Teacher Education Program

Elementary Lesson Plan Template

Name: Elisa Fonseca Date(s) of implementation: March 10

Key Content Standards and CA ELD Standards (Integrated ELD): List the complete text of only the relevant parts of each content and
ELD standard. (TPE 3.1)
4.G.1: Draw points, lines, line segments, rays, angles (i.e. right, acute, obtuse), and parallel and perpendicular lines. Identify
these in two-dimensional figures.

4.G.2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence
or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

Cross-Disciplinary Connection: (TPE 3.1, 3.3, 4.3) Incorporating Visual and Performing Arts: (TPE 1.7, 3.1, 3.3)
Drawing shapes
Lesson Objective: What do you want students to know and be able to do? (TPE 3.1, 3.3)
Ss will understand any shape can be a polygon if it has x amount of straight sides with no curves and no openings
Ss will be able to identify the types of polygons when given a number of sides
Ss will be able to identify quadrilaterals and the lines, vertices, and angles they are made of

Lesson Goals: What have you learned about students’ abilities that has informed the direction of your lesson (based on assessments,
learning experiences, IEPs)? (TPE 2.5, 3.2, 4.1, 4.2, 5.2, 5.7, 5.8)
ELD Ss: Need support with academic vocabulary
Ss with IEPS or SSPTS: Need small group, homogenous instruction
Prerequisite Skills: What do students need to know and be able to do in order to engage in the lesson? (TPE 3.2, 4.2, 4.4)
Ss will need to be able to
- Work in Small groups
- Recall information from Shapes (4th grade)
- Use personal whiteboard to display answers
- Take notes

Pre-Assessment Strategies: How might you gain insight into students’ readiness for the lesson? (TPE 5.2, 5.8)
Last week I mentioned that we will be reviewing shapes that we learned in the 4th grade and gauged confidence (Not very confident)

Backward Planning (Summative Assessment): What evidence will the students produce to show they have met the learning objective?
(TPE 1.5, 3.3, 3.4, 5.1)
Ss will complete set of notes to refer to for upcoming lessons
Ss will generate their answers on a whiteboard and flip to show understanding
Checking for Understanding (Formative Assessments): How will you monitor student learning to make modifications during the lesson?
(TPE 1.5, 1.8, 3.3, 3.4, 4.7, 5.1)
- Remind Ss to share their answers on their whiteboards for everyone to see
- Gamify review of Polygons

Self-Assessment & Reflection: How will you involve students in assessing their own learning? (TPE 1.5, 5.3)
Closing with how they feel about how they did, do we want to get more review, Thumbs up, So-so, Thumbs Down
 Connections Engaging All Learners
· Connections to Students’ Lives - experiences, interests, · Range of Communication Strategies & Activity Modes (TPE 3.4,
development, and social emotional learning needs (TPE 1.1, 4.7):
2.1, 4.2): Raising hands
Ask Ss what shapes they see in the world around them and Whiteboards
where
Printed shapes of items in the community to identify the polygon
name + amount of sides
Pictures of items relating to forms of Energy

· Connections to Real Life Contexts (TPE 1.3) & Culturally

Responsive Practices (TPE 4.1, 4.4):
We have been learning about different forms of energy
(pollution, sustainability etc.)

· Promoting Multiple Perspectives (TPE 1.5, 2.2):

Accommodations, Modifications, and Other Strategies to Support a Wide Range of Learners (UDL, MTSS, etc.): How will you
differentiate content, process, and/or product? (TPE 1.4, 3.2, 3.6, 4.4, 5.8):
Since these are done as small group rotations, each rotation is catered to the specific learning needs/ levels of participation on the
particular day of the Ss
An entire plan is created for the whole week and Ss will reach different points in the plan throughout the rotations cutting out practices
or adding more practices, changing the pacing or demonstration of more examples
Technology: How will technology be used to facilitate students’ equitable access to content? (TPE 3.6, 3.7, 3.8, 4.4, 4.8)
N/A
Academic Language (Integrated ELD): What content-specific vocabulary, skill-specific vocabulary, text structures, and stylistic or
grammatical features will be explicitly taught? (TPE 1.6, 3.1, 3.5, 4.1, 5.7)
- Quadrilateral
- Parallelogram
- Sides
- Angles (types of angles)
- Polygon (types of polygons)

