CAPSTONE LESSON PLAN TEMPLATE

[Mathematics] LESSON [3] of [3]

[Dream Catcher Geometry]
Teacher
# of Students
Grade Level (s)
Structure
Central Focus
Summary

Date
Samantha Schaefer
N/A
Time
5
4:30-5:30
Duration
3rd grade
1 hour
[X] Whole class
Small group
One-on-one
Other
Central Focus: The central focus of this learning segment is for students to
learn that shapes each have their own attributes and can be sorted into
different categories based on these attributes. This three lesson sequence
will integrate shapes with Native American culture through the use of a
dream catcher. In the first lesson, students will be introduced to a variety of
shapes and begin to identify attributes of those shapes. Together we will
create an anchor chart for those shapes. In a second lesson, students will
create their own dream catchers in such a way that the dream catchers will
have clear geometric shapes. In the final lesson, students will identify
shapes in their dream catchers and classify the shapes. Students will also
learn the cultural significance of the dream catchers throughout the final two
lessons.
Academic Language Function:
Classifying: Students will be grouping shapes according to their
characteristics.
Informing: Based on a reading about history of dream catchers, students
will identify and write two purposes of the dream catcher.

Learning
Target(s)
(Special
Education Only)

Academic-Primary: By the end of the learning segment, students will

be able to sort shapes seen in a dream catcher into categories based on
the shapes attributes.
[Academic-Secondary/Functional]: By the end of the learning
segment, students will be able to identify two purposes of a dream
catcher based on a reading completed in class.

Standard(s)

Lesson
Objective(s)

Common Core Standards Alignment:

Math.3.G. Reason with shapes and their attributes.
1. Understand that shapes in different categories (e.g., rhombuses,
rectangles, and others) may share attributes (e.g.,
having four sides), and that the shared attributes can define a larger
category (e.g., quadrilaterals). Recognize
rhombuses, rectangles, and squares as examples of quadrilaterals, and
draw examples of quadrilaterals that do not
belong to any of these subcategories.
ELA.RI.3.1: Ask and answer questions to demonstrate understanding of
a text, referring explicitly to the text as the basis for the answers.
Lesson Objectives:
Objective 1:
By the end of this lesson, SWBAT sort 5 shapes (as seen in a dream
catcher), using a graphic organizer, into the appropriate categories based
on the shapes attributes with 100% accuracy.
Objective 2:
BTEOTL, SWBAT identify two purposes of the dream catcher from a class
reading by writing the two purposes in complete sentences with 100%
accuracy.

Commented [SS1]: The students have been learning

about traditions in other cultures. They also enjoy
activities that are hands on. For this reason I chose to
combine mathematics with social studies. The students
gets to learn the Native American tradition of dream
catchers, but also relate that to geometry.

Relevant IEP Goals and Benchmarks:

Student 1s reading goal: After reading a book at her instructional level,
student 1 will be able to apply reading strategies by answering questions.
(Student 1s IEP also states she should use repeat to complete when
answering questions; therefore she will first restate the question and then
supply her answer).
Key Vocabulary

Materials and
Resources

Launch/
Anticipatory Set
15 Minutes

Attributes: characteristics, properties, or features which allow items to be

sorted and classified as belonging to a set or group.
Dream catcher: In Native American tradition a dream catcher was made of
a willow hoop with animal sinews wrapped around in a spider web like
design and owl feathers hanging down. (Pictures will be included)
Hexagon: a shape with six sides and six vertices. (Pictures Included)
Parallel lines: lines that never intersect or cross; they are always the same
distance apart.
Quadrilateral: a shape with four sides and four vertices.
Rectangle: a shape with four sides and four vertices; it has two pairs of
equal opposite parallel sides. (Pictures Included).
Rhombus: a shape with four sides and four vertices; all sides are the same
length, but is more like a diamond than a square.(Pictures Included)
Square: a shape with four sides and four vertices; all sides are the same
length. (Pictures Included)
Trapezoid: a shape with four sides and four vertices; has at least one pair
of parallel sides. (Pictures Included)
Triangle: a shape with three sides and three vertices. (Pictures Included)
Vertices: where sides meet; the corners.

Teacher Materials:
Dream Catcher Passage (attachment 1)
Shape Poem Cards (attachment 2)
Attributes Poster (Partially Completed) (attachment 3)
Dream Catcher Worksheet (attachment 4)
Class Dream Catcher Organizer Anchor Chart (attachment 5)
Tangrams
Attributes Buckets
Completed Dream Catchers (From previous lesson)
Dream Catcher Graphic Organizer Worksheet (attachment 6)
Smartboard
Computer
Projector
Markers
Shape tracers
Dream Catcher Worksheet (sponge activity) (attachment 7).
Attribute Definition Posters (from first lesson) (attachment 8)
Student Materials:
Dream Catcher Passage (attachment 1)
Highlighter
Dream Catchers (from prior lesson)
Dream Catcher Graphic Organizer (attachment 6)
Pencils
Boys and girls, we have been learning about different shapes in math.
We made dream catchers in social studies when we were learning
about the Native Americans. Today, we are going to combine math

Commented [SS2]: My students are all highly visual

learners. This anchor chart (as well as the attribute
definition posters) will serve as supports for them
throughout the lesson. This particular poster is important
as well because the students are personally helping to
complete the poster which can assist in their memory of
the information.

with our dream catchers! First, we are going to read a short history of
the dream catcher together! Students will be each given a copy of the
passage. Each students copy will have the part they are responsible for
reading aloud in their assigned color. I will begin reading and then the
students will read their parts. Lets read this passage together one more
time. This time when we read I want all of you to try and figure out two
purposes of the dream catcher. We will choral read the passage again.
Now I want you to take your highlighter and highlight the two reasons
you found!
Instruction
15 Minutes

Structured
Practice and
Application
25 Minutes

Input/Modeling:
Each of you has one shape poem card. I am going to call on someone
to read their poem card aloud. Then once we hear the poem we are
going to fill in the missing attributes on our shapes anchor chart. I will
go first to show everyone how we are going to do this. I will read my
poem card for Tracy Triangle. According to my poem how many sides
does a triangle have? How many vertices? This will be repeated for:
Reggie Rectangle, Sammy Square, Robbie Rhombus, Tammy Trapezoid,
and Honey Hexagon. We will then complete Susie circle together. Once this
has been completed I will ask students if there are any shapes that share
the same attributes. A rectangle, square, trapezoid, and rhombus all
seem to have 4 sides and 4 vertices. Does anyone know a special word
we can use that describes all these shapes? A quadrilateral is a shape
that has 4 sides and 4 vertices! Therefore, all these shapes can fall into
one category! However, that does not mean a trapezoid is the same as
a square or rhombus! It simple means they all have some common
attributes!
Structured Practice:
Now that we have refreshed our minds about the different attributes of
shapes we are going to complete an activity together! Each of you
have been given a dream catcher worksheet. On the smartboard is a
picture of the same dream catcher! As a team we are going to identify
the different shapes we see in the dream catcher. First, from the
tangrams bucket you will select all the shapes you see in the dream
catcher. If you see two of a shape take two of that tangram then. When
it is your turn you get to come up to the smart board and color in a
shape you see. Then on the chart you are going to draw the shape in
the right column based on its attributes. If it is not your turn you still
have a job to complete! Your job is to find the matching tangram and
place it in the bucket that is labeled with the correct attributes. You will
each get at least two turns at the smart board! It is okay if you find the
same shape as someone else!
Independent Practice:
Each of you is now going to be given the dream catcher you made in
the last lesson. Your job is to find at least five shapes in your dream
catcher. Just like how we organized our shapes in a graph together
you are going to do the same in your chart. Student 5s chart will not
have the categories pre-listed. He is responsible to create his own attribute
categories. He will also be required to write the shape names next to his
drawings in his chart. Students 3 and 4 will also be required to write the
shapes names next to their drawings in their charts.
On the back of your sheet you must write two purposes of the dream
catcher! You can look back in your passage to find the answers.

Commented [SS3]: Each student in my classroom has a

favorite color. When we read aloud each student knows it
is his/her turn because the text is in his/her color. My
students find this engaging and highly motivated. This
also allows me to know when students are paying
attention because if student 1s color is up next and she is
unaware I will know. By coloring coding I am helping to
keep my students on task and focused on the reading so
that when it is their turn they are ready.
Commented [SS4]: Two of my students have strong
verbal-linguistic skills. This means that reading of poems
is a strength for them. However, for my other three
students this is a challenge. Therefore, the poems present
information in one way for students and pairing the
poems with an anchor chart creates another modality for
the students to learn. The pairing of the two can help the
three who are not as strong in verbal-linguistic because
as they hear/read the poem they then get to see the poem
picked apart to find the necessary information as we
write it on the anchor chart.

