Lesson #2

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Ashley ClappGrade Level: 1st gradeSubject: MathDate: Thursday, October 5th

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson.

CCSS.Math.Content.1.G.A.1Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

CCSS.Math.Content.1.G.A.2Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

Rationale (cite theories or theorists):

This lesson would go with Jean Piaget’s theory of constructivism. Which focused on how humans make meaning in relation to the interaction between their experiences and their ideas. Piaget’s views tend to focus on human development in relation to what is occurring with an individual as opposed to development that is influenced by other humans. For the post-assessment for this lesson students work on their own and experiment by themselves to make a conclusion. This lesson gives students the opportunity to work independently and make their own thoughts about shapes and geometry.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, time bound). Use the following format: “Students will be able to…”

Students will be able to describe, compare and name 2-D shapes.

Students will be able to decompose shapes in different ways.

Students will be able to count a set of objects.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.

The learning objectives are appropriate for this age level because they are building a base for the concepts to come. This lesson is teaching the students the basics of geometry, so they can continue to develop the concept of geometry.

List the materials/resources you will need to teach the lesson.

-Hexagon shape poster-Rhombus shape poster-Fill in the Hexagon game board; Unit 2 M19-Pattern blocks-Special game cubes-Worksheet “Pattern-Block Counts A” Unit 2 pg 7-Glue-Paper shape cutouts

TechnologyDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.

Throughout my lesson I will be using both the smart board and the document camera. They are both used to show my work on the board so the students can see.During the “We Do ” portion of the lesson I will be introducing how to play the game “Fill the hexagon”. For the introduction of the game I will be using the smart board and the doc camera to display they game so they the students are able to see it. As I play the game, I will be making moves on my game board, which will be underneath the doc camera and will be displayed on the whiteboard. I will do the same thing for the post-assessment worksheet during the “You Do” portion of the lesson. The last thing I will be using technology for is during the closing. When students come to present their designs I will ask them to place it underneath the doc camera so it can be displayed on the smart board for all the students to see. Technology is not only a tool for teachers to use but also a tool to guide students learning.

AccommodationsDescribe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. *

Throughout my lesson I have made many accommodations so all the students in my classroom will be able to understand and follow along during the lesson. First off, many things will be displayed on the smart board so students can follow along easily with the rest of the class. If they get behind, they can look at the board and see what they should be doing next. Math is different for ESL students, and in this lesson it is about shapes

and being able to describe shapes. That being said they don’t have to read anything they just have to be able to follow directions. So, for the students that need it I will repeat the directions many times, and if they still don’t understand them I will then try to reword the directions to see if they are easier to understand for the student. In math for students that have trouble I give them manipulative to help them solve the problems, but for this lesson students are already using the manipulative.

I have one student they will be using action cards. These are given to the student because she tends to act out and also doesn’t like to do what she’s asked to do. By having these cards on her desk, I can show her a picture of what she should be doing. If I would like her to quietly sit on the floor crisscross, I can flip to the card to the girl, sitting crisscross, on the ground and point to it.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.

My pre-assessment for this math lesson, which is 1.2, is the how students did in 1.1. If students don’t understand the math concepts in lesson 1.1 by the end of the lesson, I wouldn’t move them onto 1.2. I would instead do another day on content that was taught in 1.1 before moving onto the next lesson. That being said I have no true pre-assessment and no data to show other then the post-assessments from lesson 1.1.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts, graphs if applicable)

Not applicable

Classroom ManagementIdentify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.

I will use the following strategies throughout my lesson to maintain excellent classroom management:-In my classroom we use a tally chart. Each student gets one verbal warning, once they have been given a warning and they repeat that action they will be given a tally. After three tallies they will have to work with a timer at the next recess, and are given a stop and think. If they get four tallies the stop and think goes home to their parents.-I will use the noise level chart in the classroom. If they are working independently, I will remind them that they should be at a level 0, which means no talking.

-Class, class, class……yes, yes, yes-Finger on your nose, so I know your ready to move on-I will have students come I from lunch and instruct them to stand behind their desk as a transition from lunch to math.-Get the class to stop working: ring the bell…. students stand quietly and make the statue of liberty-Pencil in your holder and finger on your nose, so I know you’re ready to move on-Along with the tally chart you can give complements to students that are following directions or who are being good first grade role models. I will use students as good examples of how to act and give out complements to those students.-When it is time to clean everything up, I will give students 10 seconds to clean up as a class. If they are able to clean everything up by the end of those 10 seconds they will get a class complement.-I say “Mac and cheese!”...students say “Everybody freeze!”-I say “1,2,3 eyes on me”…students say “1,2 eyes on you”

Implementation“I Do”(Teacher introduces lesson and models expected outcome(s) of learning objectives)Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.

As students come back from lunch, I will start my lesson with a math song.

Display the Hexagon poster that I made from Paper Shape Cutouts (M5). Like I did in the previous math lesson, I will first ask the students to describe the shape and then look around the classroom for anything that has the same shape. Record their observations and ideas on the poster.

Now I will ask the students to compare the Hexagon shape poster with the other shape poster from the previous lessons.

-What do you see that is like some of the other shapes? What do you see that is different?

