Teacher Education Lesson Plan Template

Teacher: Ms. Stacy Spivey Date: 2/4/19

Title of Lesson: Fun with Polygons Cooperating Teacher: Ms. Regina Palasz

Core Components
Subject, Content Area, or Topic
Math – Polygons; Reading
Student Population
21 students; 3 SPED

Learning Objectives
The students will be able to:
 Provide the definition of a polygon, including its parts (i.e. sides, angles, and vertices).
 Recognize and name polygons that have three to ten sides

Virginia Essential Knowledge and Skills (SOL)

Math
SOL 3.12 - The students will
a) Define a polygon; and
b) Identify and name polygons with 10 or fewer sides.

Reading
SOL 3.4 – The student will expand vocabulary when reading.
e) Discuss meanings of words and develop vocabulary by listening to and reading a variety of
texts.
f) Use vocabulary from other content areas.
SOL 3.5 - The student will read and demonstrate comprehension of fictional texts, literary
nonfiction, and poetry.
g) Ask and answer questions about what is read.
h) Draw conclusions using the text for support.

VDOE Technology Standards

N/A

English Language Proficiency Standards (ELPS)

N/A

Materials/Resources
 The Greedy Triangle by Marilyn Burns
- Burns, M. (1994) The Greedy Triangle. New York, NY: Scholastic Inc.
 Toothpicks
 Wooden Popsicle Sticks
 Portable Whiteboard
 Dry Erase Marker
 Ziplock bags

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
High Yield Instructional Strategies Used (Marzano, 2001)

Strategy Return
 Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
 Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Strategy Return
 Teach Others/Immediate Use of Learning 95%
 Practice by Doing 75%
 Discussion 50%
 Demonstration 30%
 Audio Visual 20%
 Reading 10%
 Lecture 05%
Safety (if applicable)
 TTW instruct students to use the toothpicks safely and only as instructed. TTW remind
students to handle the toothpicks carefully and to not poke other students with them.

Time
(min.) Process Components
5 min *Anticipatory Set
 TTW have students gather on the carpet for a read-aloud of The Greedy Triangle
by Marilyn Burns
 Before reading, the teacher will facilitate a brief group discussion on shapes. TTW
ask the students if they know what shapes are (say - Do you know what shapes
are? Can you name some? Where do you see shapes in this room?)

1 min *State the Objectives (grade-level terms)

I can 1. I can define a polygon.
I can 2. I can identify and name polygons with ten or fewer sides.
2
25 *Instructional Input or Procedure
min  After the teacher asks the students questions about shapes, TTW introduce the
word ‘polygon.’ TTW integrate what the students have shared (i.e. identifying what
is similar and dissimilar), referencing their prior knowledge.
 TTW will clearly define what a polygon is (say - Polygons have 3 or more sides.
They also have angles and vertices. They are also flat). TTW demonstrate this
definition by making a triangle on the carpet out of three wooden popsicle sticks.
TTW point out the sides and ask students to count how many sides there are.
TTW then point out the polygon’s angles and vertices, defining them (say - The
angles are the spaces where the sides connect. The vertices are where the sides
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 connect.) The teacher can draw a triangle on a portable white board and use this
to outline/circle and label the angels and vertices.
 TTW identify that this specific type of polygon is called a triangle (say - This is a
triangle. It is known as a triangle because it has three sides.)
 TTW use this to formally introduce the story The Greedy Triangle by Marilyn Burns
(say – Today, we will be reading a story about a triangle. We’re also going to be
introduced to new polygons. Think about what makes each polygon different while
we’re reading).
 Before reading, TTW distribute plastic ziplock bags to each student. Each bag will
contain 10 toothpicks. TTW explain that students will be using the toothpicks to
recreate the polygons they read about.
 TTW tell students to add a toothpick to their polygon each time a new polygon is
introduced. TTW emphasize that the toothpicks should only be taken out one at a
time as needed to avoid toothpicks from getting lost, broken, or being a distraction.
 TTW ask students what polygon they think they’ll be making first. After they
identify that they will be making a triangle, TSW construct a triangle using three
toothpicks on an area of the carpet in front of them.
 TTW notify students that they are ready to begin reading the story.
 When a new polygon is introduced in the story, the teacher will pause and have
students add a toothpick to their current polygon to make the new one. TTW note
the name of the new quadrilateral and continue to read the story. This process will
repeat until the students’ triangles have become dodecahedrons. This will
correspond with the completion of the story.
 TTW ask students about what made each polygon different (say - What happened
to the triangle throughout the story? Why was it no longer a triangle?)

