Lauren Russell- Lesson Plan

2nd grade Math-Geometry 12-2

LESSON PLAN TEMPLATE

Lesson Day Wednesday, February 28th 2018

Goal Statement The big ideas that students will take away from this lesson are that many of the
A description of the enduring understanding or big ideas that everyday objects they see in a variety of different objects contain plane shapes. This
students will possess at the end of the Learning plan based on big idea puts it into perspective that math is found everywhere, and it is an important
grade level content standards and curriculum. skill to be able to identify the attributes of shapes found in solid figures.

Three-dimensional or solid figures have length, width, and height. Many can be
How will this lesson support the learning goal? described, classified, and analyzed by their faces of flat surfaces, edges, and vertices.
(1c: Setting Instructional Outcomes) Many everyday objects closely approximate standard geometric solids.

Standard - CC.2.3.2.A.1
PA Standards
List the Pennsylvania Standard(s) relevant for this lesson. Analyze and draw two- and three-dimensional shapes having specified attributes.

Academic Language
What language will students be expected to utilize by the end  Plane shapes- a 2-dimensional shape that can lie flat on a surface
of the lesson? Consider Language function and language  Circle
demands (see Lesson Plan User Guide).  Square
What key terms are essential?  Triangle
What key terms are essential to develop and extend students’  Rectangle
academic language?  Polygon – a shape with more than 3 sides.
What opportunities will you provide for students to practice
the new language and develop fluency, both written and oral?
These vocabulary words, although some of them already known, will be reviewed in
the lesson and used in the independent practice workbook. The students will visually
 see these vocabulary words in pictures in their strategy book. They will orally be
using these vocabulary words during the guided practice and will discuss with their
partners. They will have a chance to use them in a “journal entry” on the last page of
their practice pages.

Objective(s)
(1c: Setting Instructional Outcomes) Children will accurately identify the plane shapes created by tracing around the faces
Taking into consideration the learning goal what is the of solid figures.
objective(s) of this lesson that will support the progress
toward the learning goal?

The statement should be directly observable (use verbs that

can be measured).

Technology Materials/ Resources  EnVision digital lesson via Smartboard

(1d: Demonstrating Knowledge of Resources)  White board/ markers
What texts, digital resources, & materials will be used in this  EnVision leaflet for each student
lesson? How do the materials align with the learning  Geometric shapes for modeling instruction
objective/outcomes? If appropriate, what educational  Plane paper for tracing
technology will be used to support the learning outcomes of
this lesson? How do the resources support the learning
objectives?
Cite publications and any web resources.

Anticipatory Set Good morning!

(1a: Demonstrating Knowledge of Content and Pedagogy) So far, you have learned how to identify solid figures by their different
characteristics, such as flat surfaces, also called faces, vertices (corners), and edges
____ minutes (where 2 shape faces meet).
How will you set the purpose and help students learn why
today’s lesson is important to them as learners? Review those solid figures and their names by showing:
How will you pique the interest or curiosity regarding the  Rectangular prism
lesson topic?  Pyramid
How will you build on students’ prior knowledge?  Cube
How will you introduce and explain the strategy/concept or  Sphere
skill?
Provide detailed steps.
Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy;
1e: Designing Coherent Instruction)
Exploration (Model): How will students explore the new
concepts? How will you model or provide explicit
instruction?
Guided Practice: How will you provide support to students as
they apply the new concept? How will you allow them to
practice (with teacher support)?
 Cone
Today we will be learning that shapes such as triangles, rectangles, circles, and
squares make the flat surfaces on the solid figures.
Hold up a can. Who can tell me what solid shape this is? (cylinder) Point to a flat
surface on the cylinder. This flat surface has a shape too, It is shaped like a circle.
These are the only flat surfaces on a cylinder because if you lay it down the other
way, it rolls so it is not flat on the table. Can you think of another object either in
the classroom or at your house that is shaped like a cylinder? Turn and Talk. We are
going to be thinking about different solid shapes today and identifying the flat
surface shapes but first we are going to watch our video which will review this and
also give us some more information we can use in our math leaflet later on.
Show EnVision introductory video on laptop, clicking through with a review of
content.
Pose the Problem: Hold up a rectangular prism and point to a rectangular face. Take
your finger and point to a flat side of the rectangular prism. Some of us are pointing
to a rectangle, and some of us are point to a square. That is because some figures
can have more than one shape as a flat surface.
Reviewing Vocabulary: These shapes that we are pointing to are called plane
shapes, just like it said in the video. A plane shape is a shape that lies flat on a flat
surface. In our case today, the flat surface is the table or your desk. Go through
examples on real shapes and have them identify what the plane shapes are. Some
solid figures have more than one plane shape and a rectangular prism is one of
them. You can place a rectangular prism like this (horizontally) and it’s plane shape

