UMU Lesson Plan Template: Explicit Instruction

2016-2017

Name: Megan Kenesky

Grade Level: 1st Grade
Subject: Math
Function of the Lesson (check all that apply):
Introduce New Skill or Content
Practice
Review
Remediation/Re-teaching

Date: November 15th, 2016

Class Period: ECH 320 Tuesday/Thursday 2:20-4:00
Lesson # & Title: Distinguishing between shapes

Context for Learning and Cultural Responsiveness Rationale:

This class has 21 students, 12 of which are boys and 9 that are girls. I have two IEP students in my classroom
but both are for speech. In math I have six students that are low achieving and sometimes struggle and three students
that have high achievement.
The entire classroom will be given explicit instruction so that every student understands the directions and
what is expected of them within the lesson taught. Students with lower achievement will have differentiated
instruction so each step can be broken down for them and is made clear and direct. For the two students that have
trouble focusing and paying attention, structured practice will be used to help them take it slow and focus on the fine
details. This will help them stay focused on one task at a time Multi-tiered lessons can be implemented in the
classroom for the students with higher achievement so that they can still learn and be challenged.
Environment:

The desks are put into 5 tables of four to encourage collaboration and social learning. Each table consists of
mixed levels and have a more knowledgeable other at it. These groups are spaced out so that the teacher has
the ability to more freely around the room to offer assistance. Each student has the ability to see the board
clearly from their seat. During work times students may work at their desks, on the ground, or at a work
table

Educational Equity:

Each group of students is also mixed based on cultural and racial diversity when possible
In planning of the lesson diversity in socioeconomic class, cultural, race, and learning processes are taken into
account through careful planning in word problems, examples, and language used.
The decorations in the classroom are culturally responsive

Content Standards:
1.G.1. Distinguish 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.
Learning Objectives:
My students will be able to restate defining attributes of a square, pentagon, hexagon and octagon.
My students will be able to construct a square, pentagon, hexagon and octagon out of marshmallows and toothpicks.
My students will be able to know at least 6 out of 8 attributes of the four given shapes, a square, pentagon, hexagon
and octagon.

Academic Language:
Revised 08/2016

Square
Pentagon
Hexagon
Octagon
Sides
Vertices (corner)
Assessment Plan: Formative Assessment:
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Students will do a Think, Pair, Share to discuss all the different shapes that they know.
Students will complete the marshmallow, toothpick shape activity with 100% accuracy.
I will provide a PowerPoint that includes a square, pentagon, hexagon and octagon and they must provide on
attribute about the shape on a white board.

Assessment Plan: Summative Assessment:

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Students will complete a Fill in the Blank worksheet that includes attributes of a square, pentagon, hexagon
and octagon and they must fill in the correct shape with 87.5% accuracy.
Students will complete an exit ticket of at least one thing they learned today.

Procedures: Lesson Introduction: 5 Minutes

1. Activating Prior Knowledge- hold up a triangle and square, say- How do you know the difference
between a square and pentagon?
2. Have the students do a Think, Pair, Share to discuss all of the different shapes that they already know.
3. Show the students a short video on shape attributes to give them a glimpse on what they are about to
learn. (https://www.youtube.com/watch?v=9OlcnbZ3uO8)
4. Say Today we are going to talk about squares, pentagons, hexagons and octagons and why they are
different from one another.
Procedures: Lesson Body: 50 Minutes