Commented [SS5]: My students are currently

extremely interested in tangrams. Whenever there is free
time at least 3 of the 5 students choose to build with the
tangrams. Through this play they have learned a great
deal about how the shapes are related. I am using the
tangrams for two reasons: 1) because my students enjoy
them and; 2) while one student is at the smartboard I still
want the other students engaged. As stated in the lesson,
students not at the board still have a job to complete with
the tangrams.
Commented [SS6]: Student 5 has a higher academic
skills level than the rest of the class. A simple identify and
sort activity is too simple for him. However, having to
first create the categories and then sort id a much more
appropriate activity based on his zone of proximal
development.
Commented [SS7R6]: Students 3 and 4 are also
stronger in the identification of shapes. These two
student play with tangrams every day and are developing
knowledge of shape names. They sometimes struggle
naming shapes if they are quadrilaterals. They mix up
trapezoid and rhombus frequently. Based on their own
ZPDs they are capable of identifying the where to
categorize the shape, but they can also attempt naming
them. They may need some support or prompting, but
they can success.
Commented [SS8]: Reading comprehension is a
current challenge for Student 1. Which is why her IEP
goals include answering questions from texts she has
read. My first support for this was having the students in
the beginning highlight two purposes. This serves as a
visual reminder for her on how to look back in the story
to find the answer; a skill
I know she is has been working on in school. My next
support is stated in the modification in assessment.

Extension or Sponge Activities:

If students finish they will be given a color by shape dream catcher. Each
specific shape will be given its own color. Once finished coloring, students
must then identify how many of each shape was in the dream catcher. They
must identify how many rectangles, squares, rhombuses, triangles,
quadrilaterals, and trapezoids. They will have to recognize that some
shapes may fall under more than one category and can be counted in both
categories. Student 5s will have a greater variety of shapes such as
pentagon, hexagon, and octagon.

Closure
5 Minutes

I am going to split you up into two teams! You and your team are going
to share with each other all the shapes you found in your dream
catcher. Then I want each of you to pick shape from your dream
catcher and share with the class where you sorted that shape and why.

Lesson
objective
being
assessed

Type of
assessment

Objective 1

Informal

Objective 1

Informal

Objective 1

Informal

Assessment
Description/
Modifications to the
format of
assessment so that all
assessment
students can
demonstrate their
learning
Students will
I have selected which
read a shape
poem to give to
poem. That
students based on
student will then their current level of
identify the
understanding.
attributes (sides Necessary prompting
& vertices) of
will be provided based
the shape
on student needs. The
based on the
poems have
poem and
accompanying
accompanying
pictures for those who
picture.
struggle with reading
comprehension.
Students will
For student who have
come to the
difficulty drawing they
smart board
can trace the shape
and color in a
from an optional
shape on a
tracer. Necessary
dream catcher.
prompting will be
They will then
provided based on
identify which
student needs.
category this
shape belongs
in and draw it in
that category.
For closure,
Students will have an
student will
opportunity to talk
partner up and
together first. Lower
discuss their
students will be paired
findings. Each
with higher students.
student will then
share one of

Evaluation Criteria
What are the criteria
that will demonstrate
student learning?
If the student
correctly identifies
the number of sides
and vertices for
his/her assigned
shape then the
student demonstrates
a level of
understanding of how
to find vertices and
sides.

If the student
correctly classifies
the shape then
he/she demonstrates
awareness of
attributes in relation
to shape names.

If the student
correctly classifies
the shape and
justifies why he/she
is right then he/she
demonstrates
awareness of

Commented [SS9]: As previously state, my students

are highly visual learners. Color coding will serve as a
support to help them practice more with shapes. This
activity also builds upon the lesson. If this activity is
reached, then all students will have to name shapes
building upon the central focus of this lesson. This
activity is also differentiated for student 5 who is at a
higher level.
Commented [SS10]: This think pair share builds upon
my students interpersonal skills. This gives students a
chance to reason and defend their answers (one of the
mathematical practices; practice 3: Construct viable
arguments and critique the reasoning of others).

