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School of EducationService – Leadership – Competence – Character

Lesson Design TemplateGrade 1st GradeSubject Mathematics: Geometric ShapesDate 4/9/111. Context for Learning – Who are the students you are teaching in this class?1.1 – What is the name of the course [unit] you are documenting?1st Grade Mathematics: Geometry1.2 – What is the length of the course [unit]?The unit consists of 8 lessons1.4 – Total number of students 21 Male 10 Female 111.5 – Number of students with limited English proficiency 51.6 – Number of students identified as gifted and talented 21.7 – Number of students with Individualized Education Plans (IEPs) 51.8 – Number of students with 504 plans 11.9 – Attach a chart that summarizes the required accommodations or modifications for any students that will affect your instruction of this lesson. Consult with your mentor teacher to complete the chart.

School of Education Lesson Plan Template

Student Accommodations

Z

Emotional Behavior Disorder

(BD)

Behavior related accommodations: Close adult proximity at all times, breaks available when frustration level escalates, clear expectations for behavior, positive reinforcement for appropriate behavior. The teacher will provide an area for sensory breaks to calm down and become refocused. The student is to be seated in a non-distracting area of the class, but not to feel segregated.

L

Emotional Behavior Disorder/Learning

Disability/Fine Motor Skills

Instructional Accommodations: The academic instruction will be at an appropriate level. L will receive more time to complete work, the use of hands-on materials and frequent sensory breaks (chew toy at the end of his pencil). The teacher will repeat instructions in a 1 on 1 setting. Prior to the activity, the teacher will give the student a heads up on any academic expectations. The student will receive preferential seating in a non-distracting area of the classroom. An adult will read the directions/ questions on the work sheet to the student. The student is to be within close adult proximity (there is an Instructional Assistant (IA) in the classroom) at all times.

The following academic accommodations are to be made: Acceptance of close approximations, break material into manageable parts, reduce the length of assignments and the use of concrete manipulatives.

IEP goals: Decrease the number of times student interrupts the teacher (currently as often as several times per minute). Improve the ability to write the correct number or letters 50%-90% of the time. The student’s goal is to improve independent on task behavior to a range of 0-50% of the time.

RLearning Disability

The student will use a stability cushion while seated at his desk.

1.10 – Describe the range of abilities in the classroom.The classroom is comprised of a wide range of physical and academic abilities. Several students struggle with fine motor skills, specifically the ability to write, and communication skills. While other students have behavior disorders and struggle to work well in group settings. According to the Winter 2012 Northwest Evaluation Association (NWEA) Measure of Academic Progress (MAP) Mathematics test report: 7 students are above grade level with a score above the 66 percentile, 6 students are at grade level with a score between 66 and 34 percentile and 8 students are below grade level with scores below 34 percent. The highest RIT score was 202 (99 percentile) and the lowest RIT score was 131 (1 percentile). In regard to Problem Solving: 7 students tested high, 4 students tested average and 11 students tested low. In terms of Measurement and Geometry: 7 students tested high, 6 students tested average, and 9 students tested low. According to the Winter 2012 MAP Reading test scores: 9 students are above grade level (scores above the 66 percentile), 3 students are at grade level (scores between 66 and 34 percentile) and 8 students are below grade level (scores below the 34 percentile). The highest RIT score was 199 (98 percentile) and the lowest score was 136 (1 percentile). According to the writing portion of the test: 9 students are high, 3 students are average, and 10 students are low. Students range from the ability to writing several sentences to students who cannot write sentences on their own. According to the Everyday Mathematics pretest for unit 7, the majority of the class can name basic geometric shapes and almost the entire class struggled to compare/ identify key geometric features of shapes. 11 students correctly identified 2-dimensional shapes, 8 students correctly identified 3-dimensional shapes, 1 student was able to correctly compare the attributes of 3-dimensional shapes, 7 students were able to draw quadrilaterals, and 9 students correctly constructed shapes. For example, when asked to draw a four sided shape 3 students drew triangles. Upon analyzing the test, the majority of the class missed the questions that required significant reading in the directions. Indicating that there might be a correlation between students’ lack of reading skills and their performance on this test.1.11 – Describe the range of socio-economic backgrounds of the students.The students’ Socio-economic (SOE) backgrounds range from low SOE to middle class.


Student(s) Accommodations

JEBD

Learning Environment Accommodations: The student will be allowed to read the directions/questions/answers out loud as long as it does not distract other students. The student will be provided access to a stability cushion and visual examples of finished product. Behavioral Accommodations: The student is to be within close proximity to staff/teacher, given clear expectations for behavior and the use of positives to encourage behavior and performance. During academic time, the student is to receive a heads up about any changes, task completion demands, etc. The teacher will break the task into smaller, progressive pieces. Teaching strategies include the use of social stories and social teaching skills to strengthen student’s ability to ask for a break, for help, express needs, or frustration. IEP goals: Improving J’s social thinking, social skills and self-calming techniques.

Spectrum For the students who are performing above grade level they will be given additional/extension problems that will require more advanced thinking/skills.

