Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: Katie Bambrick

Grade & Subject Area: 2nd grade Math (Shapes and Patterns)
Date for Planned Lesson: 2/28/17
Personal Goal: What lesson delivery skill do you want to improve?
Maintaining classroom behaviors without disrupting class instruction, and modeling
expectations appropriately for all learning styles.

*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Compare Shapes

MN/CC State Standard(s) 2.3.1.1 Describe, compare, and classify two- and three-dimensional figures
- direct quote from MN standards according to number and shape of faces, and the number of sides, edges and
documents vertices (corners).
- if only focusing on one part of a 2.3.1.2 Identify and name basic two- and three-dimensional shapes, such as
given standard, underline the part squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular
being focused upon prisms, cones, cylinders and spheres.
Central Focus Compare figures to determine if they are similar or congruent
- derived from standard,
- communicates general goal

Learning Target for this Lesson Identify if figures that are congruent and figures that are similar. Students will be able to
- concisely says what students will be sort figures into groups based on these two rules.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Congruent, Similar
a. Domain-specific Acad vocabulary
b. General Academic vocabulary b. Identify, Sort, Group, Compare
(words used in school across many
subject areas) c.: X & Y are congruent because X & Y are similar because
c. Syntax Sentence Frame: Example
d. In Lesson Part 2 Assessment (below), students will be asked to explain their choice
sentence that students can use using academic language that was modeled.
to accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports EL student will receive her homework assignment in Spanish and will have had an
a. Identify how some form of overview of the lesson with EL teacher prior to whole group lesson.
additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Smart Board
White Boards, Markers, Shapes to trace, Class Activity Pg. 315 & 316 , Homework pg.
211

Lesson Part Activity description / teacher does Students do

Phase 1 A) On SMART board: Students will learn what
State Target & Activate Prior Objective: We will be able to identify figures that are the congruent and similar
same shape and size. We will be able to identify figures
Knowledge that are only the same shape and will be able to sort
figures are. Students
a) Post the learning target figures based on these rules. will use prior knowledge
statement and indicate whether Definitions: Congruent- Two or more figures that are both to identify a shape and
the teacher or student(s) will read the same in shape and in size use it to create similar
it aloud Similar Two figures that are the same shape but differ and congruent images.
b) Engage students in activity to in size
elicit / build prior background B) Hold up different cut outs of shapes and ask students
knowledge to identify the shapes. Then place cut outs on each
table. Tell students to pick one shape (triangle, circle
or square) and trace only that shape on their white
board making sure to trace one object at least twice.
And using a minimum of 2 different sizes.
Phase 1 Assessment Ask students to discuss with shoulder partners which Students talk with
Explain the plan to capture data shapes that they have traced are congruent and which shoulder partner about
from this phase of the lesson are similar. Walk around to check for understanding
their shapes and then
some will share whole
group.
Phase 2 Teacher Input / Inquiry Discuss the words congruent and similar and Students will watch
- Explain procedures give more examples on the smart board. examples of identifying
- Demonstration the task Thinking out loud about how to determine if two and using academic
- Teacher think aloud shapes are similar or if they are congruent language

Phase 2 Assessment Hold up two cut outs and ask students to write Students will use
Explain the plan to check for S on their board for similar and a C for academic language and
understanding of steps / congruent. Pick a child to explain using modeled think out loud
procedures demonstrated in academic language why they picked S or C process to explain their
this phase choice.
Phase 3 Guided Practice Take out page 315 in your activity book and Students will work with
- Paired/collaborative work work with your partner to identify which shapes partner to complete the
- Teacher(s) may roam & assist are congruent for each question. Discuss why class activity and will
you picked these shapes. Then turn the page discuss reasoning.
over and with your partner answer which
shapes are similar.
Phase 3 Assessment Walk around and make note of overheard
Explain the plan to check for misconceptions as well as interject for clarification. If
ability to apply demonstrated students are not discussing I will prompt conversation
with questions such as why or how did you come to this
steps/procedures during
decision.
guided practice

Phase 4 Independent practice Assign homework work book page 211 Students will place this
- Individual student work in their take home
 folders and write the
assignment in their
agendas
Phase 4 Assessment Check homework sheets the next day for individual
Explain plan to check for ability to answers on handout.
apply demonstrated
steps/procedures during
independent practice

Phase 5 Restatement & Closure Today we learned to identify figures that are the same
a) Restate learning target shape and size. We will be able to identify figures that are
only the same shape and will be able to sort figures
b) Explain a planned opportunity
based on these rules.
for students to self-assess Students will raise a thumbs up if they are comfortable in
their perceived level of their understanding and could teach someone else. A
mastery for the target. sideways thumb for I think I get it but want more practice
and a thumbs down for I am lost and need more help.

Phase 6 Summative Next Steps On a list of students mark (R) for Reteach,(ES) for Extend
Attach a class roster (first names Slightly, and (T) for Transfer to new situation/topic
only) with space to indicate Use this information to decide if a whole class review is
needed. Some small group lessons are needed or if
for each student the needed
students are ready and able to move on to the next step
next steps of instruction.

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016