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Sample Co-Teaching Lesson Plan (Direct Instruction)

Teachers: Megan McDonald

Subject: Math- Shapes

Common Core State Standards:


2.G.A.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number
of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are compared directly or
visually, not compared by measuring.)
Objective (Explicit):
Students will be able to identify shapes with 3, 4, 5, or 6 sides and angles.
Evidence of Mastery:
The students will independently complete an assessment worksheet. The worksheet requires the students to name 4
different types of shapes and tell how many sides and angles those shapes have. As a bonus, the students will also
complete a writing piece. The writing prompt is, If I could be any shape, I would be a (blank). I would have (blank)
sides and (blank) angles. As a (blank), I would be a (blank). The students will have to include a detailed picture. The
evidence of this will be a meets score on the Student Achievement Rubric.
Sub-objectives: SWBAT (Sequenced from basic to
Formative assessment for each sub-objective:
complex):
Teacher will guide the students to accurately use strategy
Preview of Past Learning:
to find how many sides and angles a shape has.
The teacher will walk around the room and guide students
Students will review names of shapes with 3,4,5, and
while they are working in table groups to categorize
6 sides and angles.
shapes. The teacher will listen to students discuss
reasons for categorizing each shape.
New Learning:
The teacher will call on table groups to categorize each
Students will actively listen to teacher read aloud and
shape.
strategy on how to identify how many sides and

angles a shape has.


Students will use teacher strategy to identify how
many sides and angles a shape has.

Students will be working independently on assessment.


The teacher will monitor individuals during the
independent work time.

Procedures:
Students will work in table groups to categorize
shapes as being a triangle, quadrilateral,
pentagon, and hexagon.
Students will independently work on assessment
pages that require them to identify shapes and tell
how many sides and angles that shape has.
Key vocabulary:

Materials:

Angle
Right angle
Square
Rectangle
Triangle
Quadrilateral
Pentagon
Hexagon
Opposite sides
Opening/Introduction:

The Greedy Triangle by Marilyn Burns


Variety of cut out shapes
Index card
White Board
Assessment worksheet

Time: 3 minutes
Sub-objective: Students will review names of shapes with 3,4,5, and 6 sides and angles.

Teacher will activate prior knowledge and review the objective by stating, Yesterday we learned
about some shapes. Lets review what we learned. What types of shapes did we learn about
yesterday? Can someone tell me how many sides a triangle has? And how many angles does it
have? What about a quadrilateral? What about a pentagon? What about a hexagon? Today we will
be identifying shapes with 3,4,5, or 6 sides and angles. First, we are going to read a fun story about
shapes called The Greedy Triangle.
Instructional Input: (I DO IT)
Write the sub-objective in the lesson plan each time you are
teaching it.

Student will:

Sub-objectives: Students will actively listen to


teacher read aloud and strategy on how to identify
how many sides and angles a shape has.

Time: 20 minutes
1. Teacher will assist students to sit next to the
teacher-reading chair and prepare
themselves for a read a-loud. The teacher
will read aloud The Greedy Triangle.
2. Teacher will stop throughout reading the
story to ask students comprehension
questions. Guiding questions will include:
Pg. 4- What do you think a shape-shifter
will do to the triangle? (Change the
shape)
Pg. 5- Look at the quadrilateral, how
many sides and how many angles are
there? (4, quad means 4)
Pg. 5- what shapes are considered to be
quadrilaterals? (square, rectangle,
rhombus)
Pg. 8- Look at the pentagon, how many
sides and how many angles? (5)
Pg. 11- Look at the hexagon, how many
sides and how many shapes? (6)
If the shape shifter gives the pentagon
one more side and one more angle, how
what shape will it turn into? (Hexagon)
What do you think the shape is going to
turn into as it is getting more shapes and
more angles? (A circle) Now lets find
out
What lesson did the triangle learn?
3. After the story is finished the teacher will
have students go back to their seats for
further instruction.
4. The teacher will draw one shape for each
shape category (triangle, quadrilateral,
pentagon, and hexagon). After each shape is
drawn the teacher will mark each side with a
line and each angle with a circle to show
students how to identify how many angles

Students will be focusing their attention on the teacher


during read aloud and answer reading comprehension
questions. They will also be actively engaged during
teacher instruction as she demonstrates strategy to use to
determine how many sides and angles a shape has.

and sides a shape has.

Co-Teaching Strategy

One teach, one observe


Differentiation Strategy

See UDL chart attached


Guided Practice: (WE DO IT TOGETHER)
Write the sub-objective in the lesson plan each time you are
teaching it.

