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# Lesson Plan: Introduction into Shapes

## Date/Time: February 14th, 2014

Instructional Objectives:
Consider including _X_ Cognitive _____ Affective _X_ Psychomotor

The learner will demonstrate the ability to: Demonstrate their understanding of shapes by taking a pre-test Manipulate shapes on their desk to create a larger shape or object Learning Targets: I can . Be respectful to my peers and participate in our classroom activity Create 1D objects using shape manipulatives Standards:
CCSS.Math.Content.1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

## Instructional procedures and allotted time:

HOOK: Time 5min. Teacher Student Students will be called down to the blue carpet. We will read the I can Students will read-a-loud together the statement for student I can participation statements. collaboration and participation together and discuss what it looks like as I read a book out loud. I will read Mouse Shapes By: Ellen Stoll Walsh The purpose of reading Mouse Shapes today is for pleasure and fun. I will stop periodically and we will discuss the shapes the mouse used to create a cat, book, and big mice to scare the cat. Ashley Farrens, Geometry Unit, Spring 2014 Students will listen to Mouse Shapes and discuss in partners and whole group the different shapes the mice used to create bigger objects.

15min.

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Brain Break: Youtube Video: Square by Having Fun While Teaching. Who learned something new about squares from this video? What did you learn? Students will work as a whole class team to help us fill out the interactive shape board. Students will be called up one at a time to help me fill it in.

I will then turn around the interactive board and we will as a whole class label the big square as a square. And fill out how many sides and corners it has. Instructional Input: Modeling, Checking for Understanding, Teacher questions, Guided Practice, Independent Practice

This is where you will put the steps of the lesson. Think of this as a very linear step 1, step 2 and so on. Time Instructional steps the teacher will take What the students will be doing 20 min. Throughout the next couple of weeks Students will move back to their we are going to have the opportunity to desks and wait for the next work with these manipulative shapes. instructions. Lets look at them under the document camera. I will place one at a time under the document camera and students will name each shape. Students will discuss in partners, table groups, and whole class the name of each shape. Students will read the I can statements out loud.

## We will review our math I can statement as a class.

Today we are all going to get a pile of these at your desk which you will share with your neighbors. You will also each be given a colorful piece of paper. You job is to connect the shapes and create an object. All of your shapes need to be connected and it needs to all fit on your Ashley Farrens, Geometry Unit, Spring 2014

Students will work at their desks to manipulate and create an object of their own on the paper they are given.

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paper. I will model what is to be expected. Students will sit at their desk and get use to the manipulatives. They will create their own objects or shapes.

Mrs. Tuttle and I will pass out the shape manipulatives for each desk. Our star student will pass out the colorful paper. You will each be given seven minutes to create something and then we are going to be given time to look at our neighbors shapes I will put the timer on for seven minutes. When the timer buzzes students will put down their shapes. Now we are going to get the opportunity to look at our neighbors creations. At this time you can walk around the room and look what our other friends created. Please do not touch their shapes. Once students are done observing the other students products we will move down to the blue carpet. How many different shapes did you observe and use to make your big projects? How many different colors did you use? Closure Time 5 min. Students will sit at the blue carpet and T-P-S about the different shapes they had the opportunity to make bigger objects. Students will walk around the classroom and observe other students shapes.

Instructional steps the Teacher will take Lets move back to our seats. Before we pack up and put away all of shape manipulative take another look at your shapes. Which shape did you use the most?

What the students will be doing I will call on students and they will tell us which shape they used the most. I used the _______ shape the most. Page 35

## Ashley Farrens, Geometry Unit, Spring 2014

Literacy Connection: (way in which you will help students improve their reading, writing, speaking
or listening by explicitly connecting literacy to the lesson)

Student will sing/speak the Triangle song from Youtube from Having Fun While Teaching Students will listen and speak about the different shapes in Mouse Shapes Key vocabulary words will be picked out and discussed as a whole group and placed up on our chart paper while I read Mouse Shapes

Assessment/Learning Evidence: Pre-assessment will be given before todays activity. The purpose of this
assessment is for me to collect evidence of what the students know so I can create Workshop Groups and adjust the unit to either add more rigor or go review. Throughout Mouse Shapes students will verbally (think-pair-share) show the connections they have made Whole class discussion will show understanding and misconceptions about shapes Students comments and discussion after they created their own shapes on their desks.

## Materials, Resources, Technology:

White Board Markers Colorful Construction Paper Document Camera Chart Paper Book: Mouse Shapes By: Ellen Stoll Walsh

Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs: (addressing individual students needs: SpED, TAG, ESOL, learners from diverse backgrounds & cultures,
504, behavioral issues)

I will have the whole class review and read the I can statements that refer to participation, collaboration, and questioning. For students will behavioral issues reviewing successful ways to interact within the classroom will refresh their memories Students who are ELL it shows them what exactly we are going to be doing today and they know what is being expected The Chart Paper I will use will have visual aids for each new shape introduced in the book. We will slowly create the chart paper together. Ashley Farrens, Geometry Unit, Spring 2014 Page 36

The visual aids will help the students relate to the products we are talking about. If they cannot think of the right word in English they can visually see it.

## Considerations for Classroom Layout, Logistics, Grouping and Management of Students:

I will ask students to move to the carpet area by their favorite animal. So it minimizes the amount of students rushing over to the carpet and helps me get to know each of the students a little bit more. I will monitor students participation during T-P-S and check for understanding. Students who are ELL I will check in on throughout the lesson by walking stopping at their desk and asking clarifying questions as they work.

Notes from Implementation: Student #25 was absent Seemed to have a lot of students looking at other students work during the preassessment The first question during the pre-assessment should really be put at the end of assessment At first I asked the students to fill out the pre-assessment and read the questions along, then I slowly discovered I needed have them pick up each color pencil at a time. Loved reading the Mouse Shapes book. Choosing math groups is very difficult It was Valentines Day kids were surprisingly calm Reflection: It was the first day of my work sample. Luckily, I have had a lot of opportunities to teach in the classroom so today did not seem drastically different from these days. What went well was the Read-Aloud which fun and interactive. I also noticed that most of the students created objects out of the shape manipulatives that were created in Mouse Shapes. The Kongo Line we created to view what the other students created was really fun, and the students did not display any behavior problems because we reviewed the behavioral expectations before manipulating the shapes and walking through the classroom in the Kongo Line. When first looking at the pre-assessment I thought the students did an amazing job and that my lessons were not going to challenge them or be just above their zone of proximal development. Later when I was examining them I found that there is room for growth. From the pre-assessment, I created math group based off of my students current knowledge of shapes. This way I could differentiate instruction in my guided group based off of my students needs. It was surprisingly difficult to decide on math groups because some students really do not work well together. I decided to stick with creating homogenous groups and work on classroom expectations and communicating what it looks like to work in teams. Ashley Farrens, Geometry Unit, Spring 2014 Page 37

Pre-Assessment

2. Is this shape a triangle? Write YES or NO on the first line. Explain your answer. (Think about corners and sides).

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## Lesson Plan: Triangle Day!

Date/Time: February 19th, 2014/ 2:30-3:30

Instructional Objectives:
Consider including _X_ Cognitive _____ Affective _X_ Psychomotor

The learner will demonstrate the ability to: Define distinguishing characteristics of six different shapes while reading The Greedy Triangle Categorize the different shapes based off of their distinct characteristics Learning Targets: written in student friendly language appropriate for sharing with
students so that they know what they need to learn and do

I can . Be respectful to my peers and participate in our classroom activity Organize shapes based off of their characteristics (sides, corners, color, and size) Standards:
CCSS.Math.Content.1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

## Instructional procedures and allotted time:

HOOK: Time 15min. Teacher Occurs in the morning after calendar Students will be called down to the blue carpet. We will read the I can statement for student collaboration and participation together and discuss what it looks like while I read a book out loud. I will read the book: The Greedy Triangle By: Maryiln Burns. The purpose of reading The Greedy Triangle Ashley Farrens, Geometry Unit, Spring 2014 Page 40 Student Students will read out loud the I can participation-learning target.

today is for pleasure and fun. I will stop periodically and we will talk about how another side and angle changes the triangle into different shapes. As we read the book we will fill out a classroom graphic organizer of the different shapes. Example of Graphic Organizer we will create:

Students will describe details of each different shape. For example a quadrilateral has four sides and four angles.

Brain Break: Youtube Video: Triangle by: Having Fun While Teaching. After we watch the Youtube video by Having Fun While Teaching. We will work as a class to fill out the interactive classroom board about shapes.

Students will stand around the room and listen to the Triangle YouTube song. The video will ask them to draw a small/large triangle up in the air with their fingers, and walk in the Page 41

## Ashley Farrens, Geometry Unit, Spring 2014

shape of a triangle. Instructional Input: Modeling, Checking for Understanding, Teacher questions, Guided Practice, Independent Practice This is where you will put the steps of the lesson. Think of this as a very linear step 1, step 2 and so on. Time Instructional steps the teacher will take What the students will be doing Occurs after specials in the evening Students will show us five star 20 min. Students will move down to the carpet. student characteristics and quietly walk to their desks. Boys and girls can each of you see this box I have up here? Lets all read together what it says: Whats in the Box? Inside this box I have a collection of shape cards and I am going to give you a chance to learn more about these shapes by playing a guessing game. Would you like to name a shape you may think I might have in this box? I will call on students. If a student says they think I have a circle in the shape box I will say none of my shapes are round-they all have straight sides. If some one thinks I have a square I will let them know I do not have a square but I do have a shape with four sides. When students correctly guess a shape I will pull it out of the box and place it on our pocket chart. There will be three shapes in the box: hexagon, trapezoid, and rectangle with two sizes and three colors. As students guess more shapes I will pull out small, large, and different colored shapes. We will then begin to organize the shapes on the pocket chart, until they can see the shape patters and are able to make Ashley Farrens, Geometry Unit, Spring 2014 Students will help organize the pocket chart by shape, size, and color. Students will name things they believe it looks like: a head, a keyhole, a mans face, and etc.

Students will raise their hand and list things they have learned. They may state shapes can be different sizes, different colors, etc. Page 42

descriptive guesses, such as I bet you have a small green triangle in that box. Boys and girls you have done a wonderful job of guessing all of the shapes in my box. I am going to leave this pocket chart up here, because we may be using it again throughout the next two weeks. What is something you learned about shapes from this activity?

This was a great way for us to begin to think about the different sizes and colors shapes are Who can help me think of things that are shaped like a triangle? Who can help me think of things that have triangles in them? For example: an ice cream cone has a triangle at the bottom I will list the students example of triangles on a lined sheet of paper under the document camera. After we have a nice list I will place the At first it was. Activity sheet under the document camera. Today we are going to think about where we see triangles, then you are going to draw the triangle, and then write about the object. Lets do one all together! My sheet says at first it was a triangle. Then.. Ashley Farrens, Geometry Unit, Spring 2014 Page 43

First I am going to draw an ice cream cone. So I am going to create a checkered pattern in the triangle and then place two scopes of ice cream at the top. You can color yours but I am just going to leave mine like this. Now I am going to write about what my triangle turned into. So I will say: At first it was a triangle. Then it turned into a big delicious ice cream cone. I can not wait to see what you guys come up with for your shapes. This will be one thing you will be doing during math workshop. Some groups may be at the computer, or working with Mrs. Taylor, Mrs. Tuttle, or I. Students will work either independently or in a guided group. If they are working independently they will be with one partner in a place in the room where Mrs. T and I can see them. If they need additional support Miss. Katie (our high school volunteer will be available to assist them)

Please look to the front of the classroom. Today is the first day we are going to be using our math groups. On our sheet, Mrs. Tuttle and I have added cloze pins with a label of where your math group is located. Today if you are a rhombus you will be at the computers. Who remembers what program we click on and use at the computers? If you are a Triangle you will be with Mrs. Taylor. Hexagons are with Mrs. Tuttle, and the circle group will be with me. Once you get to your group, please be respectful and listen to Mrs. Tuttle, Mrs. Taylor, or I. Ashley Farrens, Geometry Unit, Spring 2014 Page 44

Mrs. Tuttle, Mrs. Taylor, and I will each a math group, we will go through the shape book. Students will fill in sentence frames: this is a triangle it has three sides and three corners. Workshop Stations: Guided Mrs. Tuttle: Whats my shape? Partner Game Guided: Mrs. Farrens: My Shape Book Guided: Mrs. Taylor: My Shape Book Computers: Shape Game on (I have forgotten the name. It is a math Icon that Battle Creek Regularly Uses) Independent: At first. (Writing and Drawing) * Groups are created by preassessment math scores

## Closure Time 5 min.

Instructional steps the Teacher will take Students will begin to clean up their desk area. We will review our I can statements. Students will follow along and read the statements out-loud. They will all close their eyes and give themselves a thumbs-up or thumbsdown for reaching their learning target.

