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Lesson Plan Template NAME: Erin Bell DATE 2/1/10 and 2/2/10 nd Grade Level: 2 Subject: Mathematics, Geometry, Plane Shapes Type of Lesson: Investigative supported with Direct Content Standard(s): Measurement and Geometry 2.0 Students identify and describe the attributes of common figures in the plane and of common objects in space: 2.1 Describe and classify plane and solid geometric shapes (e.g., circle, triangle, square, rectangle, sphere, pyramid, cube, rectangular prism) according to the number and shape of faces, edges, and vertices. Rationale: To give students 1. The opportunity to identify plane shapes such as circles, squares, triangles, and rectangles. 2. Space to explore shapes tangibly using manipulatives. 3. The time to work with each other to build understanding of shapes. 4. Exposure to problem solving skills by using their own knowledge to sort and classify shapes. Links to Prior Knowledge or Experience: 1. Students have been exposed to 2 dimensional shapes (square, circle, triangle, rectangle) in lower grades. 2. Students see shapes around them in everyday life. 3. Students have actively participated in group work. 4. Students have been exposed to geometry in board math throughout the year. 5. Students interact with each other everyday building their community. 6. Students present work after journaling and are exposed to speaking in front of the class. Performance Objective(s): Students Will 1. Identify and classify circles, squares, triangles, and rectangles. 2. Identify and classify plane shapes based on sides and vertices. 3. Actively participate in group work to classify shapes and build classroom community. 4. Present group work using academic language to describe their final product. 5. Write in math journals that they will be able to use on future tests. Assessment/Evaluation: (Time: Outside of lesson ) 1. Assess during group work the involvement of each group member based on a plus, check, minus corresponding to involved, sometimes, not at all in regards to actively thinking about classifying shapes and the social interaction of the members. 2. Shape Sort a. Complete if student wrote the rule that the group decided upon and actively participated in sorting the shapes and/or verbally describing the shapes during the group work. b. Partial if part of the rule was written and student was engaged some of the time. 3. Math Journal a. No assessment, journal is for the children to benefit from and to practice writing in another content area 4. Grid Identification chart a. 1 point for each category (shape, description, sides, vertices, object) b. Each shape is worth 5 c. Full credit is 20 points, four shapes. 5. Dot Paper shape creation a. Each shape created is 4 points for the correct number of sides, vertices, drawing, and name. b. Each student should complete at least 4 shapes so score is out of 16. Scaffolds for English learners & Children with Special Needs: 1. Introduce academic language through the math book geometry story 2. Read story as a class to support ELL reading 3. Practice language arts prediction strategies by using the title to decide what story is about 4. Using shape manipulatives to introduce classifying shapes, which visually and kinesthetically supports geometric concepts 5. Flexible lesson for describing shapes to allot for those who are more advanced and those who need more assistance. There are limitless possibilities in describing the shapes, all are right which supports all levels. 6. Create visual posters with cut out shapes and definitions as a class. ELL will be able to hear and see the definitions as the class makes the posters. 7. Group work scaffolds for all levels of learners 8. Each student writes the group’s rule, which supports understanding of that rule on an individual level. 9. Activities are flexible to allow for students to write more or less, to classify more or fewer shapes accounting for all levels of students. 10. Dot paper activity allows advanced students to record shapes with sides up to 6, but requires all to make 4, and those who require other accommodations may draw fewer. Academic Language: 1. Vocabulary (properties, figure, polygon, square, triangle, circle, rectangle, side, vertex, 2 dimensional, plane, isosceles, equilateral) 2. Sort game language (sort, target shape, rule, similarities, differences) 3. Math journal (record, definitions, notes) 4. Grid game language (shape, object, description, sides, vertices, diagram) Materials: 1. Math books 2. Envelopes with 10-12 shapes of various kinds 3. Sentence strip for each child 4. Large poster for each group 5. Construction paper to paste target shape on, paste all other shapes directly onto the poster 6. Glue 7. Large cutouts of triangle, rectangle, square, circle 8. Dots to highlight vertices 9. Four posters for definitions 10. One poster for the running poster of geometric terms 11. Marker pens for posters 12. Copies of the shape classifying table for each student ***Day 2 13. Envelopes passed out again, one for each child with only 4 shapes in each. Use shapes from day 1. 14. Dot paper 15. Poster with columns numbered 0 to 6 to record the types of shapes students made. 16. Construction paper folders with a secret shape. INSTRUCTION: Procedures & Activity/Activities: (Time: 75 min ) Motivate, Model, Practice 1. Begin with the geometry story 2. Introduce the title, ask what it might be about. 3. Read it as a class, stopping at the end of each page to identify the shapes. 4. Walk around and anecdotally assess student’s knowledge of shapes 5. Finish the story and put away math books. 6. Instruct that students are going to work in groups to sort shapes. 7. Group students and pass out envelopes with shape cutouts. 8. Shape Sort, introduce the term figure. a. Students work in groups of 4 do the following in order b. Each child in the group will pick a shape. Taking turns the children will describe two things about the shape. Doesn’t matter what. c. Each child will randomly pick two shapes and find something that is the same about the shapes and something that is different. d. The group as a whole will pick a shape and put it in the middle of the work space. They will find all other shapes that are like the target shape according to a rule they choose. Rule could be has 3 sides, all other shapes they pick must have 3 sides. e. Each student will write the rule on a piece of paper. Each will write the rule. f. On a larger piece of paper the group will paste their target shape and name their shape. g. Then paste the rules below the shape. h. Below the rules students will glue all shapes that follow the rule. i. The posters will be put on the board and the group will present their shape to the class describing it with academic language and anything else they find interesting about the shape. 9. Follow the above with a class discussion of triangles, square, rectangle, and circle. 10. Use the cut out a large triangle, square, rectangle, and circle. 11. Make a poster as a class for each figure. 12. Discuss what all the shapes have in common, what they do not have in common, be sure to talk about sides and vertices. Highlight the corners with dots on the shapes. 13. Introduce the term polygon, create one poster that you say you will continue to add definitions to as we learn more terms about geometry. 