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 10, 2023

Title of Lesson: Identifying Polygons pt. 2 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 define polygon
- The students will be able to identify and name polygons with 10 or fewer sides

Virginia Standards of Learning

MA.3.12.a
define polygon;

MA.3.12.b
identify and name polygons with 10 or fewer sides;

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.

Materials/Resources

 PowerPoint slides

 Flipchart slides

 whiteboards and markers

 “Find Someone Who” cards

 Chromebooks for access to IXL assignment

 Polygon connect 4 game

 YouTube video on polygons (https://www.youtube.com/watch?v=zI3rUMrRLF8)

 polygon worksheet

 small group problems

 doorbell clicker

 green cone

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

X Identifying Similarities & Differences 45%

Summarizing & Note Taking 34%

X Reinforcing Efforts & Providing Recognition 29%

X 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.)

5-10 min *Anticipatory Set

 The class will begin by practicing both math Karate** and the acronym from the previous day that the students learned to help them remember

polygon names

o T (the) triangle

o Q (queen) quadrilateral

o P (practices) pentagon

o H (hip) hexagon

o H (hop) heptagon

o O (over) octagon

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.

o N (nine) nonagon

o D (days) decagon

 **math karate is a Total Physical Response (TPR) strategy that uses physical movement in the form of “karate” moves to help the students

remember lines, line segments, rays, angles, and points

 The students will complete a version of Find Someone Who (cooperative learning strategy)

 The students will be given one task card with the phrase “find someone who has a ______ (ex. heptagon)”

 The students will also be given one shape and one popsicle stick that has their name on it (the shape will be taped to their shoulder or back)

 Once the music starts playing, the students will need to find the person that has the shape that matches their task card

 Once the student find someone who has the shape on their task card, they will take the popsicle stick to prove that they found the correct shape

o After the students have found their popsicle stick, and given away their popsicle stick, they may sit down on the carpet

 Students may play two rounds if the teacher deems necessary (students may switch task cards at this point)

o The teacher should give specific task cards to students based on what he/she knows they need to practice identifying based on pre-

assessment data, and data from the previous days’ worksheet

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

-
I can…define polygon
-
I can…identify and name polygons with 10 or fewer sides

7-10 min *Instructional Input, Modeling, or Procedures

 The teacher will use the flipchart presentation to quickly remind students of the lesson from the previous day; it may be necessary to go over the

same slides again, but the focus should be on the slide with the chart to fill out (see attached pictures of flipchart slides)

 The teacher will reiterate the definition of a polygon and the teacher will model it on an anchor chart for the students

*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 acronym practice to make sure that they are using the correct definitions

 The teacher will ask questions such as, “how do we properly count a polygon’s sides?”; “how do we know a shape is a polygon?”; “how do we

remember the difference between hexagon and heptagon?”

 The teacher will check-in individually with each student during rotations

7-10 min *Guided Practice

 During the flipchart lesson, the teacher will remind the students of the acronym for all of the polygons that they will be responsible for learning; the

teacher and students will practice this multiple times

o The teacher will have the students write it on their desk at least three times, erasing it after each time and rewriting it, while saying the

phrase as a whole class (this is a version of whiteboard wipeout)

o During the review of the flipchart lesson, the students will work with the teacher to fill out an interactive column chart that has spaces for

the acronym’s letters, the number of sides of a given polygon, and the name of the polygon
 The teacher will call up individual students using popsicle sticks so that everyone has a turn to fill in something (the teacher
may call on students twice once everyone has had a turn to participate)

 T (the)

 Q (queen)

 P (practices)

 H (hip)

 H (hop)

 (over)

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.

 N (nine)

 D (days)

30 min *Independent Practice

 During independent practice, the students will complete a partial MATH strategy rotation (M: meet the teacher; A: at your desk, T: technology; H:

hands-on); the students will complete three different rotations (with an optional fourth rotation if the students need to sit with the teacher for make-up
work or extra help)

 During the hands-on rotation, the students will play Polygon Connect 4 (see attached picture)

 At their desks, the students will complete a worksheet on defining polygons

 During the technology rotation, students may work independently to catch up on IXL and do their XtraMath

 The teacher may use the meet the teacher rotation to pull students who are struggling to come work independently at his/her small group table so that

he/she can help keep them on task; if students do not need to work at the small group table, they may continue working on their worksheets or
IXL/XtraMath work

 After the students have completed the rotations, the teacher will have the students review by playing a cooperative game in teams on Blooket and

Quizizz, which requires them to move from table to table to answer questions before the timer runs out

 After playing the review game, the teacher will have the students close their chromebooks and sit on the carpet in their assigned seats

0 min Assessment

 The teacher will keep track of the problems the students get correct and incorrect during small group for his/her classroom chart for grades (this may

only apply to some students, however, so the teacher should also use the worksheet for formal data on all students

 The teacher will collect and grade the worksheet the students complete this day, and will put the grades in his/her gradebook/data tracking sheet

 The teacher will use the interactive column chart as an informal assessment of each students’ understanding of what polygons are (this aligns to the

first point on the geometry standard)

 Formative: the teacher will observe the students during the Find Someone Who exercise

5-7 min *Closure

 The teacher will end the lesson by having the students listen to a polygon song on YouTube (https://www.youtube.com/watch?