1. Show PowerPoint pictures of the different shapes and how many sides and vertices each shape has.
(pentagon 5 vertices, 5 sides, ect.)
2. Say- vertices is where 2 or more points connect, this is also known as a corner.
3. While I am saying this, I will draw an example on the white board.
4. Have a PowerPoint slide that says which shape has 4 sides, which shape has 4 vertices. Do it for all
the shapes in random order.
5. The students will answer on a whiteboard and hold them up. I will ask the students based on the
information given, figure out which shape is which.
6. I will check to see who understands it. If a student doesnt understand it, I will have a post it note and
write the childs name for who doesnt understand it and give them extra help.
7. Say- Today we are going to make a fun craft so you can see the differences of a square, pentagon,
hexagon and octagon.
8. I will show a premade example of the craft we will be making.
9. Say Now we are going to make the some squares, pentagons, hexagons and octagons.
10. Pass out a piece of construction paper, 23 marshmallows, 23 toothpicks and the shape information
sheet.
11. Advise the students not to play will them or they will not get to make the craft.
12. Have the students cut out the shape reference sheet.
13. Have the students glue on the shape reference sheet onto the construction paper.
14. Have the students write Square, Pentagon, Hexagon and Octagon above each of the references
pieces.
Revised 08/2016

15.
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On the board draw what each shape should look like and then have the students make their shapes.
While they are doing this, walk around the room to make sure they are making them correctly.
When they are finished, have students look at their shape craft.
Have the students put away their craft to dry.
After they finish the worksheet they will hand it in.

Procedures: Lesson Closure: 5 minutes

1. Ask the students if they have any questions.

2. Elaborate further if they have any questions.
3. Have the students repeat after me and say, a square has four sides and four corners, a pentagon has five
sides and five corners ect.
4. Handout an exit slip for the students to complete. The worksheet will be 8 questions and it will ask how
many vertices and side each shape has. The students have to get at least 7/8 or reach the 85.7%
accuracy. Each student must fill it out by himself or herself with no help.
5.

When they finish, say- Today we learned about shapes and their different attributes. In the future we will be
learning about more shapes.

6.
Differentiation, Individualized Instruction, and Assessment:

Process: Lesson activities were intentionally designed to meet the needs of diverse learners. The use of
visuals, hands on activities and writing on the board were intentionally embedded within the lesson to
differentiate the process of learning for ELL students and students with disabilities.
Product: A variety of tasks are embedded within the lesson to differentiate assessment options for diverse
learners. Students are asked to orally respond, do a hands on project, and write an exit slip to show their
mastery of the lesson concepts. For the worksheet I will read it out loud for students that are below level
reader and I can scribe for ELL students or students that cant write. This variety of assessment tasks
provides different modes of responding to address the needs of diverse learners.
By talking to my cooperative teacher, I learned that all students learn in their own unique way.
With the help of my teacher, I was able to build my lesson for visual, print, aural, kinesthetic and
interactive learners. Starting with the pre-test, I displayed the pretest on the SmartBoard, each student
received his or her own copy, and I read each question aloud. Doing this, I was trying to help all different
learners so they could do the best to their ability. I showed a video to the class to be interactive and they
could hear it. I also did a hands on craft and went step by step so the lower achieving students could keep
up and this helped kinesthetic learners. Throughout my lesson, I tried to implement several different
learning styles.
Instructional Materials and Support:
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PowerPoint(s)
Markers
Premade shape craft
Glue
Scissors
Square
Pentagon

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Video (https://www.youtube.com/watch?v=9OlcnbZ3uO8)
Individual Dry Erase Boards
Construction paper
Toothpicks
Marshmallows

This is the shape craft that

the students will replicate.
Revised 08/2016

o Reference Sheet
o Worksheet
o Exit slip
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Research and Theory Commentary:

Bobo Bandura: The design of this lesson was created by Banduras modeling theory. In this lesson, I
model in the introduction by holding up the different shape and in the body by showing the students an
example of the already made shape craft.
John Dewey: The design of this lesson was crested by, using John Deweys theory that students learn by
doing. He says that students construct knowledge by using active engagement. In this lesson, the students
have the opportunity to learn through engagement by creating their own shape craft with a hands on
activity.
Cognitive Learning Theory: This lesson design intentionally uses a multimodality approach by using
both auditory and visual for students to process information. In the lesson, visual strategies including
writing information on the board, using PowerPoint to show pictures and being able to look at their cloud
book. It is also evident in the plan through the auditory presentation of information and the repeated use
of words and the Think, Pair, Share.

Revised 08/2016