ELL Close monitoring, visual aids, follow up, teacher reads directions/questions and if needs, writes students’ oral responses.

1.12 – Describe the racial/ethnic composition of the classroom and how you make your teaching and learning culturally responsive.The classroom is comprised of students who are of Somalian, Mongolian, Japanese, Chinese and European descent. Through being meaningful and intentional about how I incorporate student’s cultures into the classroom, I am able to provide a richer learning environment that values the differences in others. An important form of culturally responsive teaching is to help form healthy communication between the parent(s) and their child’s classroom teacher. Using culturally responsive teaching practices that teach the class how to be respectful of the culture, beliefs and identities of others. Specific ways to embrace student’s race and ethnicities is to provide meaningful opportunities for students to discuss their identity and cultural customs with their peers. In this unit I sent home a family letter that provides information about this unit, ideas for additional enrichment activities they can do with their student and a list of shapes and names that the was class learning. In this unit, students have the opportunity to bring in objects from home that represents the geometric shapes they will be studying in class. This activity creates a connection between a child’s home and the classroom as they can bring in items that represent their culture, hobbies or interests as well as creating an opportunity for students’ to discuss what they are learning in school with their parents.1.13 – What prior knowledge, skills, and academic background do students bring to the lesson? (Consider previous learning experiences, assessment data, etc.)Prior to this lesson most of the students had been introduced to the names of some geometric figures in Kindergarten. Students have learned how to measure items using standard units, as well as the meaning of the following vocabulary words to describe objects: side, short and long. In the previous unit, students where learning how to solve comparison stories. So students are familiar with phrases such as comparison, more and less. According to the pretest, students are familiar with the names of shapes such as circle and triangle. Although students struggled with other 2-dimensional shapes such as rhombus and hexagon. According to the unit pretest most students are able to identify the following 3-D shapes: cone, cube and pyramid. According to the Winter 2012 MAP Mathematics testing report: 7 students tested high, 6 students tested average, and 9 students tested low in Measurement and Geometry skills.1.14 – What do you know about the students’ conversational and academic English? How do you know?Based on a Student’s IEP, I know that student L. has limited receptive and expressive language. There are 6 students in the classroom that qualify as English Language Learners (ELL) who have some conversational English and significantly limited academic English. This knowledge has been confirmed through the use of formal ELL testing. The rest of the students in the class can be described as having moderate to rich conversational English for their grade level. I have personally observed this ability during whole group and small group instruction/ discussion. Through the written samples and group discussions I can conclude that, in general, the students have a limited academic vocabulary. With the exception of about 9 students who tested high on the MAP testing in writing, most students struggle to covey thoughts in written form.1.15 – Is there any ability grouping or tracking in the class? If so, please describe how it affects your class.As the standardized tests show there is a significant range in abilities in the classroom. Depending on the activity students are grouped according to mixed ability groups. Providing a peer model and support to students who struggle academic and/or behaviorally. At times students are also grouped by ability as some tasks need to be altered according to the students’ ability to complete the task, as some students on Individualized Education Plans and English Langue Learners need additional hands-on/visual instruction. While other students need additional extension activities to increase the difficulty of the skill learned in the lesson. The grouping is dependent on the mathematical skill being taught that day. For


example, some students have very strong number sense and can multiply numbers. While other students have trouble adding single digit numbers. Therefore, during some lessons, several students work on easier problems with the teacher while other students work on problems that are more difficult than the problems provided in the curriculum. There is also an Instructional Assistant in the classroom at all times to help support the learning of the special education students. This person will specifically work with the students that need help reading questions and recording their answers. This variety in grouping between mixed ability and ability grouping allows students to learn at their own instructional level as well as gain support from their peers.1.16 – What additional needs might students have?Because of the age level of my classroom (ages 5-7). The students are not able to idly sit for long periods of time. Therefore, it is important that students receive opportunities for hands-on explorations or movement within the room, as well as clear verbal and visual directions as most students are not fluent readers yet. There are also about 5 students in the classroom who need additional support reading the questions, directions or with written responses. Therefore, these students require a significant amount of instructional support from an adult in the classroom.1.17 – Describe any district, school, grade-level, and/or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests, etc.The district requires the use of the Everyday Mathematics curricula, by McGraw Hill. The curricula lessons are designed to incorporate whole group activities, small-group activities, independent activities and home connections. The school district supports the full inclusion model that strives to provide the least restrictive learning environment for special education students. To support the students in my classroom who are special education, I collaborate with the special education team in my building to help provide differentiated instruction for these students. I use the instructional strategy of creating opportunities for students to voice the learning targets for the day’s lesson as expected by the district/ school principal. The district mandated, Measure of Academic Progress (MAP) test informs my instruction as to the range of academic abilities and growth.1.18 – Describe any classroom rules, routines and/or classroom management issues that affect the lesson. How might you proactively address those issues in your lesson design?The classroom management system consists of a behavioral poster. As students misbehave in class, they move from the green tier, to the yellow tier, and then finally the red tier. Students lose 5 minutes of choice time at the end of the day if they are on yellow and 10 minutes of choice time if they are on red. The persistent management issues that arise in class include: talking out of turn, unwillingness to complete the assignments and frequent movement from student’s seats. I will proactively address this issue at the beginning of the lesson. Before I start introducing the concept, I will first clearly state my behavioral and academic expectations of each student, as well as clearly explain the consequences as a result of not meeting these expectations.1.19 – Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the name, publisher, and date of publication.

