Lesson Plan: Circle Day!

Date/Time: February 20th, 2014/ 2:30-3:30

Instructional Objectives:
Consider including _X_ Cognitive _____ !!ective _X_ Psyc"omotor

The learner will demonstrate the ability to: Build shapes Identify shapes by their distinct characteristics Learning Targets: #ritten in student !riendly language a$$ro$riate !or s"aring #it" students
so t"at t"ey %no# #"at t"ey need to learn and do

I can . Be respectful to my peers and participate in our classroom acti ity Find differences in four sided shapes &tandards:
!!""#$ath#!ontent#1#%#&#1 'istin(uish bet)een definin( attributes *e#(#, trian(les are closed and three-sided+ ersus non-definin( attributes *e#(#, color, orientation, o erall si,e+- build and dra) shapes to possess definin( attributes# !!""#./&-/iteracy#"/#1#1 0articipate in collaborati e con ersations )ith di erse partners about grade 1 topics and texts )ith peers and adults in small and lar(er (roups#

Instructional $rocedures and allotted time:

'OO(: 1ime 12min# 1eacher )orning *loc% "tudents )ill be called do)n to the blue carpet# I )ill read the boo3: Round Is a Tortilla by: 4oseanne %reenfield 1hon( &s I read I )ill as3 the students 5uestions such as: 6!an you thin3 of other thin(s that are shaped li3e a circle78 69hat are other thin(s you use or see each day that are shaped li3e s5uares78 6"5uares ha e ho) many sides7 :o) many corners78 "tudents )ill stand around the room and listen to the !ircle <ou1ube son(# It )ill 51 "tudent

"tudents )ill listen and 1-0-" ; discuss in )hole (roup other thin(s that are shaped li3e circles#

&shley Farrens, %eometry =nit, "prin( 2014 0a(e

69here is the trian(le in this picture7 :o) do you 3no)78 *rain *rea%: <outube >ideo: !ircle by: :a in( Fun 9hile 1eachin(#

as3 them to dra) a small/lar(e circles up in the air, and )al3 in the shape of a circle#

&fter )e )atch you <outube ideo by :a in( Fun 9hile 1eachin(# 9e )ill )or3 as a class to fill out the interacti e classroom board about shapes# Instructional In$ut: $odelin(, !hec3in( for =nderstandin(, 1eacher 5uestions, %uided 0ractice, Independent 0ractice 1his is )here you )ill put the steps of the lesson# 1hin3 of this as a ery linear 6step 18, 6step 28 and so on# 1ime Instructional steps the teacher )ill ta3e 9hat the students )ill be doin( 20 min# !ternoon "tudents )ill sho) us fi e star "tudents )ill mo e bac3 to their des3s# student characteristics and 5uietly )al3 to their des3s# 6Boys and (irls )e ha e been learnin( so much about shapes lately? 9e ha e disco ered that )e can name a shape based off of its corners and sides, and that shapes come in many colors and si,es# 1oday )e are (oin( to (et the chance to build shapes#8 In the front of the classroom I will have a chart paper that is split into three sections. One section will have a s uare! rectangle! and a trape"oid. 6Boys and (irls let@s )or3 to(ether to label these shapes I ha e up in the front of the classroom# I ha e three columns, let@s count this columns to(ether#8 69hat is the name of the shape in this first column78 1his shape is a AAAAAAAAAAAAAAAAAA# I will label each shape as the students name them. 6I am (oin( to dra) a students name from our stic3s# 9ill you come up here and color &shley Farrens, %eometry =nit, "prin( 2014 0a(e "tudents )ill )atch and participate in 52 "tudents )ill be seatin( at their des3s and )aitin( for this neBt instruction#

"tudents )ill 1-0-" the names of the three shapes they can see at the front of the classroom#

all of the corners of our s5uare# :o) many corners did you count78 The s uare has ######## corners. $e will read this sentence all together. %. eryone should be ready, I am no) (oin( to dra) another students name and ha e them color in the sides of the s5uare# :o) many sides of the s5uare did you count78 The s uare has ########### sides. $e will read this sentence all together. $e will color the sides and corners of each of the three shapes. 6=p here )e ha e three different shapes, yet they all ha e four sides and four corners#8 69hat I" different about them78 6'o you see any differences to help you determine the different bet)een these shapes78 $e will wor& as a classroom team to find way to determine the difference between these three shapes. 60lease place your attention to the "martboard# !an you see the picture that is sho)n three times on this paper7 9hat does it loo3 li3e78 61his is a pu,,le that can be sol ed in many different )ays# 1he idea is to use the pattern bloc3s to fill the top shapes completely and then use the boBes at the bottom of the sheet to sho) ho) you did it#8 6I am (oin( to need a student to help me demonstrate ho) to do this the first time?8 I will draw a students name from our popsicle stic& container. 6AAAAAAAA )ould you li3e to come to the board and help me78 The student will come up and show how &shley Farrens, %eometry =nit, "prin( 2014 0a(e

