ELED 533 LESSON PLAN FORMAT

JMU Elementary Education Program

Morgan Sears
A. TITLE/TYPE OF LESSON
B. CONTEXT OF LESSON
What preassessment did you do that tells you the students readiness and/or
interests?
o A few days before I conduct this lesson, I may have the students go on
a shape hunt in the classroom, playground, and throughout the
school. I would give them a list of plane and solid geometric shapes to
look for and have them find an example or two of each. On the sheet,
however, I would not give them a description of each shape or a
picture for reference, but they would have to defend why their example
falls into that shape category. This will allow me to see how much they
remember from their second grade geometry unit in addition to see if
they have any knowledge about the new concepts. Based on the
results of this, I will determine how in depth I will need to review these
concepts with them before this lessons activity.
o I will pay special attention to the personal interests of my students
individually in addition to assessing their interests as a general age
group. I will do this by conducting observations and will use my
findings to decide what objects I will provide the students with for
observations (I will providing them with a variety of real life circles,
prisms, spheres, etc. For example, if I know the students all love Lucky
Charms, I might include that cereal box as an example of a rectangular
prism).
Why is this an appropriate activity for these students at this time?
o Considering that the other third grade standards for geometry seem to
build off of the standard that I will be using in this lesson, I find this
appropriate to use as the first lesson in the series. Because it would
serve as the first lesson in a series, I think that the activities within this
lesson are appropriate because it allows the students to have hands-on
experiences with the shapes and really dig in and explore their
attributes with their peers.
How does this lesson fit in the curriculum sequence (consider horizontal and
vertical planning)?
o Vertical Planning: Explain where this lesson fits within the related
prior and subsequent grade level standards.
In second grade, students spend a large part of their geometry
unit (standard 2.16) identifying, describing comparing and
contrasting plane and solid geometric figures (circle/sphere,
square/cube, and rectangle/rectangular prism). Therefore, this
lesson falls appropriately because it builds upon their knowledge
from second grade by reviewing what they learned and adding
new plane and solid geometric figures to the mix. It also fits in
because the next things they will practice in third grade
geometry include differentiating between congruent and

noncongruent shapes and drawing lines, rays, etc. These skills

build off of a deep understanding of shape characteristics, which
students will solidify in this particular unit/lesson series.
o Horizontal Planning: Explain where this lesson fits within the
ongoing unit and within the school year.
I cannot predict where exactly this lesson would fall within a
year-long curriculum sequence because I am not teaching it in
actual classroom, but it would effectively fit within the geometry
unit of third grade because it is the first chunk of knowledge
they need to gain before they move onto more complicated
concepts, including differentiation between congruent and
noncongruent shapes and drawing lines, segments, etc. Without
a deep understanding of various kinds of plane and solid
geometric shapes, they would have a hard time grasping the
aforementioned concepts. That is why it is important that
lessons addressing this SOL be the first to come in the geometry
unit.
How does this lesson fit with what you know about child development
(developmentally appropriate practice and learning progression)?
o Referencing the CCSS learning progressions for grade 3 geometry, this
lesson fits in well with where students should be in their learning
processes and development. Third graders, according to this source,
analyze, compare, and classify two-dimensional shapes by their
properties They explicitly relate and combine these classifications.
Because they have build a firm foundation of several shape categories,
these categories can be the raw material for thinking about these
relationships between classes, which I believe that this lesson works
on.

C. STANDARDS- VA SOLs and/or CCSS

For this lesson, we will be addressing Virginia SOL standards 3.14 (Geometry): The
student will identify, describe, compare, and contrast characteristics of plane and
solid geometric figures (circle, square, rectangle, triangle, cube, rectangular prism,
square pyramid, sphere, cone, and cylinder) by identifying relevant characteristics
including number of angles, vertices, and edges, and the number and shape of
faces, using concrete models.
Cross curricular standards:
o English: 3.7 (b)- using charts- students will use a Venn diagram to
compare and contrast various plane and solid geometric figures.
Mathematical process standards:
o Communication: Students will discuss with their small groups
similarities and differences between plane and solid geometric figures,
using vocabulary such as shape names, vertices, angles, edges, faces,
etc. They will also write these ideas on their Venn diagram as a form of
communication.
o Reasoning: Students will reason with their groups and come to
conclusions on what similarities and differences are between their
particular plane/solid geometric figures.

D. LEARNING OBJECTIVES
Understand what are the
broad
generalizations/concepts the
students should begin to
develop? (These are typically
difficult to assess in one
lesson.)
U1: Students will understand
the properties of shapes in
two and three dimensions.
U2: Students will understand
the relationships built on
properties of shapes in two
and three dimensions.

Know what are the tools,

vocabulary, symbols, etc.
the students will gain
through this lesson? (These
knows must be assessed
in your lesson.)
K1: Students will
understand that a plane
geometric figure is a
closed two-dimensional
figure.
K2: Students will
understand that a solid
geometric figure is a
closed three-dimensional
figure.
K3: Students will know the
difference between plane
and solid geometric
figures.
K4: Students will know
that plane and solid
geometric figures differ in
terms of vertices, sides,
dimension, faces, angles,
edges, and other
attributes.

