Unit: Shapes in My World – 2D Shapes

Grade: Kindergarten

Duration: 60 minutes

Class size: 25 students

Lesson: 6 of 10

Standards:

• Georgia Standards: K.GSR.8.4, K.PAR.6
• Common Core alignment: CCSS.MATH.CONTENT.K.G.A.2, CCSS.MATH.PRACTICE.MP1, MP4

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Learning Objectives

By the end of the lesson, the student will be able to:

• Create and compose a simple story using two-dimensional shapes as characters, demonstrating understanding of how shapes can combine to form new shapes (K.GSR.8.4).
• Describe and narrate the story orally, integrating shape names and attributes (K.PAR.6).
• Engage in collaborative storytelling to build communication skills and mathematical vocabulary related to shapes (CCSS.MATH.PRACTICE.MP3).

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Essential Question

How can shapes tell a story?

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Lesson Breakdown

Time	Activity	Description	Mode of Learning	Standards/Practices Addressed
0-10 min	Warm-up & Review	Begin with a Circle Time where the teacher revisits shapes learned (circle, square, triangle, rectangle) using large, colorful shape cards. Students participate by naming shapes and describing one attribute each (color, number of sides). Use a quick sorting activity where students group cards by shape.	Visual, Auditory, Kinesthetic	K.GSR.8.1, MP6 (Attend to precision)
10-20 min	Story Introduction	Show a picture book or short video that uses shapes as characters (e.g., "The Greedy Triangle" or an animated video with anthropomorphized shapes). Pause frequently to ask students questions about the shapes in the story (e.g., "What shape is this character? How many sides does it have?")	Visual, Auditory	K.GSR.8.1, K.PAR.6, MP1 (Make sense of problems)
20-35 min	Shape Character Creation	Students work in small groups (4-5) to create their own shape characters using cut-out shapes, glue sticks, and paper. Encourage using two or more basic shapes to form the characters (e.g., circle head + rectangle body). Groups brainstorm a simple story with their shape characters — who they are, what they do. Teacher circulates to scaffold language and math vocabulary.	Kinesthetic, Visual, Social	K.GSR.8.4, K.PAR.6, MP3 (Construct viable arguments)
35-50 min	Storytelling Presentations & Formative Assessment	Each group shares their shape-character story with the class. Focus on clear use of shape names and storytelling sequence (beginning, middle, end). Teacher takes informal notes assessing student use of mathematical language and understanding.	Auditory, Social, Linguistic	K.GSR.8.4, K.PAR.6, MP6 (Attend to precision)
50-60 min	Reflection & Closing	Whole class discussion on the essential question: "How can shapes tell a story?" Teacher models sentences and guides students to express ideas verbally or with drawings. Closing with shape-themed song or chant reinforcing shape names and storytelling concepts.	Auditory, Kinesthetic	K.PAR.6.1, MP7 (Look for and make use of structure)

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Differentiation Strategies

• For ELLs: Provide picture-word cards with shape vocabulary; model and practice sentence starters ("My shape is a ___ because it has __ sides."); use gestures and visual cues throughout the lesson.
• For Students with Fine Motor Challenges: Offer sticky shapes or magnetic shapes as alternatives to cutting and gluing. Allow oral storytelling or digital drawing apps if preferred.
• For Advanced Learners: Encourage adding more complex shapes (pentagons, hexagons) to their characters or extending stories with problem-solving elements involving shapes. Invite these students to help peers during group work.

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Extension Activities

• Home Connection: Students draw a family portrait using only shapes and narrate a story about their "shape family."
• Visual Arts Integration: Create a collaborative "Shape Story Mural" where each student contributes their shape character, then strings them together into one big class story.

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Resources

• Storybook: “The Greedy Triangle” by Marilyn Burns (print or read aloud)
• Video: Short animated shape story (teacher-provided classroom media or digital platform clip)
• Materials: Pre-cut 2D shapes (circles, squares, triangles, rectangles), glue sticks, construction paper, marker pens, storytelling prompt cards with visual cues

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Assessment

Formative & Informal:

• Observation of group discussions and participation during story creation
• Notes on accuracy and use of shape vocabulary during presentations
• Listening to students’ ability to sequence story events using shapes

No formal summative assessment in this lesson; summative assessments scheduled for Lessons 9 and 10.

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Mathematical Practices Emphasized

• MP1: Make sense of problems and persevere in solving them by storytelling with shapes.
• MP3: Construct viable arguments and critique the reasoning used by peers in group story discussions.
• MP6: Attend to precision in naming shapes and using accurate vocabulary.
• MP7: Look for and make use of structure in composing new shapes from existing shapes.

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End of Lesson 6 Plan—Shapes in Stories