USF Elementary Education Lesson Plan Template (rev.

Fall 23) Name: Nathan Colon

Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 4/2/24
Whole Group

This lesson plan template is for the Level 2 Internship, Observation Cycle 2. This lesson plan is one of the documents you will submit
for your Inquiry Part 3 assignment. In this lesson plan, interns must make clear connections to their Inquiry Work/focus student.
Before writing your lesson plan, review the instructions for Inquiry Part 3 below.
For Part 3 of the Inquiry into the Individual Learner, you will utilize the data you collected for Inquiry Part 1 and Inquiry Part 2 for your second observation (WITH
SUPERVISOR) with your student in mind. Therefore, if you are teaching a small group--your inquiry student should be in that group. For a whole group, make sure
to teach the class period when your student is in your class.

Reminders for Inquiry Part 3:

 For your Inquiry Part 1, you collected data to complete the assets-based profile on your student. You will find several ways to integrate what you learned
from that data into your lesson plan. For example, you may find purposeful ways to differentiate instruction connected to your student’s interests or plan the
lesson to include active learning and movement to align with your student’s preferences.
o On this lesson plan you will highlight the areas where you have intentionally made connections to the data you collected in part one and two.
 For example in the first box, you include content connected to what you learned about your student’s community. Then you add some of
those connections in your step-by-step plan.
 For example, you intentionally include an opportunity for collaborative group work during a section of your lesson because you have learned
in part one that your student learns best with his peers.

 For your Inquiry Part 2, you developed a wondering based on data from the assets-based profile and then collected additional data by reading several
articles. You should use these findings to integrate strategies and ideas that you learned about into THIS lesson.
o Here, each of the strategies/ideas that you include in this plan for your focus student should be (1) highlighted, (2) followed by an APA-style in-text
citation, and (3) include a brief explanation of why you chose to include that strategy for your focus student. At the end of this lesson plan, include
an APA style Reference List for the sources you’ve cited within the plan.

Part 1: Lesson Content

Title of Lesson Finding Area using Composite Figures

Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners
Students will be able to work together and work around the room with groups of their choice. The
students love to work together, and often collaborate well together.

How does this lesson connect to/reflect the local community?

I will create my own word problem using student names, which could increase engagement for some
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Nathan Colon

Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 4/2/24
Whole Group

students.

What Standards (national or MA.5.GR.2.1: Find the perimeter and area of a rectangle with fractional or decimal side lengths using
state) relate to this lesson? visual models and formulas.
(You should include ALL applicable
standards.)

Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?

MA.4.GR.2.1: Solve perimeter and area mathematical and real-world problems, including problems with
unknown sides, for rectangles with whole-number side lengths.
 Students have learned how to calculate the area in a variety of ways, but not with fractional or
decimal sides.

Trace the standard to the next grade level. What will students learn next related to this standard?

MA.6.GR.2.2: Solve mathematical and real-world problems involving the area of quadrilaterals and
composite figures by decomposing them into triangles or rectangles.
 Students will be expected to master the formula to find the area of a rectangle
 Less focused on models and expands to more shapes
 Part of this standard applies to the current lesson with composite figures

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USF Elementary Education Lesson Plan Template (rev. Fall 23)
Grade Level Being Taught: 5th
What misconceptions might
students have about this
content?
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.)
Level(s) of Thinking
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Name: Nathan Colon
Subject/Content: Math Group Size: Date of Lesson: 4/2/24
Whole Group
Students may be put off by seeing fractions in their area questions. They may see it as extra challenging
due to the reputation of fractions in school and could be more prone to frustration during this lesson.
They may also be overwhelmed by seeing composite figures and may not know what to do at first.
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).
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Students will be able to accurately solve real-world problems involving area with composite figures that
include fractional and decimal side lengths.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? Understand/apply
Which level(s) of thinking is/are called for in your objective? Apply
Why did you choose this level(s) of thinking?
I chose apply because this lesson is the builds off of what they have learned about area already. Students
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Nathan Colon

Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 4/2/24
Whole Group

will apply what they have learned in order to find the area of composite figures. Using their knowledge of
area, they will be able to break apart composite figures and will the find the area of parts of the
composite figure in order to find the total area.