Independent practice: How will students review and solidify
these concepts to be able to use this new knowledge? How
will you monitor and provide feedback?
Provide detailed steps.
is a rectangle, or you can place it like this (vertically) and it’s plane shape is…allow
them to say it out loud. Another word you will see today is Polygon. Everyone repeat
after me. Polygon. A Polygon is a flat or plane shape that has more than 3 sides.
Can anyone think of shapes that have more than 3 sides? What about a shape that
has less than 3 sides?
Model: Now I am going to model my thinking as if I were trying to figure out the
plane shape on this solid figure. Here I am holding up a cube. Rotate it around so
everyone can see. I wonder if I traced the flat surfaces on this, could I get a circle?
Hmm.. I don’t think I could because these faces all have straight edges, and I know
that circles don’t have edges. I wonder what shape I would get? Trace the shape on
the white board to show that you can make a square.
Hold up a Ball. I wonder if I could trace a plane shape from a flat surface on this
solid shape. Does anyone see any flat surfaces on this ball? No, you cannot because
there are no flat surfaces on a sphere.
Guided Practice: Have a visual of the solid figures/names displayed on the table for
students to refer to. Now we are going to work together as a group to go through the
first page in our leaflet. We are going to do the same thing that I did on the board
and use these geometric solids that you have been learning about and trace them in
the space you see on page 385. You are going to trace the flat surfaces of the solid
shape and then write down the name of the solid figure that we started with and the
plane shape that you traced. Remember that a solid does not roll when its flat
surface is on the table. (show this with a cone and a cylinder) Complete the first
page of leaflet together (guided practice) making sure that each student gets a chance
to trace the cone, cube, cylinder, and pyramid.
Independent Practice: Now you are going to complete the rest of your leaflet
independently, and you may go back to your desk to do it or you can stay back here
at our table. Use the top of the page for help if you need it, and if you are still
struggling to identify the plane shape just by looking at the picture, you may take
another look at the shapes we just used and trace them on a separate piece of paper.
For numbers 1-3, you are trying to imagine yourself tracing the figure it is showing
you. Think about what plane shape you would trace. Remember there may be more
than one answer for some of these, so make sure to look at all of the options. For 4-
6, you are looking at the plane shape and trying to think of which solid figure you
would find this shape in. Again, there can be more than one answer for some but not
all of the questions. For number 10, the question asks you to think of 2 shapes and
compare how they are the same and different. Think of how many sides the shapes

Closure
(1e: Designing Coherent Instruction)
How will students share or show what they have learned in
this lesson?
How will you restate the teaching point and clarify key
concepts?
How will you provide opportunities to extend ideas and check
for understanding?
How will this lesson lead to the next lesson?
have, and what solid figures you would find the shapes in. If you need help choosing
shapes I can help you. You may now begin working. While students are doing this,
all three teachers will be walking around giving help if needed. Students raise their
hand after completing each page for a “quick check” by a teacher and they must fix
any mistakes before moving on to the next page.
Students will complete their leaflet independently at their desks and get a quick
check upon completion.
Re-teaching will be student-specific and on an as-needed basis. I will provide
opportunities to check understanding by walking around and observing student
work. Students have been taught to get their work checked before moving on, so
they will be given clarification if needed.
The next lesson in the geometry unit (12-3) is about Polygons and Angles. Students
will use their knowledge about plane shapes and solid figures to identify different
polygons, and their knowledge from 12-1 to count and identify angles in shapes.
 Differentiation
(1e: Designing Coherent Instruction)
What differentiated support will you provide for students
whose academic development is below or above the current
grade level?
What specific differentiation of content, process, products,
and/or learning environment do you plan to employ to meet
the needs of all of your students?
How does your lesson support student differences with regard
to linguistic, academic, and cultural diversity?
How will your lesson actively build upon the resources that
linguistically and culturally diverse students bring to the
experience?
How will your lesson will be supportive for all students,
including English Language Learners, and build upon the
linguistic, cultural, and experiential resources that they bring
to their learning?
How will your lesson is designed to promote creative and
critical thinking and inventiveness?
Accommodations
(1e: Designing Coherent Instruction)
What classroom accommodations do you plan to employ to
increase curriculum access for students identified with special area as well so that distractions are not an issue.
education needs or 504?
Describe how these accommodations align with the current
Individualized Education Plan (IEP) for each student as
applicable (avoid using actual names of students).
This lesson follows the steps of the EnVision math program. The lessons are taught
in a whole group setting, followed by independent practice in which all students are
given the same problems to be completed and checked for understanding. There is a
quick check assessment at the end of each lesson with which students are given a
“prescription for differentiated instruction” based on a points system. The points are
given for correct responses on the quick check. 0-3 is Intervention, 4-5 is On-Level,
and 6 is Advanced. These “prescriptions” translate into differentiated instruction and
leveled homework. These differentiated products are provided by the math program
and can be accessed/printed online.
This lesson promotes creative and critical thinking because the students are being
encouraged to picture the solid shapes in their minds to identify what the plane
shapes would be on the flat surfaces. However, if needed, the students can be
scaffolded by using the physical shapes.
For English Language Learners, the lesson can be adapted by giving the student the
shape names in their home language as well as English so that they can understand
the concept rather than focusing on trying to figure out the meaning of the words.
Although there are not any students with 504 needs in this class, there are many
ways in which this lesson could be potentially adapted.
A student with ADHD may need extended time to complete the tasks due to class
distractions. If necessary, they could complete their independent practice in a quiet
If taught in a whole class lesson, students can be seated closer to the teacher so it is
easier to be redirected and for the student to stay on task.
Verbal, visual, and auditory aids could be used in this lesson if needed by a student
with a specific learning impairment.
Modified leaflets (for example, less problems on each page) could be created for
students who find it difficult to focus on one problem at a time when there are
multiple problems on the page.

