This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson plan should be typed directly into this MS Word document. Boxes will expand to fit the
amount of text in your plan.

**This lesson plan demonstrates the following elements for Assignment #2:

 Integration of technology and media resources for instruction

 Student-centered and differentiated instruction

 Developmentally appropriate instruction

 Classroom and behavior management

blue - assessment strategy

yellow - cooperative learning

purple - instructional strategy

pink - classroom management

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Cora Houseworth Grade-Level: 3rd Lesson Date: February 6, 2023

Title of Lesson: Points, Lines, Line Segments, Rays, and Angles Cooperating Teacher: Mrs. Jennifer Fernandez

Core Components

Subject, Content Area, or Topic

Math: Geometry Unit

Student Population
Class 1:

 General Education Class

 15 students in total

 1 student with a 504 plan for ADHD

 One ESL student (**parents declined plan)

 10 female students

 5 male students

 There are seven Caucasian students, five African American students, two Hispanic students, and one multiracial student

Class 2:

 Inclusion Class

 13 students in total

 4 IEPs (all reading), 2 504s (ADHD), and 1 speech IEP

 6 female students

 7 male students

 There are four African American students, one multiracial student, one Hispanic student, one African American/Hispanic student, and eight Caucasian students

Learning Objectives
- The students will be able to identify and draw representations of points, lines, line segments, rays, and angles.

Virginia Standards of Learning

3.11 The student will identify and draw representations of points, lines, line segments, rays, and
angles.

Materials/Resources

 PowerPoint slides

 Flipchart slides

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson plan should be typed directly into this MS Word document. Boxes will expand to fit the
amount of text in your plan.

 whiteboards and markers

 cutout flipcharts for definitions/drawings

 Chromebooks for access to IXL assignment

 two worksheets

 exit ticket

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%

X Summarizing & Note Taking 34%

X Reinforcing Efforts & Providing Recognition 29%

Homework & Practice 28%

X Nonlinguistic Representations 27%

X Cooperative Learning 23%

Setting Goals & Providing Feedback 23%

Generating & Testing Hypothesis 23%

X Questions, Cues, & Advanced Organizers 22%

Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%

X Practice by Doing 75%

X Discussion 50%

X Demonstration 30%

X Audio Visual 20%

Reading 10%

X Lecture 05%

Safety Considerations
N/A.

Time
Process Components
(min.)

10 min *Anticipatory Set

 The teacher will begin the lesson by asking the students to recall what they know about the content, referring them back to their geometry unit in

second grade

 The teacher will begin to teach the students this unit with the use of the Total Physical Response strategy

o Total Physical Response (TPR) is a method of teaching language or vocabulary concepts by using physical movement to react to

verbal input. The purpose of TPR is to create a brain link between speech and action to boost language and vocabulary learning

 The teacher will tell the students that they are going to do math ninja

 For each math concept in standard 3.11, there is a particular physical move which the teacher will demonstrate for the students while saying the

proper term

o For example, the TPR (or ninja move) for ray would involve the students making a fist with one hand and holding it to their chest,

while extending the other arm and hand in an open pose mimicking the motion of a line which goes on forever in one direction

 Students will practice the moves two or three times with the teacher; repetition will be used throughout the whole geometry unit to really help

the students remember what they have learned

 After practicing the moves with the teacher, the teacher will ask them to pair up and ask each other to do certain moves

o The teacher may use clock buddies to pair up, or he/she make make the decision that it is easier to assign pairs using who is sitting

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson plan should be typed directly into this MS Word document. Boxes will expand to fit the
amount of text in your plan.

next to who on the carpet/desk

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

 I can…identify and draw representations of points, lines, line segments, rays, and angles.

10 min *Instructional Input, Modeling, or Procedures

 The teacher will use the flipchart and PowerPoint presentation to go through points, lines, line segments, rays, and angles

 First the teacher will go through the definitions, and then the teacher will ask the students to explain how all of the representations are alike and

different (see flipchart slides)

 The teacher will go through various practice problems from the flipchart

 If the students are catching on quickly, the teacher will only do a few problems before moving into small group rotations, but if the students are

struggling, the teacher may practice more problems at his/her discretion

*Check for Understanding

 The teacher will ask the students throughout the flipchart presentation if he/she should move forward or back

 The teacher will ask for thumbs up, in the middle, or down to make sure that the students understand throughout the PowerPoint

 The teacher will observe the students during the TPR to make sure that they are using the correct definitions

 The teacher should ask questions during direct instruction such as: “How would you explain to a friend in your own words what a line segment

or ray is?”; “Where do you see examples of rays, line segments, angles, and lines in real life?”; What two things make up an angle?” (Hint: it’s
something we have learned about already in this lesson; answer: two rays)

 The teacher will check in individually with each student during small group time

10 min *Guided Practice

 During the flipchart lesson, before the practice problems are completed together, the students will create an interactive flap book, where they

will draw the representation on the outside flap, and write the definition on the inside.