the classroom acti ity# "tudents )ill all read the sentence out-loud to(ether#

"tudents )ill 1-0-" )ays they can tell the different shapes apart# 1he len(th of the sides, the direction they are facin(#

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they are using the shape manipulatives to fill in the shape. $hen they are done I will demonstrate how we will record are solution at the bottom. 6AAAAAAAAAAAAAA you did an a)esome Cob# &t the bottom of this shape )e record ho) )e reached our solution# /et@s do this to(ether# 'id you use any trian(les78 6!orrect you used t)o, so )e )ill )rite a t)o "tudents )ill name thin(s they here# 'id )e use any heBa(ons7 9e did belie e it loo3s li3e: a head, a use one heBa(on#8 3eyhole, a man@s face, and etc# 69here should )e record this78 61here are t)o more places to build shapes# Dur challen(e is to fill in the pattern a different )ay the neBt t)o times#8 I will draw another students name out of our popsicle stic&s. 6AAAAAAAAAA )ould you li3e to come up here and fill in the pattern bloc3 a different )ay78 6$a(nificent CobAAAAAAAAAno) let@s record the shapes )e used belo)#8 %.ach of you )ill be (i en a pattern bloc3 pu,,le your Cob is to find three different )ays to fill it in )ith shapes# $rs# 1uttle )ill be )al3in( around the room to help assist you?8 6"ome of you )ill be allo)ed to (o to the computers and a fe) of you )ill be called to the bac3 of the room to )or3 )ith $iss Eatie or I#8 I will have our 'tar 'tudent help pass out papers and pic& a student to help put the shape manipulatives out on the student(s des&s. +or%s"o$ &tations: ,reen Car$et: 0attern Bloc3 0u,,les &shley Farrens, %eometry =nit, "prin( 2014 0a(e "tudents )ill help or(ani,e the poc3et chart by shape, si,e, and color#

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Des%: &cti y "heet: &t first I )as a trian(le# 1henF )rs- Tuttle: 9hat@s $y "hape7 Com$uters: $"A"hapes )rs- .arrens: $y "hape Boo3 !losure 1ime 2 min#

Instructional steps the 1eacher )ill ta3e 6It seems are time is up )ith math today? /et@s all put a)ay our supplies and mo e bac3 to our des3s#8 69e ha e had a (reat day full of math? $rs# 1uttle and I )ant to hear about your fa orite part or somethin( ne) you learned#8

9hat the students )ill be doin( "tudents )ill put a)ay their supplies from today and mo e bac3 to their des3s# "tudents )ill raise their hand and share somethin( ne) they learned today or their fa orite part of the day#

Literacy Connection: )way in which you will help students improve their reading! writing! spea&ing or listening by
explicitly connecting literacy to the lesson*

"tudent )ill sin(/spea3 the !ircle son( from <outube from :a in( Fun 9hile 1eachin( "tudents )ill listen and spea3 about the different shapes in Round is a Tortilla "tudents )ill )or3 to(ether and )e )ill fill out the interacti e "hape Board#

ssessment/Learning /vidence:
"tudents spea3in( and listenin( communication durin( 4ead &loud "tudents filled out 0attern 0u,,le Find %uided %roup Interaction

)aterials0 1esources0 Tec"nology:

9hite Board 'ocument !amera !hart 0aper Boo3: Round is a Tortilla By: 4oseanne %reenfield 1hon( "hape $anipulati e 0attern Bloc3 0u,,les &cti ity "heets

)odi!ications/ da$tations/ ccommodations !or &tudents #it" Diverse or &$ecial 2eeds: *addressin( indi idual student@s needs: "p.', 1&%, ."D/, learners from di erse bac3(rounds ; cultures, 204, beha ioral
issues+

I )ill ha e the )hole class re ie) and read the 6I can8 statements that refer to participation, &shley Farrens, %eometry =nit, "prin( 2014 0a(e

