USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: ____________________________________
Grade Level Being Taught: Subject/Content:
Part 1: Lesson Content
Title of Lesson
Meeting your students’ needs as people and as learners
(supervisors)
What Standards (national or state) relate to this lesson?
(You should include ALL applicable standards.)
Understanding the standards over time
(CPALMS/instructional planning course)
Group Size: Date of Lesson:
Identifying and Classifying Quadrilateral
How does this lesson connect to the interests and cultural
backgrounds of your students?
Shapes are all around us. Kites are quadrilaterals.
How does this lesson connect to/reflect the local community?
Focus Benchmarks · MA.5.GR.1.1 Classify triangles or quadrilaterals
into different categories based on shared defining attributes. Explain
why a triangle or quadrilateral would or would not belong to a
category.
Connecting Benchmarks · MA.5.GR.1.2 Identify and classify three-
dimensional figures into categories based on their defining attributes.
Figures are limited to right pyramids, right prisms, right circular
cylinders, right circular cones and spheres.
Trace the standard to the previous grade level. What have students
already learned or been exposed to related to this standard?
In third grade students learn how to identify and draw quadrilaterals
based on their defining attributes.
Trace the standard to the next grade level. What will students learn
next related to this standard?
Students will now use the geometric properties of sides, angles, and
symmetry to classify quadrilaterals in hierarchies. Students use
1
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________
Grade Level Being Taught: Subject/Content:
What misconceptions might students have about this content?
(talk to your CT)
Objectives- What students will know or be able to do after the
instruction – the learning outcomes
Content (WHAT students are learning- look to the standard)
Action (HOW students will show it- there might be clues in the
standard)
Measure (HOW WELL they need to do it)
(Note: Degree of mastery does not need to be a percentage.)
(connect back to 4504/CT Support/reinforced in instructional
planning)
Level(s) of Thinking
Group Size: Date of Lesson:
deductive reasoning to justify their thinking about the categories into
which shapes are sorted while gaining a deeper understanding of
“if . . . , then . . . ” relationships. For example, if a shape is a
parallelogram, then it must also be a quadrilateral.
-Students might have the misconception that each shape can only be
drawn in a certain way.
-students may have difficulty understanding that a square also fits the
definition of a rhombus, rectangle, parallelogram, and a quadrilateral.
Some examples:
--Students will be able to accurately (measure- how well) differentiate
(action- how) between potential and kinetic energy (content- what). 
--Based on what they read in the first half of a fiction story, students
will be able to write (action- how) a reasonable (measure- how well)
prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
------------------------------------------------------------------------------------------
-------------------------------------------
Students will be able to classify quadrilaterals based on shared
defining attributes.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which
level(s) of thinking is/are called for in the standard?
______________________________________
2
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

Which level(s) of thinking is/are called for in your objective?

__________________________________________
Why did you choose this level(s) of thinking?

Assessment Plan- How will you know students have mastered
your objectives?
Describe your assessment plan:
I will know if students have mastered my objectives based on the
twizzlers activity at the end of the lesson. I will describe certain
attributes of a quadrilateral and students will have to create that
quadrilateral using twizzlers. I will give them a stamp for each one
they get correct.

How does it align with your objective?

Assessment Scoring/Rubric
What are the criteria for how you will assess student learning/student
work? If you’re using a rubric, include your rubric here.
This aligns with my objective because students will have to figure out
which shape I described and create it, knowing that each shape
described is a type of quadrilateral. They will be working on this
independently.
Is your assessment formative or summative? Why did you make that
assessment decision?
Formative, this is only the beginning of what they will be learning
relating to geometry in 5th grade.
I will have 5 questions at the end of the lesson. Each question will be
in this form..,
“I am a quadrilateral. My opposite sides are parallel, my opposite sides
are congruent, my opposite angles are congruent. What shape am I?”
Then students will try to recreate this shape using twizzlers. I will give
them a stamp on their paper if they are correct. Grading score out of
5.

3
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

Part 2: Lesson Implementation

Management & Environment
(integrated throughout your step-by-step plan):
Materials
(What materials will you use? Why did you choose these materials?
Include any resources you used. This can also include people!)
● How will you arrange yourself and the students (location in
the classroom, seating)?
Students will be at their seats during the entire lesson.
Working in their groups, then independently.
● What processes & procedures will you use? How and when
will you communicate those to students?
I will give instructions before each activity. I will explain my
expectations.
● What expectations will you have for the students? How and
when will you communicate those to students?
-Work as a team with their groups for the matching activity. A
new person has to put a card up each round
-twizzlers activity: Do not eat the candy until I give permission.
-I will explain my expectations before each activity and at the
beginning of the lesson.
● What strategies will you use if students do not meet your
expectations? Are there specific students who require a more
extensive management plan? What will that consist of?
-Minutes off from recess. Jeyram: extensive management plan?
● What will students do if they complete the task quickly?
-wait patiently
-cards of each quadrilateral for each group
-twizzlers
-presentation :
-gloves?
-plates?
-paper chart for stamps
4
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:

students are grouped in mixed ability groups so that whenever I am doing whole group lessons,
students can be assisted by other students.

Which specific students will benefit, and why?

After receiving assistance throughout the lesson by peers, each student will demonstrate
understanding independently. This also gives higher level students a chance to defend their
classification reasonings.

Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or
groups of students)

Accommodations What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies) Using images, gestures, facial
accommodation? List individual expressions, hands on activities
students (initials), and then explain
● Pre-Production Level:
the accommodation(s) you will
implement for these unique ● Early Production Level:
learners.)
● Speech Emergence Level:
*If you don’t have students who
require these accommodations, ● Intermediate Fluency Level:
describe what you WOULD do if
you did have these students.
What accommodations will you make for students who have an IEP or 504 plan?

5
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________
Grade Level Being Taught:
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
◻ What Higher Order Thinking
(H.O.T.) questions will you ask?
◻ How will materials be
distributed?
◻ Who will work together in
groups and how will you
determine the grouping?
◻ How will students transition
between activities?
◻ What will you as the teacher
do?
Subject/Content: Group Size: Date of Lesson:
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
1. What is the content area for this lesson? ______________________________________
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) ______Level 2, CT/Supervisor cycle 1 =_small
group_____________________
3. Step-by-step plan:
Time: Action Steps:
-Materials will be passed out before lesson (each group will get cards) every student will get a chart for
stamps
-Introduce the lesson through presentation slides.
-Define terms : Congruent, Angles, sides, parallel
-Slide: What is a quadrilateral? using real world examples
-Introduce attributes of a square without revealing the name of the shape. Each group will use the shapes
in their bag that was given ahead of time to raise up the shape they predict I am describing.
-I will reveal the name of the shape then explain the reasoning for why the quadrilateral I described was
a square by describing its attributes.
-This will be repeated for each shape while making my way through the presentation slides.
6
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

-I will ask students to put the shapes back in the bag after we have finished
◻ What will you as the teacher
-Before passing out twizzlers strings, I will explain that they can not eat it until we are done with all five
say? questions. I will tell them that for each question correct, they can get a stamp on their chart. I will also
◻ What will the students do? warn that if they are not following directions they will get minutes off of recess.
-At the end I will give them permission to eat their twizzlers.
◻ What student data will be
collected during each phase?
◻ What are other adults in the
room doing? How are they
supporting students’ learning?