v=zI3rUMrRLF8)

 The students in both math classes love songs about whatever material they are covering, and the songs really help the concepts to stay in their

minds

 The teacher will thank the students for their hard work, and tell them that they will be learning about combining and dividing polygons the next

day

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

 Find Someone Who may be differentiated by readiness by giving students who are still struggling shapes with fewer sides so they do not have to count as much

(this may be done for the first round to allow students to become more comfortable, but the second round the shapes should be passed out at random)

 During the technology time, the teacher will differentiate based on readiness by assigning different XtraMath for different students based on pre-assessment

data and scores from the previous days/units; the XtraMath will deal with the same concept, but will ask higher level thinking questions for those students who
need enrichment
o This differentiation will assume 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 utilize assigned seats on the carpet to help the students transition more effectively to carpet time

 The teacher will use a timer during rotations so the students know when they should be switching to their next task

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

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 may use a doorbell clicker to help students transition between activities, and he/she will use it, especially during the find someone who activity to

help the students know when to transition from one partner to another

 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 10, 2023
Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

Reflection
This lesson continued our geometry unit. The students had been introduced to polygons the day prior, and thus this day was focused on cementing that

information in their brains. The data from the pre-assessment suggested that the students were not familiar with any polygons except for triangles. Because of this, I took out

triangles as an option when we completed the Find Someone Who. I used the Find Someone Who strategy because I wanted the students to be able to get up and move

around while learning since the polygon lessons tended to be direct instruction-heavy. Integration of movement in lessons is so important, especially for elementary students,

and it is a research-supported strategy that reduces “off-task behavior and support[s] academic performance” (Moon et al., 2022, p. 123). I also wanted to use cooperative

learning for our polygon unit, since the acronym we focused heavily on during the first lesson tends to be individually focused with the use of repetition. According to

Cornell University’s Center for Teaching Innovation, cooperating learning develops higher-level thinking, increases student retention, self-esteem, and responsibility, and

exposes students to an increased understanding of diverse perspectives (“Collaborative Learning,” n.d., para. 4-6).

One of the things that I used throughout the whole geometry unit, specifically for polygons, was the acronym (The, Queen, Practices, Hip, Hop, Over, Nine,

Days: (T, Q, P, Hx, H, O, N, D). The use of this acronym, and the repetition of it, aided in both short-term and long-term goals for my students. Short term, I wanted my

students to be able to use the acronym for the next few days of activities and worksheets if they forgot what a specific polygon 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 choosing activities and learning strategies that will

really stick with them and providing the best help during the SOLs is important. Additionally, having observed the students over the course of the previous math unit, I

noticed that they enjoyed our math rotations and varied instruction with the use of different media. They like the variety because it helps keep them from getting bored, and

the use of math rotations allows them to practice the newly learned concepts in different ways. This finding makes sense given the data presented by authors Puspitarini and

Hanif. In their article, they concluded that “by using learning media, the learning process will be more interesting,” which leads to more motivated student learning

(Puspitarini & Hanif, 2019, p. 58).

I have been working with the students on following multiple sets of directions, specifically when it comes to cooperative learning. 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 leading up to a learning activity. Being able to listen and

follow along during a lesson is an important skill for elementary students to develop. Because of this, I designed a lesson that incorporated cooperative learning in the form

of Find Someone Who. I wanted the students to be able to practice the new content, and I wanted them to engage with their learning, instead of just completing more

worksheets. 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 I want my students to grow in their ability to follow directions the first time so that they can make the most out of their learning. I believe

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.

Proverbs holds abundant wisdom for all aspects of life, and Proverbs 19:27 speaks to this trait that I hope to help my students develop. It reads, “Cease to hear instruction,

my son, and you will stray from the words of knowledge.” (New International Version).

As I designed this lesson, I did my best to accommodate diverse learner needs. I created and assigned activities that allowed for differentiated content, and my

math rotations were designed to help differentiate based on learner profiles. My data from the previous unit suggested that students understood the material the first day or

two, but struggled to retain the knowledge. Because of this, I added verbal repetition as much as possible. In previous lessons, repetition was helpful for students who may

not remember the first time they are told or even the second time.

In the future, I think I would put back in the “meet the teacher rotation” because I would have liked back-to-back days of small group instruction. Even if the students are

mostly understanding, I like to check in with them. Overall, however, I was happy with how the lesson went, and I would not change any of the larger parts.

References

Collaborative learning: Center for teaching innovation. Collaborative Learning | Center for

Teaching Innovation. (n.d.). Retrieved February 9, 2023, from https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/collaborative-

learning#:~:text=Why%20use%20collaborative%20learning%3F,%2Dmanagement%2C%20and%20leadership%20skills

Moon, J., Webster, C. A., Herring, J., & Egan, C. A. (2022). Relationships between systematically

observed movement integration and classroom management in elementary schools. Journal of Positive Behavior Interventions, 24(2), 122-132.

Puspitarini, Y. D., & Hanif, M. (2019). Using Learning Media to Increase Learning Motivation in

Elementary School. Anatolian Journal of Education, 4(2), 53-60.

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.

Example of a few of the flipchart slides; the teacher should mostly focus on slide 6 for guided practice (in consecutive order)

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