math lesson plan for ELL students

1. LESSON PLAN FORMAT—ENGLISH
Candidate Jennifer Anders Date March 30, 2014
Cooperating Teacher Elizabeth Oliver School Prairie Vista Middle School
School District Eagle Mountain-Saginaw ISD Grade 7th Subject Math
Approximate Length of Lesson: 45 minutes Beginning: 10:06 Ending: 10:51
I. SUBJECT Mathematics GRADE 7
II. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)
7.6.B – use properties to classify triangles and quadrilaterals.
III. ENGLISH LANGUAGE PROFICIENCY STANDARS (ELPS)
4D – use prereading supports such as graphic organizers, illustrations, and pretaught topic -
related vocabulary and other prereading activities to enhance comprehension of written text
4F – use visual and contextual support and support from peers and teachers to read grade-appropriate
content area text, enhance and confirm understanding, and develop vocabulary,
grasp of language structures, and background knowledge needed to comprehend increasingly
challenging language.
IV. CONTENT OBJECTIVE(S)
Students will be able to differentiate quadrilaterals based on their attributes.
V. LANGUAGE OBJECTIVES (FROM ELPS)
Students (I) will be able to match parallelograms with their angles and their sides.
VI. MATERIALS—RESOURCES (3 TO 5)
Texas Mathematics textbook (Chapter 11: Investigating Quadrilaterals)
Quadrilateral interactive flow chart
Quadrilateral unlabeled shapes
Geometry Tetraflexagon
Missing Angle Definition and Task cards
VII. KEY VOCABULARY (5 OR MORE)
Quadrilateral, Parallelogram, Rectangle, Rhombus, Square, Trapezoid, Isosceles Trapezoid,
Trapezium, Kite, Parallel, Congruent, Perpendicular

2. VIII. INSTRUCTIONAL DELIVERY
1. Introductory activity (Focus)
As students enter, hand them different, unlabeled quadrilateral shapes and ask them to
group themselves together and be able to explain why (possibly suggest parallel lines as a
method for grouping). Discuss why some quadrilaterals can fit into more than one category
but not necessarily the other way around (i.e. a square is a rectangle, but a rectangle isn’t
necessarily a square).
2. Procedures
Students cut out and assemble Quadrilateral flow chart as a whole class. Fill in defining
attribues/characteristics, and color parallel lines (i.e. if one set of parallel lines, color them
blue, color second set pink, no color if no parallel lines). Color code the parallel sides of the
quadrilateral tetraflexagon and assist students in folding it.

3. 3. Assessment
Informal assessment while students work in pairs. Have students identify the unlabeled
quadrilaterals used during the introduction, referencing their flow chart if needed. Students
will discuss what characteristics allow the shape to be classified as a particular quadrilateral.
4. Reteaching
Reteach based on the informal assessments performed during paired activity by determining
if student is struggling with vocabulary or concept. Provide additional visuals for students
struggling with vocabulary to assist with learning the concept.
5. Closure
Revisit the language objective by having students name different quadrilaterals and their
defining attributes.
IX. ENRICHMENT AND EXTENSION
o Students can identify angles on flow chart and color them accordingly (i.e. acute angles
green, right angles purple, obtuse angles yellow).
o Students can use the task cards to identify missing angles in triangles and
quadrilaterals.

4. LESSON REFLECTION FORM
Professionals improve their teaching through consistent and meaningful reflection.
Following the implementation of your lesson, reflect on the following:
How effective was the lesson?
I feel the lesson was effective. The students were engaged from the start of class until the
end.
How was my planning?
I feel that I had a sufficient amount of activities planned. There was no “extra” time at the end
of class. Students who finished early worked on the task cards.
In what ways were the objectives met? Not met?
The language objectives were met because the students were able to read the definitions of
the quadrilaterals. A few students struggled with explaining the attributes of the quadrilaterals,
but when given visuals and/or definitions, most were then able to explain.
How effective was the assessment?
Using an informal assessment while walking around allowed me to provide specific help to
students who needed it instead of assessing the entire class and having to grade the
assessment before being able to provide assistance to those students who needed it.
What worked? What didn’t work?
I can see that my intro might not work with all types of classes considering that some might
not be able to handle the lack of structure since they are able to move around the room. This
group did fairly well, especially when I redirected with questions regarding WHY they belonged
in the same group as other students/shapes.
Did some things work for some students and not for others? Why?
One student did not appear to want to participate in the intro activity. He was not identified as
an ELL, so I can only assume that perhaps he was shy. I did encourage him to try to find
others that had shapes similar to his and he chose a group.
What adjustments do I need to make for next time?
Perhaps make large posters with a quadrilateral and its attributes listed on each one for
reference on the wall.

5. If group or individual management was challenging, why? What changes (s) would make a
difference for next time?
Possibly regroup/repair the students to work with someone who might help keep them focused
on the activity.
Make sure the activity is engaging but with enough structure necessary for the student’s
needs.
What effect did the grouping arrangements make?
The students remained engaged throughout the majority of the class period.
What were the strong parts of this lesson?
The students really worked hard to explain their reasoning for the intro activity (grouping of
quadrilaterals). They also seemed to enjoy the interactive flow chart, which they referenced
frequently when they were sorting shapes later on.
What am I most proud of? Where do I show growth?
I am most proud of keeping the class engaged while they were learning. It sounds silly, I
know, but sometimes it isn’t always possible. I have learned that it is always best to over-plan
than under-plan, and that allowing them to pair up and work allows for me to walk around and
assess the individual needs of students. I had a really neat game using QR codes that I
wanted to use, but was unable to make sure enough students had a device capable of
scanning them prior to teaching the lesson.