Student will:

Time: 5 minutes
Sub-objective- Students will use teacher strategy
to identify how many sides and angles a shape
has.

All students will tell their partner how many sides and
angles there are for a triangle, then a quadrilateral, then a
pentagon, and then a hexagon.

1. Teacher will draw another shape onto the


board (one for each category).
2. The teacher will have the student whisper to
their desk partner how many sides and
angles the given shape has. The students
will tell their partner how many lines and
circles they would put on the shape.
3. The teacher will have students call on one
student from the group to come up to the
board and label individual shapes
appropriately. A line for the number of sides
and a circle for the number of angles.
Collaborative Practice: (YOU DO IT TOGETHER)

Time: 10 minutes
Sub-objective: Students will be able to categorize
shapes as being a triangle, quadrilateral, pentagon,
and hexagon.
1. The teacher will cut out shapes with a variety
of different sides and angles. Each group will
receive a plastic bag with cut out shapes.
2. The teacher will have the 4 table groups
work together to classify shapes into their
assigned categories.
3. The categories will be given to students on
an index card. The categories will include:
triangle, quadrilateral, pentagon, and
hexagon.
4. The teacher will monitor table groups to
make sure each member is working
corporately to accurately organize the
shapes into categories.
5. After the table groups have organized their
shapes, the teacher will go over the correct
categories as a class.

Students will be called on to come up to the board and


label shapes appropriately.

Student will:

Students will work in table groups to accurately categorize


each given shape. They are expected to collaborate with
each other to successfully complete task. They will
discuss why each shape belongs in each category with
each other and then with the class.
The teacher will call on the students to explain why they
put their shapes into the assigned category.

6. The teacher will tape the correct shapes onto


the white board next to their correct category.
Co-Teaching Strategy

One teach, one observe.


Differentiation Strategy

See UDL chart attached.


Independent Practice: (YOU DO IT ON YOUR OWN)
Write the sub-objective in the lesson plan each time you are
teaching it.

Time: 15 minutes
Sub-objective- Students will independently work on
assessment pages that require them to identify
shapes and tell how many sides and angles that
shape has.
1. Teacher will go over the prompt for the
students assessment. The teacher will tell
the students that they are going to think
about if they were a shape, what would they
be.
2. The teacher will write her example on the
doc cam. Example: If I could be a shape, I
would be a triangle. I would have 3 sides and
3 angles. As a triangle, I would be a slice of
pizza.

Student will:

Students will independently complete assessment


worksheet. The worksheet requires them to complete
problems 1-4. Each problem provides a different type of
shape. The students will have to name the shape, identify
how many sides the shape has and identify how many
angles the shape has.
As a bonus, the students will complete the writing prompt
on the back page. The prompt requires the student to fill in
the blanks. It reads: If I could be a shape, I would be a
(blank). I would have (blank) sides and (blank) angles. As
a (blank), I would be a (blank).

Co-Teaching Strategy

One teach, one observe.


Differentiation Strategy

One teach, one observe.


Closing:

After the teacher has collected students assessment worksheet, she will state and review the objective by stating, You
guys did a great job working together and using a strategy to identifying shapes with 3,4,5, and 6 sides and angles.
Now lets quickly review what we learned. How many sides and angles does a triangle have? What about a
quadrilateral? What about a pentagon? What about a hexagon? The teacher will correct students responses if needed
to make sure they have gained accurate knowledge of subject.

Differentiated Instruction / Accommodations and Modifications


Materials and Activities
Teacher Instruction

Potential Barriers/Missed
Opportunities
Lucas and Matt- difficulty paying
attention to teacher instruction.
Myrrhissa and Anthony- difficulty
staying quiet during read a louds.

UDL Solution

For Lucas and Matt, the te


make sure the tow boys a
toward the front o the clas
teacher instruction. She w
sure to call on the student
questions when they are o
For Myrrhissa and Anthon

Group Work

May be odd number of students or


those who do not have a partner in front
of them.

Assessment

Myrrhissa and Katie- difficulty


completing tasks with allotted time.
Amanda- needs one on one instruction
for directions.
Lucas- difficulty focusing on individual
tasks.

teacher will make sure the


seating next to their friend
read a loud.
Isaak and Greta are seate
They will join the two table
have fewer people.

Myrrhissa and Katie- teac


check up on the students
completion of the assessm
worksheet and make sure
using their time managem
timer might be necessary
not being efficient.
Amanda- teacher will go o
Amanda and repeat the d
make sure she knows wha
expected of her.
Lucas- The teacher will ne
redirect Lucas during asse
teacher aid will be in the c
this time and will assist Lu
completing the assignmen

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