Assessment Plan- How will you Describe your assessment plan:

know students have mastered Students will complete an exit ticket in their workbooks. I will grade their work on a 1-4 scale. This score
your objectives? will help me identify if students still need extra help with the concept or if they are ready to move on.

Scale:
1. Did not get the correct answer and seems to struggle identifying how to complete the problem.
2. Did not get the correct answer but understood some of the steps towards getting the right
answer.
3. Did not get the correct answer, but followed all the correct steps and likely made a simple
calculation error.
4. Got the correct answer and demonstrates that they understand the concepts as to how they got
the answer.

Is your assessment formative or summative? Why did you make that assessment decision?
This is a formative assessment because the assessment will be used to learn how well students
understood the lesson and what areas should be worked on after the lesson. This will also not be the last
time students will be working with area, fractions, and decimals this quarter.

How does it align with your objective?

The exit ticket aligns with the objective because students will have to sketch a unit square to
demonstrate their understanding of the model.

Assessment Scoring/Rubric
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USF Elementary Education Lesson Plan Template (rev. Fall 23)
Grade Level Being Taught: 5th
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
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Name: Nathan Colon
Subject/Content: Math Group Size: Date of Lesson: 4/2/24
Whole Group
Scale:
1. Did not get the correct answer and seems to struggle identifying how to complete the problem.
2. Did not get the correct answer but understood some of the steps towards getting the right
answer.
3. Did not get the correct answer, but followed all the correct steps and likely made a simple
calculation error.
4. Got the correct answer and demonstrates that they understand the concepts as to how they got
the answer.
Students will have access to their scores after they have been graded so that they know how they are
doing in the content as well. Their score does not count towards their overall grade and is simply a way
to give feedback to the teacher and students.
Part 2: Lesson Implementation
 I will be working with students in whole group in front of the white board
 I will also transition into working in a small group with my focus student and 4 others
 Students will be told what page number we are on and what lesson we are in the workbook so
students can easily find where we are.
 After showing students the objective, I will explain that we will do the first section of the
workbook together and then they will be able to work together or in groups for practice for the
practice problems.
 I will tell students that inside voices are expected for everyone, so that everyone can concentrate
on completing their assigned questions
 If students are not meeting my expectations, I will use nonverbal interventions to help them stay
on task. For example, if a student is distracted with something, I could put my finger on their
workbook to show them that they need to be doing math.
 If the classroom gets loud, I will ring a bell to get their attention and will expect them to quiet
down (we will practice this beforehand).
 If students finish early, I will assign them to create word problems based on the objective for
their peers to solve.
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Nathan Colon

Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 4/2/24
Whole Group

students?  Focus student at the front of the room

 What strategies will you use  Focus student gets along well with his tablemates
if students do not meet your 
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials
(What materials will you use? Why
did you choose these materials?  Dry erase markers
Include any resources you used.  White board
This can also include people!)  Bell

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Nathan Colon

Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 4/2/24
Whole Group

Differentiating Instruction What is informing your need to differentiate (mark those that apply & explain):

Readiness Interest Learner Profile

I am differentiating using my focus student’s learner profile because I know he prefers having visuals,
and I could provide him with concrete manipulatives to assist him.

How will you differentiate instruction in this lesson? (mark those that apply):

Process Product Content

Describe what/how you will differentiate:

My focus student will be able to use manipulatives to help him visualize the concept of area. He will be
able to use them for as many problems as he needs. I will also be incorporating more praise into the
lesson for him to help increase his self-efficacy and ease his frustrations. I will focus my praise on his
effort rather than if he got a question right or wrong so that he can feel that his work is appreciated.

CHART

Which specific students will benefit, and why?

