Lesson Plan: Trapezoid Day!

Date/Time: February 25th, 2014/ 2:30-3:30

Instructional Objectives:
Consider including _X_ Cognitive _____ Affective _X_ Psychomotor

The learner will demonstrate the ability to: Work collaboratively with others Find shapes in our world around us Learning Targets: written in student friendly language appropriate for sharing with students so that they
know what they need to learn and do

I can . Be respectful to my peers and participate in our classroom activity Find several objects in books and shapes from places in our every day life Standards:
CCSS.Math.Content.1.G.A.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. CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Instructional procedures and allotted time:

HOOK: Time 15min. Teacher Students will be called down to the green carpet. Mrs. Tuttle and I found a very special book. This book has no words, but is full of magnificent pictures! As I flip through the book Shapes By: Tana Hoban we are going to be looking for shapes in every day objects we see and use. What shapes will you be looking for as I flip through these pages? I will point the laser to the shape cards above the SmartBoard as they list the shapes they are looking for. When you find a shape in the picture, Ashley Farrens, Geometry Unit, Spring 2014 Students will list the different shapes they will be looking for as we flip through the pages. Student Students will move down to the green carpet.

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please give me a thumbs-up. I am very excited to find shapes in these photos. On the first three pages we will discuss the photo and I will have students go to the Smartboard and point at the shapes they are finding in the photograph. We will discuss the strategies students are using to find shapes in the photograph. On the fifth page I will have students fill out a half sheet of paper with one shape they see in the photograph. A sentence frame will be visible for all of the students. A _____________ is shaped like a _________________. Students will stand around the room and listen to the Trapezoid YouTube song. It will ask them to draw a small/large circles up in the air, and walk in the shape of a circle. Students will work as a class team to fill in the sentence frames and label the trapezoid in our interactive board. Students will work collaboratively in pairs and whole class and discuss the different shapes they see in the photographs we are looking at.

Students will turn and talk with a partner their strategy for finding shapes in the photograph.

Students will fill out a half sheet of paper, with one shape they see in the photograph.

Brain Break: Youtube Video: Trapezoid by: Having Fun While Teaching. After we watch you Youtube video by Having Fun While Teaching. We will work as a class to fill out the interactive classroom board about shapes.

Instructional Input: Modeling, Checking for Understanding, Teacher questions, Guided Practice, Independent Practice This is where you will put the steps of the lesson. Think of this as a very linear step 1, step 2 and so on. Time Instructional steps the teacher will take What the students will be doing 20 min. Lets all read our I can statement together as a Students will state what they did this class: I can find several shapes in books and morning as we looked at the book pictures from places in our every day life. Shapes. Girls and boys do you remember what we did this morning, while I read the book Shapes? I will hold up the book shapes so the students can reference it. Ashley Farrens, Geometry Unit, Spring 2014 Page 74

Correct, we looked through actual pictures and found shapes within them. Today we are going to look for shapes in places that are familiar to us. We are going to see if we can find shapes in our every day life. The first is going to be the park, I am going to show you pictures of a park and I want you to look for shapes in these pictures! I will have SmartNote book up. There will be four slides for us to look at it. When you find a shape please show me a thumbs-up. Now turn and talk to your neighbor about the shapes you found. What is one shape you and your partner found in this photograph? What strategy did you use to find the shapes in these photographs? Did you count sides or corners? When I am looking for shapes I count the sides that way I know I found a hexagon or a square. We will do this with two slides. Then Ill have Mrs. Tuttle and I pass out the students Shape Hunt Book. Boys and Girls I have set up a Shape Hunt activity for us all to go on. These are your Shape Hunt Books, while you are being Shape Detectives you will be recording the shapes you find in ordinary places in these books. What is the first thing we do when we get a new piece of paper? Lets put our names on our paper. Lets read the book title of our book out loud. My Shape Detective Notebook. Lets all flip the book open to the first page. Put Ashley Farrens, Geometry Unit, Spring 2014

Students will respond to questions, by TP-S, group discussions, and whole class communication.

Students will turn and talk with a partner to discuss the different shapes they see in the photograph.

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your finger on the first line and lets read it together. These are shapes I found at the park. Using the new picture from the Park on the smartboard with a partner find and label all of shapes you can find at the park. After one minute of partner talk time. I noticed that the grass has two shapes. The bottom part of the grass is shaped like a rectangle and the top of it is pointy like a triangle. So I am going to draw and label the grass under the triangle and rectangle in my shape book. What is another shape you and your partner found at the park? Once we find all of the shapes we will fill out the other side of the page. Which graphs the amount of shapes they found. Looking at pg. 2 point to the first word on the page. My shape graph. These are great observation! I can tell this class is going to be excellent shape detectives. Each math group is going to be split up into different stations. At each station there will be three colorful photographs, books about these places with pictures, and magazines. You will have five minutes to look through the pile and find examples of shapes at each station. Then you will have two minutes to count and fill out the graphs on each page. Does anyone have any questions? Students will be split up into five different stations based off of their math groups. They will be sent to different parts of the room to work and explore places that are familiar to them in their every day. The rectangle and circle Ashley Farrens, Geometry Unit, Spring 2014 Students will be split up into five math groups. They will be placed in different parts of the room, where they will look through books, magazines, and photographs to find shapes in ordinary Page 76 Students will begin to fill out their Shape Detective Book.

group will be asked to circle all of the shapes they draw and list that are symmetrical.

places.

