Millicent Atkins School of

Education:
ELED 330 Common Lesson Plan
Template
Teacher Candidate Rachel Hartmann
Name:
Grade Level: 2nd
Subject: Math
Date: October 24, 2016

PLANNING
List the Common Core/State Standard(s) to be addressed in this
lesson:
2.G.A.1 Recognize and draw shapes having specified attributes, such as a
give number of angles or a given number of equal faces. Identify triangles,
quadrilaterals, pentagons, hexagons, and cubes.
List the Learning Objective(s) to be addressed in this lesson. Use
the following format: Students will be able to
Students will be able to draw pictures of different geometric shapes and use
the appropriate terminology for each shape as well as create complex
shapes/patterns from simple shapes.
Describe how the objective is relevant to students lives.
Shapes are all around in the world as The Greedy Triangle by Marilyn Burns
explains. Students use shapes to build objects, play sports, and obey simple
traffic rules. This lesson not only focuses on students learning different
shapes and identifying each, but also works on communication skills as well
as they work together to use simple shapes to build complex shapes.
List the words relevant to the content area that you will either
introduce and/or review during your lesson
- Shape
- Triangle
- Square
- Rectangle
- Rhombus
- Trapezoid
- Pentagon
- Hexagon
- Octagon
- Nonagon
- Decagon
- Pattern
- Contractor
- Builder
List the materials you will need to teach the lesson.
 - The Greedy Triangle by Marilyn Burns
- YouTube link to the read aloud - https://www.youtube.com/watch?
v=kPuI4XyyZUE
- Bag of different shape block manipulatives at least 2-3 of each -
triangle, square, trapezoid, hexagon, rhombus, and other shapes of
your choosing 1 bag for each pair of students
- Manilla folder 1 for each pair of students
- Worksheet (attached below)

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to
measure students level of understanding toward the learning
objective(s) prior to teaching the lesson.
For the pre-assessment have a bag of manipulatives of each shape (a
triangle, square, trapezoid, hexagon, and rhombus). Hold one of the objects
in the air and have students put a thumb in front of their chest when they
know the answer in order to eliminate the shouting of answers. Call on a few
students to tell their answer and explain how they know.
Post-Assessment: Include a blank copy of the lesson post-
assessment you will use to measure students level of
understanding toward the learning objectives after teaching the
lesson.
In the lesson closing, students will review the shapes again. Hold up one
shape block manipulative at a time and have students hold their thumb up
when they know the answer. Call on several students to name the shape and
explain how they know.

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan
to incorporate into the lesson to enhance instruction and student
learning.
Students will be listening to a read aloud of the book The Greedy Triangle by
Marilyn Burns. I dont have the book purchased so we will read the book in
this manner. This way all students can see the pictures in the book and be
able to discuss the shapes without having to struggle to see the pictures in
the book Im reading off of. The teacher will also model for students the
activity on the document camera so that all students can see and visualize
the directions to understand the expectations.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will
use to meet the needs of all learners and accommodate differences
in students learning, culture, language, etc. * Be sure that these
accommodations are based on what you identified/described in your
contextual information (Task I).
Input
- Discuss key terms and shapes and how to decipher each shape from
one another.
 - Students will see pictures of each shape from the book.
Guided Practice
- Students will be in pairs to allow for them to assist each other if
needed.
- Students will be drawing pictures of examples of different shapes.
Independent Practice
- Students will be using manipulatives to help students to learn with a
hands-on activity.
- Teacher can read the journal prompt to students.
Assessment
- Again, the teacher and students will be using manipulatives to define
each shape and explain what makes it that particular shape.

MANAGEMENT
Identify the management and motivational strategies you will use to
meet student behavioral/developmental needs in order to keep
students on task and actively engaged throughout the lesson.
Students will be working together in pairs as they use hands-on
manipulatives to build different complex shapes. Students will also reflect on
the concept of this lesson in a journal prompt.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of
learning objectives)
Describe how you will activate student interest and present
the learning objective in an engaging way (this is your lesson
opening).
Describe how you will communicate (to students) how the
objective is relevant to their lives.
Describe what instructional strategies you will use to
model/explain/demonstrate the knowledge and skills required
of the objective. (cite theories/theorists)
Describe how you will check for students understanding
before moving on to guided practice.
1. Group students into pairs and hand out a bag of shape manipulatives
to each pair of students.
2. Display the book and read aloud on the Smart Board -
https://www.youtube.com/watch?v=kPuI4XyyZUE
3. Show students the cover of The Greedy Triangle by Marilyn Burns.
Ask them what they think the book is about?
4. Next, have students raise the triangle in the air using the shape
blocks.
5. Have the Smart Board on to display the book for all students to easily
see.
6. Have students listen to the story. Pause the read aloud when the
 story introduces a new shape. For example; when the triangle says I
think if I had just one more side and one more angle. Ask students
what shape could he become? Anticipated answer: Square, rectangle,
rhombus
7. Have students raise the appropriate shape block for the shape the
triangle turns into next.
8. Repeat for each shape transformation.

