SIOP Lesson Plan Template (Modified)

Date: 4/18/16
Grade/Class/Subject: 3rd/Elliott/Math
Unit/Theme: Geometric Shapes
Lesson Topic: Rhombus vs Trapezoid
State Standards:
Standard: 4. Shape, Dimension, and Geometric Relationships
Concept: 1. Geometric figures are described by their attributes
Element: a. Reason with shapes and their attributes. (CCSS: 3.G)
i. Explain that shapes in different categories may share attributes
and that the
shared attributes can define a larger category. (CCSS: 3.G.1)
1. Identify rhombuses, rectangles, and squares as examples
of quadrilaterals, and draw examples of quadrilaterals
that do not
belong to any of these subcategories. (CCSS:3.G.1)
WIDA Standards:
Standard 3: English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Mathematics
Content Objective:
By the end of the lesson, students will be able to write down the attributes of and
give examples of both trapezoids and rhombuses. Students will be able to
determine these differences, and that these shapes are different quadrilaterals.
Language Objective:
Students will be able to use their key vocabulary to write definitions for the different
shapes.
Students will be able to use their key vocabulary and definitions to prove, in a
discussion with their partner, why a shape is either a trapezoid or a rhombus.
Key Vocabulary:
-Quadrilateral
-Parallel
-Equivalent
-Angles
-Sides
Supplementary Materials:
-Smartboard Presentation including objectives, picture of train, vocabulary, and
definitions
-Pre-cutout pictures of real life objects/structures that are trapezoids and

rhombuses
-Reference pages pages with definitions and vocabulary on them.
Higher Order Questions:
-What are some examples of trapezoids and rhombuses that you might see from
day to day?
Time:
[15minute
s]

[15
minutes]

[15
minutes]

[15
minutes]

Lesson Sequence / Activities

Motivation:
(Building background, links to experience, links to learning)
-Go over the definition of quadrilateral
-Have students draw what they think is a rhombus and a trapezoid. Pick
students to draw them on the board.
-Show them a picture of the Durango & Silverton railway bridge to
identify the trapezoids and rhombuses in that structure.
Presentation:
(Language and content objectives, key vocabulary, comprehensible
input, strategies, interaction, feedback)
(This is mostly covered with the Smartboard)
-Show students I will leave this classroom knowing. Objectives
-Having students trying to define vocabulary terms and creating overall
definitions for students to write in their reference page. Definitions
should include pictures.
-Students draw pictures for understanding.
Practice and Application:
(Meaningful activities, interaction, strategies, practice and application,
feedback)
-Students look at pictures of real life examples and sort them on their
own. Then, they get together with their partner to check their work.
-The student and their partner must be able to develop a proof for why
they sorted each shape the way they did.
-Students add to their examples and definitions on their reference
page. Although they work in partners, it is important that each student
has their own reference page that they are working on.
Review and Assessment:
(Review objectives and vocabulary, variety of formative
assessments/checks for understanding)
-As a class we will come together to determine the different shapes.
Students will be called on and must be able to determine the shape
and why it is that shape. The teacher will pull a name, and the proof
must come from that person or that persons partner (especially in the
case of an ELL student)
Extension:
-Have students look up different examples of trapezoids and

rhombuses that have not already been stated. Come up with a

description of why that object is a rhombus or a trapezoid.
SIOP Features
Preparation

Adaptation of content
Links to background
Links to past learning
Strategies incorporated

Integration of Processes
Reading
Writing
Speaking
Listening

Scaffolding

Modeling
Guided practice
Independent practice
Comprehensible Input

Application

Hands-on
Meaningful
Linked to objectives
Promotes engagement

Group Options
Whole class
Small groups
Partners
Independent

Assessment

Individual
Group
Written
Oral

Reflections:
This lesson went pretty well overall. I would say that the best parts about this lesson would be that
I never forced students to come up to the board, but I gave students an option to. Not only would I have
students tell me their answers, but if it was appropriate I would have students come up and show me what
they were talking about. I knew my students well enough to know that they need a little more structure
when it comes to lessons, so I had something for them to fill out, that would be helpful to the students
later, while I was up at the board. Then, for practice, I used a sort activity. This allows students to make

mistakes and move the cards around without their answers being permanent. This kind of an activity is
good for students who need some more practice. Having the SmartBoard was good because students were
able to come up and interact with the board, and I felt more prepared.
Next time I would try to print out some clearer pictures on the sort. I would also try the think out
loud strategy, in which I think while I am talking. Not only would this avoid awkward silences but it
would also allow students to hear me say the definitions. After talking with my CT, she also
recommended that I state my expectations for behavior before the lesson, so they know what my
expectations of them are while I am at the front of the board.
Watching myself on video, I noticed that I stand very awkwardly. I may have been tense because I
was being filmed, but it showed. I definitely want to relax a little bit more when I teach. I also noticed
that sometimes I was not paying attention to my word choice, and I have to remind myself that I am with
third grade. This was not too big of a problem, but there were points where it was noticeable. Overall I
just looked a little awkward and I need to work on a natural way to be in front of the classroom.