Closure Time 5 min.

Instructional steps the Teacher will take When stations are all completed students will sit back down at their desks. How was the shape hunt? What are some shapes of things you found? Did anyone find a hexagon? Tonight when you go home I challenge each of you to find different shapes around your house!

What the students will be doing Students will come in and sit back down at their desks. Students will raise their hands and communicate how they did on the shape walk.

Students will go home and find more shapes around their house a homework sheet was sent out on Monday, to support the students finding shapes at home.

Literacy Connection: (way in which you will help students improve their reading, writing, speaking or listening by explicitly
connecting literacy to the lesson)

Student will sing/speak the Trapezoid song from Youtube from Having Fun While Teaching Students will listen and speak about the different shapes in the book Shapes Students will draw and name the different shapes they can find around the school

Assessment/Learning Evidence: Students speaking and listening communication during Read Aloud Student Shape Hunt Activity Sheet Materials, Resources, Technology:
White Board Document Camera Shapes, Shapes, Shapes By: Hana Hobart Shape Detecitve Books SmartNotebook Planned Activity Classroom Interactive Board Books and Magazines specific for the five locations

Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs: (addressing individual students needs: SpED, TAG, ESOL, learners from diverse backgrounds & cultures, 504, behavioral issues)
I will have the whole class review and read the I can statements that refer to participation, collaboration, and questioning. Ashley Farrens, Geometry Unit, Spring 2014 Page 77

For students will behavioral issues reviewing successful ways to interact within the classroom will refresh their memories Students who are ELL it shows them what exactly we are going to be doing today and they know what is being expected Interactive Shape Boards The shape board is utilized each day after we sing the shape song from Having Fun While Teaching. It is an excellent reminder of how many corners and sides each shape as. Differentiated Shape Hunt Activity Sheets For two groups of students who have had the opportunity to work in my guided group and learn about symmetry. I will ask these students to circle all of the shapes that are symmetrical that they find throughout the Shape Hunt. ELL students sentence frames A __________ is shapes like a _____________________. o I noticed ____________ has ____ corners and ____ sides and is shapes like a _____________________. Shape Books For ELL students each shape book will have pictures paired with words for each shape.

Considerations for Classroom Layout, Logistics, Grouping and Management of Students:

I will ask students to move to the carpet area by their favorite animal. So it minimizes the amount of students rushing over to the carpet and helps me get to know each of the students a little bit more. I will monitor students participation during T-P-S and check for understanding. Sentence frames are utilized for each student during our interactive board. For our shape walk we will review behavioral expectations when working in math groups and with other adults.

Notes from Implementation: Student #27 & #30 absent Shapes, Shapes, Shapes not a great mentor text Shape Detective Books I made were not made well Stations were crazy, but I believe I had enough books and pictures for students to work alone Need to implement transition songs & expectations once students jobs are to move onto a new station When I adjusted the size of the graph I was using for the Shape Detective Book I accidently made the square look like a rectangle! Big Mistake! Students were very upset. Reflection: Teaching math the last hour of the day is tiresome. Students are worn down and especially in the first grade have a lot of wiggles. Grabbing their attention and keeping it sometimes feels like the bigger success. I am a huge advocate for discover based learning, I want my students do not only have information explained to them but for them to have the opportunity to practice and see it in their every day lives. This is the main reason I planned a shape detective day. When teaching the students about the Shape Detective Walk, they were on task and wanted to turn and talk with their neighbor about the shapes they were seeing in the Park photograph I placed on the SmartBoard. I could tell I was loosing their attention fast, so I passed out their Shape Detective Books and we were going to begin to find shapes in the park and then write them on our book all together. Then one student noticed the square in our book looks more like a rectangle!!! Opps! I had to admit the mistake I made, most students were okay with it after that. Later Mrs. Tuttle told me if she did the same thing, she would have had Ashley Farrens, Geometry Unit, Spring 2014 Page 78

all of the students draw a square over the rectangle. If I could go back to this lesson that one be the one major thing I would change. If I were going to implement another shape walk through books in my classroom again I would change one thing. I would not create shape detective books. In the first grade it was time consuming to explain how to flip through the book and find the correct section to be writing under. In the future I would just have paper at each station that was not specific to the location. I need to focus on what the big idea is and what I want my students to get out of the situation, I need to minimize any hectic small distractions that can occur. Time is really difficult to gauge with the students, we only had ten minutes and made it to two stations. This actually ended up being okay, because after looking at the students Shape Detective Books I noticed most students found ten to fifteen shapes of different things in just the two shape walks they did. Seven students wrote almost nothing and I plan on pulling them outside in the morning with one of the stations and supporting them more in finding shapes in our every day lives.

Classroom I Can Statements and Sentence Frames

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These are the shapes I found at the park.

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These are the shapes I found at the city.

These are the shapes I found at the playground.

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Lesson Plan: Pentagon Day!

