Lesson Plan K-5 MAT

Part B: Planning

Preliminary Information

Candidate Name: Ima Champion

Date Developed: 11-08-19

Candidate’s Endorsement: Elementary Education PreK-6

Date of Lesson: 11-15-19

Subject/Topic: Math / Symmetry

Learning Segment Theme: Patterns , Symmetry in Math and integrated with Life Cycles in Science (Butterflies)

Grade Level: 2

Number of Students: 24

Where in the learning segment does this lesson occur?

☒Beginning ☐Middle ☐End

Lesson Structure or Grouping:

☒Whole Class ☐Small Group ☐1:1

Other (specify): Click or tap here to enter text.

Student Assets (Knowledge of Students)

Personal (Interests, family backgrounds, experiences, etc.)

This class has both male and female students; it is composed of different types of family structures. Some students have two parent households but more live in single parent households. Three students live with extended family or other caregivers. Due to the vibrant arts program at the school, 1/3 of the class participates in Showchoir and 1/4 participate in the dance program. 1/3 of the class participates in an organized athletic sport after school (eg. Football, soccer, and cheer) and 2 students are in Boy Scouts. At least 12 of the students attend after school programs at the school site, neighborhood community centers, and the local Boys and Girls club. I will be corresponding with the contacts at these sites to provide additional reinforcement or extension activiites on the symmetry learning focus.

Cultural (Traditions, dialects, worldview, literature, arts, etc.)

English is the primary language for most students, but 3 are ELL. Thre are 14 females and 10 males. About 1/3 of the class attends a Christian church every week. Two students attend a church that is a religion other than Christian. More than 2/3 of the class are economically disadvantaged and receive free or reduced lunch. The class is composed of 2/5 students who are African American and 2/5 who are White and 1/5 who would be considered Latino or Asian. Because the city has a large university and several other smaller colleges, there are many opportunities to attend sporting and fine arts events. The downtown area of the city is experiencing a revitalization movement and has opened several arts-based venues such as the refurbished theatre, the Riverview Arts building and programs, and a dance studio. The students visited the college art gallery and museum earlier in the semester and I will use some of those paintings in the symmetry lesson.

Community (Landmarks, community events, etc.)

The city is located on the James River in Central Virginia ; it is close by several Civil War landmarks. The city is considered by many to be a college town with a large university and several other smaller colleges. The ocean is about 4 hours away and Washington DC / NOVA about 4 hours distance as well. The city has a train depot and there is a train festival each year in the adjacent county. One of the main city employers is a company specializing in nuclear power and renewable energy. They give generously to STEAM grants and initiatives in the schools.

Developmental (Cognitive, physical, social, and emotional)

The students are pacing well as a class and are able to produce mutiple ways of thinking and organizing information with graphic organizers and guided notes. The students are able to cooperate, use partner talk, and share often. One student who does not like group work will discuss the required task with his group and then go sit elsewhere in the classroom to solely complete his part. This student may need to work on his symmetry activity (guided practice) by himself and then share it with his group when he is finished.

Consider the Following Question for the next section of this Form:

What are your goals for student learning and why are they appropriate for these students at this time?

Big Idea or Concept being Taught – Central Focus

The central focus of this lesson is to build on students understanding of patterns and symmetry. The students will learn the definition of symmetry and its application to engineering and art. This lesson will serve as a precursor to translation, rotation, and reflections.

Rationale/Context for Learning – Justification for your Plans

Why this lesson at this time, for this group of learners? How does it connect to previous learning or succeeding lessons?

Previous mini lessons focused on identifying shapes and creating models of shapes. Students practiced using geoboards to create shapes. Now that students can identify and model shapes, they are ready to begin learning the concepts of symmetry.

Prior Knowledge and Conceptions

What prior knowledge must students already know to be successful with this lesson?

Basic shapes

What prior skills must students already know to be successful with this lesson?

Identification of basic shapes, creation of basic shapes

What prior academic language must students already know to be successful with this lesson?

Identify, distinguish, compare, contrast, match, equivalent, nonequivalent

Standards

State Standards

Virginia Standard of Learning: MATH 2.12 The student will b) identify and create figures with at least one line of symmetry.

National Standards

NCTM Math - Geometry Standard for Grades Pre-K–2 Apply transformations and use symmetry to analyze mathematical situations - Recognize and create shapes that have symmetry.

InTASC Alignment

Domain 3: Standard 6: Assessment- Diagnostic Assessment - Using geoboards from the prior lesson, assess as to whether students can make shapes that are symmetrical. Formative Assessment - Viewing the refined definition of symmetry on the individual white boards. Guiding students with the painting activity (Guided Practice) and reviewing the accuracy of the butterfly coloring sheet (Independent Practice). Summative Assessment: Geometry Learning Segment Test – identifying at least 4/5 symmetrical shapes on the test

Learning Objective(s)

These must be behavioral and measurable.

Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion.

Given 5 various pictures of geometric figures, the student will be able to identify figures that are symmetrical with 4/5 figures matched correctly.

Academic Language Demands

Language Demand(s)

Students must be able to verbally compare and contrast. Students must be able to write descriptions. Students must be able to define mathematical terms (symmetry) in their own words.

Language Support(s)

Teacher provides formal definition of symmetry on the math anchor chart. Teacher models symmetrical shapes and asymmetrical shapes and students must distinguish between the two. Students refine their own definition of symmetry on their individual white boards.

Essential Vocabulary

Lines of symmetry, symmetrical, asymmetrical, shapes, figures, polygons

Consider the Following Question for the next section of this Form:

How will you know and document students’ progress towards meeting your learning objective?

Evidence and Assessment of Student Learning

How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning?

Diagnostic/Pre-assessment(s)

Using geoboards from a prior lesson, assess as to whether students can make shapes that are symmetrical.

Formative Assessments/

Feedback to Learners

Viewing the refined definition of symmetry on the individual white boards. Guiding students with the painting activity (Guided Practice) and reviewing the accuracy of the butterfly coloring sheet (Independent Practice)

Summative Assessments

Geometry Learning Segment Test – identifying at least 4/5 symmetrical shapes on the test

Expectations for Student Learning – Standards and Criteria

Describe in detail the following levels of student performance and what student’s work will look like in each circumstance. How will you communicate your expectations to students? Provide any rubrics you will use.

Exceeds Expectations

Students can identify 5/5 symmetical figures.

Meets Expectations

Students can identify 4/5 symmetical figures.

Below Expectations

Students can identify fewer than four symmetrical figures.

Consider the Following Question for the next section of this Form:

How will you support students to meet your goals? Describe EXPLICITLY what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus).

Character Education

Order, patterns, and stewardship Students must be able to order and organize their workspace to accomplish tasks. Students must display effective work patterns, exercise patterns, sleep patterns, etc. to be good stewards of their cognitive and physical growth. I Corinthians 14:33, 40 For God is not the author of confusion, but of peace, as in all churches of the saints… Let all things be done decently and in order.

Planned Supports

- Anchor chart with essential vocabulary and concepts of symmetry - PowerPoint with pictures that model symmetry and asymmetry - Guided Note Sheet - to enhance direct instruction - Literature Connection - reading opportunities, visual / picture clues - Video Clip for reinforcement - Pair sharing for learning connections and summaries - Manipulative Resources - geoboards, painting activity, coloring / grid activity

Resources and Materials

- Smartboard - Document Camera - Class set of Geoboards - Rubber bands for Geoboards - Guided Note sheet (25 copies) - Highlighters - 24 Individual white boards - Dry erase markers - Objects for set (leaves, shells, butterfly wings), - Picture Book: The The Butterfly Alphabet Book by Jerry Pallotta - Six baskets - one for each group of four students - 24 Butterfly die-cuts (one for each child ; 4 in each basket) - 18 paint bottles (place 3 paint colors in each baskets) - 24 Brushes (place in baskets) - 6 large cups of water (one for each group table to clean their brushes) - Butterfly color sheets (25 copies) - Crayons or colored pencils (student choice)

Technology Connection

Use the Smartboard to display the Powerpoint that shows shapes that are symmetrical and asymmetrical so students can differentiate between the two. Also, there are two video clips in this lesson: 1.) video clip that demonstrates symmetry https://www.youtube.com/watch?v=SJlhywRfvh8 2.) video clip that demonstrates the life cycle of the butterfly https://www.youtube.com/watch?v=7AUeM8MbaIk

Beginning: Launch/Hook/Anticipatory Set

How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students?

Show the Powerpoint of pictures of butterflies. Ask students if they can figure out what these creatures have in common and have them write this on their individual white boards. Have students show their responses.

Middle: Instructional Strategies to Facilitate Student Learning

For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers.

Instruction/Modeling

a. Distribute the Guided Notes sheet so students are directed to fill in the essential vocabulary terms and the symmetry / asymmetry concepts in the PowerPoint. b. Access the Powerpoint. Explain to students the definition of symmetry: “balanced proportions” ; a shape has symmetry when one half of it has the mirror image of the other half. (Reiterate in Guided Notes). c. Address the following terms in the Power Point and Guided Notes sheet: Lines of symmetry, symmetrical, symmetrical, shapes, figures, polygons d. Show the symmetry video [ Use the video at https://www.youtube.com/watch?v=SJlhywRfvh8 to introduce symmetry. Begin at the 1:00 mark. ] and have students highlight the terms on their Guided Notes sheet that they see in the video. e. Read The Butterfly Alphabet Book by Jerry Pallotta. As the students look at the large wing photos that show the alphabet, also encourage them to look closely at the small pictures of the butterflies to see the symmetry. (Use the document camera so students can carefully see the lines of symmetry.) f. Have students look for things in the classroom that exhibit symmetry.(eg. Capital letter “H” or “V” in the alphabet, two classroom curtains, etc.) (List examples on Guided Notes sheet.) g. Have students get out their white boards and dry erase markers. Have students draw some figures that would be symmetrical. Allow them to share their figures and ideas with each other. h. Have each students brainstorm and refine their definition of symmetry. They should write their personal, refined definition of symmetry on their individual whiteboard. They should then show their neighbor and compare/contrast their definitions. i. Show the butterfly lifecycle video https://www.youtube.com/watch?v=7AUeM8MbaIk -and list the 4 steps on their Guided Notes sheet. j. Review definition of symmetry once more. (Fill in any missing notes from the Guided Notes sheet.)

Guided Practice

a. Have students gather in 6 groups of 4 students. b. Hand out a butterfly die-cut for each student. c. Tell students to fold the butterfly in half because they can only paint of half of it. d. Hand out the paint and brushes for each group. e. Allow students sufficient time to paint. f. Show them how to press the butterfly back together to gain a symmetrical pattern on all of the wings. g. Have students share with a partner how their butterfly is or is not symmetrical. h. Review the definition of symmetry once more.

Independent Practice

a. Distribute the Butterfly Symmetry sheet. b. Explain to students they must look through all of the butterflies on the page and circles the ones that are symmetrical. c. Students will complete this assignment independently (summative assessment). d. If students finish early they can draw a picture of a butterfly with symmetrical wings on the back of the sheet.

End: Closure

How will you end the lesson in a way that promotes student learning and retention?

“Today we have learned about symmetry. On your exit ticket, write a definition of symmetry in your own words and then draw a letter of the alphabet that is symmetrical.

Supports: Differentiation/Extension

How will you provide successful access to the key concepts by all the students at their ability levels?

Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.)

For the student with the visual disability, I will…. provide larger print on the handouts. This student is also available to have proximity seating to be close to the Smartboard to see the pictures when distinguishing between symmetrical and asymmetrical. For the student with the 504 plan, I will…. provide extra time to complete the independent practice and summative assessment. To challenge students that have already mastered symmetry, they can proceed to learn about… Tessellations - students use reflection, rotation, translation to create tessellations. They can also complete the extension activity below.

ELL

For the 3 ELL students, I will…. utilize heterogeneous grouping so that the students are not all in the same groups. The Smartboard technology will provide a translation for the students. The students can also use the google translator at their desk for everything except the summative assessment.

Learning Styles/Student Engagement

Flexible seating – working in pairs for engagement, using class resources (document camera, white boards, video clip, paint, paint brushes, etc.) to encourage student engagement Visual Learners - access to pictures in Power Point, use of Guided Notes sheet and highlighters, use of Anchor Chart Auditory Learners - access to auditory reading of a picture book, access to video on symmetry and video on lifecycles of butterfly Kinesthetic Learners - creating shapes on the geoboards, completing the Guided Note sheet, using the individual whiteboards, painting the butterflies to show symmetry, and coloring the picture to show symmetry

Extension

To provide extension, here is an additional resource from VDOE: http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/2016/mip/geo/mip-G-3c-symmetry.pdf This resource addresses additional terms in vertical symmetry, horizontal symmetry, rotational symmetry. If students finish the independent practice activity early they can draw a picture of a butterfly with symmetrical wings on the back of the sheet.

What Ifs

Be proactive. Consider what might not go as planned with the lesson. What will you do about it?

What if students...

If students finish early, they can go the symmetry app on the class set of i-pads. Or, they may work on the snowflake symmetry found here: https://www.teacherspayteachers.com/Product/Winter-Symmetry-Worksheets-3365564

What if students cannot...

If students have difficulty with the fine motor skills necessary for the painting portion of the lesson – they can complete this in pairs or have a separate stamp activity.

References: Materials and Resources

Cite all sources used in the development of the lesson materials and resources, including URLs or other references.

Pallotta, J. (1995) The butterfly alphabet book. Watertown, MA: Charlesbridge.

References: Research to Support Instructional Design

Cite all research used to support instructional design, including URLs or other references.

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. Alexandria, VA: ASCD.