Design For Learning

Instructor: Ms. Pierson! ! ! ! ! Grade Level: Preschool (4)

Lesson Title: Sorting Gingerbread cookies! ! Date:
Curriculum Area: Mathematics! ! ! ! Estimated Time: 20 minutes

Standards Connection: M.P.13.3 Places objects in two or more groups based on

differences in a single characteristics (example color, shape, size)

*IEP Goal: Student C will be able to use her communication application (colors_ on her
device to describe and sort the different gingerbread men into categories.
(classification)

Learning Objective:
The students will be able to:
1. Identify the difference between the objects
2. Classify them in to groups based off of common characteristics
3. Regroup the objects into a separate group of another common characteristics

Kid Friendly Objective:

Friends, today you are going to be helping the gingerbread men go into their different
houses! You need to help them go into their house based off their characteristics such
as size, color, shape.

Evaluation of Learning Objective:

1. The students will be able to sort the gingerbread men into two different categories
(size and color) with at least 80 percent accuracy.
2. The students will be able to complete through coloring or verbally telling Ms. Pierson
the worksheet on classification with 80 percent accuracy.

Engagement:
The teacher, Ms. Pierson will begin by explaining to the students that they are going to
be learning about classification. She will play the youtube video of the read aloud of the
book Sort It Out! by Barbara Mariconda. The book is a good introduction book to the
topic of classification.

Okay students, I need you to sit quietly and wait for me to call your table. It is time for
centers. We are going to rotate and do what we do everyday during centers. While we
are working together I want everyone to remain quiet until I call on you. Ms. Hailey is
going to play you a video of the book Sort It Out! Later we are all going to talk about it. I
want everyone to sit quietly in their chairs and no talking while we watch! The students
will watch the video. How did you all like the book? Did you see the way that they sorted
things out by color and size? That is what we are going to be doing today. Transitions to
teaching...

Teaching:

Ms. Hailey will begin by referring back to the engagement of the introduction of
classification. She will than introduce what they were doing in the book and what we are
going to be doing today. Classifying different objects and the different ways that we can
classify or organize things.

Assistive Technology: Ms. Hailey will work with Student C throughout the teaching,
assisting her in using her communication application on her iPad. She will be asked to
identify different colors and sizes. She will also be prompted to ask for help, say yes and
no, ask for a turn, and use the word next.

Class, today we are going to be working on classifying or organizing or sorting different

objects. There are three different ways that we are going to talk about how to sort
things. Who thinks they could tell me a way that they believe that they could sort a box
of items? That is right you can sort by shape, size, and color. Can you say those again
with me? Repeat after me. We can sort by shape, size, and color. Good job boys and
girls. You sort or classify things based off of what they have in common or the same with
others. Okay boys and girls I have a special job for you all today. Who can raise their
hand quietly and tell me what holiday is coming up? That is right it is Christmas! During
Christmas time has anyone ever made decorated cookies? I love decorating cookies?
Have you ever made a gingerbread house and gingerbread men? Well today we are
going to be sorting or organizing the gingerbread cookies into their gingerbread house.
Do you think you could help me find help the gingerbread cookies that go in each of
these houses? Okay lets look at this one who can raise their hand and tell me one way
to sort the gingerbread men? That is right we can put them in the appropriate house
sorting by color. Do you see that the gingerbread men all have different colors? Okay
lets do that! Lets sort them by color. Students will sort the different gingerbread people
based off of colors and then based off of size. The teacher will be questioning and
prompting as they go. Okay boys and girls! You all did great! Now what is another way
that we can sort our gingerbread men if we have already sorted them by color. That is
right we can sort them by size! Are they all different sizes? That is right now lets take
the gingerbread men and sort them by sizes. Great job! Boys and girls I am so proud of
how hard you worked today and how focused you were. Who can raise their hand and
tell me what is one way that we can organize objects? That is right you can organize by
shape, size, and color. Great job! We are going to get some more practice with this right
now! Teacher transitions into opportunity for practice.

Opportunity For Practice:

Ms. Pierson will have different shapes all different sizes and colors. Ms. Pierson will also
review shapes. The students each individually get some or work in partners to sort the
objects into different groups. The teacher will stop after they all sort it and discuss the
first group. She will than tell the students that with those same objects that they have
that they need to sort it again in a different way than they did the first time. This will
allow Ms. Pierson time to walk around and talk to each group and individual student as
well as but more emphasis on the necessary teaching points. Once the students have
completed they will discuss and explain what they grouped and why.

Assistive Technology: * Ms. Pierson will work with Student C throughout the practice,
assisting her in using her communication application on her iPad. She will guide student
C in finding the color of each of the shapes and sizes. She will also be very hands on by
sorting and the teacher will prompt the different ways that she can organize the different
items. She will also assist her in using her words: asking for help, saying next,
describing the items based off of their size, shape, and color.

Friends, now that we have already worked together as a big group with Ms. Pierson
sorting the gingerbread men by shape, size, and color we are going to do something
similar. Lets go over some shapes. The teacher will hold up the shape and have the
students tell her what they are. That is right, we have triangles, squares, and circles. So
now Ms. Pierson is going to give you some shapes. I want you to organize them like we
did with the gingerbread men earlier. We talked about the three different ways that we
can organize objects based on their shape, size, or color. After you have finished I want
you to give me a silent thumb and I want everyone to go around and talk about how
they organized their shapes. Tell your classmates. After you are done we are going to
take the same objects that are in front of you and organize them another way that is
different than your last one. The students will do this and continue to organize and tell
their classmates what is new and how they are organized!

Assessment:

Ms. Hailey will use a Classifying Checklist to assess each students mastery of
classifying objects. Each student will be assessed on their ability to classify different
objects that are given to them in two separate ways. Ms. Hailey will assess each
students one on one, first explaining the directions and then going through each of the
part of the checklist, completing the checklist as they go.
Assistive Technology: *Student C will use her communication application on her iPad
during the assessment. Ms. Hailey will assess Student C using a modified checklist. On
her checklist she will asked to identify the color and shape.

I am so very proud of how hard you all worked in your practice. You all did such a
wonderful job and I can tell you are learning so much! It is now time for you to show Ms.
Hailey what you learned by working with me one-on-one showing me what we have
been learning. I know you all are going to do great! You all can go to your centers, and I
will call you one by one to come up here and work with me. Whenever each of you
finish your assessment, I will recap on what we learned today! Great job! I am so proud
of you! (Transitions into closure...)

Closure:

Great job today boys and girls! Lets go over what all we have learned today! We
learned about the different ways to classify objects. Who can tell me one way that they
learned about how to classify objects? That is right we can classify objects by color,
shape, and size. Great job! It is important that we know about the different ways that
you can classify objects! Great work today!

Materials:

gingerbread men and house

laptop
projector
worksheets with shapes
iPad for student C
checklist
extension worksheet

Plan for Individual Learners:

I will sit Student C closer to Ms. Hailey during teaching, since she will be assisted with
more verbal prompts in order to find things on her assistive device throughout the
lesson.
I will make sure to prompt Student C in finding the items on her application during the
teaching, practice, and assessment portion of the lesson.
I will move around the table during practice time to make sure that the students are
grasping the concept.
I will sit with Student C during practice, as the other students are practicing, helping
her find the color and different ways to classify the different objects.
Extensions

I will have students who can already identify shapes and classify giving them a
worksheets and more shapes, colors, and sizes which will serve as more of a
challenge.

Accommodations and Modifications:

Student C will have preferential seating near the teacher and assistance in using her
communication application.
Student C will be assisted with verbal prompts as needed throughout the teaching
portion of the lesson. This will keep the student engaged in the lesson and keep her
on task with the learning.
The teacher will allow student C to use her device in identifying the shapes, colors,
and sizes.
Student C will be asked to use her device for help, a turn, to say yes or no and
to say next when talking about a pattern.

Data Analysis

Student Totals
Sorting in Colors Sorting in Size

Student E yes yes

Student A yes yes

Student C yes no- need more

practice!
The table above describes whether the students and their proficiency in sorting by
colors and size. This was a teacher observation of the students while they were doing
the lesson. There was a checklist that was used throughout the lesson that was filled
out based off the observations of the teacher. The three students worked well together
in sorting the gingerbread men in their appropriate houses. There were plenty
gingerbread men so the students were able to all equally get an opportunity to use. The
teacher prompted each individual student with questions to check for understanding and
make sure that the students were understanding the sorting and the why behind what
we are doing. All three students did extremely well with the sorting by color. They were
each able to sort the gingerbread cookies and place them into their gingerbread houses
based off of their color. Student E and A were both able to sort the gingerbread cookies
based off of the size, small, medium, and large. Student C struggled with this and
wanted to put them all in the same house not based off of size. I began to break it down
for her and would hold out two gingerbread cookies a small and a large and ask her to
point to which one is bigger and which one is smaller. Then I would show her that we
put the big ones in the big house and the small ones in the small house. She began to
catch on however, I would like to practice more with her on this because she needs
more practice.

Reflection on Instructional Design:

I believe that this lesson went really well. The students really enjoyed it and the lesson
was able to keep the students attention for the amount of time for them to complete the
task at hand. It was easy to observe the students and prompt the students with
questions to see how if they understood the lesson. As well as making observations
from watching the students. The small group setting went well because I was able to
attend to all students and help the ones who needed help.

Assistive Technology: Throughout the lesson, I worked with student C on her

communication application on her iPad. This is the first time I have worked with any type
of assistive technology and I found this very helpful because I was able to communicate
with her through the technology. I worked with student C on her colors and sorting the
gingerbread cookies by their color. I would prompt her and tell her to show me on her
device the color. Sometimes, she would say the wrong color and I would clear the
device and have her try again. I would show her the correct word and have the device
talk and then I would say it. Then I would prompt her with show me the correct word.
One thing that I made sure I did was position student C right next to me so that I could
help her while I was attending to the group. I really enjoyed working with the device
because I believe it is something that gives a nonverbal student a way to express
themselves and show everyone what she knows. This lesson was very helpful and
expanded my knowledge of what assistive technology is and how to use them
successfully for my students.