Make sure to talk about the number of sides of the shape, the number of “points”, or the fact that the sides are all the same length

If students do not know the name of the shape, tell them it is called a hexagon and that a hexagon is any shape that has exactly 6 sides. Write the word hexagon under the shape on the poster. Then post the poster alongside the other shape posters.

Repeat the above procedure for the Rhombus poster.

-Many people call this shape a diamond, but mathematicians have a different

name for it. They call it a rhombus.

-How many sides does a rhombus have?

-What else do you notice about the sides?

-How is the rhombus the same as or different from other shapes on our other posters?

If students do not notice during the discussion bring up the fact that rhombus’s have four sides and that the square and the rectangle also have four sides. If students notice that both the rhombus and the square have four equal sides, you can tell them that a square is a type of rhombus. If there is time left, ask students whether they can find something in the room that has the shape of a rhombus.

Leave the posters displayed throughout the room during the rest of this unit.

“We Do”(Teacher engages students in guided practice)Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).

Fill in the hexagon game.

I will introduce the game to the students by playing it together as a classing using the doc camera and the smart board.

-Today we are going to learn how to play a game called “Fill the Hexagons”. This game uses the pattern blocks, a game board (both of the partners will have one) and some special game dice that I made. Show all the materials that I listed.

-What do you notice about these game cubes?

Some students my notice that the face of the game cubes are labeled with pictures of pattern blocks. Some students may also notice that the orange square and the tan rhombus are missing or that there are two blue rhombuses and two green triangles.

You will be playing this game with a partner, which I’ll be assigning to you. The goal of the game is to cover each hexagon with a pattern blocks. To start the game one player will roll the game cube. The player takes that pattern block and places it anywhere on the game board.

Each move is final. Once you put a pattern block down, it stays there. When it’s your turn to place a pattern block, you’ll need to think very carefully because you can’t move them on a later turn after you’ve put your block down.

Play a few times through with the class before you let them go and play with a partner.

“You Do”(Students engage in independent practice)Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives?

For students post assessment they will be completing Worksheet “Pattern-Block Counts A” Unit 2 pg 7. On this page students will work independently to make a pattern with using exactly 12 paper pattern shapes. Some students may need help selecting pieces (not too many hexagons or trapezoids) so that they can fit their design on their page.

Once students have made a design with exactly 12 of the paper pattern shapes, they then can record their design. They will record their design by gluing it onto the paper they are working on.

After they are all glued on, they will then have to record how many of each kind of pattern block they used at the bottom of their paper. They also have the record the total number of shapes they used, which should all be 12.

Lesson ClosingDescribe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).

At the end of my lesson I will gather all the students back to their smart board seats with their “Pattern-Block Counts A” worksheet in hand.

Before I have students come to the doc camera and present their worksheets, we will review all of the shape posters we have learned about so far. I will make sure to put extra focus on the hexagon and rhombus poster, considering we just learned these two shapes today.

I will then call on students to come a present the designs they made using their paper pattern block shapes. They will have to be able to say read off the shapes that they used and how many of each shape that they used.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.

AnalyzePost Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the learning goals/objective of the lesson? Cite examples from the

lesson plan, assessments, and/or video.If applicable, insert a table/chart/graph before your explanation.

Had 12 shapes Correctly counted the number of shapes and recorded them

Design fit on the page 15.4

15.6

15.8

16

16.2

16.4

16.6

16.8

17

17.2

Worksheet "Pattern-Block Counts A"

The date in the graph above was taken out of 19 students. Out of the 19 students that completed this lesson, 16 of those students had exactly 12 shapes on their post-assessment worksheet. The next bar on the graph shows that out of 19 students 17 correctly counted the number of shapes they used and recorded them in the graph below. The last thing I looked at when grading their worksheet was, does the design fit on the page. Out of 19 of the students 17 of them had designs that fit correctly on their page like I asked them to.

ReflectReflect on your instructional strategies, interactions with students, and classroom management strategies. Describe what went well and what areas you need to revise in the future. Cite examples (from video) that support your conclusions.Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.

Describe what went well.

- Looking back at my lesson I thought the introduction of my lesson went very smooth. During the introduction we reviewed the shape poster from the previous lessons and students were able to identify all of the shapes we had already learned about. This let me know that students were ready to move onto the next lesson. Once introduced the shapes of the day, hexagon and rhombus, students had to help me describe these shapes and them compare

them to the other shapes that we had done so far. The students did a wonderful job in this portion of the lesson and were able to come up with me ways to describe the new shapes.

-Another thing I thought went well in my lesson was the post-assessment portion of my lesson. Students independently completed their worksheets and I had to only make a few reminders about their noise level. Most students knew exactly what they were doing and I had to answer very few questions about what they should be doing. If one was to look at my post-assessment results they would notice that my students overall did a great job completing their post-assessment worksheet.

Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?

-One thing I would’ve changed about my lesson is putting out more then one container of paper pattern shapes at each table group for students to use during the post-assessment. One container of shapes to share between 5 students caused a little bit of trouble. So I quickly made a few more containers of paper pattern shapes and set them out on the table groups.

-I also think I would’ve chose to do a different activity to go along with this lesson. It was just a lot of moving around and many transitions for one lesson. If I were to redo this lesson I thick I would do an activity that the students do at their desk using the paper pattern shapes, instead of go from the pattern blocks to the paper pattern shapes.