What the students will be doing Students will clean up their stations and read out loud our daily learning target. They will evaluate their own learning by giving themselves thumbs up or thumbs down.

Literacy Connection: (way in which you will help students improve their reading, writing, speaking
or listening by explicitly connecting literacy to the lesson)

Student will sing/speak the Triangle song from Youtube from Having Fun While Teaching Students will listen and speak about the different shapes in The Greedy Triangle Key vocabulary words will be picked out and discussed as a whole group and placed up on our chart paper while I read The Greedy Triangle.

## Ashley Farrens, Geometry Unit, Spring 2014

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Assessment/Learning Evidence: Students participation during Whats in the Box? Whole class discussion will show understanding and misconceptions about
shapes Guided Group station lead by Mrs. T and I we will assess students understanding of corners and sides through the students My Shape Book.

## Materials, Resources, Technology:

White Board Document Camera Chart Paper Book: The Greedy Triangle By: Marilyn Burns Pocket Chart Cardboard box full of shapes Whats my shape? Game cards and shape cards My Shape Book At first. (activity sheets)

Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs: (addressing individual students needs: SpED, TAG, ESOL, learners from diverse backgrounds & cultures,
504, behavioral issues)

I will have the whole class review and read the I can statements that refer to participation, collaboration, and questioning. For students will behavioral issues reviewing successful ways to interact within the classroom will refresh their memories Students who are ELL it shows them what exactly we are going to be doing today and they know what is being expected The Chart Paper I will use will have visual aids for each new shape introduced in the book. We will slowly create the chart paper together. The visual aids will help the students relate to the products we are talking about. If they cannot think of the right word in English they can visually see it. During Whats in the Box? I will consistently refer to the shape pictures and point out the sides and corners for ELL students.

## Considerations for Classroom Layout, Logistics, Grouping and Management of Students:

I will ask students to move to the carpet area by their favorite animal. So it minimizes the amount of students rushing over to the carpet and helps me get to know each of the students a little bit more. Page 46

## Ashley Farrens, Geometry Unit, Spring 2014

I will monitor students participation during T-P-S and check for understanding. Students who are ELL I will check in on throughout the lesson by walking stopping at their desk and asking clarifying questions as they work.

Notes from Implementation: Student #8 & #13 absent Sentence Stems The Greedy Triangle was a huge hit! Students loved the book, and came up with excellent examples of where they see triangles, hexagons, and rectangles at Organization of shapes while I placed them on the pocket chart How could I differentiate this lesson? Math Game: Whats my Shape? Was really fun and engaging said Cindy Tuttle Reflection: I really enjoyed The Greedy Triangle By: Maryiln Burns and so did my students. When I was done reading it they all clapped their hands. The graphic organizer I paired with this lesson was excellent and I am glad I found the example off line. I only wish I planned time to read the book for pleasure and then the next day read the book and filled out the graphic organizer. It felt very choppy, and disconnected when I would have to stop and talk about the shape and then go back to reading. If I conduct this lesson again, this is something I would change. The whats in my box, whole group classroom activity was a blast. The students were highly engaged and each student participated in predicting what shape was in the box. I really wish I created sentence frames and stems for when they communicated back to me. This would also have been beneficial for our ELL students. It was the first day we implemented the math workshop in this classroom! It was really fun and actually not too hectic. We went through expectations modeled, modeled, and modeled what was to be expected when they went to their stations. We also ran out of time and were only able to make it to one station today, which I was okay with. We had twelve minutes at the station. The students did an excellent job on the computer and were aware of where the shape game was located. Overall it was a really great day, the students were respectful and had a good time. After the lesson I collected the students activity sheets as assessment tools from each station. The students did an excellent job and had some great examples. Tomorrow I need to review and discuss how a rectangle, square, and trapezoid have the same number of corners and sides but are different shapes. I noticed that this has been becoming a little bit confusing for the students because we are focusing so much on how many sides and corners each shape has.

## Ashley Farrens, Geometry Unit, Spring 2014

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At first it was a triangle. Then.. ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ _________________________

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## At first it was a square. Then.. ______________________________________ ______________________________________ ______________________________________ ______________________________________

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______________________________________ _________________________
Classroom Chart Created

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