 As the students complete their flap books, the teacher will be making an anchor chart (or will prepare an anchor chart ahead of time) with the

same information; students will be able to reference both their own books and the anchor chart in future lessons
o Since the teacher is responsible for two classes, he/she may use the whiteboard for the morning class, and an anchor chart for the

afternoon class, so that each class has a step-by-step example of what their flap book should look like
o At his/her discretion, the teacher may prep the flap books so that the students only need to write the name and draw a representation

instead of writing out the full definition

 The students will complete six practice problems at the small group table with the teacher

 The teacher should use whiteboards to have the student complete the practice problems at the table; the teacher should assign a different

problem to each student at the table and then rotate through the questions so that students cannot copy each other’s answers

 If there are students who pick up the content more quickly, the teacher will have three additional challenge problems related to the content (see

attachment of worksheet “Lines, Rays, or Line Segments”)

10-15min *Independent Practice

 There will be four rotations during small group time of the math lesson. The rotations spell out the word MATH (Meet the teacher, At your

desk, Technology, and Hands-on activity)

o Rotation 1 (M): See guided practice at the teacher’s small group table

o Rotation 2 (A): Students will complete the worksheet entitled Lines, Line Segments, and Rays; students may use their flap books

when necessary
o Rotation 3 (T): Students will complete IXL AA.5 on their Chromebooks; they will need to get to 100%

o Rotation 4 (H): Students may work in pairs or groups to play the game “Four in a Row” (see the attached picture of the game)

 If student finish their work at a certain rotation early, they may do their XtraMath, and once they have finished that, they may go on the third-

grade choice board (options on the choice board include Prodigy, Duolingo, IXL, etc.)

0 min Assessment

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson plan should be typed directly into this MS Word document. Boxes will expand to fit the
amount of text in your plan.

 The teacher will keep track of the problems the students get correct and incorrect at the small group table on her classroom data chart for grades

 The teacher will grade the worksheet and record the data for informal grade tracking as well

 The teacher is able to access the IXL reports for each individual student; he/she will record this data (how many problems they got incorrect

before reaching the 100%) on a data sheet

 Formative: the teacher will observe the students during TPR

 The teacher will look over each of the students’ flap books during guided practice

2 min *Closure

 The students will complete an exit ticket (Triangle, Square, Circle; minus the circle for the sake of time)

 The teacher will thank the students for their hard work, and tell them that they will be practicing more ninja math the next day along with

learning about polygons

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

 The MATH strategy is an attempt to differentiate based on learner profiles; while the students will all have to go through the full rotation at some point, the

hope is that at least one rotation will utilize the strengths of each student

 During small group, the teacher will differentiate based on readiness by using the extra problems at the bottom of the worksheet, which still deal with the same

content, but present it in a different way

o This differentiation assumes only two tiers of differentiation (Tier II and Tier III) based upon the pre-assessment data and observations of the

students in other math units

Classroom Management Strategies (To ensure a positive learning environment).

 The teacher will use clock buddies to help pair students to cut down on the disorder or confusion that happens when students are able to pick their own partners

 If students need to use the restroom, they place a small green cone on their desk and leave, as long as it is not during whole group time or when directions are

being given

 Students may be given tickets or punches on their cards (this is used schoolwide) if their table was remaining especially on task during rotations

 The teacher will use an embedded timer during group rotations to make sure each group has sufficient time during each task

 The teacher may use a doorbell clicker to help students transition between activities

 Non-verbal signals – The teacher and students will use non-verbal signals to keep the classroom and calm and positive learning environment. These signals will

be drawn and described on a poster at the front of the class in case the students forget

Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What parts of the lesson would you change? Why? (Professor will
determine if reflection goes here or in written report).
- See attached reflection
*Denotes Madeline Hunter lesson plan elements.
Cora Houseworth Jennifer Fernandez February 6, 2023
Candidate Signature Cooperating Teacher Signature Date