Everyday Mathematics: The University of Chicago School Mathematics Project, McGraw Hill, 2007.2. Lesson Plan Explanation – Why are you teaching this lesson?2.1 – Upon what assessment data or previous lessons are you building?In the previous unit, students were learning how to solve comparison stories. Their ability to compare objects using the phrases more or less will help students in comparing the geometric attributes of shapes (such as number of sides). In previous lessons, students also practiced measuring objects with units. So they will have the prior vocabulary knowledge of sides, and length. This lesson will be the first lesson taught in unit 7. This unit consists of 8 lessons. I am designing this lesson based on the


information I have gathered from the pre-unit test. Based on the questions that students had difficulty answering, I will determine which aspects of the lesson I will need to have a greater focus on. According to the pretest results: 6 students misidentified common 2-dimensional shapes (ex. triangles, squares, and rhombus), 11 students misidentified 3-dimensional shapes (ex. sphere, rectangular prisms, cylinder, pyramid, cube and cone). With the exception of 1 student, every student missed at least one question about comparing the attributes of 3-dimensional shapes (such as the ability to stack and roll). 12 students struggled to identify attributes of 2-dimensional shapes (such as the number of sides). Students also demonstrated an inability to combine known shapes to create shapes and divide known shapes into other shapes.2.2 – What requisite skills do students need in order to access the lesson and participate fully?Students will need to be able to:

Count by ones up to 10 Write numbers less than 100 Draw lines and circle (in order to construct geometric shapes) Know phrases for comparing objects according to their properties Provide written and/or verbal explanations

2.3 – How does the content build on what the students already know and are able to do?This lesson builds on students’ previous learning of geometric shapes in Kindergarten. Students will utilize their ability to recognize common shapes in order to learn their name and explore each shape’s geometric attributes. As part of the Everyday Mathematics curriculum, students were pre-exposed to comparing objects (for example, matching objects that look the same) throughout the year as part of their Math Boxes activities. This provides all students with at least some exposure to common shapes before this unit. In this lesson students will learn the names of several 2-dimenshional shapes and practice identifying them in real world contexts.2.4 – How does this lesson fit in the curriculum?This is the 1st lesson in a geometry unit (unit 7). There are 8 lessons in this unit and ten units in the curriculum. The previous unit included learning how to solve comparison stories and use standard units to measure shapes. In this lesson, students will learn about the name/ attributes of circles, triangles, squares and rectangles. In the following lessons students will continue to learn about other 2-dimensional shapes (hexagon, trapezoid and rhombus). In future lessons, students will explore 3-dimensional shapes and identify which 2-dimensional shapes create the faces of 3-D shapes. In unit 10, there is a lesson that will provide a review of all of the concepts learned in unit 7.2.5 – How does this lesson build on previous lessons or previous learning?This lesson builds on students’ previous learning of how to compare objects. In unit 5, students learned how to solve comparison stories, as well as an exploration of geometry concepts learned in unit 4, where students learned how to use standard units to measure shapes. Students will utilize their prior knowledge of length, sides and comparisons in order to compare geometric shapes according to their attributes. For example, students will compare a square and a rectangle in order to realize that they both have 4 sides but that the sides of a square are all equal lengths. In this lesson, student’s start creating their My Shape books. In language arts, the students have already previously been writing “books” about topics that interest them (For example, some students have written books about elephants and volunteers).2.6 – How will the learning in this lesson be further developed in subsequent lessons?In future lessons, students will continue to identify and compare shapes. Students will use their knowledge of identifying the attributes of rectangles, squares and triangles learned in this lesson, in order to compare the attributes of other polygons (rhombus, hexagons and trapezoid) that they will learn in the next lesson. They will use their knowledge of 2-dimensional shapes to compare prisms


pyramids, cones, sphere, rectangular prism, and cube. Specifically, sorting shapes by their 2-dimensioanl faces.3. Learning Targets – What are the objectives for the lesson?3.1 – What is the title of your lesson?

Geometric Shapes: Circles, Squares, Triangles and Rectangles3.2 – Summarize the content focus of the lesson. This summary might take the form of a “big idea” or “essential question.”Geometric Shapes3.3 – Cite the performance expectations EALRs/standards using the numbers and text.1.3. Core Content: Geometric attributes 1.3.B Identify and name two-dimensional figures, including those in real-world contexts, regardless of size or orientation.1.6. Core Processes: Reasoning, problem solving, and communication 1.6.H Determine whether a solution to a problem is reasonable.3.5 – Cite the objectives (skills or concepts) for the lesson. What do you want students to think, know and/or be able to do at the end of the lesson? Be concrete and specific. The objectives need to be measurable. Use action verbs. They need to be aligned with the GLEs/performance expectations and EALRs/standards.

