Lesson Plan Template (Direct)

Teacher Candidate: Davereon Freeney

Subject: Math Grade Level: 3rd Mentor: Carrie Wilkins

Central Focus: Describe the important understandings and core Students will learn how to look at shapes and sort them by
concepts that you want students to develop over the course of describing their attributes. Students will also learn how to
the learning segment/lesson. What are they going to learn? describe a shape’s attributes. Ex- a triangle has 3 sides and
a square has 4 equal sides.

Standard: Using the TEKS as guidance, what standard(s) do you TEKS…(6)(A) classify and sort two- and three-dimensional
want your students to master?) figures, including cones, cylinders, spheres, triangular and
https://tea.texas.gov/curriculum/teks/ rectangular prisms, and cubes, based on attributes using
formal geometric language;
Deconstructing/
Unpacking the Standard(s) (For this particular day we’re only focusing on two-
Determine key verbs: dimensional shapes)
Identify and underline key verbs within the standard and/or
element(s).

Identify concepts and skills students will need to know,

understand, and be able to do to reach proficiency

Lesson Objective: Targets must be aligned to the TEKS and with I can… classify and sort two-dimensional figures based on
the assessment(s); targets should be stated as measurable in their attributes
student friendly language. What will students be able to do? Use “I
can” statements . You cannot change the verb or content.
***Reminder - Verb alignment present in standard, objective and
assessment***

Sub-Objectives: How will you connect to past learning? What key Connection to past learning (previous TEKS)
vocabulary and/or academic language needs to be reviewed or
introduced? Key Vocabulary/Academic Vocabulary to include in the
If applicable: What images will you use for key vocabulary? What lesson:
sentence starters might be helpful? Attributes
Quadrilateral
Parallel
Right Angles
Rhombus
Trapezoid
Parallelogram
Rectangle
Square

ELPS, if applicable: (Put NA if Not Applicable) ELPS N/A

Include #s, letters and full-verbiage
https://ipsi.utexas.edu/EST/files/standards/ELPS/ELPS.pdf

Language Objective based on ELPS: (TSWBAT…), If I can …N’A

applicable (Put NA if Not Applicable)

Use the format: “ I can…”

How will you summatively assess student mastery?
NOTE: The summative assessment might not be a part of this
lesson..You might describe your post-assessment here if it is
different from your IP.
I will use summative assessment at the end of our
lesson to see which students fully understood the
content and have a concrete understanding of how to
sort and classify shapes based on their attributes. I will
include open-ended questions to allow students to