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collaboration, and 5uestionin(# For students )ill beha ioral issues re ie)in( successful )ays to interact )ithin the classroom )ill refresh their memories "tudents )ho are .// it sho)s them )hat eBactly )e are (oin( to be doin( today and they 3no) )hat is bein( eBpected Interacti e "hape Boards

Considerations !or Classroom Layout0 Logistics0 ,rou$ing and )anagement o! &tudents:

I )ill as3 students to mo e to the carpet area by their fa orite animal# "o it minimi,es the amount of students rushin( o er to the carpet and helps me (et to 3no) each of the students a little bit more# I )ill monitor student@s participation durin( 1-0-" and chec3 for understandin(# "tudents )ho are .// I )ill chec3 in on throu(hout the lesson by )al3in( stoppin( at their des3 and as3in( clarifyin( 5uestions as they )or3# 9e )ill re ie) out to use the shape manipulati es each day to minimi,e student@s inappropriate use of the shapes#

2otes !rom Im$lementation: "tudent GH ; G13 absent Ieed to support .// students more# 1hey need to be (i en small (roup instruction# "entence stems and frames are not )or3in( $ath 9or3shop is fun, students as3 all mornin( if )e are (oin( to be doin( it after lunch# I li3e ha in( students eBcited to learn# .Bplicitly statin( and ha in( the students sho) me )hy the three shapes )ere different, )ere important and enCoyed their enthusiasm in their descriptions# Dnly )ent throu(h one )or3shop station# 1e!lection: I left the classroom today feelin( really (ood about teachin( and the 3no)led(e my students are (ainin(# 1hey ha e be(un to find shapes in e erythin( )e do# 1he boo3s )e read, ho) )e cross our le(s on the carpet, the fla(pole, and ho) )e place our hands on our hips# I am enCoyin( teachin( them somethin( they are findin( aluable# 'urin( the short mini-lesson about the differences bet)een the s5uare, trape,oid, and rectan(le I noticed that most of my .// students are not acti ely en(a(ed# 1oday I pro ided sentence frames under the chart to support their de elopment, I color coded the chart, and dre) pictures# 1hey still seem to be disen(a(ed# 9hen )or3in( )ith a (roup of students on $y "hape Boo3, one of my .// students )as still unable to identify a heBa(on# 1his is one of the more difficult shapes so I completely understood their inability to erbali,e it@s name# I Cust )ant to ma3e sure I am supportin( my .// students and helpin( them succeed as much as I can# 1oday I )anted the .// students to feel a success in the classroom and that they could teach the rest of the class some thin(s# I read the boo3 Round Is a Tortilla by: 4oseanne %reenfield 1hon(# 1here )ere a fe) "panish )ords in the boo3, )here I )ould as3 them for their support# 1hey )ere eBcited to teach their other classmates# $ath )or3shop is )or3in( really )ell in first (rade# 9hich is surprisin( because at first I thou(ht it mi(ht not be de elopmentally appropriate# 9e do not ha e the time to s)itch (roups and chan(e stations, but I actually really li3e this# I am able to chan(e the stations out slo)ly and it is )or3in( &shley Farrens, %eometry =nit, "prin( 2014 0a(e 56

really )ell# &fter the stations today the students mo ed to their seats and I did a chec3-in about )hat students learned about )hile in their math (roup# 1here )as a lot of (reat feedbac3 and students tal3ed about heBa(ons, penta(ons, trian(les, and trape,oids# :o) they created a flyin( dra(on on $"A"hapes# Dne student commented, 6I reali,ed in the shape pu,,le that one heBa(on is the same as siB trian(les?8 .Bactly )hat I )as hopin( for the students to be (ettin( out of that acti ity# 9e are only on day three of this unit, I can not )ait to see )here the students ta3e this unit#

&shley Farrens, %eometry =nit, "prin( 2014 0a(e

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!lassroom !hart 0aper

&shley Farrens, %eometry =nit, "prin( 2014 0a(e

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Lesson Plan: 1ectangle Day!

