Lesson Plan Format for Supervisor Observations

Student Teacher Name: Courtney Jo Janney

Subject/Grade Level/ Date(s): Math (Geometry) /2nd grade/ Tuesday, March, 14th

Time Requirements: 60 minutes

Materials List: Pencil, scissors, slides, document camera, Math workbook pgs: 53, 55,
56, 57

Type of Lesson: Whole Group

Connection to Standards:

2.Mod3.AD4 Recognize and draw shapes based on defining attributes. (2.G.A.1)

2.Mod3.AD5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

(2.G.A.1)

(touch on) 2.G.A.1 Identify and describe specified attributes of two-dimensional and
three-dimensional shapes, according to the number and shape of faces, number of
angles, and the number of sides and/or vertices. Draw two-dimensional shapes based on
the specified attributes (e.g., triangles, quadrilaterals, pentagons, and hexagons).

English Language proficiency standards

PE/E-1: respond to simple literal questions.

PE/E-1: deliver short oral presentations that include a few details.

Instructional Objective: I can use a tangram puzzle to decompose a square into many
smaller polygons, as well as identify/ compare the names of the polygons.

Language Objective: I can strategize composing and decomposing shapes by talking

with a partner about different strategies to compose/ decompose a shape.
Active Instructional Plan: There is a presentation prepared that goes over step-by-step
what we’ll be doing/ talking about so that not only I am able to have it as a guide but also
that the students know what is happening. As I am going through the slides the students
are expected to participate and follow along in their math workbook. We will also
compose and decompose shapes using their tangram puzzle pieces when needed in the
math workbook. At the end of the lesson, the students will complete an exit ticket to
determine if the students understood the lesson.
● Anticipatory Set:
I will Show the put-together tangram puzzle to the class and ask the students if
they know what it is or where they may have seen one. What do you notice/
wonder about the tangram puzzle?
● Questions:
- when/ where do you see shapes? can shapes be objects?
- What shape do you see?
- What shapes have you decomposed?
- What is a polygon?
- What polygons do you see within a triangle?
- How can you make new shapes with your tangram puzzle pieces?
- what is a quadrilateral?
- what do parallel sides mean?
- What are some words that we might use to describe that polygon?
● Modeling:
I will be modeling how to cut apart as well as how to compose/ decompose some shapes.
● Guided Practice:
I will be modeling a guided practice during the lesson when the student’s answers
to the slides/ worksheet need some adjustments. I will guide their answers in the
right direction by prompting and asking questions. (When their answers need
some help or more detail)
● Independent Practice:
Students will practice their learning independently when they compose and
decompose their tangram puzzle. In addition to this, they will also be completing
an exit ticket at the end of the lesson.

● Closure:
I can use a tangram puzzle to decompose a square into many smaller polygons,
as well as identify/ compare the names of the polygons.

Shapes are used all the time to make up the objects around us, from our desks to
even our soccer goal outside, we can identify the shapes that make up those
objects. I want you as a table group to pick 1 item you see a lot at school and
identify the shape and a way that shape could possibly be decomposed.
 so for example I decomposed the top of a desk. I said that the top of the desk is
the shape of a rectangle, and can be decomposed into 2 smaller triangles.

-an exit ticket to check understanding

Assessment/Evaluation: I will be evaluating the student's understanding of composing

and decomposing shapes by walking around and checking what shapes the students are
composing and tracing down in their workbooks. I will also check to see if the students
understood the lesson when I go over the Closure which will be done in groups first and
then shared with the whole class. Lastly, there is an exit ticket that I will be looking at to
see the student's understanding.
 Modifications/Differentiation:

● making copies of the worksheet page.

A few students struggle to use scissors and may have a difficult time cutting out the
shapes so I'm copying their page and cutting it out just in case they do need some
additional help just as a precaution.

● small group/ partner talk.

This gives time for kiddos with IEPs and ELLs a chance to gather their thoughts before
choosing to share with the rest of the class.

● modeling how to cut out the tangram puzzle.

There will be less confusion when students are given step-by-step instructions modeled
in it’s entirety before having students complete it on their own.

Previous Goals #2:

Hooking the students and closing the lesson.

Remembering to include the hook to the lesson as well as some type of closure for the lesson
such as reviewing the objective to see if it was met or completing an exit ticket.

Was goal met? yes/partially/no

Incorporating opportunities for students to move around so their brains stay sharp. In second
grade they need to get up and move every 20 or 30 minutes.

Goal #1 for next observation: Goal #2 for the next observation:

Consistently gathering all eyes on you when Modeling something in it’s entirely before
you are going to give directions or model having students complete that on their own.
something (big or small).
Then give them the word when you would like
 them to start.

Example: Cutting portion, explaining

materials

Next Observation Scheduled for: Math observation, CJ 3/14 annotations submitted by 3/21.