Objective 1

Formal

his/her findings
and justify why
he/she
classified it in a
certain
category.
Students will
complete a
graphic
organizer
worksheet in
which they must
identify 5
shapes from
their dream
catchers and
then classify
these shapes
into the correct
categories.

attributes in relation
to shape names.

These worksheets will

be modified as
described in
independent practice.

Students will receive

100% accuracy if
they have five
shapes in their chart
in the correct
category. Students 3,
4, & 5 will have an
extra grading
category in which
they must properly
name the shape (this
will not affect their
mastery of the
objective). Student 5
will have an added
difficulty of creating
his own categories.
(If I see student
improperly name
categories I will
immediately address
this issue and fix it).
Objective 2
Informal
Students will
If students have
highlight in the
correctly highlight two
passage two
purposes they are
purposes of the
demonstrating the
dream catcher.
ability two answer
explicit questions
from a text.
Objective 2
Formal
Students will
For students who
Students will receive
write the two
struggle to write, they
100% accuracy if
purposes of the may verbalize their
they have correctly
dream catcher
answers to me. I will
identified two
in complete
write their
purposes from the
sentences.
verbalizations on a
reading and have
post-it note which they written the responses
then must copy onto
in complete
their papers.
sentences.
Materials and
Dream-Catcher. (2016). Dream catcher history & legend. Retrieved from:
Resources
http://www.dream-catchers.org/
Bibliography
Natalies Nook. (2013). Geometry is magical {word wall freebie}. Retrieved
from: https://www.teacherspayteachers.com/Product/Geometry-IsMagical-Word-Wall-FREEBIE-934215
Skinned Knees & Shoelaces (2013). Teacher stuff: Math chart share!
Retrieved from:
https://itsmyblogyall.wordpress.com/2013/11/17/teacher-stuff-mathchart-share/

Attachment 1: Dream Catcher Passage

Dream catchers are one of the most fascinating traditions of Native

Americans. The traditional dream catcher was intended to protect the sleeping
individual from negative dreams, while letting positive dreams through. The
positive dreams would slip through the hole in the center of the dream catcher,
and glide down the feathers to the sleeping person below. The negative dreams
would get caught up in the web, and expire when the first rays of the sun struck
themThe dream catcher has been a part of Native American culture for
generations. One element of Native American dream catcher relates to the
tradition of the hoop. Some Native Americans of North America held the hoop in
the highest esteem, because it symbolized strength and unity. Many symbols
started around the hoop, and one of these symbols is the dream catcher.

Attachment 2: Shape Poems

Attachment 3: Attributes Poster

(The number of vertices and sides will not be filled in before this lesson.) (Also ours will not have a pentagon,
students can use this in miscellaneous if they find one).

Attachment 4: Dream Catcher Worksheet

Attachment 5: Class Dream Catcher Organizer Anchor

Shapes Attributes
Quadrilaterals
0 vertices
0 sides

3 vertices
3 sides

4 vertices
4 sides

6 vertices
6 sides

Miscellaneous

Attachment 6: Dream Catcher Graphic Organizer

(Students 3, 4, & 5 will have directions to label all shapes) (Student 5 will also only have the first category filled
in. His directions will include to create the rest of the categories with the first as an example of how to.)

Name:

0 sides
0 vertices

3 sides
3 vertices

Date:
Shape Attributes
Quadrilaterals
4 sides
4 vertices

6 sides
6 vertices

Miscellaneous
If you have a
shape that
doesnt fit you can
draw it here. But
label the number
of vertices and
sides next to the
shape

Attachment 7: Dream Catcher Worksheet (sponge activity)

Attachment 8: Attributes Definition Posters

DIFFERENTIATION DIALS CHART

Topic: Dream Catcher Mathematics
DIFFERENTIATION
DIALS

LOW

Readiness:
Foundational to
Transformational
(information, ideas,
materials, applications)

Student works with a few number

of shapes to begin with. Just
introduce quadrilaterals only at
first.

Readiness: Concrete
to Abstract
(representations, ideas,
materials, applications)

Provide tangrams as
manipulatives. Provide a personal
anchor charts on the students
desk. Include pictures with
definitions. Be given pictures of
real life objects that are made up
of shapes and have student
identify these shapes.