Students will recognize and/or name two- dimensional shapes: squares, circles, rectangles and triangles at the concrete and pictorial levels.

Students will explain whether an object is a reasonable example of a particular geometric shape based on the attributes of that geometric shape.

3.6 – Rephrase your learning targets using student-friendly language.1) I will be able to find and name two-dimensional shapes.2) I will be able to decide if I matched the correct shape to its name.3.7 – How will students demonstrate this? Describe observable actions. – e.g. Given (learning activities or teaching strategies), the students will (assessable behaviors) in order to demonstrate (connection to EALRs/Standards).Given the opportunity to discuss as a class, individually identify shapes in the classroom, use hands on geometric manipulatives and create a math shape resource book. Students will be able to write, name, and model in order to demonstrate their ability to identify and name shapes regardless of size or orientation.3.8 – What do you as the teacher know about this particular concept/topic etc.?I know that a triangle, rhombus, square, rectangle, hexagon, and trapezoid are all geometric shapes. They are also all considered polygons (Poly- means many; -gon means angles). I know that the attributes of a triangle include a closed geometric shape that has 3 sides and corners. A square is a closed geometric figure that has 4 equal sides and 4 square corners. A rectangle has 4 sides (two pairs of equal sides) and 4 square corners. I know that a Rhombus has 4 corners and two pairs of parallel lines. I know that a hexagon is a polygon with 6 sides and corners. I know that a circle is a shape that is the same length from the center to the edge all the way around. A circle does not have any sides or corners. I know that most of the common errors that students make when identifying shapes result from only being exposed to a limited number of examples of each shape. It is important for students to be exposed to shapes in a variety of sizes and orientations.3.9 – Where did you find this information? (List specific resources, using APA style.)Bell, J., Bell, M., & , (2006). Everyday mathematics, teacher's lesson guide. (First ed., Vol. 1, p. 918). Chicago, IL : McGraw HillVan De Walle, John A. Elementary and Middle School Mathematics, 7th Edition. Boston: Allyn & Bacon,


2010.Sowder, J., Sowder, L., Nickerson S. Reonceptualizing Mathematics for Elementary School Teachers. New York: W.H. Freeman and Company, 2012.3.10 – Academic Language – What are the linguistic demands embedded in the learning targets? (Consider what language and literacy skills students may need to know in order to demonstrate their competency on the learning targets successfully.)Students will need to be able to explain their reasoning in writing and/or verbally, as well as list the attributes for each shape. Students will be required to read, write and use in conversation the academic vocabulary embedded in this lesson. The students’ strengths are in visually recognizing geometric shapes. The students will need additional guided practice on how to explain their thinking in writing. Students will also need activities/ sentence frames that provide practice with verbalizing and writing the vocabulary words during the lesson.3.11 – Academic Language – What key vocabulary (content-specific terms) do you need to teach?Two-dimensional shape, circle, square, rectangle, triangle, attributes, geometric shape, side and corner.3.12 – Academic Language Functions – What are students doing with language to express their developing understanding of the content you are teaching?Students will use verbal communication to explain how they classified a shape. Students will also create My Shape Book, where they will write the attributes for a given shape, examples and non-examples.3.13 – Academic Language Forms – What words and phrases (implied grammatical features and syntactic structures) do students need in order to express their understanding of the content you are teaching? How will you teach students the relevant grammatical constructions?When expressing their understanding, students will need to use terms such as: attributes, corner, side, round, flat, circle, square, rectangle and triangle. The teacher will provide numerous examples of how to verbally communicate the concept of geometric shapes. An example of what the teacher would say, “this shape is an example of a triangle because it has three sides and three corners.”

The teacher will teach the following sentence frame:This shape is a ___________ because _________________3.14 – Academic Language Fluency – What opportunities will you provide for students to practice the new language and develop fluency, both written and oral?Students will be engaged in a whole class discussion of the math concepts, as well as practice in a peer to peer setting to engage in conversation about mathematics. The students will also practice writing their new academic language using their My Shape Books that they are working on creating. In each book students will write the name of the shape, a definition, list of attributes, pictures of examples and non-examples.4. Lesson Assessment – How will students demonstrate their learning?Formative Assessment (Process)4.1 – How will you know that the students are learning/working towards the learning targets?I will know what students are learning based on the data that I collect from informal assessments during the lesson. Activities such as participating in whole class conversations, independent practice (Shape Walk activity and My Shape books) as well as students’ self-evaluation of the learning targets will all provide opportunities for me to track students’ levels of understanding.4.2 – How will students demonstrate their understanding?Students will demonstrate their understanding through their ability to accurately recognize and name the correct shapes on their Shape Walk worksheet. Additionally, they will also provide verbal responses during discussions, verbal and/ or written explanation of how they classified a shape and their answers to their self-evaluation.


4.3 – Describe the ways in which you will use these assessments to inform your teaching decisions during the lesson.I will use the data collected from this lesson to determine the level of student understanding of the content. If a sufficient number of students (about 98%of students including students who are special education) show a strong level of content understanding, then I will move on to introducing additional two-dimensional shapes. If the data collected shows that students do not understand the material, I will evaluate the assessment data to better understand students’ misconceptions in order to more effectively teach the lesson again the next day. I will evaluate whether the errors were a result of a problem with the assessment (for example confusing wording) or whether it was an issue with my instruction. From this data, I will reteach the topic and provide a new assessment. I will also use this data to assess individual student’s educational needs. Based on how students performed, I can provide additional support to help every student achieve mastery or decide if some student’s need more difficult problems in order to be challenged in the content area.Summative Assessment (Product)4.4 – In what ways will the evidence document student achievement?

The Shape Books demonstrate the students’ ability to identify, define, list attributes, and draw images of examples and non-examples for each shape. This allows students to show how well they understand the properties of each type of shape. This is an ongoing assessment as students will add to it during the entire unit.

4.5 – How might you modify your assessment(s) for the students with whom you are working? For the Shape Walk worksheet, I added visual examples of each shape to support students who

need visual aids to reinforce the vocabulary word (ex. ELL and Special Education) During the discussion I provided some students with sentence starters. This provided them with

a framework to express their ideas. For students that struggle with writing and verbal communication, I provided an example of a

completed Shape Book page. I also provided scaffolding of the Shape Books for students. For students that have limited writing ability, each page already had the shapes name and definition. Instead, students communicated their level of understating through their list of attributes (A vocabulary card for each shape with a list of attributes were posted on the vocabulary wall), visual examples and non-examples.

4.6 – How will students be able to reflect upon and self-assess their learning? Students are able to reflect on their learning based on the verbal feedback I provide during the

lesson. They will also be able to reflect upon the written feedback/ comments I provide on their

assignments that they receive at the end of the week. At the end of each lesson students are given time to reflect on whether or not they were able to

meet the learning targets.4.7 – To what extent are your assessments aligned with your objectives?Objectives:

Students will recognize and/or name two- dimensional shapes: squares, circles, rectangles and triangles at the concrete and pictorial levels.

Students will explain whether an object is a reasonable example of a particular geometric shape based on the attributes of that geometric shape.

Assessments: Shape book. This assessment is aligned with the objectives because students are demonstrating

their ability to recognize the 2-dimensional shapes (circle, square, rectangle and triangle) that we learned, in real life contexts, as they walk around the room. By drawing or writing the name


of the object under each shape category, I am able to identify whether or not they can sort shapes found in everyday experiences correctly.

Group discussions/pair share activities provide opportunities for students to demonstrate their ability to explain if an object it sorted into the correct category or not.

Shape book. Through providing examples and non-examples students are able to demonstrate their ability to identify a shape, recognize what characteristics makes it that shape and what characteristics about other shapes make them a non-example. Students also define each shape explaining its attributes. This supports students learning in the second objective as they have to explain what makes a shape an example and a non-example.

4.8 – Complete the following table to highlight what the students will do to demonstrate competence specific to learning for this lesson.

Description of formative assessment

activityEvaluative criteria What the assessment is

designed to assess Feedback to students

The students will verbally demonstrate their understanding of the Learning Targets, as well as their ability to articulate how to compare 2-dimsensional shapes according to their attributes during Turn and Talk activities and whole class discussions.

During the Shape Walk activity and worksheet, students will demonstrate their ability to identify shapes in real life situations. Students are asked to find examples of squares, triangles,

I will listen to students’ responses looking for students that are able to express a strong understanding of the content knowledge, as well as listening for any misconceptions that students’ might have.

I will observe students during the activity and evaluate their worksheet. Noting the students’ ability to correctly identify a shape in a real world context according to its attributes.

If the students are able to recognize squares, circles, rectangles and triangles in real world contexts. The assessment is also designed to assess if students can explain whether a shape is correctly identified according to its attributes.

If the students are able to recognize squares, circles, rectangles and triangles in real world contexts by their attributes.

As this is a time for students to express their ideas, I will let the students dominate most of the conversations. Occasionally, if a student made a particularly strong point that I want to touch on, I will affirm students’ responses by restating the idea. If a student has a common misconception, I will help guide the student to the appropriate answer. Through asking a series of focused questions that will help lead them to an understanding of the correct response.

I will acknowledge that the student has mastered the skill with verbal feedback. If they have not mastered the skill I will reteach and encourage that the student attempts the task again. Reminding


circles, and rectangles in the classroom that they will record on the worksheet. Students will use their knowledge of each shape’s attributes in order to determine how to record the shape that they found.

Students will indicate with a hand signal how confident they feel at performing each standard during the self-evaluation at the end of the lesson.

I will observe how many students indicate they feel that they have mastered the standard (thumbs up), have almost mastered the standard but could use a little more practice (thumbs to the side) and if they have no clue what the standards even mean (thumbs down)

The assessment is designed to assess how well students feel they can identify 2-dimnesioanl shapes in real world context and how confident they are at identifying incorrect responses.

the student of the strategies for determining shapes that we learned together as a class.

