Lesson+Plan


 * Guess My Rule with Shape Cards **

Jhanniel || Ent || R/PP ||  Hispanic/Dominican Republic  || Henry || Ent || PP ||  Hispanic/Dominican Republic  || Nathan || Ent || R ||  Hispanic/Dominican Republic  || Lesson began the day before the observation by playing a Quick Images game on the digital projector. Students are shown an image for 5 seconds and have to draw it at their seats. After 10 images, students volunteer to draw what they saw on white board. The rest of the class compares their image to decide if they drew the same image. Next, we looked at triangles and rectangles and compared sides, shapes and angles.
 * __Student Characteristics__**
 * **Name** ||  **WIDA Level**  ||  **PALS reading level**  ||  **Ethnicity**  ||
 * Mirka ||  Dev  ||  PP  ||  Hispanic  ||
 * Cesar ||  Ent  ||  PP/P  ||  Hispanic/Puerto Rico  ||
 * Lemuel ||  Ent  ||  R  ||  Hispanic  ||
 * Taiprothmony ||  Ent  ||  P/1  ||  Asian/Cambodia  ||
 * Narida ||  Beg  ||  PP  ||  Asian/Cambodia  ||
 * Molivann ||  Ent  ||  R/PP  ||  Asian/Cambodia  ||
 * Ritthy ||  Ent  ||  PP  ||  Asian/Cambodia  ||
 * Devina ||  Dev  ||  PP  ||  Asian/Cambodia  ||
 * Tinate ||  Dev  ||  P  ||  Asian/Cambodia  ||
 * __Anticipatory Set/Motivator__**

ELP Standard 3 2. Students will learn vocabulary: //rule, sides, straight, angles//
 * __Standards__**
 * WIDA:** ELP Standard 1
 * GLE: Math-** M(G&M)–1–1 **Uses properties, attributes, composition, or decomposition to sort or classify polygons** (triangles, squares, rectangles, rhombi, trapezoids, and hexagons) or objects by a combination of two non-measurable or measurable attributes; and recognizes, names, builds, and draws polygons and circles in the environment.
 * __Purpose__**
 * Communicative:** Students will name, describe and define the characteristics of the shapes. With partners, students will say, “this is a triangle…”
 * Linguistic:** 1. Students will use 3rd person singular/plural //have and has// in the proper context “Triangles //have//.., It //has//…”
 * Learning:** 1. Students will be recognize and be able to sort shapes according to similar features


 * __Materials:__** Shape cards, large paper, markers, scissors

The lesson to be observed begins with students sitting in a circle with some students holding shape cards. Teacher will begin by putting a shape card in the circle on a large sheet of paper with a circle drawn on it. Teacher will ask students if they have a card that belongs in the circle. Is it like the shape that is in the circle? Students will volunteer their shapes. Teacher will allow shapes with straight sides in and rounded sides will be put outside the circle. At the end, students will try to decide on a rule. Students will pair with Math partner to create their own shapes poster. The will cut out shapes and paste in groups according to the rules that the group/pair decide upon.
 * __Methods/Procedures__**

Students will present posters and explain their rule for sorting the shapes.
 * __Summary/Review__**

As the students construct their shapes posters and sort shapes, I will listen to partners, for the use of the names of shapes, similarities as well as vocabulary: sides, corners, rule, and angles. I will also determine understanding by the presentations of posters.
 * __Evaluation/Checking for Understanding__**


 * Listening:** Entering and Beginning students will follow oral directions using manipulatives. Developing students will compare with visual cues.
 * Speaking:** Entering and Beginning students will name and describe shapes. Developing students will define shapes and discuss similarities and differences

Students will find objects at home with the same shapes as two of the shapes that we have worked with.
 * __Independent Practice/Homework/Outreach to Families and Communities__**