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Indiana Wesleyan University

Elementary Education Lesson Plan Template


CAEP 2018 K-6 Elementary Teacher Preparation Standards

LESSON RATIONALE
This lesson of classifying polygons is important for students to learn because it initializes a
good establishment for various types of shapes and the properties of them, as well as the
vocabulary to use when identifying such. Students will need this foundation to complete
more involved geometry lessons in the future as they progress through school. The use of
classifying charts and foldable shapes in this lesson will provide students with a deeper
understanding of how shapes are related yet can have differences. (CAEP K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s): Students will understand how to classify and identify different shapes.
B. Objective(s):
 By completing the activities, the students will classify polygons.
 After the lesson, students will be able to identify and describe polygons using the
language of geometry.
C. Standard(s): 5.G.2: Identify and classify polygons including quadrilaterals,
pentagons, hexagons, and triangles (equilateral, isosceles, scalene, right, acute and
obtuse) based on angle measures and sides. Classify polygons in a hierarchy based
on properties. (CAEP K-6 3.c)

II. Management Plan-


 Materials: If I Were a Polygon by Marci Aboff, Classifying Charts, Foldable Shapes,
Construction Paper, Glue, Markers, Headbands shapes and Headbands
 Time per element:
o Anticipatory Set: 10 min
o Lesson Input: 15-20 min
o Three Centers: 15 min each (45 min total)
o Closure: 5 min
 Space:
o Students will be in their seats during anticipatory set and beginning of lesson, then
each group will move to the desired location for their centers and rotating every
15 minutes, then back in their normal seats for closure.
 Behavior:
o If the students behave throughout the lesson, I will play music during their closure
time as reward.
o If they act out and are not doing as they should I will take away class dojo
monster points.
III. Anticipatory Set
• I am going to split you guys into two groups and in each of your groups you will be
given twelve different shapes to look at and examine. What I want you to do is work as
a group and write a list of things ALL of the shapes have in common and then we will
come back together and make a class list.
 Split the class in half, hand out the worksheets, and allow students to explore the
shapes and make a short list.
 Now that you all have a short list written down, can I have a few volunteers to share
one of the things they put on their list and I will write it on the board. Call on a few
students from each group to share what they wrote. (ideas: closed shape, flat,
straight lines, etc.)

IV. Purpose: Today, we are going to be discussing more about all of these shapes and how to
identify them in our lives. This will help when you come across geometry every day and
how they SHAPE our lives.

PLAN FOR INSTRUCTION


V. Adaptation to Individual Differences and Diverse Learners—
 For students who struggle academically, give extra time for assignments, partner
with stronger students, and/or break activities up for convenience.
 I will collaborate with fellow teachers to gain the best outcome of the lesson, giving
students extra support when needed.
 For certain students that are lower level math, if need be, I will provide more
guidance and assistance during their sorting activity, as well as allotting extra time if
need be.
 Groups will be separated by ability, and I will be able to differentiate instruction
based on which group I am working with.

VI. Lesson Presentation (Input/Output)


 Okay class, today we are talking about shapes and the qualities of them. But first, let’s
read If You Were a Polygon by Marcie Aboff. Read through the story, making sure to
highlight the definitions in the story, then ask the questions at the end.
 Now that we have some idea of polygons and examples of them, lets first meet all of the
shapes on our own that we are going to be working with today. As you can see I have a
big chart here for us all to complete by classifying, or categorizing and grouping, the
different shapes we will be learning about. But first, say hello to our polygons, which
are what? Call on a student by flipping a name card that Miss Worrell has made.
Yeah, polygons are figures made up of three or more straight sides and angles. Now
we are going to be meeting our friend the quadrilateral, which are types of polygons
that have four sides and four angles. One of the charts we have is the classifying of
quadrilaterals. There are five different quadrilaterals that we have to identify and
then classify, which means we are going to categorize or group each of the shapes
differently based on their properties. So, the shapes we have today are parallelogram,
rectangle, square, rhombus, and trapezoid. I want you guys to try and think about how
many sides each of these shapes have and what kind of angles they have, as these
properties will help you in sorting. So, let’s go through these cards and try and sort
them together so we can place them on the chart correctly. Show the whole class the
cards, reading through what they say and calling on students to come and sort the
card where it should go on the chart.
 Now that we have reviewed and gone over each of the shapes we are working with
today, I want us to split into groups and work on some activities that will help us
remember and classify each of these shapes in unique ways.
o So, group one I want you at the back table with me, group two you will be
sitting at the desks on the far right of the room, and group three you will be
sitting at the desks in the middle.