Because this is the students’ time to reflect, I will provide very little input, except for encouraging students that learning new skills takes time so I do not expect everybody to give a thumbs up yet.

Description of summative assessment

activityEvaluative criteria What the assessment is

designed to assess Feedback to students

Students will create a My Shape Book where they will correctly record the definition, attributes, examples and non-examples for each shape (circle, square, triangle, rectangle). This is an ongoing assessment as students will add to the book as they learn about more shapes.

I will evaluate students’ ability to correctly define, list attributes, and provide examples and non-examples for each shape.

If the students are able to correctly identify a shape by its attributes. As well as the student’s critical thinking skills as they are able to correctly identify examples and non-examples for each shape.

I will provide written feedback on each student’s My Shape Book. Providing one compliment on what the student did well and one suggestion for improvement.

4.8 – Academic Language – Identify the linguistic demands in your assessments and how they might be modified.In the assessment, students are required to verbally explain how they solved a problem. For students who may struggle with oral and/or written communication, they will be evaluated on their ability to demonstrate the math concepts using concrete manipulatives. The evaluation of the math vocabulary journals will be modified for some students with a greater emphasis on their correct use of symbols/ images than on their writing ability.


4.9 – Academic Language – How is the understanding of academic language being assessed?Students’ understating of academic language will be assessed based on an evaluation of their math vocabulary journals. In these journals, students will write the name of the shape, definition, list of attributes, an image of an example and a non-example. The academic language will also be assessed according to the in-class worksheets. They require students to identify the correct vocabulary words and appropriate examples.5. Instructing and Engaging Students in Learning – What will happen in the lesson?5.2 – What learning activities do you have planned for the students? (This describes what the students do.)

While the teacher reads The Shape of Things, by Dayle Ann Dodds the students will identify examples of shapes that can be found in the book.

Whole class and small group discussions, where students will provide examples of each shape and explain the attributes of that shape.

Shape Walk Activity, the students walk around the classroom identifying real world examples of each shape and will record them on the worksheet.

My Shape Book, students will create a reference book that will include a description, examples and non-examples for each shape.

5.3 – What instructional strategies will you use? (This describes what the teacher does.)The teacher will begin the lesson by posting the focus question and reading it as a class. The teacher will read The Shape of Things, by Dayle Ann Dodds, stopping at key points to have students provide examples of shapes found in the book. During the instruction, the teacher will model how to identify and name each shape according to their attributes. As the class identifies a shape, the teacher will post a vocabulary card (includes the name, list of attributes, and an example) on the vocabulary wall. The teacher will use Talk moves during the discussion. The teacher will use the students’ responses during the discussion as an opportunity to use formative assessment to determine students’ understanding of the content as they provide examples of each in the room. While students are working on their independent activities, the teacher will circulate around the classroom answering questions and monitoring students’ understanding. During the last seven minutes of class, the teacher will provide closure for today’s lesson. Students will have an opportunity to articulate the learning targets and monitor their progress towards meeting them. Using the data collected from the lesson, the teacher will reflect on how to improve the teaching in the future lessons.5.4 – What opportunities will the students have to articulate the learning target(s), monitor their own progress, and identify support needed to achieve the learning target(s)?At the beginning of the lesson, the students will have an opportunity to verbally communicate the learning targets to a partner and discuss the importance of the learning targets. Group discussions and pair share activities provide students with an opportunity for the students to compare their thinking with their peers, allowing them to monitor their progress toward meeting the learning targets. At the end of the lesson the students will have another opportunity to communicate the learning targets to a partner as well as express their ability to meet the learning target and provide examples of how they can improve.5.5 – Describe the sequence of steps in the lesson in the following table.

Time Learning experiences Purpose

5min.

Math vocabulary: circle, triangle, rectangle, square, corner, side, attributes and curvedAnticipatory Set (Including Introduction to learning targets):Teacher (T):“During today’s math lesson we will be learning

The use of an Anticipatory Set provides an opportunity to spark


10min.

something new. We are going to read The Shape of Things, by Dayle Ann Dodds. Based on the title, who would like to make a prediction about what the book will be about?”

Sample students responses (S): it will be about shapes.The teacher will use talk the Talk Move (revoicing) to facilitate discussion.

The teacher will read the story. Stopping at key points to allow students to locate the hidden shapes on the pages.

Instruction:T: In a few minutes you will have your own chance to find hidden shapes in our classroom because today in math we will begin to learn about shapes. We are going to be studying Geometry. Who thinks they know what this word means?S: It means shapes.T: That’s part of it. Geometry is the study of shapes.

Our Focus Question for today is? (the teacher will post it on the board)How can I tell different shapes apart?T: What does the word different mean?S: Not the sameT: What is a shape? I would like you to turn to your elbow partner and tell them why it is important to learn about shapes and tell them an example of one shape? When I give the signal that time is up, I would like you to look back up here with voices off. I will ask for volunteers to share what their partner said. So make sure you are listening carefully while your partner is talking.

Teacher asks students to share what their partner said. Teacher uses talk moves (ex. waiting and revoicing).

