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USF Elementary Education Lesson Plan Template (S 2014) Name: Wanda Santiago

Grade Level Being Taught: 1st Subject/Content: Math Group Size: Date of Lesson: 4/6/2017 S.O.3
Grade Whole Group

Lesson Content
What Standards (national or http://www.cpalms.org/Public/PreviewStandard/Preview/5326
state) relate to this lesson? MAFS.1.G.1.2
(You should include ALL Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-
applicable standards. Rarely do circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right
teachers use just one: theyd never circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
get through them all.)
Essential Understanding Students can decompose shapes and identify which shapes can be used to build the shape.
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you Given GO Math pages, A: students B: will be able to use to discuss what shapes can be used to build a
teaching? shape D: by using accountable talk.
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense
D: with no errors in tense or tense
contradiction
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
USF Elementary Education Lesson Plan Template (S 2014) Name: Wanda Santiago
Grade Level Being Taught: 1st Subject/Content: Math Group Size: Date of Lesson: 4/6/2017 S.O.3
Grade Whole Group

within a larger plan?


Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you Formative: Students will complete an exit ticket to demonstrate what they have learned.
know students have mastered
your objectives? Summative: Students will complete the unit 13 assessment.
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is The difference between 2D shapes and 3D shapes.
necessary for a teacher to teach Sides, vertices, edges, faces,
this material? Real life examples of shapes.
What background knowledge is Students have knowledge of sides, faces, vertices, and edges. They have been studying this for a week
necessary for a student to now. They can identify real world examples of 2D and 3D shapes.
successfully meet these
objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about their
readiness for this content?
What misconceptions might Counting the attributes incorrectly.
students have about this Mixing 2d shapes and 3d shapes.
content?
USF Elementary Education Lesson Plan Template (S 2014) Name: Wanda Santiago
Grade Level Being Taught: 1st Subject/Content: Math Group Size: Date of Lesson: 4/6/2017 S.O.3
Grade Whole Group

Lesson Implementation
Teaching Methods
(What teaching method(s) will you Direct instruction, Modeling, guided release
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in
teaching this lesson? Be thorough. (Teacher or science, you would detail the 5 Es here (Engage/Encountering the Idea;
Act as if you needed a substitute to Students)? Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the
carry out the lesson for you.) Idea; Evaluation).
Where applicable, be sure to 5 min Students
address the following: 1. Students will complete a plickers question.
What Higher Order Thinking 3min Students 2. They have 3minutes to complete the question by writing why the
(H.O.T.) questions will you answer they chose was right or why the others were wrong.
ask? 3. Students will use accountable talk to agree or disagree with each
How will materials be 2min Teacher others answers.
distributed? 20min Students 4. Teacher will go over the problem.
Who will work together in 5. Students will work with partners to try to identify decomposing shapes.
groups and how will you Students 6. Students then talk to each other to use accountable talk and agree and
determine the grouping? disagree of shapes.
How will students transition Students 7. Students will complete pages 469-472.
between activities? 8. At 9:25 students will complete an exit ticket to show what they know.
What will you as the teacher Teacher 9. At 9:30 students will go to Teacher Designated P.E.
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
USF Elementary Education Lesson Plan Template (S 2014) Name: Wanda Santiago
Grade Level Being Taught: 1st Subject/Content: Math Group Size: Date of Lesson: 4/6/2017 S.O.3
Grade Whole Group

What model of co-teaching are


you using?
What will you do if a student struggles with the content?
Have students talk about the shapes attributes and agree and disagree.
What will you do if a student masters the content quickly?
Have students discuss different ways to compose and decompose shapes.
Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
My students love building shapes so having them compose and decompose shapes will help them
identify the shapes attributes.
If applicable, how does this lesson connect to/reflect the local community?
There are so many ways to build shapes. To tie it into the real world, different buildings are built with
many different shapes. Students can connect with real life example.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Students will talk about real word examples that consist of specific shapes.
How will you differentiate instruction for students who need additional language support?
I will provide visual displays and hands on shapes.

Accommodations (If needed) BL students will work with me on the back table on pages 469-471
(What students need specific Eth-Autism
accommodation? List individual Emm-Autism
students (initials), and then explain C-Autism
the accommodation(s) you will Ch- Autism
implement for these unique
learners.)
Materials 3D Shapes
(What materials will you use? Why Exit ticket
did you choose these materials? Music
Include any resources you used.
Pencil
This can also include people!)
USF Elementary Education Lesson Plan Template (S 2014) Name: Wanda Santiago
Grade Level Being Taught: 1st Subject/Content: Math Group Size: Date of Lesson: 4/6/2017 S.O.3
Grade Whole Group