Date/Time: February 26th, 2014/ 2:15-3:15

Instructional Objectives:
Consider including _X_ Cognitive _X_ Affective _X_ Psychomotor

The learner will demonstrate the ability to: Work collaboratively Listen, speak, and communicate about shapes based off of their distinct characteristics Learning Targets: written in student friendly language appropriate for sharing with students so that they
know what they need to learn and do

I can . Be respectful to my peers and participate in our classroom activity Label how many corner and sides a pentagon has Play the game I Have, Who Has and demonstrate their knowledge of shapes Standards:
CCSS.Math.Content.1.G.A.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. CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Instructional procedures and allotted time:

HOOK: Time 15min. Teacher Students will be called down to the green carpet. I will show the students the book: The Shape of Things By: Daylene Ann Dodds We will read the book and play special attention to how the author turned simple shapes into people, places, and things. Student Students will move down to the green carpet.

Girls and boys we have been having a Ashley Farrens, Geometry Unit, Spring 2014

Students will be seated on the green carept, Page 82

fabulous last two weeks learning about shapes. I have chosen this book to read to you today, because it is one of my favorite! Today as I read your job is to enjoy the book and to look for different shapes throughout it. If you see one just show the rest of the class by giving the connection sign. Brain Break: Youtube Video: Pentagon by: Having Fun While Teaching.

they will listen to the book: Theres A Square for pleasure and connections. When they make a connection they will show it through sign language. Students will stand around the room and listen to the Pentago YouTube song. It will ask them to draw a small/large circles up in the air, and walk in the shape of a circle. Students will work as a class team to fill in the sentence frames and label the pentagon on our interactive board.

After we watch you Youtube video by Having Fun While Teaching. We will work as a class to fill out the interactive classroom board about shapes. Instructional Input: Modeling, Checking for Understanding, Teacher questions, Guided Practice, Independent Practice This is where you will put the steps of the lesson. Think of this as a very linear step 1, step 2 and so on. Time Instructional steps the teacher will take What the students will be doing 20 min. Students will be seated at their desks. Students will be seated at their desks. What is one way you look at shapes and determine what shape it is? Do you just know? Meaning you can tell because you have seen it so many times? Or do you count the number of sides and corners? I believe everyone does it a different way, for me when a shape is more then five sides I need to count the sides to determine if it is a hexagon or a pentagon. Today we are going to practice recognizing shapes by their description. Who remembers the game we played with addition: I have who has? Students will T-P-S, discuss in small groups, and whole class the follow questions as we move throughout this lesson plan.

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What do you remember about it? That is a terrific memory___________. We are going to play I have who has today but with shapes. Mrs. Tuttle and I are going to demonstrate what it will look like. Please look up at the document camera at the screen, you will see the card I am holding. As you can see the first part is: I have a green square the second part: who has a red five sided shape? This is how it will work, Mrs. Tuttle please read your card: she will read: Who has a green four sided shape? Look I have it! So I will say: I have a green square. WHO HAS: a red five sided shape? When a person is reading WHO HAS, what should you be doing? Talk in your table groups. What is something your group said you should be doing? Yes, you should be listening and deciding if you have that shape! Do you think we are ready to play? The class will be split up into two groups. Mrs. Tuttle and I will both take a group. We do not have enough cards to play whole class. We will pass out a card to each student. The student who starts with WHO HAS is also the student who will end up finishing with I HAVE at the end of the game. After the game students will move back into their five math group stations and complete the workshop stations we have been working on throughout the whole unit. Ashley Farrens, Geometry Unit, Spring 2014 Page 84 Students will be split up into two groups, one at the green carpet and one at the blue carpet. They will participate in the game I have who has. Students will watch and listen so they are ready to play the game in small groups.

Closure Time 5 min.

Instructional steps the Teacher will take Time to wrap up our stations and meet back at our desks

What the students will be doing Students will clean up their stations and move back to their desks.

Students before you can pack up each of you Students will complete the Exit Ticket need to complete this Exit Ticket. The exit ticket and then move back to their seats. is this activity sheet I am passing out to you. You need to work independently. When you are done please turn it into the turn-in tray, stack up your chairs, and move down to the green carpet for our closing meeting

Literacy Connection: (way in which you will help students improve their reading, writing, speaking or listening by explicitly
connecting literacy to the lesson)

Student will sing/speak the Pentago song from Youtube from Having Fun While Teaching Students will listen and speak about the different shapes in the book Shapes Students will draw and name the different shapes they can find around the school

Assessment/Learning Evidence: Students speaking and listening communication during Read Aloud Students participation in I HAVE WHO HAS. Exit Ticket: draw a red rhombus or draw a purples hexagon. Materials, Resources, Technology:
White Board Document Camera Shape Hunt Activity Sheets. Classroom Interactive Board I Have, Who Has Shape Cards The Shape of Things By: Daylene Ann Dodds

Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs: (addressing individual students needs: SpED, TAG, ESOL, learners from diverse backgrounds & cultures, 504, behavioral issues)
I will have the whole class review and read the I can statements that refer to participation, collaboration, and questioning. For students will behavioral issues reviewing successful ways to interact within the classroom will refresh their memories Ashley Farrens, Geometry Unit, Spring 2014 Page 85

Students who are ELL it shows them what exactly we are going to be doing today and they know what is being expected Interactive Shape Boards

Considerations for Classroom Layout, Logistics, Grouping and Management of Students:

I will ask students to move to the carpet area by their favorite dessert. So it minimizes the amount of students rushing over to the carpet and helps me get to know each of the students a little bit more. I will monitor students participation during T-P-S and check for understanding. Sentence frames are utilized for each student during our interactive board. The classroom will split up in half for I HAVE WHO HAS, this will minimize students distraction and help students stay focused since the game will be done for a smaller amount of time.

