Basic Lesson Plan Template

Name: Lisa Highley

Date:
Grade Level: 1st grade
Subject(s): Math, geometry
Lesson # & Title: Defining Attributes of Shapes
Big Idea/Lesson Focus/Essential Question: Defining attributes of triangles, circles, and rectangles
Function of the Lesson (check all that apply):

Introduce New Skill or Content

Practice & Review
Remediation/Re-teaching

Content Standards:
o 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

Learning Objectives (Aligned to Standards & Assessment Plan):

o Students will be able to identify defining attributes of basic shapes. Students will be able to
identify the number of sides that a triangle, rectangle, square, and circle have. Students will be
able to draw a triangle, rectangle, and a square using their defining attributes. Students will give
their shapes non-defining attributes and recognize the difference from their defining attributes.
o When given a worksheet with 4 questions about defining attributes of triangles, rectangles, and
squares (ex. How many sides does a rectangle have?) the students will answer the questions with
75% accuracy.
Academic Language (Academic Language Demands and/or Academic Language Objectives):
o Defining attribute- a characteristic that specifically describes something
o Non-defining attribute- a characteristic can be there one day but could be changed the next, isnt
the same for all shapes of the same (not all triangles are yellow)
o Circles- have no sides and are closed
o Rectangles- have 4 sides and are closed
o Triangles- have three sides and are closed

Assessment Plan (Aligned to Learning Objectives):

Formative Assessment:
1. Students will do a turn and talk to explain what a non-defining attribute is after learning what a
defining attribute is. This will show whether or not they know what a defining attribute vs. a nondefining attribute is.
2. Students will be formally assessed while completing their Everyday Rectangles Worksheet. I will walk
around the room and look at students work to make sure they can recognize a rectangle by its
defining attributes.
EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

Summative Assessment:
1. Students will complete an exit slip with 4 questions regarding defining attributes of shapes.
Questions for example: How many sides does a rectangle have? Are circles open or closed?

Procedures - Lesson Introduction: (10 minutes)

1. Ask students if they know what defining attributes means.
2. Explain that it means a characteristic that specifically describes something. For example, a ball is
round, so round is its defining attribute.
3. Ask your students to turn and talk to define non-defining attribute now that they know what a
defining attribute is.
4. Have a students raise their hands and share the answers they came up with after talking to their
partner
5. Explain that it is a characteristic that could be there one day but could be changed the next day.
For example, the orange ball could be painted red, and then it would be a red ball.
6. Lay out goals and expectations for students:
Say- Today we will be learning about defining attributes of three different shapes. Your
goals after this lesson are to create cut outs of shapes using their defining attributes while
also knowing their non-defining attributes.
Procedures - Lesson Body: Part 1. I do. - Presentation/Explicit Instruction; Part 2. We do. - Structured
and Guided Practice; Part 3. You do. - Independent Practice/Application
Part 1. I do- Presentation/ Explicit Instruction (30 minutes)
Tell students that a defining attribute is always present.
Ask students a defining attribute about them, such as being able to breathe.
Ask students a non-defining attribute about them, such as size, since size changes.
Draw 2 columns on the board.
Write triangle, square, circle, and rectangle in the first column. Note that the defining attribute for
these is the number of sides and being closed.
6. Explain that closed shapes don't have any openings. I will draw an example on the board.
7. Invite students to the board to write defining attributes of each.
8. Ask students to identify some non-defining attributes of these shapes. Examples might include
color and size.
o
1.
2.
3.
4.
5.

o Part 2. We do- Structured and Guided Practice (15 minutes)

1. Instruct students to complete the Everyday Circle worksheet.
On the worksheet, students will draw pictures of everyday things that contain
circles. For we do instruction, we will complete the worksheet together as a class
by pointing out things in the classroom that are circles and drawing them on the
board. Students will also draw the items on their papers.
2. Explain that circles have no sides and are closed.
o Part 3. You do- Independent Practice/ Application (35 minutes)
1. I will direct students to complete the Everyday Rectangles worksheet. Instruct students to only
find two rectangles in the class rather than five. They can do the rest for homework.
2. Explain how items that are rectangles have 4 sides and are closed.
EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

3. Give students the Everyday Triangles worksheet to complete. Instruct students to only find two
triangles in the class rather than five to save time. They can do the rest for homework.
4. Explain how triangles have 3 sides and are closed.
5. Pass out construction paper, pencils, markers, and scissors. Instruct each student to draw a big
rectangle, circle, and triangle on a piece of construction paper color of their choice.
6. Have students cut out their shapes.
7. Instruct students to use a marker to write down the name of the shape and 2 defining attributes of
each shape on the shapes they cut out.
For example: Triangle, three sides, closed
8. Tell students they will be creating a shapes ice cream cone to take home.
9. Pass out cone cutouts and have students write their name on them.
10. Give an example of what the cones will look like at the end.
11. Pass out tape and have students help each other tape their shape ice cream cones together.

Procedures - Lesson Closure: (15 minutes)

1. Students will watch The Shape Song video. https://www.youtube.com/watch?v=v38vp3IwLho
a. The video will lead them into future lessons because it talks about more shapes other than a
circle, rectangle, and triangle that they will learn in their next lesson.
2. Students will complete an exit slip with 4 questions regarding defining attributes of shapes. Questions
for example: How many sides does a rectangle have? Are circles open or closed?
Instructional Materials and Support:
o Everyday Circles worksheet
o Everyday Rectangles worksheet
o Everyday Triangles worksheet
o Scissors
o Construction paper
o Glue sticks
o Notebook paper
o Projector/ Smart Board
o The Shapes Song
o Markers
o Tape
o Pre-made cone cutouts
o Pre-cut triangles, circles, and rectangles for differentiation

Differentiation, Individualized Instruction, and Assessment:

1. Process- A variety of tasks are embedded within the lesson to differentiate assessment for diverse
learners. Students are asked to orally respond, visually write and draw to show mastery of the lesson
EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

objectives. Teachers will write on the board for visual learners as well as say aloud what is written on
the board.
2. Product- I will have pre-cut triangles, rectangles, and circles for students that may have a hard time
with motor skills. They will be instructed to then write the defining attributes on the shape.

Research and Theory Commentary:

1. The theorist John Dewey expresses how students learn by doing. I incorporated Deweys theory
into this lesson by having students draw and cut out the shapes triangle, rectangle, and circle on
their own. Rather than just learning the defining attributes of shapes, students are required to put
their knowledge into skills by doing.
2. Lev Vygotskys theory is incorporated into this lesson because students are asked to work with
peers. Vygotsky believes children learn from social interaction and cultural influences. Students
were asked to turn and talk with peers to figure out what a non-defining attribute was. Also in this
lesson, students were instructed to work together to build their shapes ice cream cone.

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016