Readiness: Simple to
Complex (resources,
research, issues,
problems, skills, goals)

Have a dream catcher that already

has shapes clearly filled in with
color or defined by some other
aspect. Have student identify the
pre-determined shapes.
Having the student sort shapes
into pre-determined categories
without having to name the
shapes.

Readiness: Single
Facet to Multiple
Facets (directions,
problems, application,
solutions, approaches,
disciplinary
connections)
Readiness: Small Leap Having student need to only
to Great Leap
identify five shapes in the dream
(application, insight,
catcher.
transfer)
Readiness: More
Structured to More
Open (solutions,
decisions, approaches)
Readiness: Less
Independence to
Greater Independence
(planning, designing,
monitoring)
Readiness: Slow to
Quick (pace of study,
pace of thought)

HIGH
Student is introduced to a greater
number of shapes. Student must
determine shape relationships (e.g.
how many triangles in a trapezoid,
how many trapezoids in a hexagon,
etc.).
Take away the use of manipulatives.
Apply shape knowledge to other
things seen in real life (e.g. cars,
buildings, animals, etc.) Have
student draw these things/build
these things only using the shapes
learned about in the lesson (this may
include a higher number of shapes
depending on the students level).
Have student create dream catcher
and then identify shapes. Have
student follow directions in which he
needs to build a dream catcher that
includes a specific list of shapes.
Having the student not only required
to sort based on attributes, but to
also name the shapes. Also, have the
student create the categories himself
for the sort.
Have student need to identify 7 or
more shapes.

Having pre-determined categories

for the sorting.

Allowing students to create his own

categories based on his knowledge
about attributes of shapes.

Providing post it note sentences

when answering the text-based
question. Verbally prompting
student to make sure he has used
COPS.
Students takes the whole two days
just focusing on learning the
attributes of shapes and how to
categorize shapes.

Letting student write the response

completely on his own. Providing a
writers checklist for COPs, but not
verbally prompting the student.
Student takes one day to learn about
attributes and categorizing shapes.
Student spends next day studying
shape relationships (e.g. how many

Commented [SS11]: If a student already understands

each shape and their attributes then the next step would
be to learn how the shapes themselves relate to each
other. This activity would build upon his current
knowledge, but challenge him in a new way.
Commented [SS12]: As students progress in their
mathematical careers the use of manipulatives will
dwindle. Thus, it is good practice to start lessening the
use of materials, especially when a student no longer
requires them. Seeing a picture of a bus that has shapes
drawn on it is more concrete for understanding how
shapes are used in daily life. However, having a student
create a bud through shapes himself is much more
concrete and demonstrates his ability to apply shape
attributes to real life objects.
Commented [SS13]: Is it simple to see clearly identified
shapes and name their attributes. It is much more
complex to have to create the shapes and then identify
them. On top of that, the challenge of having to create a
dream catcher with specific shapes adds a level of
complexity. A student shows true mastery if he is able to
succeed in this task.
Commented [SS14]: Sorting/classifying shapes is one
activity alone. Having a student do that along with
creating the categories and identifying the shapes my
names adds multiple activities for the student to
complete. For lower student the one task along may be
complicated enough. For higher student that one task is
much too simple, which is why these students will be
required to complete more tasks.
Commented [SS15]: In this lesson students learn about
7 shapes. Having to only identify 5 of these shapes is a
small leap. Requiring a student to identify 7 is a much
greater leap and requires a higher level of application of
the subject material.
Commented [SS16]: Some students are at a level where
they can achieve success in categorizing only if they have
pre-determined categories. Other students though do not
need this much structure. Other student will thrive at the
challenge of having to create their own categories, this
leaves the task at hand to be much more open. He may
find ways to categorize shapes that are correct, but we
have not discussed. It allows the student to explore
greater possibilities.
Commented [SS17]: Certain students require greater
levels of prompting and/or monitoring in order to reach
the objectives. The higher level student can show greater
independence by taking on certain responsibilities
himself. He does not need me to check every single step
he does or go over things with him step by step. He is
capable of checking his own work with a checklist and
does not need me to read each item off for him. This will
help promote his self-monitoring strategies as well.

