Teacher Candidate: _Gabriela Gomez_______________

Date: __6/01/16_________

THE UCI LESSON PLANNER

Part 1: Classroom Information
Grade: _3rd____

Content Area: ___Math__________________________________________

School:
Ralph A. Gates
Mentor Teacher: __Heidi Magallon __________
Group Size: __30____ Lesson Length: __60_____ minutes
Student Context:
Students with Special Needs
(IEP and/or 504)

Identified Needs
504-ADHD
SST-2

Students with Specific

Language Needs (ELL)

half of the students are SLLs

Half are ELLs

Students with Other Learning

Needs (Behavior, Struggling
Reader, Struggling Math)

4 struggling readers

Accommodations
Need visuals, need to be sitting
near the teacher, need guided
instruction. Need thinking maps
and choral reading.
Need sentence frames, visuals,
manipulatives, thinking maps,
and choral reading
Need choral reading, sentence
frames, and visuals.

Part 1: Planning for the Lesson

A: Standards
i.

Key Content Standard:

3.G.1
Reason with shapes and their attributes
1. Understand that shapes in different categories (rhombuses, rectangles, and others) may share
attributes, and that the shared attributes can define a larger category (quadrilaterals). Recognize
rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of
quadrilaterals that do not belong to any of these subcategories.

B. Objectives
i.

Learning Objective/Goal: The students will (DO __) to (LEARN ___).

Students can create a robot using only quadrilaterals in order to demonstrate their
understanding of quadrilaterals.

ii.

Language Objective (transfer this from "Incorporating Academic Language"):

Students will describe their quadrilateral robot using the various names of the quadrilaterals
in written form and to a partner.

C. Assessments:
i.

Informal assessment strategies you will use during class (What evidence will you see and/or
hear and how will you note it?)
I will be using a rubric to grade students on their robot and what is included in it. I will also
be asking questions regarding quadrilaterals before beginning the project and I will give
students time to think pair share and then share with the class. The class discussions will be
used as informal assessments.

ii.

Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
Each student will have a worksheet that they must complete after making their robot. The
worksheet includes questions about the different types of quadrilaterals the robot includes.
This worksheet will serve as formal assessment because I will see if students know the
difference between the different quadrilaterals because theyll have to explain how many of
each they have in their robot.

D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):

Various construction paper, scissors, worksheet, glue, and pencils.

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction (__5_ min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a hook, AND 2) let students know what the objective of the
lesson is.
Have students think about what they had done the previous day during math.
Students think pair share
Provide sentence frame: Ayer___________.
Choose a student to share with the class.
Inform students that today we will continue to work with quadrilaterals.
Ask students: What is a quadrilateral
Have students think pair share
Provide sentence frame: Un cuadriltero es_____.
Choose a student to share.
Briefly go over the poster created the day before.
Body of the Lesson (__45____ minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.
Choral read the objective: Yo puedo crear un robot utilizando solamente cuadrilteros.
Tell students that today they will be working on a project that involves quadrilaterals.
Show students an example of what they are going to be doing.
Explain to students that they are going to be creating a quadrilateral robot which means the robot is
made out of quadrilaterals and no other shapes.
Go over the requirements of the project

Show students the elements needed, have a poster with this information. Robot must include:

A head with mouth and eyes

A neck
A torso
2 legs
2 arms
All shapes used are quadrilaterals
There must be at least 3 squares, 3 rectangles, 3 rhombuses, and 3 trapezoids.

Explain to students that after they finish constructing their robot they will complete a small label about
their robot in which they:
Name their robot
Say how many of each type of quadrilateral they have
Explain their favorite part of the project and why.
Show students what the project will look like in the end.
Go over the rubric that each student will receive and can use while working on their project.
Be specific to students that they will be graded on all those elements.
Read the directions aloud to the students
Explain to students that each one of them will receive 3 different colored construction paper and a
black background.
Tell students to use pencil in tracing the different parts of their robot before cutting the shapes.
Remind students of the importance of including all the parts of the rubric.
Tell students that once they finish cutting and gluing their robots, they may raise their hands to receive
the worksheet about the robot.
Read the instructions and questions on the worksheet.
Show students how to fill out the worksheet.
Remind students that they must use complete sentences in their responses.
Provide the following sentences frames:

Mi robot tiene ____ cuadrados.

Mi robot tiene ___ rectngulos.
Mi robot tiene ____ rombos.
Mi robot tiene____ trapecios.
Mi parta favorita fue ____ porque______.

Ask students if they have any questions regarding the Project.

Instruct students to take out their boxes (which have their scissors and glue).
Pass out the construction paper to the students.
Instruct students to begin working.
Encourage students to be as creative as they want given the rubric.
Closure (__5____minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.
Have students clean up their materials.
Ask students to think pair share the different types of quadrilaterals they have in their robots.
Choose 1-4 students to share with the class.
If time permits, students may share their projects with their partner.

Part 3: Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)
1. Describe the rich learning task(s) related to the content learning objective.
-Students will be using their knowledge of quadrilaterals to create a robot that only has
quadrilaterals, they must have at least 3 of each quadrilateral (square, rectangle, rhombus, and
trapezoid). Once students are finished they must name their robot, list how many of each type of
quadrilateral they have and their favorite part.)
2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
Students will describe.
3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: cuadriltero, cuadrado, rectngulo, rombo, trapecio.
Syntax1: Mi robot tiene ____ cuadrados. Mi robot tiene ___ rectngulos. Mi robot tiene
____ rombos. Mi robot tiene____ trapecios. Mi parta favorita fue ____ porque______. Un
cuadriltero es___________.
Discourse2: Students think pair share. Students share their project with their groupmates.

4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of
the lesson planner.
Students will describe their quadrilateral robot using the various names of the quadrilaterals in
written form and to a partner.
5. What does your language objective sound like/look like for different levels of language learners?
Ask yourself, What would the students say/write when using the language function. Remember
to consider the language demands while creating sample language that the students might use.
Emerging

Expanding

Bridging

1Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
2 Discourse includes the structures of written and oral language, as well as how member of the
discipline talk, write, and participate in knowledge construction.

Starthere!

Students occasionally uses complete

sentences. Student will include some
proper quadrilateral vocabulary.

Student uses or attempts to

use complete sentences.
Students tries to use proper
quadrilateral vocabulary.

Students should be using all

complete sentences. Student
uses or attempts to use proper
quadrilateral vocabulary

6. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?
Instruction
Choral read or read aloud
Sentence frames
Example of project
Quadrilateral poster
Rubric and list of elements

Guided Practice
Sentence frames
Rubric and list of elements
Demonstrations done by
the teacher.

Independent Practice
Sentence frames
An example
rubrics

e sure to incorporate your ideas in #6 above into your actual lesson plan!
Assessment Notes:
* Be sure to incorporate assessment items of your targeted academic language into your assessments.
* Be sure to review any assessments you are going to use, and consider what modifications you may
need to make for your language learners.

7.
B