2 min *Modeling
 During the instruction, TTW demonstrate what a polygon looks like using the
wooden popsicle sticks (and with the portable whiteboard if desired).

1 min *Check for Understanding

 As the teacher reads, TTW scan the room to gauge if students understand how to
use the toothpicks to recreate the polygon.
 TTW periodically asks students to repeat what polygon they have created. The
teacher can have the whole class respond or ask students to raise their hands to
share.

Next *Guided Practice

Day  Since this lesson focuses on introducing polygons, there will not be a designated
section of this lesson for guided practice. The students will participate and begin
familiarizing themselves with polygons using the toothpicks during instruction. In
following lessons, TTW have students engage in guided practice in small groups.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Next *Independent Practice
Day  Since this lesson focuses on introducing polygons, there will not be a designated
section of this lesson for independent practice. TTW provide opportunities for
students to independently practice in the following days as the unit continues.

*Note: If students have completed their other tasks during independent work, the
students can reinforce their understanding of polygons and practice identifying
them using the interactive video “Polygons” on BrainPop Jr.

3 min Assessment
 TTW assess the students understanding of polygons while reading by watching
their construction of polygons with the toothpicks.
 TTW also have students complete a quick exit ticket (say - What did you learn
about polygons? What are you still wondering about polygons?)

3 min *Closure
 TTW end with a group discussion reviewing polygons. TTW ask students how to
define a polygon (say – What is a polygon? What parts do they have?)
 If time allows, TTW give students an amount of sides and ask them what polygon
it would make.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

The read-aloud of the story will engage audial and visual learners. Kinesthetic learners will benefit
from using the toothpicks to replicate the polygons. Also, social learners will benefit from the group
discussions.

If some students have difficulty manipulating the toothpicks, the teacher can substitute the
toothpicks with a portable whiteboard and instruct students to draw the shapes instead. The
teacher could also give select students wooden popsicle sticks if they are easier for students to
see or handle than toothpicks. If greater accommodation is needed, the teacher can provide
students.

Classroom Management Issues (optional)

 TTW have students sit on a carpet in an oval. TTW sit along the perimeter of the oval,
allowing the teacher to observe students while reading and during group discussions. This
will allow the teacher to address students who do not follow the directions concerning the
toothpicks.
 If needed, the teacher can instruct certain students to sit together or apart. Students who
may distract each other during the lesson will be placed in opposite sections of the oval. For
students who may need additional help, such as SPED students, the teacher can place
these students next to higher-achieving students who can effectively assist them with small
tasks like taking toothpicks out of their bags or showing them how to place the toothpicks to
form the shapes. This will help students stay on-task without consuming additional time.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?
 Some students were confused and got frustrated as more toothpicks were added.
They said they did not understand how to add the toothpicks to the polygon they
previously created. For this reason, I will model more heavily and explain how to
move the toothpicks apart so that there is room to add another. Then, I will remind
them that it is important to make sure that all of the ends touch.
 Another common mistake that some students made is that they added toothpicks
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 inside of the previously created polygon instead of adding it to the perimeter (i.e. a
toothpick diagonally inside a square, making two triangles instead of a pentagon). I
will either distinguish this early on or allow students to experiment and then
remediate as needed, comparing it to the corresponding polygon in the book.

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015