DIFFERENTIATION
DIALS
Interest: Personal
Preferences

Interest: Level of
Interest in the Topic

Learner Profile:
Multiple Intelligences
(Cognitive)

Learner Profile:
Sensory and/or
Environmental
Preferences
Learner Profile:
Motivation

Learner Profile:
Empowerment

triangles in a trapezoid, how many

trapezoids in a hexagon, etc.).
MAXIMIZE WHENEVER POSSIBLE
In this lesson, personal preferences come into play in a variety of ways. For
example, while reading students favorite colors come into play which is
highly motivating and engaging for them. Another example is that the
student at the smart board can choose any color he/she wished when filling
in a shape, even which shape they will color is a personal choice. I have also
taken personal preference into account my including the use of tangrams. I
know that a number of my students greatly enjoy working with these
materials. Even in the design of the lesson are personal preferences taken
into account through the use of multiple modalities. I plan to teach students
information with visuals, manipulatives, physical involvement, reading, and
through speaking.
Four of my five students have shown immense interest in learning about
shapes through play. One of these students has even realized that two
trapezoids equals one hexagon. Since shapes are something my students
choose to work with during free time, I find them to be an appropriate topic
of interest.
This lesson incorporates a variety of intelligences. Verbal-linguistic is
incorporated in the reading about dream catchers as well as the shape
pomes. Bodily-kinesthetic is shown through the use of manipulatives
(tangrams) and the chance to physical come up to a smart board and/or
shape shorting buckets. A high number of visuals are incorporated since my
class are very visual-spatial inclined. My lesson also incorporated the
interpersonal intelligence during the closure. This incorporation can help
the students who are struggling with the task. Lastly, my lesson obviously
incorporates logical-mathematical.
My students placements in my classroom is already determined by both
environmental preferences and behavior strategies. While we read shape
poems and fill in the attributes poster my students will have the option to
either sit on the rug or at their desks. My student do know that the rug is a
privilege though.
My students are highly motivated when working on the smartboard. Other
way I addressed motivation is to: 1) teach enthusiastically (people, power);
2) focus on strengths (people, praise, prizes, prestige, power); 3) provide
opportunities for the students to make decisions (people, power, prestige,
projects) and; 4) promote peer relationships (people, prestige). I find that I
am a very enthusiastic teacher naturally, but especially when it comes to
math. I designed my lesson with my students strengths in mind and will
look to certain students during certain parts so that they can demonstrate
these strengths. I have planned times for my students to make choices as
previously mentioned in this chart. Lastly, I will promote peer relationships
during the closure. Also though I will promote these relationships all
throughout the lesson by encouraging warm responses.
My lesson incorporates the keys of involvement and choice. Students are
actively involved in every part of this lesson. They also have choice in
multiple situations (e.g. choice of which shape to color, which color to use,
where to sit during certain parts, etc.). I am also empowering students by

Commented [SS18]: For higher students with greater

levels of background knowledge taking this much time on
just shape attributes can be boring. If the student has
mastered the goal in just one day instead of making him
continue do to tasks he can easily master he can move
onto to higher level still related. This way he is still
practicing the same skills, but in a more advance way.
This should promote engagement as well since he is
being taught at his ZPD instead of doing the same thing
over and over that will get boring because he already
knows it.

Learner Profile: 40
Developmental Assets

Learner Profile:
Culture/Gender

providing opportunities for them to succeed in front of their classmates. I

have strategically chosen which shape poems each student has received. I
will also prompt students as necessary to ensure success when at the board.
By achieving success in a public manner it can promote the confidence levels
of my students.
When developing this lesson, I took into account what my students were
learning in school. I made the information relevant to their current lives. I
know that in school they are beginning to develop the appropriate
background knowledge needed for this lesson. I also took into account some
internal assets such as motivation and self-esteem. I know how my students
are motivated and I can even state which students will be most motivated in
certain parts of this lesson. I made sure to incorporate activities that will
motivate each student. As previously mentioned I want to empower my
students which can help build their self-esteem which is why I create
opportunities for my students to achieve success.
This entire lesson is gender neutral. Student can add in gender through
their color choice. However, I did not specifically design one activity because
it is more male or more female.

Resource: Tomlinson, C. A. (2005). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Upper Saddle River, NJ: Pearson.