Date/Time: February 21th, 2014/ 2:30-3:30

Instructional Objectives:
&shley Farrens, %eometry =nit, "prin( 2014 0a(e 59

Consider including _X_ Cognitive _____ !!ective _X_ Psyc"omotor

The learner will demonstrate the ability to: Identify shapes based off of their distin(uishin( characteristics 9or3 collaborati ely )ith others Learning Targets: #ritten in student !riendly language a$$ro$riate !or s"aring #it" students
so t"at t"ey %no# #"at t"ey need to learn and do

I can . Be respectful to my peers and participate in our classroom acti ity "ort shapes by the number of sides they ha e &tandards:
!!""#$ath#!ontent#1#%#&#1 'istin(uish bet)een definin( attributes *e#(#, trian(les are closed and three-sided+ ersus non-definin( attributes *e#(#, color, orientation, o erall si,e+- build and dra) shapes to possess definin( attributes# !!""#./&-/iteracy#"/#1#1 0articipate in collaborati e con ersations )ith di erse partners about grade 1 topics and texts )ith peers and adults in small and lar(er (roups#

Instructional $rocedures and allotted time:

'OO(: 1ime 12min# 1eacher "tudents )ill be called do)n to the blue carpet# I )ill read the boo3: ' uare +at By: &s I read I )ill as3 the students )hat other eBamples of s5uare they can find# If they )ould rather be a circle or s5uare cat# *rain *rea%: <outube >ideo: 4ectan(le by: :a in( Fun 9hile 1eachin(# "tudents )ill listen and 1-0-" ; discuss in )hole (roup other thin(s that are shaped li3e circles# "tudent

&fter )e )atch you <outube ideo by :a in( Fun 9hile 1eachin(# 9e )ill )or3 as a class to fill out the interacti e classroom board about shapes# Instructional In$ut: $odelin(, !hec3in( for =nderstandin(, 1eacher 5uestions, %uided 0ractice, Independent 0ractice 1his is )here you )ill put the steps of the lesson# 1hin3 of this as a ery linear 6step 18, 6step 28 and &shley Farrens, %eometry =nit, "prin( 2014 60 0a(e

"tudents )ill stand around the room and listen to the !ircle <ou1ube son(# It )ill as3 them to dra) a small/lar(e circles up in the air, and )al3 in the shape of a circle#

so on# 1ime 20 min#

Instructional steps the teacher )ill ta3e 6Boys and (irls it is time for us to do some $ath to(ether?8 69hat ha e )e been learnin( about78 69hat is a )ay )e ha e learned to distin(uish bet)een t)o different shapes78 6:o) do I 3no) this is a trian(le and not a s5uare78 60lease loo3 up at the "martboard# 1oday )e are (oin( to play a sortin( (ame to(ether?8 On the 'martboard will be an interactive exchange lesson. 'tudents will be as&ed to sort through a group of shapes and place them in the right box. ,s we do it we will discuss the different characteristics of each shape. For eBample:

9hat the students )ill be doin( "tudents )ill 5uietly mo e do)n to the (reen carpet#

"tudents )ill discuss ho) they can determine bet)een different shapes based off of their sides and corners#

"tudents )ill come up and or(ani,e the shapes by puttin( them in the correct cate(ory#

There is enough practice so each student can come up and place them in the correct place. -rs. T or I will &eep trac& of students who needed additional support. .y this time they should be able to uic&ly and easily put these in the correct spot. 6"tudents it is no) time to mo e into our math )or3shop (roups# 0lease listen for directions and eBpectations of each (roup#8 I will discuss the stations each group will be &shley Farrens, %eometry =nit, "prin( 2014 0a(e 61

going to. $e will tal& about what they will be doing in each group! and then students will be sent out to go into their groups. +or%s"o$ &tations: ,reen Car$et: 0attern Bloc3 0u,,les Des%: &cti ity "heet: &t first I )as a trian(le# 1henF )rs- Tuttle: 9hat@s $y "hape7 Com$uters: $"A"hapes )rs- .arrens: $y "hape Boo3

!losure 1ime 2 min#

Instructional steps the 1eacher )ill ta3e 6It seems are time is up )ith math today? /et@s all put a)ay our supplies and mo e bac3 to our des3s#8 6Before )e pac3 up to (o home# I am passin( out an .Bit 1ic3et# !an $rs# 1uttle and I )ill pass them out, this )ay )e can mo e 5uic3ly# I )ill place one under the document camera and read the 5uestions out-loud )ith e eryone#8 /3it Tic%et: Is this a trian(le7

9hat the students )ill be doin( "tudents )ill put a)ay their supplies from today and mo e bac3 to their des3s# "tudents )ill fill out an eBit tic3et, and prepare to lea e for the day#

Literacy Connection: )way in which you will help students improve their reading! writing! spea&ing or listening by
explicitly connecting literacy to the lesson*