Teacher posts the Learning Targets for the day:At the end of math today we want to be able to say that we are able to:

1) I will be able to find and name two-dimensional shapes.T: “This word ‘geometric’ (the teacher underlines the word) is a fancy name for special shapes that have names. What are the names of some of the shapes we found in the book?”

2) I will be able to decide if I matched the correct shape to its name.

Turn to your partner and tell them our two learning goals for today’s lesson.

While the students are talking to their partner the teacher will

students’ interest in the content prior to the formal instruction. The use of an interesting children’s book helps promote student interest in the lesson.

The use of Talk Moves, such as waiting, provides students with time to think about the question, as well as wait for more participation from students willing to share their ideas with the class

Research shows that it is important to provide a Focus Question at the beginning of the lesson to create an opportunity for students to begin to think critically about the concept.

Students are more likely to master the content if they have a clear understanding of


circulate listening to students’ responses. The teacher will call on students to share their responses with the class and provide an explanation.

T: Who would like to share with the class why it is important for us to be able to name shapes and why would we want to know if we gave the right answer or not?

Connection to book: In the book there was a picture of a circle and a triangle (teacher turns to these pages). What about this shape (pointing to a triangle) helps you know that it is a triangle.S: Because it has 3 sides.T: It has 3 sides. What is a side?T: So triangles have 3 sides. What is this called (pointing to a corner). How many corners do triangles have?S: 3 corners.Teacher posts vocab card for a circle and triangle.

How could we describe a circle?S: A Circle has no straight linesT: Can you show me with your hands what you mean by the word straight?S: Student holds out hands straight.T: How can we describe the line of a circle.S: RoundS: CurvedT: I like how S used the word curved. The teacher posts the vocabulary cards for the words Straight Line and Curved Line.T: When I say the word curve I want you to hold out your hands like this (teacher cups hand to make a curve). When I say straight line hold your hands like this (teacher demonstrates hold hands out straight). Students demonstrate the different types of lines that shapes have.

The teacher uses the instructional strategy of an Oops moments (Non-exmaple)!The teacher draws a rectangle and calls it a square. (waits to see if a student catches it)T: Why is his shape not a square? It has four sides doesn’t it?S: No they have to be all the same size.Teacher will add the vocab cards for square and rectangle.

Turn to your partner and tell them the two things we are working on learning today (*Another opportunity for students to restate the learning targets).

Procedure for next two activities:

what they are suppose to be learning in the lesson. Therefore, in this lesson students are asked to state the Learning Targets in their own words in order to show they know what they are supposed to be learning in the lesson.

The teacher uses the instructional strategies of questioning, in order that the students verbalize the important content and academic vocabulary of the lesson.

To support English Language Learners the teacher will explicitly teach the vocabulary words and include visual aids for each.

This instructional strategy of having students use their bodies in the learning process helps reinforce the learning of visual and kinesthetic learners.

The use of examples and non-examples provides an opportunity for students to see the correct way to solve the problem, as well as an opportunity to evaluate why a common error is wrong. By learning


20min.

1. Shape Walk2. Shape BookToday we are going to do two different activities with shapes. Half of the class will be working on finding and naming shapes around the room (points to 1st objective). For example teacher, holds up worksheet, I am asked to write the name or draw a picture of a square. Raise a quiet hand if you see a square in this room?S: Our calendar.T: One of our goals for today is to make sure we call a shape by the right name. Does that shape meet what we said a square has to have? Teacher reads that a square has four corners and 4 sides that are exactly the same shape.S: yes.T: While ½ of the class is working on that, the rest of us will be working on our Shape Books at the two big tables. If there is fighting about where you sit then I will find a seat for you. These are books you can keep to remind you of all the shapes you know. Teacher holds up book. On the inside you are asked to write the attributes of each shape, tell me a definition of the shape, draw me a picture where it says example and draw a picture of a shape that is not that shape. Teacher demonstrates example of square.

During these activities I want you to be talking with your group about the shapes you are finding and making sure each person is identifying each shape correctly. Use a quiet whisper voice. If it gets too loud I will have to ask for no talking.When you hear me ring the bell it is time for you to stop what you are doing and wait for my directions on how to switch activities (Practice that).Are there any questions about the two activities? Make sure to write your name on the paper.

Independent practice: Shape Walk and Shape Book After 10 minutes, time to switch (10 minutes during this time)Questions that the teacher might ask while students work:•How did you know that _____ is the name for that shape?•What does it mean that a triangle has 3 sides?•What does it mean that a circle does not have any corners?•What is an example of a rectangle that you found? How did you know it wasn’t a square?

Things to consider as you observe the students:•Are they identifying the objects that represent a specific name shape.•Do they realize how they know that a particular object is an example of a circle?•Is there a particular shape that most students are having trouble identifying or explaining?

from someone else’s mistake, the students are less likely to repeat that common pitfall.

The Shape Walk activity is designed to provide students with practice identifying shapes in a real world context.

The My Shape Book is designed to improve students’ understanding of each shape.

Having students explain their own thinking allows the teacher to better understand students’ understanding and address any misconceptions that students might have.


