Project GRAD Houston
3000 Richmond, Suite 400
Houston, Texas 77098
Ann B. Stiles, Ed. D.
Grade level: Pre-K-K (Small Group activity)
Classroom Time: 15-20 minutes, can be repeated as needed
Purpose: Students will be able to make a connection between different musical instruments and their shapes. Students will also recognize patterns with respect to the shapes and the musical instruments and/or their pictures.
Recognize and reproduce simple patterns of concrete objects
Match objects that are alike.
Recognize, describe and name shapes (circles, triangles, rectangles and squares).
Students perform with musical instruments and create puppets
A- Warm up:
The teacher reads a shape book to the entire class: Example
- “Friends”, by Alma Flor Ada http://www.almaflorada.com/friends.htm
B- Lesson Procedure:
-What shape are they? Ex: Cymbal – circle
-Who would (in the book) play the circle shaped instruments?
Some students will have triangles
Some students will have cymbals, tambourines or drums.
Some students will have woodblocks or sand blocks
Three dimensional shapes could also be used - trapezoid (Cowbell)
C. Extension activities:
How many circle (triangle, rectangle) pictures are on your graph?
Circles = 3, Triangles = 1, Rectangles = 2
D. Student assessment or final product to be developed:
Informal observation of student understanding of shapes characteristics.
Assess students’ understanding of graphing and patterns through activities.
Another great book to use “The Shape of the Things” by Dayle Ann Dobbs
Pictures of instruments – Attachment 1
1 Students read a wide range of print and non print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
NL-ENG.K-12.3 EVALUATION STRATEGIES
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
Understand patterns, relations, and functions
Use visualization, spatial reasoning, and geometric modeling to solve problems
Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships
Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer
PERFORMING ON INSTRUMENTS, ALONE AND WITH OTHERS, A VARIED REPERTOIRE OF MUSIC
§110.2. English Language Arts and Reading, Kindergarten. 1) In Kindergarten, students engage in many activities that help them develop their oral language skills and help them begin to read and write. Kindergarten students take part in language activities that extend their vocabulary and conceptual knowledge. Students learn to follow directions and develop the language of schooling. Students discuss the meanings of words from familiar and conceptually challenging selections read aloud. Students express themselves in complete thoughts. In Kindergarten, students listen to a wide variety of children's literature, including selections from classic and contemporary works. Students also listen to nonfiction and informational material. Students learn to listen attentively and ask and respond to questions and retell stories. Students know simple story structure and distinguish fiction from nonfiction. Kindergarten students identify and write the letters of the alphabet. Students learn that individual letters are different from printed words, that words have spaces between them, and that print is read from left-to-right and from top-to-bottom. Through meaningful and organized activities, Kindergarten students learn that spoken language is composed of sequences of sounds. Students learn to segment and identify the sounds in spoken words. Students name each letter of the alphabet, begin to associate spoken sounds with the letter or letters that represent them, and begin to use this knowledge to read words and simple stories. In Kindergarten, students write the letters of the alphabet, their names, and other words. Initially, students dictate messages and stories for others to write. Students begin to use their knowledge of sounds and letters to write by themselves.
(K.5) Patterns, relationships, and algebraic thinking. The student identifies, extends, and
creates patterns. The student is expected to identify, extend, and create patterns of sounds, physical movement, and concrete objects.
(K.8) Geometry and spatial reasoning. The student uses attributes to determine how objects are alike and different. 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 objects according to their attributes and describe how those groups are formed.
(K.9) Geometry and spatial reasoning. The student recognizes characteristics of shapes and
solids. The student is expected to:
(K.12) Probability and statistics. The student constructs and uses graphs of real objects or pictures to answer questions. The student is expected to:
(A) construct graphs using real objects or pictures in order to answer questions;
The mission of Project GRAD is to ensure a quality public education for all students in economically disadvantaged communities so that high school and college graduation rates increase.