"tudent )ill sin(/spea3 the 4ectan(le son( from <outube from :a in( Fun 9hile 1eachin( "tudents )ill listen and spea3 about the different shapes in ' uare +at "tudents )ill )or3 to(ether and )e )ill fill out the interacti e "hape Board#

ssessment/Learning /vidence:
"tudents spea3in( and listenin( communication durin( 4ead &loud %uided "tation !ommunication bet)een teacher and student "tudents participation in the "martboard acti ity "tudents indi idual acti ity sheet .Bit 1ic3et: Is this a trian(le7

)aterials0 1esources0 Tec"nology:

&shley Farrens, %eometry =nit, "prin( 2014 0a(e 62

9hite Board 'ocument !amera !hart 0aper Boo3: ' uare +at By: 4oseanne %reenfield 1hon( "hape $anipulati e 0attern Bloc3 0u,,les &cti ity "heets "mart Boad .Bit 1ic3et: .n(a(e I< "heet

)odi!ications/ da$tations/ ccommodations !or &tudents #it" Diverse or &$ecial 2eeds: *addressin( indi idual student@s needs: "p.', 1&%, ."D/, learners from di erse bac3(rounds ; cultures, 204, beha ioral
issues+

I )ill ha e the )hole class re ie) and read the 6I can8 statements that refer to participation, collaboration, and 5uestionin(# For students )ill beha ioral issues re ie)in( successful )ays to interact )ithin the classroom )ill refresh their memories "tudents )ho are .// it sho)s them )hat eBactly )e are (oin( to be doin( today and they 3no) )hat is bein( eBpected Interacti e "hape Boards

Considerations !or Classroom Layout0 Logistics0 ,rou$ing and )anagement o! &tudents:

I )ill as3 students to mo e to the carpet area by their fa orite animal# "o it minimi,es the amount of students rushin( o er to the carpet and helps me (et to 3no) each of the students a little bit more# I )ill monitor student@s participation durin( 1-0-" and chec3 for understandin(# "tudents )ho are .// I )ill chec3 in on throu(hout the lesson by )al3in( stoppin( at their des3 and as3in( clarifyin( 5uestions as they )or3# "martboard acti ity in ol es pictures for students# 9hich )ill benefit .// students they )ill be able to isuali,e each shape# "entence frames are utili,ed for each student durin( our interacti e board# 9e )ill re ie) out to use the shape manipulati es each day to minimi,e student@s inappropriate use of the shapes#

2otes !rom im$lementation: "tudent G2J absent "martBoard acti ity did not (o as )ell as I had planned 9ent throu(h eBpectations, but I could not hold the students attention It )as Friday and )e celebrated the hundredths day of school today, I thin3 they )ere Cust really )ild $ath 9or3shop )ent fantastic- I really belie e I set up fi e (reat stations for the students#

&shley Farrens, %eometry =nit, "prin( 2014 0a(e

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1e!lection: I )as really eBcited about usin( the "martBoard today for the lesson# I thou(ht the students )ould be eBcited to use the "martBoard and it )ould 3eep them en(a(ed# I attended an Dten !onference at 0ortland =ni ersity in the Fall, one session I sat in )as ho) to utili,e the "martBoard in the classroom# & 3inder(arten teacher )as the one )ho put it on, I thou(ht if Einder(artners can do it so can my first (raders? 1hey )ere )ild and their attention )as not there# I set up eBpectations- )e tal3ed about ho) to touch the board ho) to interact )ith the board# It )as the last hour of school, earlier )e had created fruit loop hundredth day nec3laces# I thin3 the combination of the su(ar in the air and it bein( the last hour on a Friday made it ery difficult# 9e )ere able to sort a (roup of shapes by color and number of sides, then )e stopped early# I had other slides prepared but )e needed a brea3# 'urin( the "martboard lesson I intentionally incorporated 1-0-" moments and )e echo named each shape as students mo ed them on the "martboard# I did this to support the .// students in the classroom# I ha e been noticin( that they can count the corner and sides but memori,in( the shapes is difficult# I belie ed time practicin( sayin( the )ords )as somethin( they really needed today# $ath )or3shop )as ery pleasant# It )as the last day of the stations I currently ha e set-up# $rs# 1uttle said her station is (oin( really )ell and that students are benefitin( from it# $y station the "hape Boo3, also )ent really )ell# 1he students are (ettin( practice colorin( Cust the corner and sides as )ell as one on one support# From my seat I can see the students )ho are )or3in( on 1he "hape pu,,les, these students )ere all on tas3 and findin( different )ays to fit shapes into the same pu,,le# I personally li3e this acti ity because I belie e this is )here they are (oin( to be(in to reali,e that one heBa(on can also e5ual siB trian(les# 1his is a characteristic about shapes that they need to manipulate in order to understand, ho) it )or3s# I had an .Bit 1ic3et planned after the t)el e-minute station thou(h I could Cust tell )e )ere done# I chose not to implement it# I decided to safe it for $onday mornin( )arm-up )hen they )al3 in the door# 1his )ill also sho) me if the students are able to 3eep )hat they learned durin( this )ee3end#

&shley Farrens, %eometry =nit, "prin( 2014 0a(e

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Lesson Plan: 1"ombus Day!

Date/Time: February 24th, 2014/ 2:30-3:30

Instructional Objectives:
Consider including _X_ Cognitive _____ !!ective _X_ Psyc"omotor

The learner will demonstrate the ability to: 9or3 collaborati ely )ith others "ort shapes based off of their characteristics /abel a rhombus has ha in( four sides and four corners Learning Targets: #ritten in student !riendly language a$$ro$riate !or s"aring #it" students
so t"at t"ey %no# #"at t"ey need to learn and do

I can . Be respectful to my peers and participate in our classroom acti ity /abel ho) many corner and sides a rhombus has Find and label the different shapes in a picture &tandards:
!!""#$ath#!ontent#1#%#&#1 'istin(uish bet)een definin( attributes *e#(#, trian(les are closed and three-sided+ ersus non-definin( attributes *e#(#, color, orientation, o erall si,e+- build and dra) shapes to possess definin( attributes# !!""#./&-/iteracy#"/#1#1 0articipate in collaborati e con ersations )ith di erse partners about grade 1 topics and texts )ith peers and adults in small and lar(er (roups#

Instructional $rocedures and allotted time:

'OO(: 1ime 12min# 1eacher "tudents )ill be called do)n to the (reen carpet# 6Boys and (irls today )e are (oin( to read t)o ery special boo3s# 1hese boo3s ha e a lot of shapes in them?8 6&re Cob is to find all of the shapes )e can )ithin each picture#8 6Before )e read )hat shapes )ill you be loo3in( for78 I )ill read the boo3: +ity 'hapes By: &shley Farrens, %eometry =nit, "prin( 2014 0a(e 65 "tudents )ill list the different shapes they )ill be loo3in( for as )e the t)o stories# "tudent "tudents )ill mo e do)n to the (reen carpet#

'aniel Kacobs ; 'hapes at /ome By: >ictoria Braidich ,s I read the boo&. $e will examine the pictures for different shapes. The boo& will be placed under the document camera so every student can see the pictures close up. 6&s )e read if you see a shape please raise your hand? I hope to see a lot of hands up?8 61hat )as a lot of fun, I can tell this class is (reat at findin( shapes? 'on@t for(et all the shapes )e found, because )e may ha e a chance to find shapes around the school on $onday?8 6/et@s mo e to our tables for our shape of the day son(?8 *rain *rea%: <outube >ideo: 4hombus by: :a in( Fun 9hile 1eachin(# &fter )e )atch you <outube ideo by :a in( Fun 9hile 1eachin(# 9e )ill )or3 as a class to fill out the interacti e classroom board about shapes# "tudents )ill stand around the room and listen to the 4hombus <ou1ube son(# It )ill as3 them to dra) a small/lar(e circles up in the air, and )al3 in the shape of a circle# "tudents )ill )or3 as a class team to fill in the sentence frames and label the rhombus on our interacti e board#

Instructional In$ut: $odelin(, !hec3in( for =nderstandin(, 1eacher 5uestions, %uided 0ractice, Independent 0ractice 1his is )here you )ill put the steps of the lesson# 1hin3 of this as a ery linear 6step 18, 6step 28 and so on# 1ime Instructional steps the teacher )ill ta3e 9hat the students )ill be doin( 20 min# 'tudents will stay seated at their des&s so each student can each see the poc&et chart. 6Boys and (irls )e ha e a fun acti ity planned for you today? 1his is called 1here@s a "hape in $y 0oc3et#8 6&s )e play your Cob )ill be to sort the different shapes and determine )hat shapes are missin( from our poc3et chart#8 &shley Farrens, %eometry =nit, "prin( 2014 0a(e 66

