Intern Name: Ema Christian

Lesson Title (Subject/Topic): Polygon Review

Grade: 4
Length of Lesson:
Date Taught: 5/28/2021
LESSON PLAN TEMPLATE
In this lesson… Students will review polygons and prepare themselves for their
Overview upcoming SOL, they will take part in an interactive and verbal questioning
review lesson then take part in a game or two of Bingo.
Standards of 4.10, 4.11, 4.12
Learning
Why is geometry important to my everyday life?
Essential Questions
Students will be able to… identify the differences between polygons and
Objectives understand the properties of each. They will also be able to indicate parallel and
congruent sides.
I can explain what congruency and parallelism is in shapes. I can compare and
Learning Target contrast the congruent and parallel sides in a variety of shapes. I can explain
what the geometric markings mean and what they indicate.
Students will need to know what the different shapes and their names are, what
Necessary Prior parallel and congruent mean, what a quadrilateral is, and they must be familiar
Knowledge with bingo.
Materials Bingo placemats, markers, poster-paper/white board (board does not work)
Talk about how they have been reviewing for the SOL and how that makes you
Introduction/Hook so tired but get them excited that they will be doing review games today.
- Intro questions about what they know about the topic
- Review the terms: Quadrilateral, parallelogram, parallel, congruent
- Ease into the squares, rectangles, trapezoids, rhombi, and their properties
Instructional - Review the geometric markings and what they mean
- Compare the geometric markings on the shapes
Activities & - Go over it all once more quickly and answer and questions they may
Strategies have
- Start to play bingo and use that time for more questions
- Once done, if enough time, play another round
- End with some more questions to make sure they completely understand
They need to understand: Quadrilaterals, polygons, parallelograms, parallel
Key Vocabulary or sides/lines, congruent sides, the different properties of squares, trapezoids,
Concepts rectangles, and rhombi, and understand the different geometric markings.
They have an SOL coming up so there will be no formal assessment
Assessments I will finish the lesson with some verbal questioning and a bingo game
Closure Activity Verbal questioning and a bingo game
None
Accommodations
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Resources Teacher notes, Polygon and Quadrilateral IXL’s

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Ema Christian
Lesson Title (Subject/Topic): Polygon Review
Date of Lesson Taught: 5/28/2021
Cooperating Teacher & School: Mrs. Crigger, Cooke Elementary
Grade: 4
Time of Day: 10:30am

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
I started creating my lesson plan after Mrs. Crigger gave me the teacher notes, after I finished most
of it, I asked her what the essential question was and then I was done with the lesson plan template. Then I
used the teacher notes to help make the bingo templates. I talked with some of the students and asked if
they had ever done any review games before and they said no, so I had to do something fun! Once both
were done I passed them by Mrs. Crigger before the day I presented and made sure that everything was
good to go.

2. How did the SOLs and Objectives help focus your instruction?
The SOLs and objectives helped focus my instruction because they had just had an SOL two days
before my lesson and the math one in 2 weeks from the day I presented. I wanted to make sure to cover the
things that they were struggling with more than others. The objectives helped shape and keep me on track
of what they were supposed to learn.

3. What parts of the instructional plan worked as you anticipated?

Most of it, but to a small extent, I did ask them if they remembered the content then eased into it
and had them come up and show me what they knew. I also did quickly go over it before we all started
playing bingo. Then once we were playing bingo, they did ask questions and I was walking around answering
them just as anticipated, however, I did not expect the amount of questions. Then we played another round,
and once that ended, I asked again if they had any questions.

4. What, if any, adjustments needed to be made once you began?

I didn’t really make any changes besides instead of using markers to mark the bingo placemats we
used counters/chips (the little yellow and red circles).

5. How well did you anticipate the materials needed?

Pretty good, I didn’t need many materials at all and Mrs. Crigger helped me out with the
counters/chips. I also had extra bingo placemats left for Mrs. Crigger to copy for future year's.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 I asked the whole group questions at the end of the lesson and the end of bingo, but they did not
have any questions so it was not very effective.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)
I think that this lesson was definitely successful because at the beginning of the lesson when we
were reviewing, I know that a couple of students didn’t know what was going on and had many questions
but towards the end of bingo when I would watch them put the chips down after I asked a question they
would get it right on the first try.

8. How did the time spent preparing for your lesson contribute to its success?
The time I spent definitely contributed to my lessons success, I made sure to start planning at least a
week in advance and this helped me troubleshoot any problems I had, like the problems I had with my
printer.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
If I could do this lesson again, I would keep the notes and all the properties of the shapes on the
board for the first round for a little extra support, then for the second game erase it all.

10. Any last comments/reflections about your lesson?

I had the best time doing this lesson. I was a little bit nervous coming into it because I personally
have always had a hard time presenting and talking in front of people, but because of the time I’ve
spent with them the past month I felt very open and comfortable. The lesson and the bingo itself
made me feel really happy because all the kids were having an amazing time and were so excited to
do this. They were also super excited when I told them that they all received a special treat for
winning bingo! After the lesson and bingo, the end of the class was more so bittersweet but I was
excited and felt good knowing all the kids had a great time with me!

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)