EDCT 2030 Lesson Plan

Instructor: Lauren Levinson Time of lesson: 35 minutes Topic: Polygons, Quadrilaterals, and Parallelograms Objectives: Students will be given new information on shapes and be asked to categorize them based off the information they have received. Students will use new vocabulary to define different shapes, the new vocabulary being Polygons, Quadrilaterals, and Parallelograms. Students will create a graphic organizer to help them understand differences between the different shapes. Lesson Summary: The students will look at different shapes, physical they can touch, and tell something they notice about each. They will tell a partner then we will look at it as a class. The students will then hear from the teacher on what the actual definitions are and how we can use them. The students will then do an activity where they will look at a sheet of paper and start to make a graphic organizer based on the shapes, they will be given the shapes again, physical shapes to use. They will use this shapes and the worksheet to make comparisons as well as differences between different shapes. We will come together and create it on the board to say what we have discovered. Materials: Shapes the students can use and touch Worksheet to make the graphic organizer Big chart paper to create the organizer for the class Vocabulary cards and sheets so the students can learn the vocabulary Markers and pencils for students to use and for chart paper Instructional Procedures Method: Indirect Instruction/ Collaboration Activity: The students will start with different shapes and write down what they notice about each shape, what some of its characteristics are. Then they will get

with math partners and talk about what they have discovered alone and compare. Students will then share with class. Estimated Time: 8 minutes Adaptation: Be walking around and helping students get started if nothing is yet to be written down. Method: Direct Instruction Activity: Based off how the students are able to answer and define some of the shapes, we will look at them as a class and the teacher will define them, teach vocabulary officially and give correct characteristics on chart paper and using vocabulary cards and worksheets. Estimated Time: 10 minutes Adaptations: Making sure students give thumbs up if they are sure they understand and thumbs down if they need it to be explained again. If one thumb is down be sure to explain again. Method: Collaboration Activity: Begin work with partners on how they can characterize and chart these shapes on the graphic organizer worksheet. The students can use the physical shapes and also draw their own. Estimated time: 10 minutes Adaption: Will be walking around to make sure everyone is working, setting a timer for ten minutes and giving them a few time limit warnings. Method: Direct Instruction Activity: The students will share with the whole class and use the big chart paper together to make a graphic organizer to hang up and refer to when we talk about these shapes again. Estimated time: 7 minutes Adaptation: Call on all students and pairs to help define and contribute to graphic organizer. If students are wrong we will give thumbs up or down and explain why. Assessment: The students will turn in their own graphic organizers that they worked on with partners to see how they were able to do. Then for homework the students will define each shape and turn that in the next day.