Approaches to Support English Language Learners & Standard English Learners (TPE 1.6, 3.5, 4.4):
Displaying vocabulary, opportunities to take notes and refer to notes at all times (its encouraged)
Name: Date(s) of implementation:

Instructional Learning Strategies to Support Student Learning:

How will you 1) engage/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning
outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, 5) build
metacognitive understanding, and 6) maintain a positive learning environment that is culturally responsive?

List what the teacher will be doing and what the students will be doing.
DAY __ of __

Time Teacher Student Resources / Materials

9:30 Hi so last week I mentioned that we will Personal Whiteboards

begin our shapes review Markers
Do you remember when you learned I think 4th grade Erasers
mostly about shapes?
Pencils
Math notebooks
Here is a list of the names of some
Polygons, polygons are shapes that Large Easel Whiteboard
have straight sides with no curves Print out of shapes from real
All polygons are closed shapes with no life
openings or overlaps
*T writes names of Polygons in
scattered format writing numbers 3-10
under all names*

Ss will make educated guess about

We are going to write number of sides
pairings
we think belongs to each name of the
polygons, we’re going to cross out the
ones we’ve used

It’s really important for me to say that

these shapes can look any crazy way as
long as they have the number of sides,
are closed shapes, and have no curves

*T draws example of funky triangle*

Now on your whiteboards we’re going to

practice drawing our polygons with a
given number of sides.
First I want you to draw your polygon
and figure out what the name of the
polygon is, if you need support turn and
talk to your partner about what might the
name of the polygon be

Ss draw a hexagon and label it as

First one, show me a polygon with 6 hexagon
sides Ss flip whiteboards over to demonstrate
*Continue once all Ss have showed* answer

*do shapes 3-10 sides*

Great work now we are going to take
some notes in our Math Notebooks so we
can have their names and amount of sides
forever
Ss take out Math Notebooks and take
notes w T
Let’s set up our notes
We start with our title: Polygons
Does anyone remember the key rules we
have to follow for identifying polygons? Ss share potential answers

Yes, our two rules are

1. All polygons have straight sides
and no curves
2. All polygons are closed shapes
with no openings or overlaps
For the next part of our notes we will be
drawing a polygon for each name and
write the number of sides
Try to leave some space so we can write Ss draw polygons and labe
allll the names and number of sides before
we draw the pictures
It’ll look like this once we finish
*Show ss of previously created chart*

Very nice notes!

Now we are going to move on to

identifying lots of shapes as their polygon
name!

Shapes are alllll around us, here are some

pictures from around here or other things
that might be familiar to us
Ss share answers
What shapes do you see?
Can ___ be a polygon? What polygon?
Why? Write on your whiteboard what
polygon ____ might be

*Show 5-10 pictures depending on time*

Ss tell rules of polygons

Now some shapes just don’t really look

right but can still be considered a polygon
because they follow our polygon rules
Can someone tell me the rules again
please? Don’t forget you can check your
notes if you need to

Exactly so let's draw some!

*T draws shapes*
 What type of polygon is this? Let’s count Ss share answers on whiteboards or
the sides verbally
It has 8 sides, what does that make it?
(Octagon)

*Do 5-10 shapes depending on time*

Does anyone want to come up to the Ss take turns drawing shapes

board to draw a shape? Or even draw it
on your own whiteboard for us to figure
out what type of polygon it is? Ss participate in other in Ss shapes writing
name and amount of sides

*Encourage all Ss to take a turn*

Okay let’s all write what type of polygon

we think it is and the number of sides

Okay that is all the time we have for our

rotation today! Great job, for our next
9:50 rotation we will be focusing on one specific
Polygon, our Quadrilateral!!!