UH Lesson Plan Template [To be completed by Teacher Candidate]

Note: Instructional suggestions for each section are provided in blue text. Delete all blue text and replace it with your own.

First and Last Esmeralda Hernandez

Name

Lesson Overview

Lesson Title Who’s that Pokemon?

Lesson Description//Central Focus Students will learn how to use a ruler to measure the perimeter of polygons and shapes
of the Lesson

Unit Title Area and Perimeter

Real world applications or
connections My students are into Pokemon right now, so I am connecting my lesson to pokemon

Content Area TEKS Include all content TEKS that your Lesson targets.
Standards Alignment MATH.3.7B Determine the perimeter of a polygon or missing length when given
perimeter and remaining side lengths in problems

Deconstructing/Unpacking the Standard(s)

Determine key verbs: Determine
Identify concepts and skills the perimeter of a polygon
Technology Standards Include all technology TEKS that your Lesson targets, if applicable.
Alignment

ELPS ELPS C.2c

Learn new language structures, expressions, and basic and
academic vocabulary heard during classroom instruction and
interactions.
ELPS C.3d
Speak using grade level content area vocabulary in context to
internalize new English words and build academic language
proficiency.

Objectives I can determine the perimeter of a polygon

Sub-Objectives How will you connect to past learning?
What key vocabulary and/or academic language needs to be reviewed or introduced?
Polygon, perimeter, inches, length, width
If applicable: What images will you use for key vocabulary? What sentence starters might be helpful?
ELPS Objective, if applicable Use the format: “ I can…”

3rd grade
Grade Level

Estimated Time Needed for

this Lesson One 50-minute class period

Assessment
How will you summatively assess student
mastery?
NOTE: The summative assessment might
not be a part of this lesson.You can also use
this space to describe your post assessment.
I will summatively assess by giving them a worksheet in which they will go around the
classroom and find 7 different objects to find the perimeter of each. They will have to
name the object, show the measurement for each length, and show the total
perimeter for each object.
How will you formatively assess student
mastery? For formative assessment, just
generally describe what you will be doing.
Specific questions will be included later in the
lesson plan.
What are your plans for adjusting the pacing
of the unit for struggling learners?
Resources/Materials/Tools
Technology resources
(hardware, software, websites,
Technology- Enhanced Lesson
Supports), and rationale for why
each is vital for instruction:
Non-Technology resources
and rationale for why each is
vital for instruction:
Managing Student Behavior: You can’t teach them if you can’t reach them!!!
When and how will you establish rules for
learning and behavior during the lesson?
What will it look and sound like if students are How Engagement will look and sound in the lesson
engaged vs. compliant in the lesson?
How will you allow for movement, transitions Pokemon really has their attention right now, so I think that connecting this
or brain breaks to capitalize on engagement
and performance
What will you do as an attention signal?
While presenting the lesson I will ask different students who struggle
more with the concepts questions to see if they are getting it
I plan to review how to use a ruler and how to add. Most of my struggling learners
know how to add but there are some that don’t.
List any specific technology tools needed, including any preparation,
development, or checkout procedures needed required. For each resource,
present the rationale for why each is vital to support learning (i.e., why this
technology for this TEK in this way?)
Ruler
Polygons on the floor that are pre-taped
Items around the classroom
Behavior Expectations for the Lesson
I expect students to be attentive when I am giving directions. I also expect
them not to be running around when they are doing their independent work.
I will know that my students are engaged if they participate during the lesson
without me having to call on them. I expect them to be excited because
lesson to that will really help
Plan for movement, transitions, or brain breaks, if applicable.
One plan for movement will be when we go to the middle of the classroom to
measure the pokemons. Another plan for movement will be when they are
doing their independent work, they will be moving around the classroom to
find different items to measure.
Attention Signal
My attention signal will be all eyes on me.
 Lesson Procedures
Differentiation Formative Assessment
Stage of Lesson Step-by-Step Lesson Sequence

