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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

2.G.A.5: Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
2.G.A.1: Recognize and draw shapes having specific attributes, such as a given number of angles or a given number of equal faces.
2.W.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.
2.MP.3: Construct viable arguments and critique the reasoning of others.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

Recognize triangles, trapezoids, squares, rectangles, pentagons, and hexagons
Describe triangles, trapezoids, squares, rectangles, pentagons, and hexagons by listing their defining attributes
Draw specified shapes when given defining attributes
Compare and contrast two-dimensional shapes
Construct arguments to justify responses

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

Attributes of triangles
Trapezoids, squares, rectangles, pentagons, and hexagons

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How can I compare and contrast two-dimensional shapes?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Teacher models connecting two words from the word splash and writes the sentence: A triangle is a closed shape. Then, students write a sentence that connects two or more words from the Word Splash.

Previewing (what, who, when):
Struggling Students: Demonstrate how to connect two words in a sentence using a Word Splash with a simple example.
Key Vocabulary (for explicit instruction):
Two-dimensional shapes (include pictures and labels for examples and non-examples)

Vocabulary Strategy:
Frayer Model

Previewing (what, who, when):
Whole Group: Discuss the word dimensional. Create with playdough a sphere and then flatten into a circle. What are the differences between the two shapes? Add word and examples to Vocabulary Notebook.

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Compare/Contrast Tree Organizer

Previewing (what, who, when):
Whole Group: Demonstrate how to complete the graphic organizer using a simple example (e.g. foods, animals, rooms in house, etc.)

Scaffolding (what, who, when):

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Show a collection of hexagons of various sizes, colors, and orientations on the Smartboard. Ask, “What attributes do all of these hexagons share?” Students work in Collaborative Pairs to discuss and add observed attributes of hexagons to their graphic organizer.

Students Pair Square to share responses. Teacher adds any missing defining attributes, while drawing attention to the fact that non-defining attributes (color, size) were not recorded. Repeat for triangles, trapezoids, squares, rectangles, and pentagons.

Students match cards with shape names to cards with attributes listed. For example, students would match the card that says rectangle with the card that says quadrilateral. Students find a new partner and exchange shape riddles again. Repeat several times.

Previewing (what, who, when):
Whole Group: Discuss the word attribute. Using the same simple example, Think Aloud how to determine its attributes. Add word and examples to Vocabulary Notebook.

Scaffolding (what, who, when):
Provide example of unimportant detail to help students determine other unimportant examples

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Match Cards: Students use four index cards to make game pieces for a matching game. Students will draw two different shapes on index cards, and use the remaining two index cards to list attributes of each shape. Pairs Square for students to play the matching game.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Remind students of the two-dimensional shapes we have been working with. Now, we will practice telling which shape matches the descriptions given, which are the attributes. Teacher models via a Think Aloud to name attributes, and then uses the shapes anchor chart to rule out which shapes do not match the description and why, and finally chooses the correct shape. Teacher models the justification of why that shape matches the description given.

In Collaborative Pairs, students practice naming the shape described by attribute riddle cards. Do Settlers and Explorers for students to find new partners and exchange attribute riddles again. Repeat several times.

Previewing (what, who, when):

Scaffolding (what, who, when):

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Write a Riddle: Students are given shape cards, and write their own riddles for each shape. Trade riddles with a partner to practice drawing the shape based on the attributes.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Model using a Think Aloud for students to hear the thought process of compare and contrast in regards to different two-dimensional shapes. Use the language of the attributes when doing the Think Aloud.

In Collaborative Pairs, students sort through pictures of trapezoids, squares, rectangles, hexagons, pentagons, and triangles into categories by their defining attributes. Partners discuss the similarities and differences among the shapes as they categorize them. The sets of pictures include regular and irregular shapes with a variety of colors, sizes, and orientations. Students record several examples of each shape on their graphic organizers. Students share the attributes they identified to sort the shapes.

Present a sort for students that incorrectly categorizes some of the shapes. Students identify the errors in categorizing, and justify their reasoning.

Previewing (what, who, when):

Scaffolding (what, who, when):
Struggling Students: Provide sentence starters to help students think about how to do error analysis.

Assessment Prompt for Learning Activity 3

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Odd One Out: Students get cards with three shapes, and identify which one is the odd one out based on attributes, and justify their responses.

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

Emma completed her shape sort like this (show an incorrectly sorted shapes chart). John says Emma didn’t sort her shapes correctly. Who is right? How do you know? Tell about attributes in your answer.

Differentiated Assignment for Struggling Students:
Provide a writing frame to help structure students’ attribute analysis.

More Challenge: Write Emma a note that explains what she needs to change in order for her chart to be correct.

Remediation: Provide students with a list of attributes to help them compare a new set of two dimensional shapes. Match the attributes to the shapes. Pairs Checking: Explain to a partner why you know your answers are correct.

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