6$ay I ha e our star student pass out one of our shape cards to each student78 Once all cards are passed out! I will place on our poc&et chart a green attribute card. 6If you ha e a (reen shape card please come place it up on our poc3et chart# If you ha e a lar(e (reen shape please place it on the top ro) of our poc3et chart, if you ha e a small shape card please place it on the third ro) do)n#8 I will be there to assist students in placing their cards on the top and third row of our poc&et chart. This will be repeated with the yellow and red shapes. 69hat are some obser ations you are ma3in( about our shape poc3et chart78 "tudents may reali,e that it is a pattern? 1hey may )ant to point and describe )hat they are seein( so I )ill allo) them to use a yardstic3 so they can sho) the other students )hat they are seein(# & student may say: 6Is your shape blue78 I )ould say: no my shape is not blue# I )ill then flip the blue shape attribute card o er and ha e that student help me ta3e do)n all of the blue shape cards from the poc3et chart# & student may say: 6Is you shape bi(78 I )ill say my shape is bi(? "o that means it can not beAAAAAAAAAA# "tudents: 6small#8 "o )e )ill ta3e do)n all of the small shapes from the poc3et chart# "tudents )ill come up and or(ani,e the shapes by puttin( them in the correct cate(ory#

6I ha e hidden one of the shape cards in my poc3et, and you (uys (et to as3 me 5uestions to fi(ure out )hich shape I ha e#8 69ho )ould li3e to start us off )ith a 5uestion78

6/et@s seeF#)ho else has a 5uestion about the shape I ha e missin(78

$e will continue to play until students are able to guess the shape I have hidden in my poc&et. If students are interested I will have hidden another shape and we can play &shley Farrens, %eometry =nit, "prin( 2014 0a(e

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again0

+or%s"o$ &tations: ,reen Car$et: 0attern Bloc3 0u,,les Inde$endent: Find the "hapes: &cti ity "heets *&t FirstF1hen+ ,uided )rs- .: $y "hape Boo3 )rs- Tuttle: 9hat@s $y "hape7 Com$uters: $"A"hapes

!losure 1ime 2 min#

Instructional steps the 1eacher )ill ta3e 6It is the end of our )ee3? It has (one by really fast and )e ha e learned so much# Io) that )e are all cleaned up# 9e are (oin( to ha e an .Bit 1ic3et# 1his means before you can pac3 up our ba(s you need to complete this sheet of paper#8 6Dn this half sheet of paper you Cob is to create a four sided shape and name it?8

9hat the students )ill be doin( "tudents )ill put a)ay their supplies from today and mo e bac3 to their des3s#

"tudents )ill be (i en a half sheet of paper, they )ill create a four sided shape and name it#

Literacy Connection: )way in which you will help students improve their reading! writing! spea&ing or listening by
explicitly connecting literacy to the lesson*

0a(e

"tudent )ill sin(/spea3 the 4ectan(le son( from <outube from :a in( Fun 9hile 1eachin( "tudents )ill listen and spea3 about the different shapes in ' uare +at "tudents )ill )or3 to(ether and )e )ill fill out the interacti e "hape Board#

ssessment/Learning /vidence:
"tudents spea3in( and listenin( communication durin( 4ead &loud %uided "tation !ommunication bet)een teacher and student "tudents eBit tic3et# Dbser ation of students durin( pattern bloc3 find and fill

)aterials0 1esources0 Tec"nology:

9hite Board 'ocument !amera 0oc3et !hart &shley Farrens, %eometry =nit, "prin( 2014 68

+ity 'hapes By: 'aniel Kacobs 'hapes at /ome By: >ictoria Braidich "hape $anipulati e 0attern Bloc3 Find and Fill &cti ity "heets# Interacti e Board "ymmetry $onsters "hape "heets

)odi!ications/ da$tations/ ccommodations !or &tudents #it" Diverse or &$ecial 2eeds: *addressin( indi idual student@s needs: "p.', 1&%, ."D/, learners from di erse bac3(rounds ; cultures, 204, beha ioral
issues+