How will you formatively assess student mastery? For formative
assessment, just generally describe what you will be doing.
Specific questions will be included later in the lesson plan.
What are your plans for adjusting the pacing of the unit for
struggling learners?
Materials/Technology/Resources needed for the lesson:
Describe the materials, technology, and resources needed
for the lesson
Managing Student Behavior Can’t teach them if you can’t
reach them!
❏ When and how will you establish rules for learning
and behavior during the lesson?
❏ What will it look and sound like if students are
engaged vs. compliant in the lesson?
❏ How will you allow for movement, transitions or brain
breaks to capitalize on engagement and performance
❏ What will you use for an attention signal?
Opening (describe ❏ Opening: What will
activity): students be doing
immediately after the
Opening: bell rings to kickstart
write answers in to really check for their
understanding. This data will be used for my post-
assessment.
My formative assessment will be used for my pre-
assessment data. It will be used for a quick check for
understanding, and provide insight into my student’s
strengths and weaknesses. I will give students some
questions- (matching, multiple-choice, and short
answer) to get an idea about who understands the
concept. This will help me see what the students
are not fully understanding.
My plan for adjusting pacing for struggling
learners will be to constantly check for
understanding and correct any
misunderstandings. Ask questions to get
clarification from them and use extra materials
like an anchor chart, T chart to help them.
Differentiate the process for them.
Materials: Shape Powerpoint, Math Manipulatives -
Shapes, Pipe cleaners, Markers, Worksheets
Technology: Smartboard/ Projector
Other Resources:
Behavior Expectations for the Lesson:
Students will be expected to follow all directions
including paying attention, being on task, talking
when permitted, completing all assignments, and
being engaged in the lesson. The students will be
good and respectful learners.
How engagement will look and sound
Engagement will look and sound like students
participating in turn and talks and speaking in
whole group discussions. Students will be raising
their hands to answer questions I ask. A lot of
conversations between peers and with me.
Compliant- I will remind the student(s) of the
expectations we have in class. It will sound like me
correcting an issue and redirecting the student
back to the appropriate behavior. I will not single
out the student, but I will say things like “I see I
don’t have full attention” “How do we sit on the
carpet” etc. “I don’t have 100% right now, I’m still
waiting on 2%”
Plan for movement, transitions, or brain breaks, if
applicable I will use our callback for that week to release
students.
Opening, if applicable: We
will begin with reading
our I can statement together. Connect what
Estimated time to
complete’:_______
Structure (whole class,
collaborative, individual,
etc): _______
Focus/Anticipatory
Set/Hook/Activate
Thinking
Estimated time to
complete:_______
Structure (whole class,
collaborative, individual,
etc): _______
‘I Do’/Content Input
(Direct Instruction –
describe activity):
Estimated time to complete
‘I Do’’:_______
Structure (whole class,
collaborative, individual,
etc): _______
Differentiation:
For Differentiation during
the “I Do” or the “Modeling”
portion,consider if you
have any accommodations/
modifications/ supports
that need to be addressed
in the lesson based on
student need. If not, put
NA
(Enrichment and
remediation): Tailoring
instruction to meet
individual needs;
differentiating the content,
process, and/or product.
Consider cultural
diversity, gifted, etc.
Accommodation(s)- (A
change that helps a student
overcome or work around
class? (bell ringers, do
nows, seat work)
we have been doing the past few days to
what we will be working with today.
❏ Hook: What will you do
to get students excited
about learning? Why is
this information
relevant? How will you Hook:
motivate students to
learn this material in Engage students by telling them a story
the set and throughout
the lesson? Think about “So class over spring break I played this game where I had
how this activity is to throw an object into a hole” Sounds easy right? Well
aligned to the guess what it was a twist to it- The hole was covered up
standards and and to make it even more challenging I had to guess which
objectives. Use object would fit into the hole based on the attributes they
knowledge of students’ gave me. The lady said okay, one attribute is that it has 1
prior learning, set of parallel lines and has 4 sides. Class I just knew the
personal, cultural, shape to fit in the hole was a rectangle so I threw the
and/or community rectangle object and guess what class! I was wrong. I left so
assets to “hook” them. sad but then I remembered I teach a lot of brilliant
mathematicians and I can get your help. So class, how does
that sound?
Okay, today we will be learning more about shapes and
their attributes so after the lesson we will come back to
my story and see if we can figure out which shape could fit
into the hole.
I Do/Content Input (modeling): I Do:
During this part of the lesson, the Begin by posing the question “Who knows what an
