UH COE Lesson Plan Template (Direct Instruction)
Note: Suggestions for each section are provided in blue text. Delete all blue text and replace it with your own.
Name of Teacher Candidate
Lesson Overview
Grade Level
Estimated Time Needed
Lesson Description
Content Area Standards
Technology Standards
Objectives
Resources/Materials/Tools
Terms/Vocabulary
Technology Resources
Other Resources
Lesson Procedures
This template is built on
the traditional “Madeline
Hunter” lesson structure.
Verenice Lara
2nd grade
45 minutes
The students will have to create a 2-D shape based on the attributes that
are given. They will have a few materials that they will use to create their
shape.
2.8 Geometry and measurement. The student applies mathematical
process standards to analyze attributes of two-dimensional shapes and
three-dimensional solids to develop generalizations about their properties.
The student is expected to:
(C) classify and sort polygons with 12 or fewer sides according to
attributes, including identifying the number of sides and number of
vertices
NONE
I can create two-dimensional shapes based on gives attributes.
Triangle Hendecagon
Pentagon Dodecagon
Hexagon Parallelogram
Heptagon Vertices
Octagon Attributes
Nonagon Sides
Decagon
NONE
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on
task noted in parentheses for
each step. In other words,
Describe how each stage of Cite specifically what
completely describe the flow of
the lesson will be managed, resources for this activity
the lesson-the content to be
including role of teacher and will be used, and describe
presented, and the strategies to
learners (who is doing what at in detail how they will be
be used. Include actual words you
will use and questions you will
each point), location (e.g., used.
classroom, computer lab, Note who will be using the
ask students. Consider items such
outside), and any special tool and in what ways. Note
as: parts of the lesson that might
considerations, such as for any safety considerations
be difficult, and how you will
differentiated instruction. needed.
know whether you can go on; how
to ensure that students
completely understand directions
before releasing them to work
independently; and what students
UH COE Lesson Plan Template (Direct Instruction)
will do if they finish their work
early.
The teacher will split the
students into five groups.
As they will get in line with
their groups. Teacher will
have poster with different
shape names posted on
the white board. Then the
teacher will have cutout of
all the shapes named on
Focus/Anticipatory Set
the posters. The students
(motivational hook)
in line will have to quickly
select the shape that the
teacher has said and place
it on their group poster.
Who ever places the
shapes the fastest will get
verbal feedback from the
teacher.
The teacher will read aloud
some attributes of a shape.
“I have 4 vertices. All of my
sides are congruent, and I
have 4 sides. What shape
am I?”
As the teacher models
using the geoboard and
rubber bands (playdough
and toothpicks) to figure
out what shape it is. The
teacher is thinking aloud of
Content-input how many vertices the
(Could include content shape has. So, with the
outline, presentation, material teacher will create
questioning, modeling, the vertices. Then think
examples) back to the shapes that
she has been learning
about. As the teachers
starts to assemble her
shape, which is a square.
The teacher will model
another attributes card.
Teacher will do the same
thinking process. This time
the students will be able to
help the teacher create the
2-D shape.
Students will be in line
with group members. As
they wait for instructions.
The students will sit in
whole group discussion
on the carpet or desk, as
the teacher models how
to solve a few problems.
The teacher will ask them
to show her with their
thumps “up” for
understanding, thumbs
“sideways” for just a little
more explanation.
Thumbs “down” for have
no idea what teacher is
talking about.
Having an engaging
focus is important
because it gets the
students attention.
The focus can be
anything form a book
to having something
written in a white
board. (Eggen &
Kauchak,2012,
p.71).
When teachers
model for the
students it creates a
positive environment
as it also sets the
tone in the
classroom (Eggen &
Kauchak,2012,
p.32). When
teachers model in
front of their students
it encourages the
students for a well
understanding
(Eggen &
Kauchak,2012,
p.128). Also
providing a visual of
what they are asked
to do by the teacher
(Eggen &
Kauchak,2012,
p.128).
UH COE Lesson Plan Template (Direct Instruction)
The students will work
together. As they will use
their academic vocabulary.
Talking among their group
they will read the attributes
Guided Practice
card. After reading the card
(identify students who
they will create the shape
failed to master lesson
using their geoboards and
objectives.)
rubber bands (play-dough
and toothpicks). After they
have created the shape,
they will write it down on
their recording sheet.
The students will work
independently. As they will
get their own recording
sheet, they will read the
problem and find the shape
that corresponds with the
given attributes.
Independent Practice
(reteaching and
enrichment)
When the students have
completed their activity, the
Closure teacher will have them
clean their area. Once they
have cleaned their area the
The students should
The students will be in be monitored when
their seats. The teacher they are doing
will be walking around the guided practice
students checking for activities, working
their verbal language and together with peers
body language. helps to comprehend
the lesson. They
should be monitored
because a student
may want a
clarification over a
step. So, the teacher
needs to provide the
support as they will
need it (Eggen &
Kauchak,2012,
p.277).
During this phase the
Then the teacher will
teacher will be able
pass out an activity. As
to see which
the students are
students are still
completing the sheet the
struggling and not
teacher can walk around
understanding the
the classroom to make
lesson (Eggen &
sure that the students are
Kauchak,2012,
in the correct path. Once
p.279). if the whole
students are done, they
class is having
are able to turn in the
difficulty the teacher
paper to the teacher.
will reteach the
lesson with a new
approach.
The students will get be Ending the lesson
sitting their desk. Then with providing the
the teacher will give the students closure at
direction for everyone to the end of each
listen carefully. As the lesson is important
UH COE Lesson Plan Template (Direct Instruction)
class will come together as
a whole group. The
students will be able to
discuss what they learned.
As well as what they want
to share. The students will
ask them a few questions:
- Can you recall some of
the key words that we
learned today?
-Can you explain recall
what we did today?
-What are the attributes of
one shape that you like?
teacher asks the
questions she has
prepared. She will check
for the students
understanding by asking
the students to have their
“Ready signal.”
because it helps the
students clear their
thoughts (Eggen &
Kauchak,2012, p.
78). Having closure
is beneficial for the
students to put their
own personal
thoughts to what
they have learned.