10min.Plans to handle misconceptions that might arise:•Children who are mixing up squares and rectangles. Instruct them that they both have 4 corners and sides, but that a square is a special rectangle and all of the sides are equal. Provide them with a tape measure they can use as they work.Hints:•If a student is struggling, I will use measuring tape to measure the sides of the shape or ask what do the sides look like how many are there?Plan for an extension in case some students finish early:•For students who complete the independent activities early the teacher will have a hard copy of the guess my shape worksheet.

Closure: Ring the bell, ask students to make sure they have their names on their papers and come back to the carpet.

Group closure discussion review today’s topic. Remind students to try to wear clothes tomorrow that have shapes on them.

Show examples of students’ Shape Book. Good job working so hard on these.

T: Turn and share, with your partner, your favorite object you found on your shape walk. Tell them which shape it was an example of. Use the sentence frame on the board.

Sentence frame written on the board:I found a ___(Object)_____. This is an example of a ___(Shape)__ because _______.

For example, I found a book. This is an example of a rectangle because it has 4 corners and 4 sides. It has two long sides and two short sides.

Turn and talk with your partner answering these questions:1. What are the two goals for today’s lesson?2. Why are these goals important?3. What activities did you do today that helped your reach these goals?4. What can you do to continue to practice finding and naming shapes?

Have students share responses.

Our focus question for today was: How can I tell different shapes apart?Who can tell me some attributes that we used today to tell shapes

The Closure discussion and thumbs up activity provide opportunities for formative assessment in order to gain data on students’ progress toward meeting the State Standards.

Sentence Frames help students have a format for how to express their thoughts. Allowing young students’ to learn how they should express their thoughts.


apart?Student self-evaluation of Learning Targets:•Thumbs up, if you feel really good about being able to recognize all 4 shapes if you saw them at lunch.•Thumbs to the side, if you feel like you mostly would be able to recognize these shapes if you saw them at lunch, but you might call one or two of them by the wrong name.•Thumbs down, if you wouldn’t be able to name any of these shapes if you saw them at lunch or recess?

Great job Today class! Tomorrow try to wear clothes with shapes on them.

5.6 – Closure – How will the key points of the lesson be articulated?Through a Pair-Share and whole class discussion the students will articulate the key concepts learned in the lesson, the importance of these skills and what activities did they do to learn the key concepts. If there are any important issues that the students did not bring up on their own the teacher will guide the discussion through questioning.5.7 – Closure – What questions or prompts will you use to elicit student articulation of their progress towards the attaining the learning target(s)?The teacher will elicit student articulation of their progress towards mastering the Learning Targets by asking the students to put:•Thumbs up, if you feel really good about being able to recognize all 4 shapes if you saw them at lunch.•Thumbs to the side, if you feel like you mostly would be able to recognize these shapes if you saw them at lunch, but you might call one or two of them by the wrong name.•Thumbs down, if you wouldn’t be able to name any of these shapes if you saw them at lunch or recess?5.8 – Closure – How will students rethink and revise their understanding and work?Students will rethink their understanding by revisiting the Focus Question that was discussed at the beginning of class. This provides an opportunity for students to compare their thinking at the beginning of the lesson with what they now know at the end of the lesson.5.9 – Materials – What materials, including community resources and educational technology, will you need in order to teach this lesson?Whiteboard, Poster Paper for vocabulary wall, index cards for vocabulary words, The Shape of Things, By Dayle Ann Dodds5.10 – Materials – What materials will students need for this lesson?Students will need a pencil, copy of the Shape Walk Worksheet and a My Shape Book.5.11 – Grouping of students for learning – How will student learning groups be formed?There are students who I do not have permission to film. During the activity, the students are grouped according to those that can be filmed and those that cannot be filmed. This creates groups that are of mixed abilities. Special education students will be in the same group so that the IA can assist in their learning.5.12 – Management and Safety Issues – Are there management and/or safety issues (physical and/or emotional) that need to be considered when teaching this lesson? If so, list them. What will you do to prepare your students for these issues?Because the students will be walking around the room the students’ that are in need of an instructional assistant will be grouped together, so that the IA can manage their behavior. Because the students are working in mixed ability groups some students may become discouraged if their peers are finished before them. Especially students who are not strong writers might become overwhelmed at the thought


of writing their own book. During my explanation of the My Shape Book activity, I will stress the importance that this will not be the only time that they will have to work on these books. So they do not have to rush to finish a page for every shape today.5.13 – Family involvement – Describe any family involvement that accompanies this lesson.Prior to this lesson, a parent communication letter was sent home. In this letter the teacher provides a summary of the content that will be addressed in this unit, as well as additional activities that parents can complete with their children and a list of the vocabulary terms. The letter also notified parents about the shape museum that students will start later in the week. Students are to bring in 3-dimensional shapes from home, allowing students to communicate with their parents about what they have been learning in school as they look for examples of shapes around their house.


Instructional Materials

Story book about shapes


Assessment Tools

My Shape Book Sample Page


Shape Walk Activity Sheet


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