teacher will model the strategy or attribute is” then defining that an attribute is a quality or
skill that students will learn. What feature regarded as a characteristic or inherent part of
content knowledge are you someone or something. I will use myself and Ms. Wilkins
teaching students based on your as an example, “We have some attributes who can tell me
own understanding? You are some attributes that we have? Okay now, let’s look at some
literally thinking aloud. Should shapes and discuss their attributes. I will hold up a square,
triangle, and rectangle. I will have students first tell me the
include both Tier 1 (examples)
name of the shape and then tell me the shape’s attributes. I
and Tier 2 (think aloud)
will keep a list of what they say and record it under the
“Attributes”.
I will have a review of some other geometry vocabulary
words that will help students describe certain shapes,
attributes, and shapes they should be familiar with
(square, rectangle, triangle, quadrilateral). Students will
have pipe cleaners with them on the carpet to use for a
visual. “When you hear the word or the shape of a
parallelogram what is the root word in that word? Yes,
parallel As you know some shapes have parallel lines. Can
you show me your pipe cleaners' parallel lines? I will put a
variety of shapes (trapezoid, parallelograms, and
rhombus) on the board and have discussions about their
attributes and make the connection that a shape can be
named something but still be considered another thing.
Ex- this shape is called a rectangle but can also be
considered a parallelogram and a quadrilateral.
Questions I will ask during the discussion will be
“What does it mean for a shape to have parallel lines”
“Could this shape be considered a quadrilateral”
how can this shape be named this but also can be called
this?
What other vocabulary term can we use to describe a
trapezoid?
the disability): Differentiation for ‘I do”:
❏ Grouping of students:
Modification(s)- (A What opportunities do
change in what is being students have to work
taught or what is expected independently or
from the student): together? How are
these groups designed
Remember, an to increase mastery of
accommodation is not objective? NOTE: You
lowering expectations or may or may not have
teaching below grade level groups during the I Do
content/objectives. part of the Lesson)
ESL Strategies Document
❏ Differentiation -
ESL Strategies Matrix Enrichment and
Remediation: What
opportunities do
students need to
strengthen their
understanding of the
strategy or skill
presented?
❏ Accommodations and
Modifications: What
accommodations and
modifications do you
have to make for ELL,
SPED, 504, and
struggling students?
How will these
accommodations and
modifications support
mastery of the
objective?
Questioning “I Do”: What type of
questions can you ask students to
overcome their mistakes? What
misconceptions do you anticipate
students might have? (Using
Bloom’s Taxonomy or Costa’s
Levels of Thinking, plan some
questions you will ask student)
How will you make sure that you
are calling on volunteers, non-
volunteers, and a balance of
students based on ability and
sex?
‘We Do’ (Guided Practice – We Do (Guided Practice):
Describe Activity) During this part of the lesson, the
teacher and students are thinking
Estimated time to complete aloud together.
‘We Do’’:_______
Structure (whole class,
collaborative, individual,
etc): ______
Grouping of students, if applicable:
N/A
Differentiation: Enrichment and Remediation:
I will ask students to think back to prior
knowledge about what they know about
geometry and shapes to make that
connection.
Specific accommodations and Modifications:
I will keep referring to our objective so
students will remember what we are doing. I
will also make personal connections to them,
so they are more engaged in their learning for
my students with ADHD. For my struggling
learners, I will make sure to keep asking them
questions and making sure they are always
on task. These strategies will help support
mastery because I will be catering to their
needs which helps them be more successful
and focused.
Questions:
“What does it mean for a shape to have parallel lines”
“Is there another way I could’ve sorted these shapes”
“Could this shape be considered a quadrilateral”
“Can you describe this shape’s attributes”
“What is the difference between these two quadrilaterals”
I would like for them to really think and
defend their answer to me. During this, the
student might be able to self-correct.
Plan for calling on students
Use cold calling to keep the students engaged
and hold students accountable for answering
oral questions regardless of whether a hand
is raised
We Do
We will work together as a class to fill a 2d shape
recording sheet in. Students can use this as their own
personal anchor chart. Work as a class to describe the
particular shape attributes. I will pass out the shapes the
students will be using. We would have a lot of whole-class
discussions about how we sorted the shapes and explain
what attributes were used to describe the shapes.They will
have to identify the number of sides, make a quick
drawing of the shape, and list some attributes for each
shape. We will keep a chart with the shape’s names and
 the attributes the class describes. Students will be writing
down attributes they notice inside their worksheet.

