Shapes in Action

Lesson 5: Shape Storytelling and Presentation

Duration: 60 minutes
Class Level: Year 0–1 (Ages 5–6)
Class Size: 13 students
Unit Title: Shapes in Action
Lesson Title: Shape Storytelling and Presentation

---

🎯 Curriculum Area and Level

Mathematics & Statistics – Geometry
New Zealand Curriculum – Level 1

Achievement Objective:

• Recognise and name common two- and three-dimensional shapes.
• Describe the shapes using everyday language, such as curved or straight edges, points, sides, corners.

---

🌟 Learning Intentions

• I am learning to combine my knowledge of shapes to create and tell a story.
• I am learning to explain shape properties using words like side, corner, round, and straight.
• I am learning to confidently share my ideas with others.

---

✅ Success Criteria

By the end of this lesson, students will be able to:

• Identify at least three different 2D or 3D shapes in their drawing or model.
• Use shape names (circle, square, triangle, rectangle, cube, sphere, etc.) correctly.
• Describe two shape features clearly (e.g. “The triangle has 3 sides.”).
• Confidently share a short shape story or explanation with the class using drawings or physical models.

---

🧠 Prior Knowledge

This lesson builds on the previous lessons in the unit where students have:

• Explored and sorted 2D and 3D shapes.
• Described shapes by their properties.
• Built with and drawn shapes in different contexts.
• Played games identifying and matching shapes in the classroom and outdoors.

---

🧰 Resources

• Blank A4 drawing paper
• Shape stencils (circles, squares, triangles, rectangles, etc.)
• Coloured pencils and crayons
• A selection of 3D shapes made from foam/cardboard (cubes, spheres, cylinders, cones)
• Glue sticks and scissors (for those creating shape collages)
• “Story Mat” areas for presentation
• Shape word cards (for vocabulary support)
• A tablet or camera (optional – for student reflection or teacher documentation)

---

🕒 Lesson Breakdown

Time	Activity	Description
0–10 mins	Mihi and Warm-Up Game	Begin the lesson with a short karakia or mihi. Follow with a shape warm-up game: “Shape Whispers” (a shape version of Chinese Whispers) – whisper and pass a shape description (“I have 3 sides…”) around the circle. Students guess the shape at the end.
10–15 mins	Revisit Shape Vocabulary	On the class mat, revise key shape names and properties. Use real 3D shapes and flashcards. Prompt kaiako questions: “Who can show me a shape with a pointy corner?”, “What shape rolls?” Use gestures and physical examples.
15–30 mins	Shape Story Creation	Students begin creating their shape stories or scenes. They can draw characters made of shapes or create mini-shape worlds (e.g. a castle made of rectangles and triangles). Encourage imaginative storytelling: “What if a triangle was on a treasure hunt?”
30–40 mins	Practice Telling Stories	Using a buddy system, students share their stories with a partner. Peers offer supportive feedback (“I liked how you used the cube to make your robot's head.”). Teacher circulates and supports students needing help with wording or vocabulary.
40–55 mins	Group Presentations	One by one or in small groups of 3-4, students come to the “Story Mat” and present their creations to the class. Encourage them to name and describe at least two shapes they used in their story. Scaffold questions: “What shape is your sun? Why did you pick a circle?”
55–60 mins	Reflection and Circle Time	Bring the class together for reflection. Questions: “What shape was in lots of stories today?”, “Why are shapes important in storytelling?” Finish with praise and highlight key vocabulary heard during presentations.

---

💡 Differentiation Strategies

For learners needing extra support:

• Use shape vocabulary cards as prompts during storytelling.
• Allow drawing only (without verbal storytelling) if the student is more comfortable.
• Provide sentence frames: “This is a [shape]. It has [number] sides.”

For learners needing extension:

• Challenge them to include both 2D and 3D shapes.
• Ask them to describe why they chose a shape for a particular part (e.g. “I used a cone for the rocket top because it’s pointy”).

---

🔄 Assessment Opportunities

• Formative Observation: While students are working, observe their use of correct terminology and ability to describe properties.
• Presentation Checks: During presentations, make informal notes using a mini checklist:
  • 🎯 Named 3 shapes
  • 🎯 Described 2 shape features
  • 🎯 Spoke clearly to the group
• Celebration of Learning: Students’ work may be photographed, or audio recorded for their digital portfolios (with whānau consent), and shared during a class showcase.

---

🥳 Optional Wow Idea (Extension)

"Shape Museum":
Display each student's work around the classroom. Allow students to walk around with a clipboard and tick off shapes they find in each story display using a printed checklist. Turning storytelling into a shared exploration enhances learning and community!

---

🧾 Teacher Reflection Prompts (After the Lesson)

• Did students demonstrate a strong understanding of shape attributes in their storytelling?
• Which students need continued support with shape vocabulary?
• Did all learners feel confident presenting? How can we support public speaking next term?

---

📌 Reminder from the Curriculum

This lesson directly supports the New Zealand Curriculum goal at Level 1 for students to:

“Explore and use the attributes of objects and shapes.”

It also contributes to the development of the Key Competencies:

• Thinking (creativity in storytelling)
• Using language, symbols and texts (describing and discussing shapes)
• Relating to others (partner storytelling and respectful feedback)

---

Ka pai tō mahi! You're creating the next generation of curious mathematicians—one shape at a time.