Content Standard(s)
Grade Level: 1
Standard (Subject): Math
Topic/Strand: Geometry/ Reasons with shapes and their attributes
Standard Statement/Content Statement: 2. Compose 2D or 3D shapes to compose a composite shape.
Grade Level: 1
Standard (Subject): Language Arts
Topic/Strand: Language/ Vocabulary Acquisition and Use
Standard Statement/Content Statement: Define words by category and by one or more key attributes.
Grade Level: 1
Standard (Subject): Functional Life Skills
Topic/Strand: Motor Skills/ Fine Motor Skills
Standard Statement/Content Statement: Use crayons, markers, pencils, individually
Grade Level: 1
Standard (Subject): Math
Topic/Strand: Measurement and Data/ Represent and Interpret Data
Standard Statement/Content Statement: Organize, represent, and interpret data with up to three categories; ask and
answer questions about total data points or how many in each category.
Lesson Objectives:
 Student will be able to compose 2D composite shapes using pattern block stamps using pre-made animal
template.
 Student will be able to construct their own 2D composite shape using pattern block stamps.
 Student will classify shapes using various attributes
 Student will use fine motor skills to graph and sort information using markers or crayons
Knowledge of Content:
 Gather supplies for using pattern blocks (pattern block stamps, stamp pads)
 Design shape sorting pre-assessment for all 3 tiers
 Design pattern block animal pre-assessment for all 3 tiers
 Make shape vocab list
Shawna Benson, M.Ed.
Urbana University, 2010
 Get foam and cut out foam shapes for all 2D shapes on vocab list
 Make template for students to use when making their own composite shape
Materials:
 Pattern block stamps
 colored ink pads
 Pattern block animal assessment sheet
 markers and crayons
 “Shape Sort” pre-assessment sheets
 foam shapes (all 2D shapes from vocab list)
 permanent marker
 ELMO or white board
 shape flash cards
All-Procedures: UDL (Instruction that the whole group receives)
DAY 1
Anticipatory Set: Ask students if they would like to play a game. Tell them you have to decorate your shape board, but
you aren’t sure what each shape is and you need their help.
1. Hold up each foam shape. Ask students what the shape is called. (Knowledge/Remembering)
2. Once the students answer, model writing the name in permanent marker on the front of the shape. Say the shape
name aloud, and have students repeat the shape (Modeling)(Guided Practice). (Visual-Spatial) (Verbal Linguistic)
3. After introducing each shape, pin shape onto “Shape Board”
4. Pass out “Shape Sort” sheets (shape sheet and sorting page).
5. Tell students to graph the shapes asked for on the sheet using the correct color of marker or crayon. Scaffold as
needed.(Independent Practice) (Pre-Assessment)
DAY 2
1. Model using pattern block stamps for students using ELMO device or on blank paper taped to white
board.(Modeling)
2. Tell students that they are to use brown for triangles, green for parallelograms and rhombuses, orange for squares,
and red for trapezoids. Draw each shape using that color on white board.(Modeling) (Verbal Linguistic) (VisualSpatial)
3. Pass out “Pattern Block Animal” sheets, pattern blocks, and ink pads.
4. Tell students to make the animals on the sheet by stamping the correctly colored shape. (Independent
Shawna Benson, M.Ed.
Urbana University, 2010
Practice)(Pre-Assessment) (Bodily-Kinesthetic) (Application/Applying)
DAY 3
1. Tell students that today they are going to make their own composite shapes using pattern block stamps.
2. Ask students if they can tell you what a composite shape is. Scaffold thinking by telling students that they made
composite shapes yesterday when they made their pattern block stamps.
3. Explain that a composite shape is any shape you make by combining more than one shape. (Input)(Verbal
Linguistic)
4. Show students by taking 4 triangles to create a square. Add a 5th triangle to make a house. (Modeling)(VisualSpatial) (Comprehension/Understanding)
5. Pass out blank template sheet, pattern blocks stamps, and ink pads.
6. Tell students they can make anything they want: an animal, building, person, plant, tree, ect.
7. Have students begin. Offer ideas as needed (Guided Practice) (Bodily Kinesthetic) (Synthesis)
8. Once students finish creating their composite shape, pass out graphing/sorting sheet.
9. Tell students to graph and sort the colors and shapes that they used. (Independent Practice)(Synthesis)
(Assessment)
Closure: Ask students to list all of the shapes that we used. Ask students if the shapes were all the same? Scaffold
discussion about how some of the same shape was a different color.(Checking for Understanding)
The items below can be students
specific or level specific
Pre-Assessment
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Work sample-with  list, rubric or notes
Captioned photo(s)
Observation w/notes
Video tape – with documentation
Audio tape – with documentation
Test/Quiz
 list
Rubric
Other
Differentiated Materials/
Technology
(List All)
Shawna Benson, M.Ed.
Intensive Modification
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Modified pre-assessment
(visual with less options)
No required writing
1 pattern block animal
Some Scaffolds
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Least Accommodation
Modified pre-assessment
(less sort categories)
Traceable letters
Modified pattern block
worksheet with larger
spaces for stamps
Urbana University, 2010


AAC device for shape
recognition
Eye gaze for picture
choice responses
Instructional Strategies/
Learning Styles
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more prompts
visual cues
extended time
small group
breaks between activities
picture choice
Post-Assessment
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answer choice using
shape flash cards with
checklist
Work sample-with


small group
extended time
Captioned photo(s)
Observation w/notes
Video tape – with documentation
Audio tape – with documentation
Test/Quiz
√ list
Rubric
Other
Reflection:
Shawna Benson, M.Ed.
Urbana University, 2010