We Do (Teacher engages students in guided practice)

Describe the learning activities you will use to provide
students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
Describe how you will check for students understanding
before moving on to independent practice.
1. After the book, hand out a worksheet to each student (attached at
the end of the lesson).
2. Discuss with students each shape that the book displayed and how
many sides and angles each figure has while the students fill out the
worksheet.
3. Also discuss shapes that the book didnt discuss such as trapezoid
and rhombus.
4. For each shape have students pick out the shape block to match and
hold it in the air.
5. Have students explain why they are holding the shape block they are
holding.
6. Then, students will draw pictures of each shape for a visual on their
worksheet.
Contractor and Builder Activity (This activity is adapted from the
Build It Festival GEMS kit at the South Dakota Discovery Center)
7. Next, hand out one manila folder to each pair of students.
8. Have students decide which will be a contractor and which will be
the builder. Students will get the opportunity to switch roles so
dont spend too much time deciding.
9. Model for the students the activity so that they completely
understand the expectations.
10. The object of this activity is for the contractor (first student) to
use the shape block manipulatives to create a complex shape/pattern
without the second student seeing. The builder (second student) will
then attempt to build the same complex shape/pattern by only
listening to the directions from the contractor. Students should use
the vocabulary learned today. Such as take the triangle and place it
to the right of the trapezoid. The builder is not allowed to see the
contractors design until after the directions are complete. One both
are finished, the student may lift their folder and students compare
their shapes.
You Do (Students engage in independent practice)
Describe what the students will do to independently practice
the knowledge and skills required by the lesson objectives?
(this is the post-assessment)
APPENDIX: Include a blank copy of your post-assessment.
Contractor and Builder Activity (This activity is adapted from the
Build It Festival GEMS kit at the South Dakota Discovery Center)
1. Students will now work with their partner to complete the activity.
2. Remind students again of the instructions. The contractor (first
student) to use the shape block manipulatives to create a complex
shape/pattern without the second student seeing. The builder
(second student) will then attempt to build the same complex
shape/pattern by only listening to the directions from the contractor.
Students should use the vocabulary learned today. Such as take the
triangle and place it to the right of the trapezoid. The builder is not
allowed to see the contractors design until after the directions are
complete. One both are finished, the student may lift their folder and
students compare their shapes.
3. Walk around to make sure students are following the directions and
not cheating. If students are struggling with giving directions,
suggest better terminology to use.

Lesson Closing
Describe how you will reemphasize the lesson objective and
any skills/content that were taught in an interactive manner
(whole/small group, etc.).
1. Come back together as a whole group and discuss the challenges of
this activity. Anticipated answer: Communicating directions to
partner, listening and understand directions from partner in order to
place the object correctly, directions needed to be more detailed
possibly.
2. Review each shape that the students worked with in the activity by
raising a shape and having students say the name and explain why it
is that shape.
3. Students will get out their math journal and respond to the following
prompt: If you could be any shape, which would you want to be?
Why?

*ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to
address the following:
Students progress from pre-to-post assessment. (if
applicable)
 Factors that may have influenced the post assessment
results.
How the results of the post assessment highlight what areas
of the lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the
post-assessment data results. If you used the same document for
both the pre and post assessments, it is strongly encouraged that
you show the comparison.

*REFLECT
List and describe two things you feel you did well to plan,
implement, or assess instruction (successes)
List and describe two things you feel were challenges during
the planning, implementation and/or assessment of the lesson.
List and describe two ideas for redesign you would make if you
were to teach this lesson again.
 Polygon Worksheet
Shape # of sides/angles Picture
Triangle

Square
(Quadrilateral)

Rectangle
(Quadrilateral)

Rhombus
(Quadrilateral)

Trapezoid

Pentagon

Hexagon

Heptagon

Octagon

Nonagon
Decagon