Reflection
This lesson began our geometry unit. After discussing the unit with my cooperating teacher, she recommended using some sort of physical movement to begin

geometry. The data from the pre-assessment suggested that the students were not familiar with anything but recognizing a point for this part of the unit, so we focused on

definitions heavily while doing the physical movement. Not only does the physical repetition of a movement help the students to remember the material, but physical

movement integration into the school day is incredibly important. According to author Carri Kreider, students who are physically active are able to learn more effectively, so

it is important to get the students moving outside of just PE time (Kreider, 2019, p. 64). The use of this Total Physical Response (TPR) aided in both short-term and long-

term goals for my students. Short term, I wanted my students to be able to use geometry karate for the next two days of activities and worksheets if they forgot what a

specific concept looked like or what its name was. Long-term, I wanted something that the students could remember all the way up until SOLs. Geometry is a relatively

short unit, so it's important to choose activities and learning strategies that will really stick with them and provide the best help during the SOLs.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson plan should be typed directly into this MS Word document. Boxes will expand to fit the
amount of text in your plan.

Additionally, having observed the students over the course of the previous math unit, I noticed that they enjoyed more hands-on activities, and it really helped

them focus on learning the material because often hands-on activities that I use in the classroom are games. If students want to win the game, they will need to know the

material. I observed the success students had in their learning when I utilized games as learning tools; this success makes sense given the research done by White and

McCoy specifically on the effects of game-based learning in elementary mathematics. According to the authors, there were three primary themes to the research conclusions.

“First, the students acquired a growth mindset that fostered a positive work ethic. Second, student partner work helped them to develop problem-solving skills. And third, the

games engaged the students. In summary, students showed significant improvements both in their attitudes about math and their achievement” (White & McCoy, 2019, pp.

14-15).

I have been working with the students on following multiple sets of directions. In order for them to grow in this area, I wanted to design a lesson where all the

students needed to follow directions for a consistent time period. Being able to listen and follow along during a lesson is an important skill for elementary students to

develop. Because of this, I designed this lesson with an interactive flap book component. I wanted the students to have a resource for the rest of the unit, and I wanted them

to engage with their learning, instead of just watching as I went through slides and explained the concepts. One of the reasons that I believe in the importance of helping

students to become good listeners who want to actively engage in their learning stems from my personal teaching philosophy. My motivation to teach comes from a desire to

guide the formation of a student in both mind and character. Listening is an important skill no matter the age of a person, and that skill–or lack thereof–will follow the

students as they move through the grade and eventually graduate. I believe Proverbs holds abundant wisdom for all aspects of life, and Proverbs 18:13 speaks to this trait

that I hope to help my students develop. It reads, “To answer before listening–that is folly and shame” (New International Version).

As I designed this lesson, I did my best to accommodate diverse learner needs. I created different versions of the flap book that included the written labels

already for my students who have writing IEPs, and I did my best to incorporate more drawing and physical movement as opposed to writing. My data from the previous

unit suggested that students understood the material being taught and presented generally but struggled when it came to giving a specific definition. Because of this, I added

verbal repetition of definitions to the modeling and guided practice, especially during geometry karate. In previous lessons, repetition was helpful for students who may not

remember the first time they are told or even the second time. Also, I created a lesson that appealed to multiple learning styles. According to author Alber, “we know that

students learn best when they take in information via multiple modalities” (Alber, 2019, para. 3). Because of this, I designed a lesson that incorporated direct instruction via

slides, video, and physical responses, and student learning focused around hands-on activities, student-led technology practice, and worksheets.

In the future, I think that I would take out the video component. I liked the video, and I think the students liked it, but it was a lot of moving pieces for that lesson. I don’t

want to feel like I am forgetting something during the lesson, and I want it to flow. Sometimes this is hard if I am switching between too many tabs. Overall, however, I was

happy with how the lesson went, and I would not change any of the larger parts.

References
Alber, R. (2019, March 18). Using video content to amplify learning. Edutopia. Retrieved February

9, 2023, from https://www.edutopia.org/article/using-video-content-amplify-learning/

Kreider, C. (2019). Physically Active Students Learn Better: Finding new ways to implement

movement in the elementary classroom. Childhood Education, 95(3), 63-71.

New International Version. (2011). BibleGateway.com. http://www.biblegateway.com/versions/

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson plan should be typed directly into this MS Word document. Boxes will expand to fit the
amount of text in your plan.

New-International-Version-NIV-Bible/#booklist

White, K., & McCoy, L. P. (2019). Effects of game-based learning on attitude and achievement in

elementary mathematics. Networks: An Online Journal for Teacher Research, 21(1), 5.

Some of the Materials Used (not pictured: worksheet for At Your Desk rotation, flap book, and IXL problems)

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson plan should be typed directly into this MS Word document. Boxes will expand to fit the
amount of text in your plan.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson plan should be typed directly into this MS Word document. Boxes will expand to fit the
amount of text in your plan.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021