14. Pass out math journals and record in the journals the definitions of the shapes the class created. ***STOP AND CONTINUE TOMORROW*** (Time: 75 min ) 15. Review the posters the class made for the definition of each figure. 16. Direct instruction of definitions of side, what is a vertex, what is a figure, polygon. Make definitions for these terms as well if did not get to before. Add these definitions to the math journals. 17. Classify shapes base on sides and vertices. 18. Pass out a grid to each child with shape, object, description, sides, vertices. 19. Give each child an envelope with 4 shapes. 20. Each child will draw and write the name of a shape, find an object in the room that is that shape, write a description using words from the charts, write the number of sides, and the number of vertices. 21. Be sure that you allow students to fill in the chart in any order they want. 22. Targeting the identification of each column but give them freedom to fill out the sheet in various orders. 23. Come together and ask students if they notice anything interesting about their shapes. Give them space to share. 24. Pass out dot paper 25. Each child is to draw a shape with the number of sides from 0 to 6. Have students record the number of vertices and sides the object has and the name of the object. 26. Have them write any questions they have about the shapes that might be confusing. 27. As what shapes people came up with for each number of sides. Record as a class various shapes for each number. Name them as you go. 28. Have students record in their math journals the shapes the class came up with. ****EXTRA ACTIVITY*** 29. Game incorporating classifying shapes with academic language. 30. Guess my shape a. Group students into 4s. b. One student gets a secret shape folder c. The others in the group ask questions about the shape’s properties that the leader answers yes or no to. d. When the group gets the shape they trade it in and whoever guessed the shape comes and gets a new folder. Reflections After lesson Day 1: Note: Day 1 made it through the group work with the shape sort game and poster creation. I knew that I planned a great deal for this day and we did not make it through it all. There is more time built into the geometry unit, so Day 2 should make it through the definitions and the lesson series will be extended by one day. Day 2 will now begin with creating class definitions of shapes and beginning to write in the math journals (number 9 on the instructional plan). 1. Was the lesson balanced in terms of procedural and conceptual understanding? a. This lesson was mostly conceptual, but began with a more procedural piece. The students read the geometry story in Hougton Mifflin, which dictated instructions for the students. The main part of the lesson focused on the sorting shapes based on rules or properties the children personally decided upon. This accessed their conceptual understanding of what makes shapes similar and different. 2. How was problem solving involved? a. Students had to work together to decide on a shape and then write a rule for what other shapes would fit as well. For example if the students chose a square then their rule might be “All shapes will have four sides.” Then the students relied upon problem solving skills and team working skills to find the shapes that fit the group’s rule. 3. Was the use of academic language supported? a. The activity was introduced with academic language such as figure, shape, circle, geometry, triangle, square, rectangle etc. The academic vocabulary was supported through visual representation of the shapes during the sorting activity. I modeled how to write the rule using academic language and a sentence starter, which supported students in generating academically, rooted sentences. Additionally students were encouraged to describe the shapes or figures in their own academic language in order to build a base of personal understanding of shapes. Tomorrow’s lesson will focus more explicitly on coming up with academic definitions of shapes. 4. What strengths did the students show? How do you know? a. Students discussed the shapes throughout the activity. The students worked well in groups and actively described and classified the shapes. Everyone deeply attended to the activity and were all very eager to describe the shapes using all types of academic and associative language. 5. What student misconceptions became apparent during the lesson? a. Some students had trouble counting sides. Others did not use much academic vocabular. 6. What lies ahead for the students? a. We will continue to discuss basic shapes and their properties on Day 2. Day 3 will focus on sides and vertices and then move into 3dimentional shapes. 7. Were the adaptations effective? a. The lesson worked well for learners of all levels, since it was a very hands on activity that relied upon student generated response that were not limited to academic terms but targeted their personal understanding of shapes. 8. What would you do net time to make the lesson better? a. I would plan less since I got through half of what I had planned for. I would have skipped the Houghton Mifflin story because I think they would have received the same level of understanding through the shape sort alone. Reflection After Day 2 1. Was the lesson balanced in terms of procedural and conceptual understanding? a. Today’s lesson focused on the conceptual understanding of figures and their definitions. When students wrote in their math journals they needed to copy down the information. That was a procedural based activity. 2. How was problem solving involved? a. The class came up with working definitions of the figures so the students solved how to write a complete definition with my assistance. 3. Was the use of academic language supported? a. All academic terms were written down in the definition and discussed. Students were required to copy down the definitions into their math journal thus they had the visual representation of the words available to them. 4. What strengths did the students show? How do you know? a. Students were excited to receive math journals and actively participated in crating the definitions since they will use the journals on their tests, which gives purpose to the writing. However it was right before lunch and I think the lesson could have been more engaging since they seemed to loose focus towards the end. 5. What student misconceptions became apparent during the lesson? a. Students did not know different types of triangles such as isosceles and equilateral. I did not expect them to know this information thus it was beneficial for us to review it all together. 6. What lies ahead for the students? a. Day 3 will focus on sides and vertices and then move into 3dimentional shapes. 7. Were the adaptations effective? a. The lesson worked well for learners of all levels, since it was visual, verbal and relied upon the whole class. They also were able to write down the definitions and therefore this further cemented the information. 8. What would you do net time to make the lesson better? I would also have a worksheet or something more problem based for the students to do since I think some were very passive during the lesson, where as I hoped there would have been more full class participation. Edu 275 Effective Teaching 2009-2010