Notes from implementation: Student #9, #10, & #27 absent This activity was really very fun. Students had a blast playing it and it was very interactive. When it came time to implement I Have Who Has Mrs. Tuttle and I decided to take one of our Math Groups (the group who was struggling the most) and had them play the What Your Shape Game with Mrs. Tuttle. o After the game Mrs. Tuttle assured me it was really beneficial for these students because they were still struggling with the naming the shapes because for most of these students it is not part of their language spoken at home I have who has in the big group of 22 students who attended was a blast, zero management problems I feel relieved that I finally finished the math workshop stations I have been working on Reflection: I really enjoy teaching the students about shapes. I also love mentor texts and feel that I had checked out and hunted down a lot of fantastic mentor texts about shapes for the students. Today I read The Shape of Things, which will tie in very nicely to our upcoming performance task on creating our own inventions out of shapes. The students enjoyed this book and so did I. Today we played I Have Who Has, this game was brought to Mrs. Tuttle and my attention during an ELL Professional Development Day, as a method to support students in practicing new vocabulary words. All of our shapes are new vocabulary words for our students. I also thought the cards were perfect because it did not state the name of the shape it showed it in a picture. Student had to read the card by recalling the shape quickly and effortlessly, this was a great assessment because I was able to quickly identify two students who needed additional support in identifying rhombuses. The decision to take a small group of students from our Rhombus group and have them work with Mrs. Tuttle was an excellent idea. These students really need additional one-on-one support on identify shapes by their sides and corners. When working with Mrs. Tuttle they practice counting the sides and identifying each of the shapes. The exit ticket I graded and utilized to support students. Only five students were not correctly identify the sides and corners of the shapes. I pulled them aside and assisted them one-on one in a guided group. I took out our shape cards and we reviewed the concepts and I had the students re-do the exit ticket. The three students who were absent, I plan on pulling aside tomorrow morning and having them complete the exit ticket. It is coming to the end of this ten-day unit on two-dimensional shapes, I feel like the students have a grasp on the topic and are ready to move onto three-dimensional shapes. I think this is a great place to be at, Ashley Farrens, Geometry Unit, Spring 2014 Page 86

now that the students have had practice naming and manipulating shapes they will begin to create their own objects and then finally take the post-assessment.

I have a red

I have a purple

I have a green

I have a orange

Who has a blue square?

Who has a yellow circle?

Who has a blue circle?

Who has a red oval?

S tart

I have a blue

I have a yellow

I have a blue

I have a red

Who has a purple star?

Who has a green rectangle?

Who has a orange triangle?

Who has a black square?

Ashley Farrens, Geometry Unit, Spring 2014

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I have a black

I have a yellow

I have a purple

I have a green

Who has a pink heart?

Who has a blue triangle?

Who has a orange rectangle?

Who has a red heart?

I have a pink

I have a blue

I have a orange

I have a red

Who has a yellow star?

Who has a purple rhombus?

Who has a green oval?

Who has a yellow triangle?

Lesson Plan: Pentagon Day!

Date/Time: February 27th, 2014/ 2:30-3:30

Instructional Objectives:
Consider including _X_ Cognitive _____ Affective _X_ Psychomotor

The learner will demonstrate the ability to: Manipulate shapes and create objects using their new understanding of shapes and their defining attributes Learning Targets: written in student friendly language appropriate for sharing with students so that they
know what they need to learn and do

I can . Be respectful to my peers and participate in our classroom activity Create an object that helps me with 2 triangles, 2 circles, 2 squares, & 2 rectangles Standards:
CCSS.Math.Content.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Ashley Farrens, Geometry Unit, Spring 2014 Page 88

CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Instructional procedures and allotted time:

HOOK: Time 15min. Teacher Students will be called down to the green carpet. I will show the students the book: Shape Crapers By: Chathleen Farwell We will read the book and play special attention to how they are building bigger objects out of smaller shapes. Class we are all done with our shape board, and we currently do not have anymore YouTube songs to watch and learn about the different shapes. Right now lets look at our board and make some observations about the different shapes we learned about. Does anyone see a pattern between the number of corners and number of sides each shape has? What do you think we can say because of this? We have learned a little bit about symmetry in our guided stations during our math workshop. What shapes here are symmetrical? Do you notice anything about the number of sides a shape has and if it is symmetrical or not? Some of the students in our classroom have very advanced thinking and may realize that symmetrical shapes have even number of sides and corners. Im not sure they will catch on, but it is worth asking! Ashley Farrens, Geometry Unit, Spring 2014 Page 89 Students will listen and participate in our classroom discussion about Shape Crapers. Student Students will move down to the green carpet.