Differentiation
(Enrichment and
remediation): Tailoring
instruction to meet
individual needs;
differentiating the content,
process, and/or product.
Consider cultural
diversity, gifted, etc.

Accommodation(s)- A
change that helps a student
overcome or work around
the disability:
Modification(s)- A change
in what is being taught or
what is expected from the
student:
Remember, an
accommodation is not
lowering expectations or
teaching below grade level
content/objectives.
ESL Strategies Document
ESL Strategies Matrix
Differentiation “We Do”: Grouping of students:
❏ Grouping of students: Students will identify their shapes and then write about
What opportunities do them, inside the shape.
students have to work
independently or Differentiation: Enrichment and Remediation:
together? How are I will differentiate this part of the lesson by
these groups designed
to increase mastery of allowing the students to either
objective? A- Verbally share out their thoughts
Or
❏ Differentiation -
Enrichment and B- Write down their thoughts on sticky
Remediation: What notes and give them to me at the end
opportunities do
students need to
of the lesson.
strengthen their This way my students who don’t like to share
understanding of the out but enjoy writing can still be engaged and
strategy or skill
presented? actively participating.

❏ Accommodations and Specific Accommodations and Modifications:

Modifications: What During this part of the lesson, I will have
accommodations and some modifications in place for my one
modifications do you
have to make for ELL, student. Since he doesn’t like to work and is
SPED, 504, and more of a verbal student I will be his partner
struggling students?
How will these
during turns and talks and constantly engage
accommodations and with him in conversations about the story.
modifications support
mastery of the
objective?

Questioning “We Do”: What type Questions:

of questions can you ask students
to overcome their mistakes? What
misconceptions do you anticipate
students might have? (Using
Bloom’s Taxonomy or Costa’s
Levels of Thinking, plan some
questions you will ask student)
How will you make sure that you
are calling on volunteers, non-
volunteers, and a balance of
students based on ability and
sex?
What were some attributes of this shape?
If I were to put this shape into the sort will it belong?
Explain what attributes you would use to sort the shapes
What did you notice about the shape to help you make the
conclusion about that attribute
Plan for calling on students
I will call on the students randomly as they
raise their hands. To ensure full class
participation if I see the same hands being
raised I will begin to call on students who I
notice aren’t actively engaging. I will prompt
students with “I see the same hands, can I get

‘You Do’ (Independent
Practice/Assessment of Skill
– Describe the Activity)
Estimated time to complete
‘We Do’’:_______
Structure (whole class,
collaborative, individual,
etc): ______
Differentiation
(Enrichment and
remediation): Tailoring
instruction to meet
individual needs;
differentiating the content,
process, and/or product.
Consider cultural
diversity, gifted, etc.
Accommodation(s)- (A
change that helps a student
overcome or work around
the disability):
Modification(s)- (A
change in what is being
taught or what is expected
from the student):
Remember, an
accommodation is not
lowering expectations or
teaching below grade level
content/objectives.
ESL Strategies Document
ESL Strategies Matrix
Academic Feedback “We Do”:
What type of support or
academic feedback do they need
to overcome such challenges?
How do you plan to reteach if
students are not mastering
content?
Plan at least 2-3 academic
feedback stems that are aligned to
the learning goal so that they can
easily identify students who are
meeting those goals.
You Do (Independent Practice):
During this part of the lesson, the
teacher will monitor students’
understanding through
independent practice.
Differentiation “You Do”:
What instructional strategies and
planned supports will you employ
to meet the needs of each student
in order for each student to
demonstrate learning and move
towards mastery regarding the
learning target(s)?
❏ Grouping of students:
What opportunities do
students have to work
independently or
together? How are
these groups designed
to increase mastery of
objectives?
❏ Differentiation -
Enrichment and
Remediation: What
opportunities do
students need to
strengthen their
understanding of the
strategy or skill
presented?
some new people to share, I would love to
hear your ideas”.
Academic Feedback Stems
I will use “I like that idea, or “I really like your thinking
behind that answer”
Who can add more to what he/she said?
Can you go more into details about that?
You Do
Students will work together with a partner or individually
whichever they prefer to complete their “Mystery Shape”
activity. Students will each be given a shape and they will
have to write down the shape’s attributes and clues for the
class to guess the shape they have. . They will share out
their ideas with the class. Once the shape has been
guessed correctly students will place it under the
corresponding name on our chart.
Grouping of students:
Groups are a mixture of all levels above, approaching, and
below. They are grouped like this to give the below students
support and an opportunity to learn from their peers.
Groups are a mixture of all levels above, approaching, and
below. They are grouped like this to give the below students
support and an opportunity to learn from their peers.
Differentiation - Enrichment and Remediation:
For my groups who have students who aren’t
grade-level writers or have oral accommodations
like co-writer instead of having them write out
their justifications they can share out orally or
they can try to write it out (Process)?
For the higher students who might complete this
quick, I will have a “bonus or challenge activity for
them to do”
Challenge activity- have students create their own
“mystery shape” and describe the attributes.
Accommodations and Modifications:
I will monitor and check in with my groups
with the students who have accommodations.
I will read words for the students who get
oral accommodations and need help reading.
 ❏ Accommodations and
Modifications: What
accommodations and
modifications do you
have to make for ELL,
SPED, 504, and
struggling students?
How will these
accommodations and
modifications support
mastery of the
objective?