Modifications
(1e: Designing Coherent Instruction)
What curricular modifications and/or changes in
performance standards, if any, do you plan to employ to
facilitate the participation of students identified with special
education needs?
Assessment (Formal or Informal).
(1f: Assessing Student Learning)
How will you and the students assess where the learning
objectives, listed above, were met?
Each formal or informal assessment should describe how it is
aligned to the above objective(s).
If student struggles with silently reading the questions and writing the answers, a
teacher can sit with them and read through the questions/answers with the student
and write down their response for them.
For students identified with special needs, the content of this lesson could be
modified to suit his or her needs. The student would not be expected to identify the
name of the solid shape from memory, only the plane shapes. They will have an aid
working with them and if needed, the aid can trace the shapes so that the student can
identify the plane shape. For the independent practice, the student will be given an
alternative leaflet with less choices to choose from in each question. The student
would be exempt from responding to the journal in #10. Instead, they could be
shown two visual shapes and asked to point out one difference and one similarity
(with prompting if necessary).
Students will be assessed both formally and informally. Informally, they will be
observed during the guided practice and independent practice. The teacher will
adjust instruction based on student participation/understanding. The teachers will be
walking around and asking prompting questions to see if students are understanding
the content. The formal assessment will be the student’s score on the quick check
and the student’s ability to accurately trace the plane shapes from the solid shape. If
the student is accurately able to use the tracing method to identify the plane shape in
the solid figure, they have adequately met the objective.
 Reflection on Instruction
What evidence did you collect to demonstrate that your
students have met or are progressing towards the learning
outcome?
What changes or adjustments had to be made during the
lesson (justify those changes) to ensure students make
adequate progress in meeting the learning objective?
What changes will have to be made to the next lesson in order
for students to be on pace in meeting the overall goal of the
Lesson or Unit?
Taking good notes about each lesson will help as you develop
a formal reflective narrative at the end of the SLO.
Overall, my lesson went well and followed my lesson plan for the most part. There
were few things that I had to change in the moment, but I did find that at multiple
points during the lesson I felt the need to review the concepts before students moved
on to the next task. The students successfully completed the leaflet during the
allotted time, and asked questions when needed. They did every well with the
questions in which they were identifying the solid figure and plane shapes, but I
noticed that in the questions requiring more reading and writing they struggled and
needed some prompting and scaffolding. This was also the case for the students in
the rest of the class as I could see them asking questions throughout the independent
practice. In the small group, I was working with three students, each with a different
“challenge” area. I did not know the students I would be working with until the
morning of the lesson, so I did have to redirect and review more frequently to make
sure that all students were both on task and on the same page, mentally and
physically.
One of the things I think I did well was explain the content in a way that made the
students comfortable asking questions and using the manipulatives to work through
the questions. I asked them to explain why they came up with an answer, and this
allowed them to think more critically. Something that I will work on for my next
lesson is making sure that I include some type of closure after the independent
practice. I noticed that with this lesson, after the students completed their leaflet and
turned that in, they went back to their desks and completed their chapter packet as
usual. In my next lesson, I want to make it a point to include even a quick closure
that asks questions with which the students can use the content learned to think
critically and apply it to real life situations. This will make the content leave a lasting
impression in their brain and they will have a basis of what they learned for the next
section of the chapter.