Lesson Title

Grade Level &

Citation

Geometry Grade 2
http://lessonplanspage.com/ssomaplegendandimportanceo
fsymbols12-htm/

ALCOS
Standards
(number &
text)

24.Recognize and draw shapes having specified attributes

such as a given number of angles or a given number of
equal faces. (Sizes are compared directly or visually, not
compared by measuring.) Identify triangles, quadrilaterals,
pentagons, hexagons, and cubes. [2-G1]

ISTE NETS-S
Standards

1. Creativity and examination

a. C. Use models and simulations to explore complex
systems and issues

Central Focus
& Language
Function

Construct, Interpret

Instructional
Objectives
(observable,
measureable,
appropriately
linked to
ALCOS and
ISTE NETS-S
standards)

1. Given 5 geometric shapes, the student will use those

symbols to create a map legend for items found in his/her
bedroom, or in some cases, in the classroom.
2. The students will use the map legend to construct and
interpret a map of their bedroom, or classroom.

Before Class
Activities

1. The teacher will use Prezi to demonstrate a model map

legend, but the students will not know what it is at first. It
will have shapes in a random order and there will be no
map legend or title visible. The students will brainstorm
possibilities of what it MIGHT be before they are told so.

During Class
Activities

1. After all the guesses, the teacher will then click the Prezi
screen to show the titles and explain that it is a map of a
bedroom. The teacher will explain the legend on the model
map and the importance and purpose of a title and legend
will be discussed. The students will split up into small
groups at each computer located in the classroom. Each
computer will have the Prezi map legend created by the
teacher. Students will take turns, in their group, to guess
what each shape on the map legend may represent.
2. The students will come back together and brainstorm a list
of items in each of their bedrooms, or classroom, if
necessary, while the teacher records their ideas in a list on
the board.
3. The teacher will explain that each student is going to make

their own map legend using 5 items from his/her bedroom,

or classroom.
4. The teacher will make a model of the legend on paper
before them, using the materials the students will be given
to complete their own.
5. The students will be asked to choose 5 items from the list
that they want to include in their legend. It will be
discussed that there may be more than 5 items in their
bedroom or classroom but that they are only going to use 5
for this activity.
Homework

Blooms
Taxonomy
Level
indicated for
each activity
as appropriate

Materials &
Resources

1. Night 1
a. Each student will complete the written portion of the
map legend handout by filling in 5 item names from
his/her bedroom, or classroom.
b. Each student will select 5 different pre-cut geometric
shapes from the box to be used as symbols for the
items on his/her map legend.
c. The student will glue a symbol next to each item on
his/her map legend.
2. Night 2
a. The students will be given a piece of white paper to
represent their bedroom. Each student will select 5
more geometric shapes (the same shapes on their
map legend).
b. Students will take their legend, construction paper
and shapes home to complete a map of their
bedroom (a note will go home for the parents
explaining the homework), but in some cases this
activity will have to be done in the classroom with
the teachers help.
Before class activity: Understanding
During class activity:
1. Understanding
2. Remembering
3. Understanding
4. Applying
5. Applying
Homework:
1. Night 1
a. Applying
b. Evaluating
c. Creating
2. Night 2
a. Evaluating
b. Creating
1. Teacher prepared square poster board with various
geometric shapes glued onto it

(included)

Informal &
Formal
Assessments
(included)

Accommodatio
ns &
Extensions
planned &
appropriate

2. Assorted geometric shapes, enough for each student to

choose 5, two times
3. Blank map legend for each student
4. One sheet of white construction paper for each student
5. Assorted markers, pencils
6. Homework explanation for parents/guardians (even though
in some cases, parents may not be around)
1. The teacher will ask a student to repeat the directions, and
parts of the activity.
2. The teacher will ask another student a question regarding
the directions to evaluate how well they understand the
activity.
3. Each student will complete the written portion of the map
legend handout by filling in 5 item names from his/her
bedroom, or classroom if necessary.
4. Students will take their legend, construction paper and
shapes home to complete a map of their bedroom.
5. In class, after the assignment is due, each student will
present their map and map legend to the class,
demonstrating what they learned.
Students needing more practice will be given an additional
worksheet to apply their knowledge.
Students, who are unable to use 5 items from his/her bedroom,
may use items from the classroom.
Students who may need help from a parent, but is unable to
receive it, may work on this activity in the classroom, during free
time, or before and after school, with the help of the teacher.

Back-Up Plan
for technology

If technology does not work, and the teacher is unable to show

the map legend created with Prezi, the back-up plan will be to use
a poster. The teacher should have a map legend already created
on a poster board, in case the technology does not work. In this
case, students will just take turns all together taking guesses of
what the shapes may represent on the poster board map legend.

