Writing Across the Curriculum Lesson Plan

Title of Lesson Plan: Second Grade Math Intervention

Course: Math Intervention Date: 10/15/22
Teacher: Jessica Ebel Duration: 50 minute session
Topic: Attributes of 2-D Shapes Location: Room 7
Class Description: In-person, 12 students
Level: Second Grade

Prior to Class: Students completed Form A of the enVision 2.0 Math Diagnosis and Intervention System (MDIS)
assessment to identify gaps in understanding. According to the results, a majority of this group needed extra
instruction on attributes of 2-D shapes.

Session
Standard: Grouping:
#1. 2.G.A.1 Geometry: Reason with shapes and their attributes. Identify and Whole Group
describe specified attributes of two-dimensional and three-dimensional shapes, Individual
according to the number and shape of faces, number of angles, and the number of Groups of 2
sides and/or vertices. Draw two-dimensional shapes based on the specified
attributes (e.g., circles, triangles, quadrilaterals, pentagons, hexagons, and Assessment:
octagons). ☒ Self-Assessment
☐ Peer Assessment
Objectives: ☒ Professor Assessment
#1. Students will correctly name 7 out of 10 shapes, regardless of orientation or
size. (Knowledge Level)

#2. Students will correctly list the three attributes for each of the different kinds of
shapes (e.g., closed vs. open, sides, edges, corners) (Comprehension Level)

#3. Students will analyze the definition, attributes, examples and non-examples for
one kind of shape (e.g., circles, triangles, quadrilaterals, pentagons, hexagons, and
octagons) and teach the vocabulary word to the rest of the class. (Analysis Level)

Materials/Resources:
White Board, Dry-Erase Markers
Worksheets: Frayer Squares
iTV, Doc Cam, Dark-colored marker
Pencils and colored pencils
Pattern Blocks
Instructional Activities:
Time: 50 min. Lesson Outline:

9:20 ☐ Intro & Hook: Pictures and names of shapes will be written on the board. Students will
sit on the floor. Teacher will read each one and ask student to think about which one is
their favorite. Teacher will call out shapes and students will “stand to vote”.

9:25 ☐ Activate Prior Knowledge: Two-Minute Turn and Talk: Guiding questions: How are
these shapes the same? How are they different? How do we know that a circle is a circle?

9:27 ☐ Share the Objective: Inform the learner of the specific objectives for this class session.

9:29 ☐ Input/Modelling/Demo: Using the Frayer Square Worksheet and the Doc Cam, the
teacher will model the process using a circle as an example. Students will participate by
whispering ideas to their shoulder partner and then take turns providing answers to add to
the graphic organizer. Key terms will be discussed and written on the chart to provide
language support: closed vs. open, sides, edges, corners, etc.

9:35 ☐ Check for Understanding: To check for understanding, students will give a thumbs up
or thumbs down if they agree as teacher points to various parts of a shape. Guiding
questions: I am pointing to the edge of this square. Thumbs up if you agree. This is the
corner of the hexagon. Thumbs up if you agree. Teacher will purposefully make common
mistakes to guide discussion and let kids know that it’s okay to make mistakes when we
are learning.

9:40 ☐ Guided Practice/Feedback: Students break into pairs. For this session, ELL students and
those with reading or writing needs will be paired with a learning partner of slightly higher
ability. One student will start as the writer and the other will be the “checker”. Halfway
through, the student will trade roles. Students will use this time to fill in a Frayer Square
for their assigned shape. Teacher will visit each group to provide validation/feedback and
foster deeper thinking within the zone of proximal development. Teacher will also let
learners know ahead of time that they will be asked to share one thing each about their
chart.

☐ Check for Understanding, Questions, & Follow-up Discussion: Pairs will take turns
9:55 sharing their Frayer Square with the group, teaching the class the attributes of their given
shape using the terms closed vs. open, sides, edges, corners. Special attention will be paid
to non-examples to check for clarity.

☐ Questions/Closure: As a culminating activity for the session, students will whisper one
10:05 new math vocabulary word they learned today to their face partner and tell one thing they
now know about that word. Frayer Squares will be posted on the class word wall on the
bulletin board for future reference.

10:10 ☐ End of Class Session

Assessment
Post-Class Activities:

☐ Formative Assessment: Level One

Using pattern blocks, students will create a scene and name all of the shapes used. When sharing their designs,
students will use three new vocabulary words to describe the attributes of shapes.

☐ Summative Assessment: Level Two

Given colorful construction paper, students will either cut or draw their own shapes to make a scene and label
each shape. Then students will list three attributes for each shape.
Additional Notes
Bloom’s Taxonomy: Learning Styles: Multiple Intelligences:
☒ Knowledge ☒ Auditory ☒ Verbal/Linguistic
☒ Comprehension ☒ Visual ☒ Logical/Mathematical
☒ Application ☐ Tactile ☒ Visual/Spatial
☒ Analysis ☒ Social ☐ Musical
☐ Synthesis ☒ Extroversion/ ☒ Bodily/Kinesthetic
☐ Evaluation Active learners ☒ Interpersonal
☒ Introversion/ ☒ Intrapersonal
Reflective learners ☐ Naturalistic

Modifications for Individual Students: (would be handwritten notes, depending on student needs)
Frayer Square Worksheet