Plans for Differentiated Instruction/Accommodations

The teacher will identify the students who are special education. Once the
teacher knows which students need more help. Some of the students in the
classroom will need frequent breaks. As they start to get frustrated at times for
Special Education not being able to understand the problem. This would give the students time to
Students refresh their minds and calm down. Some students will need to have individual
structures reminders. As these students in the classroom the teacher has a few
students that are able to use manipulatives in test. So, they are able to grasp
the objects.
For the ELL students the teacher will have vocabulary words. Some words may
English Language be cognate to the student’s native language. Definitively provide examples that
Learners the student can relate to. As well as have peers that may be ELL and have
them sit by the student, so both can benefit.
For the gifted and talented students, the teacher will provide the students with
Gifted and Talented graph of intervals of two. Or have them generate their own word problem and
graph.
Other:

Potential Challenges/Plan B
If the students are struggling the teacher will pause the lesson. If the students are having difficulties with finding
the shape that corresponds to the attibutes teacher will have the students come together as whole group.
Teacher will then find another strategy to help the students. If one student is struggling the teacher will ask
guiding questions to help comprehend more. As well as give the students one-on-one time during small group.

Assessment
The teacher will assess the students by observing how they are doing their group work and independent work.
By the teacher monitoring the class she/he will be able to see who is still struggling and need help. Then the
teacher will encourage them to try their best if they do not know how to decide what the shape is.

Notes and Credits

There are many lesson plan ideas available, from other teachers, curriculum guides, and online. You are
free to use whatever information you find to inspire your lesson planning, provided:
UH COE Lesson Plan Template (Direct Instruction)
1. You properly cite your sources;
2. You fit the information into this required lesson format, meaning you will need to add additional
information to complete the lesson; and
3. You modify the lesson to fit your objectives and student needs (You will almost never teach any
lesson as is – even those found in your teacher’s guides. You will always know best what the
individual learners in your classroom will respond to.)