SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK
Name Allison Carlson
Subject Math
Grade Level 2nd Grade
Date/Duration 2 class periods (about 90 minutess
Big Ideas  Classifying shapes helps us understand their uses.
Essential Questions  How are relationships, including shape and dimension, used to draw,
construct, model, and represent real situations or solve problems?
 How can geometric properties and theorems be used to describe,
model, and analyze situations?
 How can patterns be used to describe relationships in mathematical
situations?
 How can the application of the attributes of geometric shapes support
mathematical reasoning and problem solving?
PA/Common  CC.2.3.2.A.1- Analyze and draw two and three-dimensional shapes
Core/Standards having specified attributes
 CC.2.3.2.A.2- Use the understanding of fractions to partition shapes
into halves, quarters, and thirds

Objectives  Students will become more fluent in their understanding of two-

dimensional and three-dimensional geometric shapes by describing
Bloom's Taxonomy shape attributes and sorting shapes according to these attributes 7 out
of 10 times.
Webb's Depth of  Students will identify triangles, quadrilaterals, pentagons, and
Knowledge (DOK) hexagons 10 out of 10 times by writing the names next to the shapes.

Formative & Regular Education Students:

Summative  Use an exit ticket (M-2-5-1_Exit Ticket Lesson 1 and KEY.doc) to
Assessment Evidence assess student understanding. Make a copy of the exit ticket for each
student. Hand out the tickets at the end of the lesson and collect them
as students leave the classroom.
 Have students sort shapes according to attributes using the Shape
Sorting and Patterning Cards (M-2-5-1_ Shape Sorting and Patterning
Cards.doc). They should create and label categories on a large piece
of paper and glue the cards to the appropriate place.
For ELLs: (TESOL standards)
 Speaking: ELLs will correctly pronounce the following math
vocabulary with a buddy: shape, dimension, patterns, sides, halves,
whole, triangles, quadrilaterals, pentagons, and hexagons.
 Writing: ELLs will write the number of sides each shape has (ex: 2, 3,
4; two, three, four) in word and numeric form in both English and
your native language
 Reading: ELLs will point to the picture of the correct shape they are
reading about (ex: hexagon)
 Listening: ELLs will follow directions, match shapes with the correct
words, read along with their teacher, and count when figuring out how
many of something there are for an individual shape (ex: a square has
4 sides)
  Family: ELLs will bring in a picture of the front of their house and
determine what shapes make up the outsides of their house (ex: door
is a rectangle)
 Culture: ELLs will determine what shapes make up the flags of the
different countries that are located around the classroom
A rubric will be used that reflects each ELL’s proficiency levels during that
indicate the correct performance level.

ELLs will point to the correct shape that they are reading about or circle the
shape of the word. This will be used as an in-the-moment assessment during
reading activities.
ISTE Standards for  Students are digital citizens by using:
Students o technology apps
o Geometry 4 Kids
Framework for 21st o http://pbskids.org/games/shapes/
Century Learning st
ELL 21 century learning
 This game will allow students to collect all shapes of the same size.
They will also get to count along with how many of each shape they
find. This game will show students how to use different way to
communicate about shapes.
Accommodations, ELL students:
Modifications  Provide the students with audio of how they are pronouncing the
name of the shape and how many sides it has
 Give out flashcards with the shape on one side and the name on the
other
 Students will be provided with a video that allows them to hear the
correct pronunciation of vocabulary for this lesson
 Have students compare shapes that are seen in our classroom and
what they stand for with the help of visuals
 Provided with a graphic organizer with the shape vocabulary
SUPERVISING
TEACHER’S
SIGNATURE
 Seton Hill University Lesson Plan Template Step-by-Step Procedures
RATIONALE for the CK
Learning Plan
Introduction Activating Prior Knowledge
 Teacher asks students to look at the shape on the board (square)
 Teacher asks students to hold up their fingers with the correct amount
of sides this shape has (students should hold up four fingers)
 Teacher will ask students to raise their hand if they know of another
shape that has four sides
 ELL:
o ELLs will match a visual picture with the number of shapes
sides 10 out of 10 times
o ELLs will name the given shape in English and in their native
language 10 out of 10 times.