"entence Frames ; "tems I created sentence frames to support the collaboration and communication for all students but especially for our siB .// students )ho ha e become shy and un ocal durin( turn and tal3 time "entence Frames also support the use of academic lan(ua(e for all students durin( partner share I )ill ha e the )hole class re ie) and read the 6I can8 statements that refer to participation, collaboration, and 5uestionin(# For students )ill beha ioral issues re ie)in( successful )ays to interact )ithin the classroom )ill refresh their memories "tudents )ho are .// it sho)s them )hat eBactly )e are (oin( to be doin( today and they 3no) )hat is bein( eBpected Interacti e "hape Boards

Considerations !or Classroom Layout0 Logistics0 ,rou$ing and )anagement o! &tudents:

I )ill as3 students to mo e to the carpet area by their fa orite animal# "o it minimi,es the amount of students rushin( o er to the carpet and helps me (et to 3no) each of the students a little bit more# I )ill monitor student@s participation durin( 1-0-" and chec3 for understandin(# "tudents )ho are .// I )ill chec3 in on throu(hout the lesson by )al3in( stoppin( at their des3 and as3in( clarifyin( 5uestions as they )or3# "entence frames are utili,ed for each student durin( our interacti e board# 9e )ill re ie) out to use the shape manipulati es each day to minimi,e student@s inappropriate use of the shapes#

2otes !rom Im$lementation: "tudent G21, G23, G2J, G30 absent $ath "tations difficult decisions to ma3e, hard to (et rotations in but )ant each student the chance to practice at a station, could ma3e one unit ery lon(# Dnly one rotation completed "tudents enCoy math )or3shop and al)ays as3 )hen )e are (oin( to (et the chance to do it &shley Farrens, %eometry =nit, "prin( 2014 0a(e 69

1e!lection: 1oday )as a (reat day for learnin( about shapes# It )as a $onday and students )ere eBcited to be bac3 at school# 9e had four absent students, )hich is al)ays difficult especially )hen I be(in to try and decided ho) I )ill help them ma3e up any )or3 they ha e missed# 'urin( mornin( meetin( )e read the boo3s: 'hapes at /ome and +ity 'hapes. 1hese (roups )ere perfect mentor supports for the lesson I ha e planned for the neBt day# In )hich )e )ill be (oin( on a shape hunt around our classroom# 'urin( the mini-lesson students )ere eBcited and en(a(ed )ith the lesson# It is al)ays fun to do somethin( ne)# I had t)o sentence frames a ailable today for .// students# I noticed a hu(e difference in their participation# 1he eBtra support is )hat they needed to be(in to raise their hand and communicate )ith the rest of the classroom# I really )anted the students to ma3e it throu(h t)o math stations today# I really thin3 this is )here the students are (ettin( beneficial practice )or3in( and manipulatin( the shapes# :o)e er the time al)ays (oes by so fast and students )ere only able to ma3e it throu(h one station# I am not sure )hen )e are (oin( to ha e time to finish the last station, )hich means a (roup of students )ill not ha e had a chance to (o to the computers, or $rs# 1uttle@s station# . ery day after stations, $rs# 1uttle says ho) beneficial she thin3s the (ame she is playin( is for the students# 1hey are (i en sentence stems and frames and their (oal is to (uess the shape that is on their forehead# 1he do this by as3in( 5uestions about the number of corner and sides the shape on their forehead has# 1oday )as also the first day I be(an to challen(e one of my hi(her (roup of students durin( )or3shop stations# I be(an to teach the students at my station about symmetry# I introduced symmetry by ha in( fi e bi( cut out shapes: trian(le, circle, s5uare, and a penta(on# I )ould fold the shape and tell the students this is symmetrical because it is the same on both sides# !an you see that they are the same on both sides7 1hen I )ould as3 if I fold this shape is it symmetrical7 . eryone say symmetrical to(ether# 9hat ma3es a shape symmetrical7 9e )ent bac3 and forth on this a fe) times, then I had them practice findin( symmetrical shapes on a shape sheet I printed off# 1hey cau(ht on surprisin(ly ery fast# I had them say the )or3 since it is a fun3y )ord they are not used to hearin(# 1hey then loo3ed at shapes and obCects and colored them if they )ere symmetrical and did not color the shapes that could not by symmetrical# 1he best part of this )as )atchin( so many students intuiti ely be(in to dra) lines of symmetry to determine if a shape )as symmetrical, I did not teach this? Dnce they finished they practice understandin( symmetry by creatin( symmetrical monsters#

&shley Farrens, %eometry =nit, "prin( 2014 0a(e

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'ra) the other half to match#

&shley Farrens, %eometry =nit, "prin( 2014 0a(e

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