Dakota State University

College of Education
LESSON PLAN FORMAT
Lesson 6

Name: Caitlin Podratz

Grade Level: 2nd Grade
School: Medary Elementary
Date: March 16, 2021
Time: 12:00 p.m.

Reflection from prior lesson: The learners seemed to really enjoy playing the Blooket game.
Before we started on the game, I had learners tell me about the shapes we learned over the course
of the week. They remembered most of the shapes and were able to tell me about the faces,
edges, and vertices of each of the shapes we discussed. I was able to meet with two of the
learners that I didn’t get to see the day before. One of them had all of their shape puzzles correct
and the other just mixed up two of the names (octagon and hexagon).

Lesson Goal(s) / Standards: We are working towards the following standard throughout the
unit:
2.G.1- Recognize, identify, and draw shapes having specified attributes, such as a given number
of angles or a given number of equal faces; to include triangles, quadrilaterals, pentagons,
hexagons, and cubes. (Sizes are compared directly or visually, not compared by measuring.)

Lesson Objectives:
By the end of the lesson, 80% of the learners will be able to identify and explain the
characteristics of a sphere and cylinder including: faces, edges, and vertices.

Materials Needed:
● Computer/Smartboard
● Weekly Google Slides-Sphere and Cylinder slide
● Student computers
● Sphere video (stop at 1:22)
● Cylinder video (stop at 1:49)
● Toothpicks- 1 box
● Playdough- 4 containers
● Shapes sheet for small group- 1 per student

Contextual Factors/ Learner Characteristics:

In my MCL classroom, there are 16 learners. There are six females and ten males. Most
of the children in the classroom live in a 2 adult household. Currently, there are five children that
utilize the Brookings Backpack Program, which is a program that sends food home on the
weekend with learners. In the classroom, there is one learner who has autism. This learner has an
aide with them full time. There are 2 learners who are on a speech IEP and receive services
regularly. Many of the learners receive title services daily. Math class happens daily after lunch
(with the exception of Wednesday’s, when it occurs after specials). Typically, there is a mini
lesson for 10-15 minutes, then learners have tasks to do independently while the teacher works
with small groups. In this classroom, I typically meet with two small groups a day (there are four
total small groups). Every group has small group instruction two times a week.

A. The lesson (10 minutes)

1. Introduction (2 minutes)
a. Getting attention
i. “We are going to get started with math for the day. I want you all to find your seats and
close your computers so that you are able to do your best listening.”
b. Relating to past experience and/or knowledge
i. “Last week, we started talking about different shapes.”
ii. “Can anybody name some of the shapes we talked about last week?”
● Give time for student response-triangle, hexagon, pentagon, cube, etc.
iii. “Who can tell me the three characteristics that we have been talking about for each
shape?
● Give time for student response- faces, edges, and vertices
c. Creating a need to know
i. “Today we will be talking about spheres and cylinders.”
d. Sharing objective, in general terms
i. “By the end of our lesson, you should be able to tell me or a friend how many faces,
edges, and vertices a sphere and a cylinder have.”

2. Content Delivery (6 minutes)

● “The first shape we are going to talk about today is a sphere.”
● “To start off, I have a video that talks about the characteristics of a sphere.”
● Sphere video (stop at 1:22)
● “Who remembers how many faces the video said a sphere has?”
○ Give time for student response- no faces
● “How many edges did the video say a sphere has?”
○ Give time for student response- no edges
● “How many vertices does a sphere have?”
○ Give time for student response- no vertices
● “What are some examples of spheres that you see in real life?”
○ Give time for student response- ball, globe, oranges, etc.
● “Now we are going to learn about cylinders.”
● “The first thing we are going to do is watch a little clip about cylinders.”
● Cylinder video (stop at 1:49)
● “Who remembers how many faces a cylinder has?”
○ Give time for student response- 2 faces
● “How many edges does a cylinder have?”
○ Give time for student response- no edges
● “Finally, do cylinders have any vertices?”
○ Give time for student response- no vertices
● “What are some examples of cylinders that you see in your life?”
 ○ Give time for student response- silos, can of pop, light post, etc.

3. Closure (2 minutes)
● “Today we talked about spheres and cylinders. You learned that a sphere has no faces,
edges, or vertices. After talking about the sphere, we talked about cylinders and you
learned that cylinders have 2 faces, no edges, and no vertices.”
● “Make sure all of the shapes we have talked about so far are in your book on Book
Creator. Each of your pages should have the name of the shape, a picture of the shape, as
well as the faces, edges, and vertices of the shape.”
● “You may get started on your math tasks. I will be taking small groups shortly.”

Small Group Activities (approximately 15 minutes per group)

● Learners will be creating the shapes we talked about out of playdough and toothpicks
● Each learner will get a container of playdough and a handful of toothpicks
● My goal is for learners to create each shape that is on the shape sheet (shown in
resources)-after creating the shapes, they will make a sketch of the shape and tell how
many faces, edges, and vertices each of the shapes has
○ Learners will each get a copy of the shape sheet to fill in their answers (shown
under resources)
○ I will differentiate this activity as needed by reducing the number of shapes
learners need to create, helping write/fill out their shape sheet, or extending the
lesson by having learners draw someplace they would see the shape in real life.

B. Assessment Used
a. Observation-I will also be listening to the answers that the learners have for the questions
I am asking them. These questions will help me gauge whether or not I need to spend
more time on a specific shape.
b. Small group activity-The small group activity of creating shapes with playdough and
toothpicks will help me to better understand which students are having difficulties
identifying the shapes we have talked about along with their characteristics.
c. Book Creator-Each day the students will be using Book Creator to add about the new
shapes that they are learning about. This will be another way for me to identify what
students need additional instruction.

C. Differentiated Instruction
● Small group instruction is where I will mainly be differentiating my lessons. For the two
groups that struggled more identifying the shapes, I will likely have them focus more on
the shapes that were most difficult for them. Some of these learners struggle with
writing/spelling. I will likely write out their sentences so they can put them on their chart
that talks about the different shapes and their characteristics.

D. Resources
● Google Slide-Sphere and cylinder
● Sphere video
● Cylinder Video
● Shape chart for small group