Hook/Lead-In/Anticipatory Set
 Use shaped blocks and magnetic numbers to inform students that these
materials will help them understand the different shapes
 ELL:
o ELLs will write down the shapes they learned about the day
prior in their math journal. They will also trace the shape next
to the name 10 out of 10 times.
o Students may not take a lesson seriously with manipulatives so
I will use the smart board to draw shapes on the board with
description words and explain that these are the shapes that we
will be working with for this lesson.
 Ask the students if the know what shapes make up the Flag of the
United States?
 ELL:
o ELLs will pick one countries flag that is displayed around the
room and say what shapes they can see in English and in their
native language 10 out of 10 times.
Explicit Instructions Big Idea Statement
 Teacher will read the big idea once while pointing to the words, a
second time by having students repeat after them while pointing to the
word, and a third time when only the students read the big idea aloud
as the teacher points to the words.
Essential Questions Statement
 Teacher will ask each essential question one at a time. Teacher will
then go over the answer with the class to check for understanding.
 ELL:
o ELLs will read the words aloud as the teacher points to them.
On their essential question handout, students will also point to
the word that they are reading aloud.
Objective Statement
 Teacher will explain to students that they will understand two-
dimensional geometric shapes by describing their characteristics. They
will be practicing drawing the shapes learned about in class while
showing all of their characteristics.
 ELL:
o ELLs will be given tracers of shapes that are going to be used
 throughout the lesson.
o SIOP 1: ELLs will chorally read the objective aloud while
using TPR. As a teacher, I will also use TPR and reference the
objective repeatedly throughout the lesson. ELLs will verbalize
their knowledge when relating the assignments and activities
back to the objective.
o SEI 1: ELLs will use visual shapes throughout the whole
lesson. Visuals will allow students to better understand the
information being taught. The visuals will also enhance their
second language acquisition by putting a picture to the word.

Transition
 Students will create their favorite shape with masking tape on the floor
while moving back to their desk
Key Vocabulary
 Attribute: A characteristic of a shape.
 Congruent: The same as
 Hexagon: A polygon with six sides.
 Pentagon: A polygon with five sides.
 Polygon: A shape made up of connected line segments.
 Quadrilateral: A polygon with four sides.
 Side: A line segment connected to other segments to form a polygon.
 Triangle: A polygon with three sides.
 Vertex (plural Vertices): The corners of a polygon.
 ELL:
o ELLs will be given a translation of all vocabulary terms in their
native language.
Lesson Procedure Pre-Assessment of Students
Must include  Provide students with a number and they must draw as many shapes
adaptations & that have that many sides
accommodations for  Discuss why they picked those shapes and how they knew there were
students with special that many sides
needs  ELL:
o ELLs will complete a fill in the blank chart with the name of
the shape and how many sides they can count. ELLs will count
the number of sides out loud while holding up the
corresponding number of fingers.
Modeling of the Concept
Guiding the Practice
 “Today we are going to continue our work on geometry. We will
discuss a few geometry vocabulary words. During our unit, we will
continue to add to our geometry concepts wall. We will talk about
shapes that we find in the classroom. Then we will make new
shapes by folding paper, and we will sort them according to their
attributes. There are many shapes in the world around us. You
have already learned about some shapes. Let’s make a list of
shapes on this chart.” Use pictures and words to make a list of the
shapes labeled in both English and their native language.

ELLs will be given visual shapes and visual definitions of the

words to add next to the words on our geometry concepts wall
 “Shapes are everywhere. For the next several minutes you are
going to be looking for shapes in our classroom. I’m going to give
each of you a geometry shape finder” (M-2-5-1_Geometry Shape
Finders.doc). Hold up the shape finders and review the shape on each
one. “You are to find only the shapes that match your geometry
shape finder and write them down in your math journal. For
example, my geometry shape finder has a circle at the top. I will
look through it to find something in the room that has the shape of
a circle.” Hand out visuals with items in the class that way they
know what shapes and items they are looking for.
I will explain the task in a clear step-by-step manner. I will use
visuals (shape finder and shapes) to explain to the ELLs what this
activity is. I will add numbers to the steps (first, second, third, etc.)
while repeating them as often as they would like.

 Say, “Let’s take a look at some different shapes. When we look at

each shape, let’s find the number of sides and the number of
vertices it has. Let’s start with my square.” Show one of the 8-inch
squares to the students. “How many sides does this square have?” (4)
“How many vertices, or corners, does this square have?” (4) As
students provide the answers, write the information on the board or on
chart paper. ELL students will work in small groups.
o SIOP 2: ELLs will work in small groups with their classmates
and talk about their shapes while orally defending the
characteristics of their shape.
 Have students copy the chart into their math journal, leaving room to
add additional rows later. “Now I am going to fold my paper
multiple times. Watch carefully how I fold my paper. After I finish,
each of you will get a square piece of paper, and I will give you
step-by-step instructions on how to fold it. Right now, watch how I
fold my square.” ELL will be given previously folded shapes, a
lower amount of folds in the shapes, or a buddy to help.
 Hold the 8-inch square piece of paper so the entire class can see the
folding process. Follow the steps below to fold the paper. Visual
instructions are provided in the Folding Square Example (M-2-5-
1_Folding Square Example.doc). As you fold, explain to students what
you are doing.
o Fold the square in half, along the vertical line of symmetry. Be
sure to make a good crease.
o Open the square.
o Fold the square in half, along the horizontal line of symmetry.
Be sure to make a good crease.
o Open the square.
o Bring each corner vertex to the intersection of both lines of
symmetry. Fold and crease well.
o Repeat step 5 for each corner vertex.
o Open up the square so you can see all of the folds.
o ELLs will hold up visuals of other shapes and verbally explain
why these shapes cannot be folded the same. ELLs will talk
about the different characteristics of the shapes.
 o ELLs may have no prior knowledge of geometry so I will
verbally explain their terms as I draw examples out on the
board for understanding. The visuals of the definitions will be
left on the board for the remainder of the lesson.
 “After you fold your paper to make the creases, you will need to
fold the square on the creases you created to make new shapes. For
example, if I take my square and fold it in half, I form a shape.
What is my shape?” (rectangle) “Yes, I formed a rectangle.
Remember a square is a rectangle, also. Now I will record this
shape in our chart.” Trace the rectangle onto the chart. Write
“Rectangle” in the second column. “Let’s add the number of sides
and the number of vertices to our chart. How many sides does a
rectangle have?” (4) “How many vertices does it have?” (4) Add
this information to the chart. As you record the information on the
board, students will fill in their own charts in their math journals. ELLs
can use a buddy when writing all of the information down in their
journals. Their buddy is there to guide them when writing the proper
information in their journal.
o SEI 2: ELLs will spend their day in a mainstream classroom
while working with a buddy. A buddy will be there to help with
language support. ELLs and their buddies will learn from each
other and will work together to figure out the correct math
language that needs to be used.
o Mathematical terms do not always translate well. ELLs will
have shapes where the sides are labeled with an S and the
vertices are labeled with a V. This will allow for easier counting
and they will see what the difference is between sides and
vertices.

Providing the Independent Practice

 Students who are ready can work with a partner or individually and use
the Shape Sorting and Patterning Cards (M-2-5-1_ Shape Sorting and
Patterning Cards.doc) to practice sorting shapes according to their
attributes. Students should create categories and then sort cards into the
appropriate categories. ELLs will use visuals to sort the cards into
separate piles.
ELLs will be provided with hands on materials that resemble each
shape on the shape sorting and patterning cards. Having visual shapes
may help them sort the shapes by their attributes.

 Students will research different shapes. ELLs will be given websites

that explain the different characteristics of shapes. They can use
personal items from home to explain why a specific shape makes up
that object.

Transition
 Students will find one peer and talk about a shape attribute that we
have previously discussed.
Adaptations/Accommodations for Students with Special Needs
 See everything above in colored and highlighted text for ELL students
Evaluation of the Formal Evaluation
Learning/Mastery of  Use the entrance ticket (M-2-5-1_Entrance Ticket Lesson 1 and
the Concept KEY.doc) to assess students on their knowledge of shapes. An entrance
ticket can be used to reinforce skills from a previous lesson. ELLs will
work in pairs and will be recorded so they can hear the difference in
pronunciation.
Informal Evaluation
 Using an observation checklist, teachers will have students explain how
they met the essential question requirements. Teachers will listen to all
ELLs responses and make sure all academic vocabulary is being used.
Also write down any misunderstandings that the students have so they
can be retaught at a different time.
o Use in-the-moment assessments by observing students and
making sure they are meeting the standards

Closure Summary & Review of the Learning

 Ask the students what the objective was for today? As a class, the
teacher will re-read the objectives while pointing to each word. Have
the students stand up if they met the objective or stay sitting if they did
not.

Homework/Assignments
 Ask family members what shapes are important to them and in their
culture
Reading Materials  chart paper
Technology  student math journals (notebooks in which students record new
Equipment vocabulary)
Supplies  8-inch squares of paper for each student
 two 8-inch squares of paper for teacher demonstration
 12-inch by 18-inch drawing paper for each student
 geometry shape finders, created prior to instruction (M-2-5-
1_Geometry Shape Finders.doc)
 Folding Square Example (M-2-5-1_Folding Square Example.doc)
 Shape Sorting and Patterning Cards (M-2-5-1_ Shape Sorting and
Patterning Cards.doc)
 Shape Sorting Assessment (M-2-5-1_Shape Sorting Assessment and
KEY.doc)
 entrance ticket (M-2-5-1_Entrance Ticket Lesson 1 and KEY.doc)
 exit ticket (M-2-5-1_Exit Ticket Lesson 1 and KEY.doc)
 Apps to sort and count shapes
 Websites to learn the differences between shapes

Teacher  This lesson plan was taken from PDESAS

Self-reflection  http://www.pdesas.org/ContentWeb/Content/Content/5486/Lesson%20
Plan