Students will collaborate in partners, small groups, and whole class as we navigate and gain a deeper understanding of the different shapes we are learning about with our interactive shape board.

Has this board been helpful to you throughout our shape unit? Thumbs up if yes, you used it! Or thumbs down if you did not need it. This is a good assessment for me, and what type of things I should spend my time on as a teacher. Instructional Input: Modeling, Checking for Understanding, Teacher questions, Guided Practice, Independent Practice This is where you will put the steps of the lesson. Think of this as a very linear step 1, step 2 and so on. Time Instructional steps the teacher will take What the students will be doing 20 min. Students will be seated at the blue carpet. Students will be seated at the blue carpet. On a large sheet of Chart Paper I will write the examples of things the students come up with. Boys and Girls do you remember what I said yesterday we would get the chance to do today? a student will probably mention that I said we would be building objects out of shape that will help us! Exactly, we are going to be inventing our own objects that help us! Did anyone do their homework where I said go home and think about what you could invent that would make your life easier? As students state what they talked about at home with their families and what they believed would help them. I will have Mrs. Tuttle list them on our chart paper. In all of these inventions you guys are talking about making, what type of shapes would you need to build them? I will list all of the shapes the students mention. Today we are going to be building our inventions that will help us, with shapes! Mrs. Tuttle, Mrs. Johnston, and I have been working Ashley Farrens, Geometry Unit, Spring 2014 Page 90 Students will work individual, in pairs, and whole group to answer the questions and help me create a list of things that help us in our daily lives.

Students will raise their hand and list the inventions they want to make that will help them throughout their day.

really hard to cut out all of these shapes for you to build your inventions. There are going to be some requirements though each of your inventions will need 2 circles, 2 triangles, 2 trapezoids, 2 squares, and 1 hexagon This is up on the board for you to look at, as well. At this time I am going to model how you will put your invention together. I will have big cut out shapes, with double-sided sticky tape on them. I will use the art board to model how you might create an invention. You may place out all of your pieces before you glue them down. You may need to reorganize them, and turn them until they fit the mold of the invention they want to create. Now lets move to our seats, Mrs. Tuttle and I will let you come up by math group to chose a background of your invention. Then you can go over to the kidney table and pick up the shapes you will need. If you finish early or are waiting please begin to fill out the shape activity sheet that is sitting on your desk.

Students will move back to their desks and wait to be called up to the front of the classroom. They will then begin to create their inventions.

Closure Time 5 min.

Instructional steps the Teacher will take Time to wrap up so please look for your name under the document camera and come pick up your project bags. You will be placing what you have created so far in your project bag so you can find all of your pieces tomorrow when we begin to work on them again!

What the students will be doing Students will be seated at their desks, they will begin to clean up their projects.

Students will look at the SmartBoard for their name, when they see their name they will walk up to the front of the classroom and grab their project bag. Once they have their bag they will place their project inside their baggy. Students will raise their hands and Page 91

As students are looking for their names and Ashley Farrens, Geometry Unit, Spring 2014

quietly coming up the front to grab their project bags, what is a shape you used today and how did you use it?

explain a shape they used in their project and how. What it an ear? Door? Handle? Etc.

Literacy Connection: (way in which you will help students improve their reading, writing, speaking or listening by explicitly
connecting literacy to the lesson)

Students will listen and speak about the different shapes in the book Shape Crapers Students will

Assessment/Learning Evidence: Students speaking and listening communication during Read Aloud Students individual project work: Creating a Useful Tool Out of Shapes Students discussions on the different shapes they are using and how Mrs. Tuttle and my observations of students working at their desks. Materials, Resources, Technology:
White Board Chart Paper Document Camera Colorful Blank Paper Classroom Interactive Board Shape Crapers By: Cathleen Farwell Tiny cut outs of lots of different shapes we discussed throughout the unit Glue

Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs: (addressing individual students needs: SpED, TAG, ESOL, learners from diverse backgrounds & cultures, 504, behavioral issues)
I will have the whole class review and read the I can statements that refer to participation, collaboration, and questioning. For students will behavioral issues reviewing successful ways to interact within the classroom will refresh their memories Students who are ELL it shows them what exactly we are going to be doing today and they know what is being expected Chart Paper list of inventions Will support our ELL students when they begin to decide what type of invention to create List of expectations with pictures Will support our ELL students in understand what shapes need to be in their inventions the pictures will be a way for them to visualize their work and understand what they need to place in their work

Considerations for Classroom Layout, Logistics, Grouping and Management of Students:

I will ask students to move to the carpet area by their favorite dessert. So it minimizes the amount of students rushing over to the carpet and helps me get to know each of the students a little bit more. I will monitor students participation during T-P-S and check for understanding. Ashley Farrens, Geometry Unit, Spring 2014 Page 92

Sentence frames are created and utilized for students when they begin to write about their shapes.