This template is built on A step-by-step description of the scope and
the traditional “Madeline sequence of lesson activities, with estimated
Hunter” type of lesson time on task noted in parentheses for each
structure. The format can step. In other words, completely describe
also be used with 5 E . . . or the flow of the lesson, the content to be
another lesson plan presented, and the strategies to be used. The
scheme . . .this is where you more detailed you make this description, the
can customize to fit your more likelihood you will anticipate any
purpose. challenges or teachable moments that might
occur. Include actual words you will use and
questions you will ask students. Consider
items such as: parts of the lesson that might
be difficult, and how you will know whether
you can go on; how to ensure that students
completely understand
directions before releasing them to work
independently; and what students will do if
they finish their work early.
NOTES:
● Differentiation (Enrichment and remediation): Tailoring instruction to meet individual needs; differentiating the content, process, and/or product.
Consider cultural diversity, gifted, etc.
● Accommodation(s)- (A change that helps a student overcome or work around the disability); Remember, an accommodation is not lowering
expectations or teaching below grade level content/objectives.
● Modification(s)- (A change in what is being taught or what is expected from the student):
Address the following for Address the following for each part of
each part of the lesson plan”: the lesson plan:
Grouping of students: What Questioning: What questions will you
opportunities do students have ask? (Using Bloom’s Taxonomy or
to work independently or
Costa’s Levels of Thinking, plan some
together? How are these
questions you will ask student)
groups designed to increase
mastery of objective?
How will you make sure that you are
calling on volunteers, non-volunteers,
Differentiation - Enrichment
and a balance of students based on
and Remediation: What
ability and sex?
opportunities/strategies will
you use to strengthen their
Academic Feedback What type of
understanding of the strategy
support or academic feedback do they
or skill presented?
need to overcome such challenges?
Plan at least 2-3 academic feedback stems
Specific Accommodations
that are aligned to the learning goal so
and Modifications: What
that they can easily identify students who
accommodations and
are meeting those goals.
modifications do you have to
make for ELL, SPED, 504, and
struggling students? How will
these accommodations and
modifications support mastery
of the objective?

Helpful Links:
ESL Strategies Document
ESL Strategies Matrix
Opening
What will students be doing
immediately after the bell
rings to kickstart class? (if
applicable)
Engage
(motivational hook)
_5__ minutes Here, students will Questioning:
Opening: work together as a class What is the measurement of
We will be reviewing how to use a ruler with me so there will be this side? (Remember)
and I will be showing them how to pay no grouping apart from How much is __+__?
attention to what side of the ruler they the partners they (Remember)
are using. (cm or in.) already sit with.
We will be measuring objects like
pencils, erasers, and highlighters to
practice using the ruler.

Explore: During this part of
the lesson, the students
explore through an
investigation-type activity.
___ minutes
Engage Description:
Explore Description Grouping of Questioning:
What is perimeter? (Remember)
students: Students
For the explore section, I will have all will be with me What does perimeter measure?
(Remember)
students follow me to the center of the around the floor. I will
Restate what ______ said
room. I will hand each student a have students who perimeter is in your own words.
recording sheet that I have previously struggle the most with (Understanding)
made. I will explain the instructions to math near me so that What do we notice about the
them, “We will be measuring these they are able to see measurements of the sides of the
pokemon polygons. I want you to pay how I measure the polygons? (Analyze)
attention to how I use this ruler to polygons
measure the sides.” We will measure all How will you make sure that you

