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Grade Level: Kindergarten

Duration: 45 minutes

Class Size: 25 students

Unit: Shapes in My World

Lesson: 9 of 10

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Big Idea

Art can be made with shapes.

Essential Question

How can we use shapes to create art?

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Standards Alignment

Common Core State Standard:
K.G.SR.8 — Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

This lesson's focus:

• Recognize and name various 2-D shapes
• Use 2-D shapes to create artwork

Georgia Standards Reference (for language component, adapted as applicable):

• ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text (adapted as children respond to visual information about shapes).

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Learning Objectives

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

• I can identify and name different 2-D shapes (circle, square, triangle, rectangle, hexagon, etc.).
• I can arrange and glue shapes to create a work of art.
• I can explain how I used shapes in my artwork.

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Success Criteria

Students will demonstrate success if they can:

• Accurately name at least four 2-D shapes used in their art.
• Create an original piece of artwork using at least three different shapes.
• Present their art piece and explain how shapes were used.

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Materials & Resources

• White and colored construction paper
• Safety scissors
• Glue sticks
• Crayons or markers
• Shape stencils (circle, square, triangle, rectangle, hexagon)
• Shape Art tutorial video (teacher-led viewing)
• Dyslexia-friendly shape name cards (large font, clear spacing)
• Visual aids illustrating shapes in everyday objects

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Language Function & Vocabulary

Language Function

• Describe (I describe the shapes I used.)
• Explain (I explain my art.)
• Ask and answer questions about shapes.

Content Vocabulary

• Shape
• Circle
• Square
• Triangle
• Rectangle
• Hexagon
• Flat/2-D
• Glue
• Cut

Syntax & Discourse

• Sentence frames:
  • “I used a ______ shape because…”
  • “This shape is a ______.”
  • “My artwork shows ______ using shapes.”

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Differentiation & Accommodations

Learner Type	Strategies and Supports
English Language Learners (ELL)	Use visual aids and realia; provide sentence frames; pair with buddies.
Students with Dyslexia	Provide dyslexia-friendly reading cards; minimize lengthy instructions; use visual cues.
Kinesthetic Learners	Emphasize hands-on cutting and gluing activities; use movement for shape identification games.
Visual Learners	Use clear, colorful shape visuals; shape art tutorial video.
Advanced Learners	Encourage creating more complex shape combinations; explore symmetry in art.
Students with Fine Motor Challenges	Pre-cut shapes available; use larger shapes for easier handling.

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Lesson Layout & Instructional Time

Segment	Description	Time
1. Introduction & Review	- Welcome and tune-in (2 min)

• Review previous lessons: identify & name shapes (5 min)
• Watch ‘Shape Art’ tutorial video (5 min) | 12 minutes | | 2. Guided Practice: Shape Art Creation | - Model how to arrange and glue shapes to make simple pictures (e.g., house, animal) (5 min)
• Provide paper, shapes, glue, scissors
• Students begin creating their own art with teacher support (8 min) | 13 minutes | | 3. Independent Practice & Creation | - Students complete their own shape art (hands-on) (10 min)
• Teacher circulates, assists language use and fine motor needs | 10 minutes | | 4. Presentation & Closure | - Students share their art using “I used…” sentence frames (5 min)
• Highlight use of shapes and creativity
• Quick formative assessment through presentation reflection | 5 minutes |

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Detailed Lesson Procedure

1. Introduction & Review (12 min)

• Begin with a quick warm-up called “Shape Detective”: Show various objects and ask students what shapes they see.
• Brief review of shape names using flashcards and visuals.
• Play the 'Shape Art' tutorial video, pointing out how different shapes combine to form pictures.

2. Guided Practice (13 min)

• Teacher models creating a simple shape collage (e.g., a smiling house or sun using circles, squares, triangles).
• Emphasize shape names aloud during the process, encourage students to repeat.
• Provide students with materials and guide them as they start creating their own artwork.

3. Independent Practice (10 min)

• Students work independently or in pairs to finish their shape art.
• Scaffold language use with sentence frames printed on their desk mats.
• Encourage the creativity to arrange shapes in any way they want.
• Circulate to support, especially ELL and fine motor needs.

4. Presentation & Closure (5 min)

• Each student briefly shares their artwork, describing the shapes they used.
• Use encouraging prompts if needed (“Can you tell me about the shapes in your art?”)
• Summarize the lesson with the essential question and big idea.
• Reinforce learning with “I can…” statements, asking students to repeat.

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Assessment

Summative Assessment:

• Observation of artwork to check use of at least three 2-D shapes.
• Oral presentation assessing ability to name and explain shapes in their creation.

Formative Assessment:

• Teacher notes during guided and independent practice on shape identification and language use.
• Provide gentle corrective feedback and encouragement.

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Extension Activities

• Students can create shape mosaics using smaller cutouts on a larger paper for more detailed art.
• Explore symmetry by folding paper and placing shapes on one side to mirror on the other.
• Create a class mural combining each student's artwork into a large “Shape World.”

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Reflection for Teachers

• Did students confidently name and use multiple 2-D shapes?
• How effectively did the tutorial video enhance understanding?
• Were language supports sufficient for ELL and struggling readers?
• Was the hands-on activity engaging for diverse learning styles?
• Gather feedback to tailor the final lesson in the unit.

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Notes

• Encourage cross-curricular connections by linking art to math and language.
• Celebrate creativity alongside math skills to build enthusiasm for both subjects.
• Consider preparing a dyslexia-friendly shape name mini-booklet for future units.

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This lesson plan is designed not only to meet Common Core standards but also to maximize engagement, language development, and creativity for young learners with diverse needs.