Lesson Delivery Plan

Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.

During the lesson, students will collaborate and assist in creating an anchor chart that classifies the properties of the 2-D shapes: circles, triangles,
rectangles, and squares as special rectangles. After the lesson, students will work in groups of 4 to complete Frayer Models for each 2-D shape and then
describe the properties of their shape to be completed within 20 minutes with 100% accuracy to demonstrate mastery.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the
thinking and emotional level?

 What will you do to open the lesson to motivate and engage the students’ interest in the
content?
 How will you help students make connections to prior knowledge?
 How will you identify and present your essential questions, Central focus, and Learning
Targets (I CAN statements)?
 How will you identify / teach / assess language demands?
 How will you introduce language supports?

 Is your opening congruent to the objective?

*Hook: I will read the book, Shape by Shape by Suse MacDonald. Each page reveals a shape that becomes a
dragon. As we review the book, I will ask students to identify the shapes to activate prior knowledge.

*After we read the book, I will go back and incorrectly identify the shapes and see if any of the students notice.
After we discuss their understanding of the shape, I will pose the essential question, “ What general properties
of the shape helps you to classify it as a circle, triangle, rectangle, or square; does size and orientation
change the properties of the shape?

*Central Focus: The purpose of this lesson is to use our prior knowledge of reading, writing, and
representing whole numbers with objects and pictures as well as using comparative language to identify
and generalize the attributes of two-dimensional shapes such as the number of sides, the number of
vertices, straight or curvy lines, and length of sides. During this lesson, we will work together to identify
the attributes of and chart the following 2-D shape: circles, triangles, rectangles, and squares as special
rectangles. You will then work in groups to complete a Frayer Model for each shape. You will then
describe the general properties of your shapes with your group.

*Your Learning Target for this lesson is: I can identify properties of two-dimensional shapes and explain
the general properties of each shape.

*I will then use an anchor chart to Introduce word wall for this lesson and teach the vocabulary prior to
the lesson as well as throughout the lesson.
 Lesson Delivery Plan

3. Teacher Input (Relevance) – What information is needed for the students to gain the
knowledge/skill in the objective? (Be sure you have done a task analysis to break the
information/skill into small manageable steps). How will you use strategies, technology,
learning styles? What vocabulary and skills do the students need to master the material? Are
theYou
strategies you
will need to plantoto
be able use congruent
identify and count theto theand
lines objective?
vertices of each shape. You will also need to be able to visually identify the
difference in length of the lines. You will then need to draw examples of the shapes, write the number of vertices and lines, identify, and
sketch real-world examples of the shape to complete the Frayer Model. Finally, you will need to be able to explain the properties of your
shape with your group and be able to categorize shapes based on their properties, regardless of size and orientation.

 Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic
language supports needed.
*I will read the book, Shape by Shape by Suse MacDonald. Each page reveals a shape that becomes a dragon. As
we review the book, I will ask students to identify the shapes to activate prior knowledge.

*I will Introduce the vocabulary via a word wall for this unit.

 Guided Practice – Students demonstrate a grasp of new learning under the teacher’s
direct supervision. The teacher moves around the room to provide individual remediation as
needed. “Praise, prompt, and leave” is an excellent strategy to use. Outline your WE
DO activities. Be sure to incorporate strategies and academic language supports that are needed.
*Lead the class in a discussion of the shapes, one at a time. Model how to fill out the anchor chart for
the number of vertices and lines of each shape, sketch examples of each shape, and identify real-world
examples. We will use 2-D shape objects as examples for students to see and hold as we discuss.
*Show an example of a Frayer Model and model how I find the information from the anchor chart to
complete it in a “think aloud”.
 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent
application of new skill. Outline your YOU DO activities. Students demonstrate an independent
application of new skill. Be sure to praise and assess strategies and academic language supports
that are being used.
Students will work in groups of 4 to complete one Frayer Model per student for each 2-D shape and then describe the
properties of their shape with the members of their group. They will have 2-D shapes to hold and manipulate as they fill out
the Frayer Model. Students who need to have a closer look at the board will have preferential seating. I can have students use
their iPad cameras to take a picture of our anchor chart so they can reference it at their desks. I will walk around the class and
offer support to those who need it and encourage the use of academic vocabulary.

 Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes

permanent. So, make sure the students understand how to proceed before moving to the practice

*Students will work in groups of 4 to complete one Frayer Model per student for each 2-D shape and then describe the
 Lesson Delivery Plan

phase of the lesson. You may need to stop and reteach, so students practice correctly. How do
you plan to assess understanding? What HOTQs will you ask? List at least 3

 How will you check for understanding or reteach?

4. Assessment – How will we know that the students have individually mastered
the objective? What evidence will be collected? What will be an acceptable score? What
evidence will be collected to demonstrate mastery of language demands?
*Formative: Shape game, Anchor Chart Review (cover vocabulary words and check for understanding)

*Summative: Draw and Explain Properties of Shapes using vocabulary terms.

5. Resources - What materials will you need for a successful lesson?

Chart Paper, Markers, Book: Shape by Shape by Suse MacDonald, Freyer Model worksheet, pencil, iPad Camera, 2-
D shapes for textile use.

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what
was learned?
Students will find another student from a different group who completed their Frayer Model on a different shape
and share their graphic organizers, explaining 1 thing they learned from the lesson.

NOTES: