifies all of shapes used in house construction and refers to some used in decoration as well. Data and bookwork is neat and well presented. Valued member of group.

Tier 2 Student does not complete the house. Cannot identify any shapes used. Data and bookwork are messy and minimal effort is obvious. Did not work well in group.

Student completes the house and identifies all the shapes used for the house and how many are used. Most of the shapes used for decoration are identified. Bookwork is legible and data displayed appropriately. Good group work

House complete. Student identifies all shapes used for the house and decorations and how many are used for both. Records and book work is neat and well presented. Valued member of group.

Tier 3 Student does not complete their house. Only the shapes used for house or decoration are identified. Edges are not mentioned. Data and bookwork are messy and minimal effort is obvious. Did not work well in group.

Student completes their house, identifies the shapes and how many are used, and is able to identify most of the edges of the house where shapes join to other shapes. Bookwork is legible and data displayed appropriately. Good group work

House complete. Student identifies the shapes and amount used, and identifies all shape-‐to-‐shape edges. Records and book work is neat and well presented. Valued member of group.

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