Questioning “You Do”: What Questions:

type of questions can you ask
students to overcome their
mistakes? What misconceptions
do you anticipate students might
have? (Using Bloom’s Taxonomy
or Costa’s Levels of Thinking, plan
some questions you will ask
student)
How did you know that this was the correct shape?
What clues gave it away?
What other attributes does this shape have?
Describe your plan for calling on students:
After each group has finished I will use our callback to
gather attention back on me. I will call groups by their
number and have them come back to the carpet to share
out and begin closing our lesson.

How will you make sure that you

are calling on volunteers, non-
volunteers, and a balance of
students based on ability and
sex?

Academic Feedback “You Do”: Academic feedback stems:

What type of support or I love how you worked so hard with your group to figure
academic feedback do they need that out.
to overcome such challenges?
How do you plan to reteach if Are you sure this is the correct shape? Let’s take another
students are not mastering look at our clues.
content?
Plan at least 2-3 academic
feedback stems that are aligned to
the learning goal so that they can
easily identify students who are
meeting those goals.

Closing - Check for
Understanding (Describe
the activity): How will the
lesson end and bridge to
learning for the future?
What do you want to
reiterate to students?
Based on the pacing of the
lesson and feedback from
students, did they master
the objective? Make sure to
revisit objectives.
Write your Closure using the Launch Frame
Planning a Discussion We’ve been working with a lot of shapes and describing
Framework: their attributes for a while. What do attributes mean?
What are some ways we can sort shapes? What is an
Launch Frame important thing to remember when working with shapes?
❏ Opening statement Eliciting, Orienting Questions
“What do you think was the purpose of what you did
and question to get
today?”
the discussion Can you make any personal connections to the lesson we
started (Example, did today?
“We have been Conclusion Frame
learning how to add As you know we have 2D and 3D shapes. Today we only
fractions in this focused on sorting and describing 2D shapes in our next
activity. What was lesson we will learn about 3D shapes and their attributes.
an important key in Closing: Students will bring their shape writings up and
place them in this diagram:
adding the fractions
that helped you?
What have we been
learning about Quadrilateral
today?”) Parallelogram Rectangle
Eliciting, Orienting
Questions to ask During the Square
Discussion
❏ What eliciting,
probing, and
orienting
questions will you
ask during the
discussion?
Conclusion Frame
❏ Closing statement
about what they
learned in the
lesson and what
they will be
working on next.
(Example - “We
have been adding
fractions in this
activity - In our
next activity, we
are going to
continue this
work…. or
Tomorrow, we will
begin subtracting
fractions.)