 Group one: guided practice at the back table with teacher. We will be working on
classifying each of the shapes by looking at their specific properties, sorting these
shapes by their name, properties, and placing all of these factors on a large sheet of
paper per student.
o We will work through foldable shapes in which I will have pre-cut, and I will
provide each student with a 12x18 piece of construction paper in which they
will divide into three parts: Quadrilaterals, Triangles, and Other Polygons.
They will work to fill out the details for each shape and paste them onto their
sheets of paper. I will be giving each of you a large piece of paper and I want
you to make it look the one I have up here on the board (have an example
placed for student view) As you can see the paper is split into three parts all
labeled specifically, what is the first group? Allow student response. Yep,
Quadrilaterals, and the second section? Allow student response. Good,
Triangles, and lastly, this group? Allow student response. Okay, yeah other
polygons. So, what we are going to be doing is using these foldable shapes to
organize our paper here. You will label each shape on the front and then fill out
each of the desired line with the correct answer. You may work together if you
get stuck, but I want each of you to do your best at filling out each foldable on
your own. I am also going to be checking your work, so make sure you are
thinking about what how each shape is identified talked about to get the right
answer, if you have any questions, just ask.

 Group two: Head Bands (Mrs. Worrell give instruction and monitor)
o Students will partake in a fun, yet engaging game where they will each have a
“Mystery Shape” Card that they will place on their forehead and they will
have to work together to help their classmates guess what shape they are.
o At this center, I want you guys to each choose a headband with a card attached
and place it on your forehead. You will each get a chance to guess your shape,
but I want you all to work together to help your friends figure out what specific
polygon they are. Make sure you are using the language we used earlier, like
how many congruent sides or types of angles the shape might have.
o At this station, I will provide the students with the chart we worked on at the
start of the lesson for a quick look at for examples and guidance on correct
language.
 Group three: Ascellus
o Students will have their computer-programmed Ascellus time to explore and
expand more upon this topic in the specific sections on polygons.
(CAEP K-6 3.d)

VII. Check for understanding.


I will be continually checking the students understanding on whether they can sort the
pictures correctly, how they answer my questions, and how each student is engaging in the
lesson. I will be constantly observing the students looking for how they collaborate, the
amount of engagement, and their understanding of what a polygon is and how to properly
classify the shapes.
If students do not understand something, then I will stop them and explain to them
specifically for them to comprehend. I will then allow time for think-aloud in which they
can explain to me what they know and have learned, and I can assess what they still need to
learn.

VIII. Review learning outcomes / Closure


a. Letter to Friend
i. Now that we have identified, classified, and worked with various kinds of
polygons, triangles, and quadrilaterals, I want you to choose your
absolute favorite and draw it at the top of your paper, then write a letter
to a friend of yours explaining the properties of these shapes and why it
is your favorite. Make sure to include the language we have used
throughout our time together.
ii. If there is time, I may call on a few students to share with the class
what they wrote down/have learned.

PLAN FOR ASSESSMENT


 Each activity will provide me with a glimpse into how they are understanding the activities
and all the information they are being given. The sorting activity will tell me that they have
been listening and can recognize what a polygon is. The worksheet will show me that they
are able to identify, classify, and sort the different shapes, recognizing the properties and
examples.
 I will also be continually observing the students, checking for engagement and cooperation.
 After collecting and reading their letter to a friend, I will be able to see how much the
students understood about different shapes and how well they can use the language
discussed.

(CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS


(CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why
not?
 Most of the students achieved the objectives, but if they did not it was
because they were not actively engaged throughout the lesson or they did
not receive proper information.
2. What were my strengths and weaknesses?
 I understand how the students learn and what they interact well with.
 I need to work on lesson delivery and communication.
3. How should I alter this lesson?
 Give students more information on the differences between the polygons.
 Provide more connection to real life.
4. How would I pace it differently?
 Allow more time for each center if possible or reduce the number of centers
so students have more time to complete each task.
5. Were all students actively participating? If not, why not?
 Most were, but if they were not they were distracted by others or not
engaging with the content.
6. What adjustments did I make to reach varied learning styles and ability levels?
 I provided extra support to those that struggle with the math language and
concepts.
 I gave students visual charts, so they could use the mathematic language in
the headbands game and foldable shapes.
7. Did the students classify and identify the polygons properly?
 Yes.
8. Were the students engaged in the lesson activity?
 Some were disengaged with activities and were not interested with the
content.
9. How well did the students cooperate and collaborate?
 Very well, there were only a few instances of too much noise or complaint,
but overall students worked very well with one another.
10. Was this lesson too difficult for students struggling with new information/ was
there enough support?
 I think there was enough support and if students had any questions I
scaffolded and provided answers.
11. Did I use the knowledge I have, to the best of my ability, to teach the students
successfully?
 Somewhat. I do think this lesson could have gone better and the students
should have received more content knowledge, however, the students
learned what was taught well.