Lesson Plan Requirements

The lesson plan should be developed to address identified standards and/or benchmarks of the curriculum
map determined by the CT and needs to be submitted to your CT and US at least five days (or whatever
timeframe agreed to by the CT and US) prior to any of the four observations scheduled during the
semester. Less plans should be formatted using the lesson plan template below.
1. All lesson plans must include Common Core/National Standards or other State Standards (if
doing student teaching outside of Hawaii) and State Teacher Standards.
2. The outcome of the lesson should be clearly stated and aligned with the standard addressed and
the assessment used to determine whether students have met the outcome. The rubric for the
assessment should detail what should be in student responses for each performance rating.
3. Differentiation plans should address the needs of specific students and should be based on data.
4. Results/Reflections section of the Unit/Solo Plan should include assessment data analysis of
student performance, discussion of what went well, what should be done differently that would
improve student achievement. This section should also include samples of student work for each
rating level.
5. A bibliography and resources tapped should be included at the end.
6. A seating chart should be provided to the US for any observed lesson.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

Lesson Plan Template

Teacher: Jessica Pagtulingan

Date: November 23, 2016

Class: Mathematics-Geometry

Level: Grade 1

Purpose: In this lesson, students are engaged in activities that involve sorting. They are then
encouraged to share and describe their sort. The mathematical practices Reason abstractly and
quantitatively (SMP2) and Attend to precision (SMP6) are embedded in this lesson.
Objectives:
Students will be able to sort 2D shapes according to the rules given
Common Core Standards:
1.G.1 Sorting 2D shapes according to a rule
GLOs:
GLO #1: Self Directed Learner (The ability to be responsible for ones own learning)
GLO #3: Complex Thinker (The ability to demonstrate critical thinking and problem solving)
GLO #4: Quality Producer (The ability to recognize and produce quality performances and
quality performances and quality products)
GLO #5: Effective Communicator (The ability to communicate effectively)
Hawaii State Teacher Standards:
Standard #2: Learning Differences
Standard #3: Learning Environment
Standard #4: Content Knowledge
Standard #5: Content Application
Standard #7: Planning for Instruction
Assessments:
Formative:
Student journal 5.10 will be observed when students are doing deskwork. Teacher will walk
around with a checklist to check who understands the lesson and those that need additional
support.
Rubric- Checklist of students who have met or not met todays lesson through journal 5.10
Met
Not Met
Comments:
Student Name
Summative:
Check-Up 1 & 2 will be given after lesson 12
Rubric Stepping Stones Module 5

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1.OA.6

1.G.1/1.G.2

ME
Student is able
to answer all
questions
correctly,
placing in the
100 percentile.
Student is able
to answer all
questions
correctly,
placing in the
100 percentile.

MP
Student is able
to answer 4 out
of 5 questions
correctly,
placing in the 80
to 99 percentile.
Student is able
to answer 4 out
of 5 questions
correctly,
placing in the 80
to 99 percentile.

DP
Student is able
to answer 3 out
of 5 questions
correctly,
placing in the 60
to 79 percentile.
Student is able
to answer 3 out
of 5 questions
correctly,
placing in the 60
to 79 percentile.

WB
Student is
unable to
answer more
than 2 out of 5
questions
correctly.
Student is
unable to
answer more
than 2 out of 5
questions
correctly.

Materials/Set-Up:
Teacher:
Cut out of the alphabets
2 sets of card from support 26
Buttons
Student:
Student Journal 5.10
1 set of 12 shape cards from support 27
Scissors and glue
Procedures:
a. Introduction
Project the letter T and ask, How many lines does this letter have? If I draw another T beside
it, what is a quick way of figuring out the total number of lines? Project another T and invite
individuals to double. Repeat activity with A and A, and then M and A.
b. Developmental
1. Split the class into three groups and have each group move to a different activity area
of the classroom. Explain that the students will be working together in the groups
below to sort shapes.
a. Group 1 will sort the buttons into groups according to color, size, shape, pattern,
number of buttonholes, or some other feature.
b. Group 2 will sort alphabet letters into three types: those with straight lines,
those with curved lines, and those with both straight and curved lines. When
they have completed their sort, they can paste the letters onto paper to show the
three groups.
c. Group 3 will sort the shape cards by number of sides, number of corners,
presence of straight or curved sides, or some other feature.
2. When the students understand their tasks, direct them to begin. As you observe the
Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

students, if possible, record their work using a digital camera. Allow time for all three
groups to complete all three tasks.
3. Discuss the sorting that you observed. Call on individuals to describe the sorting that
took place for the buttons and the shape cards. If the digital photos are able to be
displayed, show and discuss the different sorting that the groups did.
4. Project the Step In discussion from student journal 5.10 and work through the questions
with the whole class. Read the Step Up and Step Ahead instructions with the students.
Make sure they know what to do and then have them work independently to complete
the task.
c. Concluding
Invite students to describe their sorting from student journal 5.10. After each students sharing,
ask the class, What rule did (student name) use to sort? How is his/her different from yours?
Elicit several responses.
Adaptations and Extensions:
Differentiation:
ELL- In step 3, encourage students to ask for assistance using their new mathematical
vocabulary.
Extra Support- Ask the students to sort the buttons using yes and no categories, for
example, the yes category could be blue buttons. Every button that is not blue goes in the
no or not blue category.
Extra Challenge- Have the students sort the shape cards using a 2-by-2 sorting table, for
example, with the rows showing shapes with/without straight sides and the columns showing
shapes with/without curved sides.
Adaptations:

Extension:
Project the storybook The Greedy Triangle by Marilyn Burns to reinforce 2d shapes. Then
have students go on a Shape Search. Students will be given a worksheet that focuses on
shapes: circles, squares, triangles, and rectangles. They will look around the classroom for
objects that are of those shapes. They are to draw those objects in their respective columns on
the worksheet. (see attached)
Management Considerations:
Student 15 is currently on a Behavior Support Plan (BSP): CT and I have been using cueing
systems through eye contact and body language to remind him of classroom and outdoor
Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

behaviors.
Observed that student 15 has a difficult time focusing, staying on task, and staying
seated in one place for a certain period of time.
Student 18- A ELL NEP student, with attendance concerns, seems to lack discipline and
support from home, which at times causes disruptions during instructional time and individual
seatwork. Currently, we are chunking work during each instructional lesson and having a
reward system in place.
Reflections:

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

Bibliography
Brantley, A. Shapin It Up. Blogger: Crazy for First Grade. 1996-2016.
Web 19 Nov. 2016.
<http://www.crazyforfirstgrade.com/search?updated-max=2011-12-24T18:08:0008:00&max-results=7&start=19&by-date=false>
Burnett,J., Irons, C. Stepping Stones. ORIGO Education. 2003.
< https://www.origoeducation.com>

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu