Rider University Lesson Plan Rubric Template

Preliminary Information

Candidate Name: Anna Fenton Date: 5/8/19

Subject: Math Lesson Title:

3D Shape Building
Select ELA, Math, SS, Sci, Art, PE/Movement , Health

Grade:
Number of Students: ___7_____ male ______10____ female

___0____ Students with IEP/504 _____0____ ELL

Structure or Grouping included in this lesson (select all that apply):

Whole group Small group One-to-one Other (explain) Partners

Lesson Component Highly Effective Effective Developing Ineffective

Development, Learning, and Motivation Through Content Knowledge

1) Central Focus/The rationale explains theThe rationale identifies theThe rationale identifies
The rationale identifies
Big Idea. relationship between thecentral focus of the lessoneither
and the central focusneither the central focus of
Provide rationale central
that focus of the lessonidentifies the big idea(s) inofthe
the lesson or the the
big lesson nor the big
shows content and the big idea(s) in thebroader content/discipline.idea(s) in the broader idea(s) in the broader
knowledge. broader content/discipline. content/discipline, but
content/discipline.
not both.

ACEI 1.0
CAEP 1.1
NJPST 4, 7
InTASC 4, 7

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In first grade, students are expected to reason with shapes and their attributes. With this lesson, students will be
demonstrating traits of three dimensional shapes and how they can be more complex than their original form by
building new shapes from basic shapes. This lesson provides opportunity for discussion and physical activity,
allowing all students to participate and demonstrate their knowledge of three dimensional shape building.
 2) The plan provides accurateThe plan provides a complete The plan provides The plan does not list
References/Supporti
and complete list of list of references for all cited
inaccurate and references.
ng Research references for all cited work.
work. Citations have someincomplete list of
Cite resources used inaccuracies. references for cited
to research and work.
support the
instructional planning.

ACEI 1.0
CAEP 1.2
NJPST 9
InTASC 9

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This lesson was not based upon anything I have seen before. I created the assignment based on the standards
and the concepts first graders need to be familiar with in order to be successful in mathematics.

3) The full NJSLS is/are listed

The NJSLS is/are partiallyThe NJSLS is/are not The NJSLS are either not
Curriculum/Content and aligned with the central
listed and aligned with theaccurately presented accurately
or presented or
Standards focus and learning targets/
central focus and learning is/are misaligned with
missing.
NJ Student Learningobjectives. targets/ objectives. the central focus and
Standards (NJSLS) learning
align with central target/objective(s).
focus and learning
objective(s).

ACEI 2.1-2.7
CAEP 1.1, 1.4
NJPST4
InTASC 4

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A. Reason with shapes and their attributes. 1. Distinguish between defining attributes (e.g., triangles are closed
and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to
possess defining attributes. 2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-
circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones,
and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.4
 3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves,
fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four
of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

4) Learning The objective(s) include The

a objective(s) are generally
The objective(s) areThe objective(s) are
Target(s)/Objectives:
clear description of whatappropriate, but not listed but unrelated missing
to from the lesson
List appropriate, learners will be able to do
necessarily
at observable. standards or
observable, and the end of the lesson. inappropriate.
measurable Objective(s) are appropriate,
objective(s) observable, and measurable.
describing what
learners are expected
to be able to do at the
end of the lesson.

ACEI 3.1
CAEP 1.1
NJPST 4, 7
InTASC 4, 7

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1. Students will be able to demonstrate their understanding of the concept that 3D shapes can be used to
build other shapes.
2. Students will display their understanding by building shapes using visual clues and implications by
accurately matching the images shown.

5) Academic The plan richly describesThe plan describes anticipated

The plan describes The plan does not
Language and anticipated use and use and application of limited use and describe the use and
Supports - application of vocabulary,vocabulary, syntax, and application of application of vocabulary,
Teacher and student
syntax, and representations
representations specific tovocabulary,
the syntax,syntax,
and and
discourse uses thespecific to the content area
content
to area to support student
representations specific
representations specific to
vocabulary, syntax,
support student learning.learning. The lesson provides
to the content area the
to content area to
and representations
The lesson provides multiple
opportunities for classroomsupport student learning
support student learning
specific to the content
opportunities for classroom
discourse. although the lessonandhasprovides no
area to support discourse. few opportunities foropportunity for classroom
student learning. classroom discourse.discourse.
ACEI 2.1-2.7
CAEP 1.1
NJPST 4, 5, 7
InTASC 4, 5, 7

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Student discourse in this lesson is not too challenging and will give all students the opportunity to succeed . The
language demand for this lesson is verbal, students should know words such as three-dimensional, cube, sphere,
prism, in order to participate in discussion. All students will have the opportunity to express what they did physically
with the blocks through the form of discussion. The students will be prompted with questions such as “Why did you
put that there?” or “What will this do if I put this here?”. This will help the students to participate and share their
work without confusion or written assessments.

6) Materials- The plan lists all materials

The plan includes appropriate
The plan lists materials
The plan does not list
List appropriate that connect to the learning
materials that connect to the
that are not materials.
resources used totargets/objectives. The learning targets/ objectives.developmentally
engage learners. materials are The materials are appropriate, nor will
developmentally appropriate,
developmentally appropriatethey
orengage learners.
and will engage learners.they will engage learners but
not both. The list may be
incomplete.
ACEI 2.1-2.7
CAEP 1.1
NJPST 5
InTASC 5

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● Wooden cubes
● Variety of other wooden, 3D shapes
● Colorful shape tiles
● Index cards with composite shapes for students to recreate (10 sets)

7) Technology The plan fully explains how

The plan either explains how
The plan lists the use
Theofplan does not
 Describe how technology will be accessed
technology will be accessed technology but it may
consider the use of
technology was and utilized to facilitate digital
and utilized to facilitate digital
not be used technology.
considered for learning, as well as how learning or how technologyappropriately
will to
promoting learnertechnology will subsequently
be used to track student enhance or track
engagement. be used to track student performance data, leavingstudentout learning.
performance data. one of the two items.

ACEI 3.1-3.5
CAEP 1.5
NJPST 8
InTASC 8

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The students will have the opportunity to post the shapes they have build on SeeSaw. Seesaw is a blog with the
entire class where students can post their work throughout the day and parents can look at their progress in
class.The students use the iPads in the classroom to take pictures and post. Some students really enjoy using the
iPads to capture and post, yet other students could do without it. Whenever students are creating something, it is
beneficial to give them the option of sharing it before taking it apart. Also, for students who have trouble seeing, I
will put the index cards with the shape photos on the big screen in the class for a better view at the task.
Technology is not extremely prevalent in this lesson but it works its way in in terms of accessibility and final
product presentation.

8) Prior KnowledgeThe plan explicitly identifies

The plan explicitly identifies
The plan does not The plan does not identify
Identify the necessary knowledge, skills,
necessary knowledge, skills, explicitly identify prior
necessary knowledge,
knowledge, skills,and/or academic language and/or academic languageknowledge
to but it is skills, and/or academic
and/or academic (addressed throughout the prepare learners for this incorporated through language
it. necessary to
language necessarylesson) to prepare learnerslesson. prepare learners for this
to prepare learners
forfor
this lesson. lesson.
this lesson.

ACEI 3.1-3.5
CAEP 1.1
NJPST 7
InTASC 7

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Students have worked with two-dimensional shape tiles to match images in the past. This is an activity we
worked on a few weeks ago and it has since been added to their options for choice time and it is practiced quite
often. The students really enjoy copying an image to make a picture or design such as an animal or a flower. The
students are familiar with copying images, so using three dimensional shapes instead of two-dimensional will be
 the appropriate next step.
Students have also been introduced to three dimensional shapes and the properties that give them their
identities.The students are able to identify shapes by their names and by their attributes, so when these figures
are used they will be familiar with them.
Practicing math with the “I do, we do, you do it together, you do it on your own” is not uncommon to the first
graders. This is how the majority of their math lessons are taught so the layout and sequence of this type of
lesson is one that they will be familiar with and work well in.

9) Student The plan indicates relevance

The plan indicates contentThe plan may indicate The plan is loosely related
Development, of content concepts through concepts through pedagogy content concepts, butto content concepts, and
engagement, and pedagogy appropriate forappropriate for content as the
wellpedagogy is the plan for pedagogy is
content description
content as well as student
as student development and inappropriate for themissing and/or
Indicate relevance
development
of and engagement. content and/or student
inappropriate for the
content concepts engagement. development. content and/or student
through pedagogy development.
appropriate for
content as well as
student development
and engagement

ACEI 1.0, 3.4

CAEP 1.1
NJPST 5
InTASC 5

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First graders really do enjoy playing with shapes, whether they be two dimensional or three dimensional. As
mentioned, copying pictures by using shapes to recreate objects is a fun activity students enjoy partaking in. The
students are eager to do things like this outside of math, so when something they consider to be fun is introduced,
they will be happily engaged. Relating the new concept to something they have already worked on is key to
grabbing their interest. Also, by giving the students time to play with the blocks while also creating things that will
be beneficial to the lesson, the students will enjoy themselves, letting out energy and creativity, whilst
demonstrating the concepts we are looking to perfect.

10) Classroom The plan details and justifies The plan details differentiation
The plan provides The plan does not make
Learning differentiation of instruction
of instruction and/or insufficient and/or provisions for instructional
Environment and and/or assessment assessment variations to inappropriate differentiation or
Differentiation variation(s) to support a support a range a learners.variation(s)
No and assessment variations to
Creates a classroom
range a learners. The plan rationale for variation(s) ordifferentiation to support
support a range of
 environment that promotes diversity through
differentiation is provided. aThe
range of learners.learners.
No
promotes learningcross-disciplinary
for methods
plan promotes diversity collaboration or cross-
diverse learners. and collaboration. through either cross- disciplinary methods are
disciplinary methods or incorporated in the plan.
ACEI 3.2, 3.4 collaboration.
CAEP 1.1, 1.4
NJPST 3, 6
InTASC 3, 6

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Math is not every student’s strong suit, but this lesson reaches all types of learners. The lesson has visual
representation of what the student is expected to do, there is no written assessment and or handwritten activity, it
involves movement and kinetic components,, and it practices all the shape concepts first graders need at the level
thus far. This activity benefits all learning styles and there is no part of it that would prohibit a student from
participating. No students in my class have IEPs, 504 plans, or are ELL students. Being that there are no specific
learning disabilities to work off of, this lesson requires no accommodations and will allow each student to strive.

Planning and Instruction

11) Lesson The plan includes a detailed

The plan includes a brief The plan includes aThe plan includes minimal
Beginning description of the lessondescription
start of the lesson start
description of the lesson
and/or no description of
How will the lesson
and indicates how learners
and indicates how learnersstart
will and minimally the lesson start and
start and engage will be engaged through be engaged through questions,
indicates how learners
minimal and/or no
learners? questions, action, and action, and content. will be engaged. indication of how learners
content. will be engaged.
ACEI 3.1-3.5
CAEP 1.1
NJPST 1, 2, 3, 7, 8
InTASC 1, 2, 3, 7, 8

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Ask students if they remember that we have been working with shapes. Remind them that you can use shapes to
make other shapes, referencing the shape tiles they play with regularly, which will be held up as an example.
“Today we are going to talk about how three dimensional shapes can join together to make different shapes in the
same way that two dimensional shapes can.”
 12) Lesson BodyThe plan includes a detailed The plan includes a well The plan provides an The plan does not include
Instructional outline of how content isdeveloped outline of how incomplete outline of an outline of how the
strategies outlinedaddressed
to (with a specific
content is addressed (with a content is content is addressed.
facilitate student link to research), how general link to research), how addressed (with no or
learning learners are organized and learners are organized andinaccurate link to
working, questions used,working, questions used, and research), how learners
anticipated misconceptions,differentiated activities for are organized and
and differentiated activities
diverse learners. working, questions
for diverse learners. used, response to
struggling learners, and
planned extensions for
those finished early.
ACEI 3.1-3.5
CAEP 1.1
NJPST 1, 2, 7, 8
InTASC 1, 2, 7, 8

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1. Show the students the blocks we have been working with to identify types of three dimensional shapes.
2. Explain to the students that these blocks are shapes by themselves, but when you add them to each
other, *demonstrate*, they can create entirely new shapes.
3. Take a composite shape card and display it on the screen. Ask the students what they notice about the
composite shape. Assist and prompt the answer that it is made of cubes.
4. Tell the students that many different shapes, not just cubes, can be combined together to create new
shapes, such as rectangular prisms, pyramids, cones, and more.
5. Begin building the composite shape example with blocks, explaining how one would know why each cube
goes where it does. This includes adding the blocks on by layers and acknowledging hidden cubes and
only being able to see one side of the cube. Demonstrate that just because we can’t see the entire cube,
we know it is there because there is another cube on top of it.
6. Build the composite shape and ask the class if the composite shape card looks like the new one created.
7. Take another example card, ask the students to prompt as you begin building. This would include “What
do I put here?” “How many blocks come next?”
8. As a class, finish creating the second example.Discuss with the class why the shapes match up and how
we got to this shape.
9. After the discussion, give each set of math partners a bag of cubes. Have them work together to make the
next composite shape displayed on the screen.
10. After they complete the construction, ask them what they did for each step and why. Go around the room
or call on a set of partners to give their reasoning.
11. Repeat for two or three cycles until the concept is demonstrated by the majority of the class.
12. Close off that activity and reintroduce the multi shape blocks. Demonstrate a few shapes you can make
adding these three dimensional shapes together.
13. Pass out the shapes and tell the students they can play with the blocks and experiment different things
they can make. Give them 5 minutes.
 13) Lesson The plan includes a detailed
The plan includes a general The plan includes aThe plan does not include
End/Closure description of how the lesson
description of how the lesson description of howa lesson conclusion.
How will the lesson
will be concluded with will be concluded with either thealesson will conclude
end to promote reference to future content reference to future contentwith
andno reference to
student learning and
and skills as well as to their
skills or their own learner future content and/or
application? own learner context. context. and their own
learner context.
ACEI 3.1-3.5
CAEP 1.1
NJPST 7, 8
InTASC 7, 8

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Bring the students attention back by clapping, counting, etc. Ask the students, “When you were building shapes,
which shapes could you stack? Which could you not stack? Why?” “What kind of shapes did you make? What
shapes did you put together to make that?” Call on students and cultivate discussion for 5 minutes or so. Give the
students the opportunity to post their creations on SeeSaw for 1-2 minutes. Bring them back and tell the class that
tomorrow in class we will be continuing our work with these different three dimensional shapes and playing some
math games.

Assessment

14) AssessmentThe plan thoroughly The candidate generally The candidate minimallyThe candidate does not
How will you know describes and includes alldescribes and includes all describes some student
describe any appropriate
objective(s) were measures of progress forms of student learning learning measures examples of student
met? How will youappropriate to the lessonmeasures appropriate to the (such as formative, learning measures (such
analyze data? How (such as formative, lesson (such as formative,summative, individual,
as formative, summative,
will you provide summative, individual, group,
summative, individual, group,
group, and alternate).
individual, group, and
information? and alternate assessments)and alternate). The plan The plan minimally alternate). The plan does
and reflects individual generally describes feedback describes how feedback
not describe how
student needs. The plan to be used with students towill be used with feedback will be used with
specifically describes theacknowledge their success, students to learners to acknowledge
feedback to be used withneed, and progress. acknowledge their their success, need, and
students to acknowledge success, need, andprogress.
success, need, and progress. progress.

ACEI 4.0
CAEP 1.1
NJPST 6
InTASC 6

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 After each time the students create something with blocks in the first half of the lesson, the class stops and we all
discuss what we came up with. This will give the teacher the chance to see who accurately built the composite
shapes and who is still struggling. The same thing goes for the more complex three-dimensional shapes. The
teacher will prompt the students in the discussion to explain properties of shapes by asking what worked and
what did not. Based on their responses, it will be clear who understands the properties of three dimensional
shapes and who does not. If there appears to be a struggle, the teacher may then use the challenging concepts
and work them into a new lesson. Teacher observations will be the main form of assessment, being that this
activity is very social and interactive.

15) Reflection The lesson reflection The lesson reflection provides

The lesson reflection
The lesson reflection is
After the lesson, aprovides detailed insight general insight about merely summarizesunderdeveloped
the and fails
reflection providesabout effectiveness of effectiveness of teaching lesson plan and lacks to make any connection
detailed insight about
teaching related to student
related to student learninginsight
and about among teaching
teaching, studentlearning and options for re-options for re-teaching. effectiveness of effectiveness, student
learning, and re- teaching. teaching related to learning, and options for
teaching. student learning andre-teaching.
options for re-teaching.

ACEI 5.1
CAEP 1.1, 1.2
NJPST 9
InTASC 9

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The objective of this lesson was to have students be able to demonstrate their understanding of the concept that
3D shapes can be used to build other shapes. Students will display their understanding by building shapes using
visual clues and implications I would be able to assess this objective by seeing their final products, and if they
accurately matched the photos shown. Every student met the objective completely, the lesson was very
successful. When going around the group circle, I gave each pair of students the opportunity to show what they did
and explain why it matched the picture. Nearly all the students understood that sometimes a shape is there within
the structure, even if you cannot physically see it. The only thing that they had a little bit of trouble with was
breaking the figures down by layers and or steps that came next. A few caught on, but the majority of the class
could only make the shape as a whole, not break it down into steps. If I could change anything about this lesson, I
would make it clear how to build the shapes, that you should go layer by layer rather than build it all at once. Other
than that minor confusion, the first graders really did a great job building the shapes accurately. If I was to continue
with this unit the next day, I would give students the same kind of lesson with more complex shapes. The shapes I
used this time consisted only of cubes. I would add rectangular prisms, cylinders, and pyramids to the mix even
more next time. The students have been introduced with this activity on how to stack and construct three
dimensional shapes, so I will bring in composite shape cards using those more complex shapes. This will only
better the students understanding of shape building.
Doing this lesson showed me that children really can be excited and engaged if you teach lessons in a
creative way. I knew that by giving them their own manipulatives, they would be interested and eager to participate.
Also, it really helped me to see how effective the “I do, we do, you do together, you do on your own” technique can
be. By demonstrating first, making it as a class, having them work together, then independently, the students knew
exactly what they were expected to do before they had to do it. Overall, this lesson is definitely one I will do in the
future in my own classroom due to its effectiveness and engagement from the students.