My focus student will benefit because he will have more visuals to assist him and may make the process
of doing the math less overwhelming. Other students in the small group will be able to use the
manipulatives as well if they choose to.

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USF Elementary Education Lesson Plan Template (rev. Fall 23)
Grade Level Being Taught: 5th
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
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
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Name: Nathan Colon
Subject/Content: Math Group Size: Date of Lesson: 4/2/24
Whole Group
What accommodations will you make for students who are English Language Learners, using the
WIDA levels? (Refer to your ESOL Strategies checklist and list specific strategies)
Entering, Emerging, Developing, Expanding, Bridging
 Entering/Emerging:
 Developing/Expanding:
 Bridging: SG- Key terms will be explained to the whole class, so that everyone has an
understanding of what the lesson is focused on.

What accommodations will you make for students who have an IEP or 504 plan?
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
Codding, R. S., Begeny, J., Kromminga, K. R., Edmunds, R. R., Klaft, J., Diggs, C., & Hansen-Burke, A. (2020).
Do Motivational Strategies Improve the Effects of a Small-Group Math Intervention Program? Journal of
Applied School Psychology, 36(3), 235–260. https://doi.org/10.1080/15377903.2019.1682735
1. What is the content area for this lesson? Math (area of composite figures)
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.) _______________________________
3. Step-by-step plan:
USF Elementary Education Lesson Plan Template (rev. Fall 23)
Grade Level Being Taught: 5th
(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?
 What will you as the teacher
say?
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
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Name: Nathan Colon
Subject/Content: Math Group Size: Date of Lesson: 4/2/24
Whole Group
Time: Action Steps:
1:05: I will expect students to be back in their seats by then after they settle down from specials. If there
are any students still out in the pod with a minute before we begin, then I will tell them that they have a
minute to come inside and get seated.
1:06: I will tell students to get their workbooks out and turn to page 133 on lesson 15.
1:07: Then I will point to the objective written on the board and call on a volunteer to read it for me. I
will then ask someone to define composite figures. I will then give the definition if no one can correctly
define it. I will also focus on what the word composite means to help students understand the meaning of
composite figures.
1:09: I will direct students to question 1 and will model it on the board so everyone can see. I will be
asking students what steps they think they should take first to find the area of the composite figure. I will
then show them how to break apart the figure into multiple parts in order to find the area.
1:12: We will then do question 2 together. This question has several parts, so I will go through each step
in detail, and ask students if they have any questions to see if they understand each step.
1:15: I will create a word problem for students that they will work with a partner to solve. Students will
work collaboratively for about 2 minutes to come up with an answer. I will then explain the answer after
the 2 minutes.
1:17: After question 2, I will tell students they can partner up or work in groups around the room to
complete questions 1-3 in the practice part of the workbook. I will also tell them to complete the exit
ticket when they are done and turn it in to the math bin. I will also announce that anyone who finishes
early should come see me so I can explain the directions for students creating their own word problems.
The projector can be used to display the word problem.
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Nathan Colon

Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 4/2/24
Whole Group

1:18: I will also call some students to work with me in small group, including my focus student. In my
small group, we will do the first practice problem question together so I can assess where each small
group student is at. I will also incorporate motivational strategies for my focus student, to help
encourage him. I will also emphasize adding a lot of praise during small group, to help my focus student
gain confidence and self-efficacy
(Codding et al., 2019).

1:32: If students are not working on the exit ticket by this point, I will make an announcement telling
them to begin working on the exit ticket.

1:35: I will review the objective again and will ask some students their steps for solving the types of
problems we did.

References
Codding, R. S., Begeny, J., Kromminga, K. R., Edmunds, R. R., Klaft, J., Diggs, C., & Hansen-Burke, A. (2020). Do Motivational Strategies Improve
the Effects of a Small-Group Math Intervention Program? Journal of Applied School Psychology, 36(3), 235–260.
https://doi.org/10.1080/15377903.2019.1682735

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