Central Focus
& Purpose
support
Language
Function

The language functions are construct and interpret, and the

objective of the lesson is to construct and interpret a map of the
their bedroom using the map legend. This shows that the central
focus and purpose supports the language function.

Specific
student
description to
support

Students, who are unable to use 5 items in their bedroom, may

choose from items located in the classroom, and base their map
legend off of this room instead.

strategies,
and
modifications
to original
plan

Students, who are unable to receive help from a parent or adult at

home, may work on their map legend in class during free time, or
before and after school, with the help of the teacher when
available.

Description of
how
assessments
permit
students to
demonstrate
their own
learning

Students will demonstrate their own learning by choosing items

on their own from their bedroom or classroom. By creating a map
legend with the shapes they have chosen, students will not only
demonstrate that they know their shapes, but more importantly
that they are able to apply this knowledge to be able to identify
shapes of everyday objects. Students will also be asked to present
their map to the class, which gives them an opportunity to not
only visually show what they learned, but also verbally.

1.

Describe the central focus and purpose for the content you will teach
in the lesson (Planning Commentary 1a).
The central focus and purpose for the content I will be teaching
in this lesson is for the students to be able to identify the shapes
of objects they see in their everyday life.

2.

For each of the prompts below (2a-b), describe what you know about
your students with respect to the central focus of the learning
segment. Be sure to consider the variety of learners in your class who
may require different strategies/support.
A. What do your students know, what can they do, and what
are they still learning to do? Be sure to answer this prompt
with respect to your central focus.
Students already have learned their shapes in
previous years and can identify them if asked to, but
they are learning to apply this knowledge to objects
in their everyday life.
B. What do you know about your students everyday
experiences, cultural backgrounds and practices, and
interests as it relates to your central focus?
I know that one of my students is Mexican American
and does not have the best home life, because both
of her parents are always working, and my student
has to take care of her 3 brothers. This student does
not always complete her homework, so this activity
may be difficult for her to find time to do at home,
which is why I will give students the option to choose
their items from the classroom. Another one of my

students is very mature for age, because she has

older siblings. This student thinks a lot of activities
are for babies, so it may be difficult to get her to do
this one, but I will encourage her in a more mature
way if necessary.
3.

Justify your modification/rewriting of your original lesson plan by using

principles from research and/or theory to support your decisions.
A. Justify how your understanding of your students prior
academic learning and personal/cultural/community assets
guided your choice or adaptation of learning tasks and
materials. Be sure to be explicit about the connections
between the learning tasks and students prior academic
learning, assets, and research/theory.
By knowing and understanding my students prior
academic learning and personal, cultural, and
community assets, I modified this lesson plan to,
hopefully, adequately meet each students specific
needs. By using the principle to not assume that
each student has the same home life, and parental
involvement, I have given all students the option to
complete this assignment in the classroom, at
appropriate times, with the help of the teacher. Also
knowing that each student learns differently, I have
formed two types of assessments, giving the
students different opportunities to show me how well
they understand and what they have learned.
B. Describe & justify why your instructional strategies and
planned supports are appropriate for your whole class,
individuals, and/or groups of students with specific learning
needs.
My instructional strategies and planned supports are
appropriate for everyone in my class, including
students with special needs, because there are
multiple forms of learning in this activity. For
example, there is work as a whole class, work as a
group, and work as an individual included in this
activity, accommodating all students preferred
learning environments. I have also given the whole
class the option to use the classroom for their map
legend, because I know that some students need this
option, while other students will want to do this
activity at home, using his/her bedroom. Also, by
giving students two types of assessments, visual and
verbal learners should be able to demonstrate their
learning affectively in at least one of the ways.

4.

Describe how your planned formal and informal assessments will

provide direct evidence that students are able to demonstrate their
learning.
Students will be asked to demonstrate their learning by
formal and informal assessments. Informal assessments
will include the teacher asking them specific questions
about the directions and overall activity to make sure they
understand before the assignment is due. After it is due,
students will have another informal assessment, presenting
their map and map legend and explaining it to the class.
Formal assessments will include the finished activity of the
map and map legend, visually showing how well they were
able to apply their knowledge of shapes.

5.

Explain how the design or adaptation of your planned assessments

allows students with specific needs to demonstrate their learning.
These assessments allow students with specific needs to
demonstrate their learning because they are asked to do
so in multiple ways. If one student is better at verbally
showing how they understand, I will take that into
consideration when looking at the informal and formal
assessments.