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Activity Info
Title: Shapes of a Cloak
Learning Target: I am learning to describe shapes in my environment and make larger shapes from smaller shapes. I am learning to ask questions about words I do not know.
Grade: K
Math KCAS: 0-K.G.2
Correctly name shapes regardless of their orientations or overall size.

0-K.G.6
Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"

ELA KCAS: K.R.L.4
Ask and answer questions about unknown words in a text.

Book
Title: A Cloak for the Dreamer
Author: Aileen Friedman
ISBN10: 0590489879
ISBN13: 978-059048987
Lexile Reading Level: AD740
Description:
Activity Descriptors
Formative Assessment Strategy:

Students will be creating cloak designs from various shapes.  They will explore which shapes are best for filling up the space inside the cloak.  Students will answer “How many questions” about the number of shapes they chose to create a design.  Students will informally discuss the words:  tailor and cloak.

Materials:

Various shapes (rectangle, square, triangle, hexagon, circle) made from scrapbook paper in various sizes

Cloak template

A Cloak for the Dreamer by Aileen Friedman

Glue stick (formative assessment)

Resources:
Directions:

This could be a two day lesson plan:

  1.  Pick a partner and have them look at each other’s clothes.  “Do you see any shapes you know?”  “Describe the shape you found.”  “How do you know that shape is a square, circle, hexagon, etc?”
  2.  Teacher leads book introductionThere are three sons who are going to make a special type of clothing.  Let’s read to see what they make.
  3. Point out vocabulary words and discuss synonyms for the words tailor and cloak (jacket, coat, seamstress, etc.).
  4. Read the book stopping at Ivan’s page.  Allow students to explore how rectangles fit on their cloak template.  Discuss student findings as a class.
  5. Read the book stopping at Alex’s page.  Allow students to explore how squares and triangles fit on their cloak template.  Discuss student findings as a class.
  6. Read the book stopping at Misha’s page.  Allow students to explore how circles fit on their cloak template.  Discuss student findings as a class (students should notice that there is open space in the cloak).

Possible separation for day one and day two lesson plan”

  1.  Continue reading the rest of the book, stopping to make predictions about Misha’s cloak design.  Stop on the page where the tailor and two sons work on Misha’s cloak.  Allow students to explore hexagons in the cloak template.

Have students clear their cloak template.  Use the scrapbook fabric pre-cut shapes and allow students to design their own cloak, making sure to fill the entire space.  Students should be allowed to use whatever shapes they want of varying size, shape, and design.

  1. When students are finished, have them share their cloaks and have discussion with possible questions;

In your opinion, what shapes fit best?

What shape attributes fit better (ex:  straight edges, corners, etc.)

How any squares, rectangles, etc. did you use?

Is there a way to use circles to fill the cloak?

What other shapes would we have to use with the circle to fill the cloak?

Variations, Connections, or Follow-up Suggestions
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