Notes from implementation: Student #28 and #29 absent Distribution of shapes could have gone smoother List of inventions that students created was excellent Engagement and enthusiasm was alive in the classroom Glue and collection of shapes went well Reflection: This was such a wonderful day of shapes. The book Shape Crapers tied into our daily lesson plan fantastically. In the book the shape crapers build shapes from wrapping papper, magazines, and newspapers just like I had the students do today. Students enjoyed the book and said, OOOO and awww as the shape crapers demonstrated how they could build so many things out of shapes. One student made a comment after we read the book: Mrs. Farrens I know something about shapes, the make up our whole world. You can find shapes in anything ever invented or made! I thought to m yself, YES! Exactly what I am trying to teach you. I love moments like those when a student find and demonstrates your topical foci and they discovered it on their own. The students were told to go home and think/talk with their parents about things they could invent that would help them throughout their day. I am glad I had the students do this, because during our morning meetings they came up with a lot of great ideas and the list we created supported the students in creating their inventions. I was nervous that the requirements I had for the students to include two of each shapes would hinder their abilities to make the invention they wanted. However, the students took on the requirements and created some excellent shape inventions. I thought the students would not be able to finish their inventions today, but they surprised me again and completed the task in 30minutes. We had students who wanted to present their shapes while sitting on the blue carpet. They were required to tell us the name of their shape, how it helped them, and the purpose of one shape they used. The students were very descriptive one student said, When you press the hexagon button, the rectangle slides down and the circular ball drops on the floor. I was so happy to hear them describing their inventions by using the academic language of geometry.

Shape Creation Requirements

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Chart Paper With Student Ideas

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Lesson Plan: Building Inventions!

Date/Time: February 28th, 2014/ 11:00-11:45

Instructional Objectives:
Consider including _X_ Cognitive _X_ Affective _X_ Psychomotor

The learner will demonstrate the ability to: Manipulate shapes and create objects Communicate their understanding of shapes and how they can be manipulated through writing Learning Targets: written in student friendly language appropriate for sharing with students so that they
know what they need to learn and do

I can . Be respectful to my peers and participate in our classroom activity Create an object that helps me with 2 triangles, 2 circles, 2 squares, & 2 hexagons Write a short story about your invention using five or more strong sentences Standards:
CCSS.Math.Content.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Instructional procedures and allotted time:

HOOK: Time 15min. Teacher Students will be called down to the blue carpet. Student Students will move down to the blue carpet.

It has been such a fun filled morning! We have had the opportunity to listen to some wonderful people read to us for Dr. Suess day! The good news is we are not done, having Ashley Farrens, Geometry Unit, Spring 2014

Students will collaborate in partners, small groups, and whole class as we navigate and gain a deeper understanding of the different Page 96

fun! Who remembers what we did yesterday in math? Magnificent memory________. We are going to continue working on our Inventions that help us. I know we are all done creating our inventions, now we are going to create a description of our inventions so when our friends in families in the hallway see our pictures they will know what you created. What are some things you may need to talk about in your writing sample? The name How it helps you What it is made of I believe you are correct, we need to make sure all of these things are in our writing so our friends can read about our inventions. I am going to model what your writing will look like. On the chart paper in front of the students I will pull out the writing sentence frames we created for students.
My invention is a ____________. It will help by doing _________________. ____________________________________________________________________________. It is made from _____ triangles, _____ circles, ______ squares, ___rectangles, ______ trapezoids, ____ rhombuses, and ____hexagons.

shapes we are learning about with our interactive shape board.

Students will observe and ask questions about the writing they are about to compose for their inventions.

You need to make sure you count the amount of each shape, you may have more then the required amount of squares and you need to write that down. Instructional Input: Modeling, Checking for Understanding, Teacher questions, Guided Practice, Independent Practice This is where you will put the steps of the lesson. Think of this as a very linear step 1, step 2 and so on. Time Instructional steps the teacher will take What the students will be doing 20 min. Students will be seated at the blue carpet. Students will be seated at the blue carpet. I will ask the students if they understand how they will be writing about their shape. We need strong sentences, I will point to our strong Ashley Farrens, Geometry Unit, Spring 2014 Students will move back to their desks when their names are called. They will sit at their desks and work quietly on Page 97

sentence chart paper. You will move to your desks by listening for your name. Mrs. Tuttle and I will be passing out your Shape Inventions. Once you get your Invention and your writing paper please move back to your desks and begin to write. I will be placing the sentence frames under the document camera. For our ELL students I have printed out extra sentence frames and I will place it at their desks. I will also have an extra for when our ELL coach comes in she can take the students out and help them with their writing with the support of the sentence frames as well. As you work you must not be talking, and we need to be able to hear the music. We will put slow soothing music on in the background.

their writing portion of their inventions.

Closure Time 5 min.

Instructional steps the Teacher will take Boys and girls it is time to wrap up your stations. If you are not finished that is okay, we will have time to complete are writing on Monday. Mrs. Tuttle and I are so excited to read your short stories about your inventions. We almost can not wait, would anyone be willing to read and show us their invention and writing under the document camera. Not everyone was able to share yesterday. Today we will have more students share their inventions and writing.

What the students will be doing Students will be sitting at their seats. Students will raise their hand to share their inventions under the document camera.