Explain
During this part of the lesson, the
students should be discussing
what they learned in the explore
portion.. This is the time when the
teacher/students will model the
strategy or skill they are learning.
What content knowledge are you
teaching students based on your
own understanding? You or the
students are literally thinking
aloud. Consider using the
Discussion Plan here, as well.
sides of the polygons and record on our Differentiation -
recording sheet. I will have opportunities Enrichment and
for the students to help me measure the Remediation: I will of students based on ability
different sides and to add.
*Make sure that the polygon shapes do so that we work
not consist of too many lines to measure together and they’re a student who is disengaged, I
or else it will take too much time to
complete.
____ minutes
Explain Description
During the explain section, we will
discuss what we noticed about the
polygons during the activity we did
together. When we finish discussing, I
will explain what activity they will do
next, but first I will show them by
example. They will be measuring
polygons around the room, but since a
lot of them are 3-d objects, I will specify
that they only need to measure the face
of that shape. I will measure a desk with
them to show how there are 2 pairs of
sides that are congruent, and I will ask
how this differs from the other polygons
we measured. I will give them the
following directions, “You will now go
around the classroom and find 4
polygons around the room and find its
perimeter. You will write down the
measurements for all the sides of the
polygon in the measurement column and
you will add them together to find the
perimeter.”
are calling on volunteers,
non-volunteers, and a balance
have students help me and sex?
I will have a premade list of
measure the different students who I know don’t
sides of the polygons participate a lot so that they
get the chance to speak. If I see
able to see how they’re will also call on them to make
supposed to do the sure they are understanding.
activity. I will also Academic Feedback What type
translate some of the of support or academic
feedback do they need to
directions to Spanish overcome such challenges?
so that my ELL’s Plan at least 2-3 academic
understand. feedback stems that are aligned
to the learning goal so that they
Specific can easily identify students who
Accommodations are meeting those goals.
and Modifications: I Don’t forget to add these two.
will have students who
struggle the most with
math near me so that
they are able to see
how I measure the
polygons
Grouping of students: After Questioning:
we discuss, students can work What shape is this polygon?
with a partner to measure (Remember)
different objects around the What do we notice when we measure the
room to find their perimeter. side lengths of this polygon? (Analyze)
If these two sides are the same, and
Differentiation - Enrichment these two sides are the same, what
and Remediation: I will would happen if I measured a different
translate explanations from size rectangle? Square? What do you
English to Spanish when think the outcome would be? (Creating)
necessary. I will also probe
them to think about the How will you make sure that you are
shapes of squares and calling on volunteers, non-volunteers,
rectangles and how they can and a balance of students based on
multiply a length twice in ability and sex? I will have a premade
some occasions. list of students who I know don’t
participate a lot so that they get the
Specific Accommodations chance to speak. If I see a student who
and Modifications: I will is disengaged, I will also call on them
group students who struggle to make sure they are understanding.
the most with math to work
together with me so that they Academic Feedback What type of
are clear on how to measure support or academic feedback do they
and how to add. need to overcome such challenges?
Plan at least 2-3 academic feedback stems
that are aligned to the learning goal so
that they can easily identify students who
are meeting those goals.
Are these two sides the same length?
Do you think ALL polygons have two
sides with the same measurement?
Think back to our definition of a polygon.
Elaborate ___ minutes Grouping of students: Questioning:
: During this part of the lesson, the Students can work with a What is the length of this side?
teacher will monitor students’ Elaborate Description partner to measure different Show me how you measured this side.
understanding. Students extend objects around the room to find Look at these two measurements. What
or elaborate on what they’ve their perimeter. I have made a do you notice they have in common?
There will be two stations. In one list of what students will work (Understand)
learned or apply what they have
learned to a new setting. Like the station, students will be doing their with one another Think of a simpler way you could find
Explore, this stage should also be activity and walking around the the perimeter of this polygon. (Analyze)
active, collaborative, and Differentiation - Enrichment
hands-on..
classroom measuring different objects, and Remediation: I will let How will you make sure that you are
finding their perimeter. In the other students round their answer to calling on volunteers, non-volunteers,
station, students will be practicing on a the nearest number or half and a balance of students based on
number, but I will challenge my ability and sex?
worksheet that will have items they need GT students to use the actual In this part, I will just go around the
to measure the perimeter of. Students numbers and add those. class to check on the groups and ask a
will have 12 minutes to complete their Specific Accommodations person from each group.
Academic Feedback What type of
station. I will have a timer shown up on and Modifications: I will support or academic feedback do they
the whiteboard. When students are group students who struggle need to overcome such challenges?
the most with math to work Plan at least 2-3 academic feedback stems
done with one assignment, they will turn together with me so that they that are aligned to the learning goal so
it into the designated turn in folder and are clear on how to measure that they can easily identify students who
and how to add. are meeting those goals.
rotate when the timer goes off. Think about the shape of this polygon.
I will be working with my small group Are all the sides the same?
and we will be measuring objects and What does this tell you about
squares/rectangles?
finding their perimeter together. Before I
work with them though, I will address
my GT group and specify what I want
from them, which is to find the actual
measurements of the objects besides
just rounding. When I have gone over
how to measure a few of the objects
with my small group and they are
practicing on their own, I will walk
around the class to see how the groups
are doing and see if they can explain to
me how they are measuring the sides.
Discussion Plan to be used ___ minutes
during the lesson. This can
be used during the Explain
portion of the lesson or
Launch Frame
after the Elaborate portion
of the lesson. “We just finished our group work with measuring polygons and finding their
perimeter. Someone tell me what we noticed about different polygons and
Launch Frame
Opening statement and
finding their perimeter”
question to get the discussion
started (Example, “We have Eliciting and Orienting Questions
been learning how to add
fractions in this activity. What What did we notice about finding the perimeter of squares?
was an important key in
adding the fractions that
Rectangles? Would this method work with other polygons? Do you
helped you? What have we agree with what _______ said?
been learning about today?”)
Conclusion Frame
Eliciting, Orienting We have learned a lot about using the ruler and finding the perimeter of
Questions to ask During the
Discussion
different polygons. We will use this skill tomorrow when we look at
What eliciting, probing, and finding the unknown length of a side of a polygon when given the
orienting questions will you
ask during the discussion?
perimeter.

Conclusion Frame
Closing statement about
what they learned in the
lesson and what they will be
working on next. (Example -
“We have been adding
fractions in this
Evaluate See Post-Assessment plan above and in the SSR