Do what are the specific

thinking
behaviors/procedures
students will be able to do
through this lesson? (These
will also be assessed in your
lesson.)
D1: Identify and describe
plane geometric figures by
counting the number of
sides and angles.
D2: Identify and describe
solid geometric figures by
counting the number of
angles, vertices, edges, and
by the number and shape of
faces.
D3: Compare and contrast
characteristics of solid
geometric figures by
counting the number of
sides, angles, vertices,
edges, and the number and
shape of faces using a Venn
diagram.

E. ASSESSING LEARNING
The following chart will be used as both a pre- and post-assessment of learning for
my students during this lesson. It assesses all of the understand, know, and do
objectives that are mentioned in the chart in part D of this document.
Were Going on a Shape Hunt!
Directions: For each shape listed, find a real-life example within the classroom,
cafeteria, on the playground, in the gym, or anywhere else in the school! Write what
the real-life example is of each shape that you found and then say why you think it
is an example. If you CANNOT find an example of the shape in the places we visit,
you can draw it or explain what it might look like.
Name of Shape

Example

Why is this an example of the shape?

Circle

Square

Rectangle

Triangle

Cube

Rectangular
Prism

Square Pyramid

Sphere

Cone

Cylinder

F. MATERIALS
The following materials will be necessary for this lesson. I will be responsible for
securing all of them.
Venn diagrams (1 per student)
Real life examples of each of circles, squares, rectangles, triangles, cubes,
rectangular prisms, square pyramids, spheres, cones, and cylinders
Pencils (supplied by student)
G1. ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO
ASSESSMENT
The following is my pre and post-assessment chart, which includes possible
misconception answers and target answers that we will strive for by the end of the
lessons.
Were Going on a Shape Hunt!
Directions: For each shape listed, find a real-life example within the classroom,
cafeteria, on the playground, in the gym, or anywhere else in the school! Write what
the real-life example is of each shape that you found and then say why you think it
is an example. If you CANNOT find an example of the shape in the places we visit,
you can draw it or explain what it might look like.
Name of Shape
Circle

Example
Magnet on the
board

Why is this an example of the shape?

Target answer: It has a center and has
the same distance around that center all
the way around
Possible answer: Its round like a circle
Target answer: A square is a rectangle
with four sides of equal length.

Square

Sticky note
Possible answer: It has 4 short sides
that all look the same.
Target answer: A rectangle is a
quadrilateral with four right angles.

Rectangle

Cafeteria tray
Possible answer: It has 4 sides; 2 are
long and 2 are short.
Target answer: A triangle is a polygon
with three angles and three sides.

Triangle

Roof of the house

on the picture

Cube
Crate that holds
books

Possible answer: It has three points.

Target answer: A cube is a solid figure
with six congruent square faces and with
every edge the same length. A cube has 8
vertices and 12 edges.

Rectangular
Prism

Square Pyramid

Sphere

Cone

Cylinder

Box of tissues

Cant find one, but

it would look like
the pyramids in
Egypt

Possible answers: It looks like my Game

Cube, and thats called a cube.
Its like a square but 3-D.
Target answer: A rectangular prism is a
solid figure in which all six faces are
rectangles with three pair of parallel
congruent opposite faces.
Possible answer: It has long and short
sides like a rectangle, but its 3-D.
Target answer: A square pyramid is a
solid figure with one square face and four
triangular faces that share a common
vertex.

Basketball

Possible answer: It looks like the

pyramids that the Egyptian people built.
Target answer: A sphere is a solid figure
with all of its points the same distance
from its center.

Ice cream cone at

lunch

Possible answer: Its like a 3-D circle.

Target answer: A cone is a solid, pointed
figure that has a flat, round face (usually a
circle) that is joined by a vertex by a
curved surface.

Pencil holder on
Ms. Sears desk

Possible answer: It looks like an ice

cream cone, and thats called a cone.
Target answer: A cylinder is a solid
figure forned by two congruent parallel
circles joined by a curved surface.
Possible answer: It has two circles and
straight sides.

DAY 1

G2. PROCEDURE
Include a DETAILED description of each step, including how you will get the
students attention, your introduction of the activity, the directions you will give
students, the questions you will ask, and appropriate closure. Write exactly what
you will SAY and DO. Think of this as a script.
BEFORE: Engagement - How will you prepare students to be ready to
engage with the main task/activity?
To activate the childrens prior knowledge and engage them, I will start the
lesson by showing them the video 3-D Shapes I Know, which can be found
at the following YouTube link: https://www.youtube.com/watch?v=2cg-Uc556Q
When the video ends, I will ask the students, since they have now had a
refresher on three-dimensional shapes, to think for 15 seconds about how 2-D

and 3-D shapes are similar and different. After their time is up, I will ask them
to turn to the person next to them and share what they came up with. They
will then share briefly as a pair with the class.
I will explain to the students that we are going to compare and contrast these
two-dimensional and three-dimensional shapes in groups of 4 (5 groups
assuming it would be a 20 person class) using Venn diagrams. I will have
already explained Venn diagrams to the children and they will have already
had practice with them in previous activities.
I will tell them that the groups will be contrasting specific shapes.
I will tell them who is in their group and where each group is going to be. I
will explain that they will have several examples of their shapes at their
groups workstation and that each person needs to copy down their own
diagram so that they can use it the next day.
As a group, they will collaborate and choose which shapes they would like to
work with. They will be as follows: circle vs. sphere, rectangle vs. rectangular
prism, square vs. cube, triangle vs. square pyramid, circle vs. cylinder vs.
cone (this group will be given a 3-way Venn diagram). We will then see who is
youngest in each group. Of the 5 youngest people, groups will have the
opportunity to choose their shapes in order of youngest to oldest (of the 5
students). (NOTE: I may refine this with a different way of choosing who goes
first in the future).
I will ask students if they have any questions and spend time clarifying any
confusion. I will explain to them that I will be walking around if they need any
help or have any more questions and that they can go to their groups
workstation (the Venn diagrams will already be there).
DURING: Implementation this is the time when students are either
working independently or in small groups and you are conferring with
students.
After children are in their workstation, I will be walking around monitoring
their progress and thinking. I will use a chart with each of their names on it
and each objective to document how each child is working towards meeting
each one and any misconceptions they may be having.
I will circulate to each group and ask them questions like what they are
noticing, what they are thinking, why they put what they did in the specific
sections of the Venn diagram, and how they came to their conclusions. I will
also push them to use their mathematical language as I talk to them.
As the activity gets close to ending, I will may circulate to each group and ask
them how they think their answers may be different if I interchanged two
shapes (for example, had them comparing and contrasting a triangle and a
sphere). This will push them to really think.
I will give them a two or three minute time warning so that they can finish up
their discussions.
I will ask them to bring their Venn diagrams back to their desks and have a
seat.
AFTER: Engage the full class in discussion; encourage students to evaluate
the ideas; look for opportunities to highlight significant ideas in students
work to make these mathematical ideas more explicit to all students.
In a full class discussion, I will have students participate in think-pair-share
strategy like the one used in the before phase. I will ask what they found

DAY 2

difficult about the activity, what they found easy about the activity, and what
they learned that was new from the activity. After each question, students will
think for 15 seconds, share with their partner, and then the partnership will
share with the class. Students will have chances to make comments on what
their peers have to say.
I will explain that we are going to continue working with our Venn diagrams
the next day and will be explaining our groups findings to people in different
groups.
I will ask if there are any questions and answer any that arise.
I will have the students turn in their Venn diagrams to me (I will look over
these before the next days lesson). For the purpose of the next-day lesson,
students will not share their groups findings with their peers during this
days lesson.
I will close by (hopefully) complimenting the children on their work effort and
collaboration skills for the day.
BEFORE:
DURING:
AFTER:

H. DIFFERENTIATION
Describe how you plan to meet the needs of all students in your classroom with
varied interests and readiness levels by completing ONE of the six boxes below for
each day. You may choose the same box for each day. Use the learning progressions
to support your decisions. Include a specific differentiation plan for each day.
This connects to your During Phase Actions: providing support and extensions.

Content

Interest

As a group, they will

collaborate and choose
which shapes they
would like to work with.
They will be as follows:
circle vs. sphere,
rectangle vs.
rectangular prism,
square vs. cube,
triangle vs. square
pyramid, circle vs.
cylinder vs. cone (this
group will be given a 3way Venn diagram). We
will then see who is
youngest in each
group. Of the 5
youngest people,
groups will have the
opportunity to choose
their shapes in order of
youngest to oldest (of

Process

Product

the 5 students). This

will allow students to
have some choice in
the shapes they prefer
to work with.

Readiness

I. WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU
DO ABOUT IT?
Think about this specifically for THESE lesson plans. This CANNOT include fire
drills, interruptions due to announcements, weather, or other emergencies.
Students may record inaccurate information on their Venn diagrams. To
prevent and solve this problem, I will be circulating the room, listening in on
conversations, asking questions, and checking for student understandings to
avoid inaccuracies.
Students may disagree with other peers in their group on what to put (or
what not to put) in the Venn diagram. Should this issue arise, I will go over to
the place of conflict and resolve the conflict by talking both of the students
through to the correct answer and making sure they both (or the ones that
were confused) understand why it is accurate.
Students may feel uncomfortable asking questions to clarify
misunderstandings within the whole group discussions. To avoid or remedy
this, I will be sure to go around during the activity and talk to every student
and ask them questions to make sure no student gets left behind in their
understanding (or lack thereof).