Literacy Connection: (way in which you will help students improve their reading, writing, speaking or listening by explicitly
connecting literacy to the lesson)

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Students will write about their inventions using strong compound sentences

Assessment/Learning Evidence: Students speaking and listening communication during Read Aloud Students individual project work: Creating a Useful Tool Out of Shapes Students discussions on the different shapes they are using and how Mrs. Tuttle and my observations of students working at their desks. Materials, Resources, Technology:
White Board Chart Paper Document Camera Colorful Blank Paper Tiny cut outs of lots of different shapes we discussed throughout the unit Students Writing Paper

Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs: (addressing individual students needs: SpED, TAG, ESOL, learners from diverse backgrounds & cultures, 504, behavioral issues)
I will have the whole class review and read the I can statements that refer to participation, collaboration, and questioning. For students will behavioral issues reviewing successful ways to interact within the classroom will refresh their memories Students who are ELL it shows them what exactly we are going to be doing today and they know what is being expected Chart Paper list of inventions Will support our ELL students when they begin to decide what type of invention to create List of expectations with pictures Will support our ELL students in understand what shapes need to be in their inventions the pictures will be a way for them to visualize their work and understand what they need to place in their work Sentence Frames

Considerations for Classroom Layout, Logistics, Grouping and Management of Students:

I will ask students to move to the carpet area by their favorite dessert. So it minimizes the amount of students rushing over to the carpet and helps me get to know each of the students a little bit more. I will monitor students participation during T-P-S and check for understanding. Sentence frames are created and utilized for students when they begin to write about their shapes.

Notes from Implementation: Student #19 & #20 absent A lot of students finished about seven students did no complete their work Ashley Farrens, Geometry Unit, Spring 2014 Page 99

I enjoy teaching and watching the students write about their inventions One student made the comment today: Do I have to write I used one hexagon, if it is really two trapezoids paired together? Love hearing the students recognize that smaller shapes help make up the bigger shapes I am able to assess the students understanding as I walk around but having them read and talk to me about their inventions and the shapes they used

Reflection: Today was such a fun day in first grade. It was Friday February 28 th and we celebrated Read Across America and Dr. Seusss birthday. It was wild because we had a lot of stuff going on in the classroom but the day ran smoothly and the students were surprisingly relaxed and excited to learn. I taught math after the students came back from lunch; it was the perfect time because they just had the opportunity to get their wiggles out at recess. My specialty methods teacher told me once that if you get students to write for a purpose that does not involve me (the teacher) but I can create the purpose revolving around their works display student would write a novel. I tried that out today; by telling the students we are going to place your inventions out in the hallway. People are going to pass by and wonder what the name of your invention is. How could we solve this problem? You cant be outside talking about your inventions all of the time. Eventually we came to the conclusion that we needed to write a short story about our inventions which included its name, how it helps us, and what shapes our inventions were made out of. Their writing was magnificent; students took their time and were asked to write strong complete sentences. Most of the students finished their writing but about nine students will need some time on Monday to complete their writing. Two students were absent the day before so I had them working on the back table with Mrs. Tuttle creating their inventions. They will still need to add their writing component of their work on Monday as well. It is always a relief to have another teacher in the room that can work one on one with students who are behind or who needs additional support on a certain aspect of the content being taught. When students left for specials I took all of the students work and began to glue their writing to their inventions and tape them outside. I really enjoyed reading their writing and begin to see how they are able to see and utilize shapes to make their inventions. I do plan on grading these with a rubric I have created, but I wanted to be able to put their work outside for them to look at right now, when they came back from P.E they were all so excited to see everything they had created. Mrs. Tuttle asked me if I was enjoying these last two days of teaching, they have really ben my favorite. I see myself as a teacher who wants my students to experience learning through discovery based methods and then finding ways to make it applicable in their every day lives. I felt what they were creating was from their own imagination and each invention was important to them. I feel this is the best way I can teach my students.

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Writing Template

My invention is a ____________. It will help by doing _______ _________________.____________________________________ ________________________________________. It is made from _____ triangles, _____ circles, ______ squares, ___rectangles, ______ trapezoids, ____ rhombuses, and ____hexagons.

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Lesson Plan: Building Inventions

Date/Time: March 3rd, 2014/ 11:00-11:45

Instructional Objectives:
Consider including _X_ Cognitive _X_ Affective _X_ Psychomotor

The learner will demonstrate the ability to: Communicate their understanding of shapes and how they can be manipulated through writing Identify shapes by writing and coloring them by their defining characteristics Learning Targets: written in student friendly language appropriate for sharing with students so that they
know what they need to learn and do

I can . Be respectful to my peers and participate in our classroom activity Show my knowledge of shapes by completing my shape sheet independently Standards:
CCSS.Math.Content.1.G.A.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. CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Instructional procedures and allotted time:

HOOK: Time 15min. Teacher Students will be seated at their desks. Boys and Girls we have been having a lot of fun learning about shapes. Today we are going to be doing a few things. If you have not finished writing about your invention you will be doing that at your desk. Then if you are part of the rectangle group you will be playing Whats My Ashley Farrens, Geometry Unit, Spring 2014 Page 102 Student Students will be seated at their desks. Students will be split up into three groups: 1. I have Who Has 2. Rectangle Group: Mrs. Tuttle 3. Finishing up their shape writing

Shape Game with Mrs. Tuttle back at the kidney table. Everyone else will be playing I Have, Who Has with me at the green carpet. The reason I am setting up the beginning of my lesson in this format is for two reasons. (1) I really want all of the students to finish the performance task before they take the post-assessment & (2) I believe all three activities area n excellent review of shapes before they take the post-assessment. We are all going to do this for fifteen minutes they we are going to move back to our seats and get ready to complete an activity sheet about shapes. Instructional Input: Modeling, Checking for Understanding, Teacher questions, Guided Practice, Independent Practice This is where you will put the steps of the lesson. Think of this as a very linear step 1, step 2 and so on. Time Instructional steps the teacher will take What the students will be doing 20 min. The timer will buzz and students will move back Students will be seated at their desks. to their seats. Boys and girls I hope you enjoyed the games and writing that you just completed and I hope it helped you begin to think about all of the different shapes we have been talking about. Right now Mrs. Tuttle and I are going to walk around and pass out an activity sheets. Once you get it please put your name on your paper and seat quietly and wait for instruction. I will place an Assessment sheet under the document camera. When your name is on your paper please put your pencil down and your hands on your head. I will then have the students all read our I Can statement together. I hope this reminds them Ashley Farrens, Geometry Unit, Spring 2014 Page 103 Students will complete the postassessment individually.

and lets them know this is an independent activity, our eyes should be on our own paper. I will read the questions out-loud for the students who need additional support because some of the sentences are pretty length on this paper. When it gets to the back of the paper where it has the students color each of the shapes a different color, I will have students pick up each color one at a time and color all of the shapes, then put that color down and repeat.

Closure Time 5 min.

Instructional steps the Teacher will take Boys and girls thank you for finishing your math activity sheet independently. This has been such a wonderful time learning about and discovering about all of the shapes around us. Tomorrow we are going to be discovering three dimensional shapes!

What the students will be doing Students will be sitting at their seats.

Literacy Connection: (way in which you will help students improve their reading, writing, speaking or listening by explicitly
connecting literacy to the lesson)

Students will write about their inventions using strong compound sentences Students will write and color the different shapes on the post-assessment

Assessment/Learning Evidence: Students speaking and listening communication during Read Aloud Students individual project work: Creating a Useful Tool Out of Shapes Materials, Resources, Technology:
White Board Chart Paper Document Camera Post-Assessment Sheet Students Writing Paper I Have Who Has Cards Whats My Shape Game Card Kit

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Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs: (addressing individual students needs: SpED, TAG, ESOL, learners from diverse backgrounds & cultures, 504, behavioral issues)
I will have the whole class review and read the I can statements that refer to participation, collaboration, and questioning. For students will behavioral issues reviewing successful ways to interact within the classroom will refresh their memories Students who are ELL it shows them what exactly we are going to be doing today and they know what is being expected Chart Paper list of inventions Will support our ELL students when they begin to decide what type of invention to create List of expectations with pictures Will support our ELL students in understand what shapes need to be in their inventions the pictures will be a way for them to visualize their work and understand what they need to place in their work Reading out-loud each question on the post-assessment Will support the students who are unable to read the whole length of the sentences, which could hinder them from completing it

Considerations for Classroom Layout, Logistics, Grouping and Management of Students:

Mrs. Tuttle and I may move students back to the Kidney table to put space between groups of students so they are not copying each others paper I have split the classroom up into three groups for management purposes and so students can successfully review shape concepts through a fun interactive game

Notes from Implementation: Student #12 absent Today went significantly better then the post-assessment re-arranging the test was such a good idea Students were quiet and polite as they finished their work Reflection: I made it!! It feels lovely to have finished my work sample today. Before students took their postassessment I had the students split up into three different groups. One group of students went with Mrs. Tuttle and they worked on the game, Whats My Shape. This is a great way for students to recall the basic shapes we have been working with. Then I had a group play, I Have Who Has. Both of these activities/games were put before the post-assessment because it had been a three-day weekend and I wanted the students to have a minute to review the shapes before they took the assessment. Before I passed out the assessment I had the students discuss what it looks like when we take our spelling tests. This way students were aware of what I was expecting as they filled out this activity sheet. During the pre-assessment I did not specify expectations and students were talking and helping one another complete the sheet. Which I honestly think is great; this classroom has created an excellent community of learners. However, when it is time to do complete an assessment the students need to be able to do their own work. Explaining expectations before handing out the sheet made it so students worked independently. Moving the coloring of the shapes to the last part of the activity sheet, eliminated chaos and distraction so this was also a great idea.

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After grading students post-assessment it was immediately obvious that students showed a ton of growth from the pre to post assessment. I cant wait to analysis this data further. Over all this had been a fabulous unit. I enjoyed teaching and growing with these thirty-two students.

Post-Assessment Name_________________________________________ What Can You Tell Me About These Shapes?

Date_________________

2. Is this shape a triangle? Write YES or NO on the first line. Explain your answer. (Think about cor ner s and side s).

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