USF Elementary Education Lesson Plan Template (S 2014) Westfall
USF Elementary Education Lesson Plan Template (S 2014) Westfall
USF Elementary Education Lesson Plan Template (S 2014) Westfall
Westfall________________
Grade Level Being Taught: Subject/Content:
3
Math/Line Segments
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Name: ____________Brooklyn
Group
Size: 21
Lesson Content
MAFS.3.G.1.1: Understand that shapes in different categories (e.g., rhombuses,
rectangles, and others) may share attributes (e.g., having four sides), and that the
shared attributes can define a larger category (e.g., quadrilaterals). Recognize
rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of
quadrilaterals that do not belong to any of these subcategories.
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
SWBAT determine if lines or line segments are intersecting, right angle (perpendicular),
or parallel with 75% accuracy.
Name: ____________Brooklyn
Group
Size: 21
I am teaching this objective as part of the Unit 4 two-dimensional shapes. This lesson
helps students understand lines and line segments and builds the necessary foundation
in Geometry for their math education. We are using popsicle sticks to create concrete
models for students to reference throughout the unit. There will be a robot rap video to
help students remember the line segments.
My formative assessment will be my CT and I walking around while they answer the
problem of the day and ensuring that each student is understanding it. The second
formative assessment will be their learning brochures with the popsicle sticks and seeing
that the line segments are correctly assembled and labeled. The third formative
assessment will be the classwork page 498, problems #2 and 3. Finally, during class
discussion I will ask for the private 1-4 understanding level under the chin.
My summative assessment will be their end of lesson exit ticket. My second summative
assessment will be their Unit 4 test.
Name: ____________Brooklyn
Group
Size: 21
upcoming lessons?
What background
knowledge is necessary for
a student to successfully
meet these objectives?
Students need to know most of their shapes. This knowledge is foundational so this may
be the first introduction students have to line segments.
These learners tend to be advanced and catch on quickly. Lesson will need to be quick
and engaging and further enrichment will need to be provided for most.
Student may confuse the line segments with each other. They may not understand what
a polygon is.
Name: ____________Brooklyn
Group
Size: 21
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
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
The lesson will start as a whole group instruction. Once the EQ is written in their journals
and the problem of the day is solved, we will discuss making the learning brochures.
Once the directions are shared, students will work independently completing their
brochure. Finally, students will complete their classwork page or work at the back table
for further support.
Time
25
min
Who is
responsibl
e (Teacher
or
Students)?
Teacher
1. Have students pull their math notebooks and copy down the EQ.
15
min
Students
Students
20
min
Name: ____________Brooklyn
Group
Size: 21
Name: ____________Brooklyn
Group
Size: 21
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Math is the universal language and needed by every student to be successful through
their schooling.
If applicable, how does this lesson connect to/reflect the local community?
Students who are mathematically literate provide better support to their communities as
they succeed in school and become productive citizens.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
The enrichment folders are available to any student who masters the content quickly and
needs additional challenges.
How will you differentiate instruction for students who need additional
language support?
The uses of visuals throughout my lesson are in place because of the learning needs
within this classroom, they provide the necessary support for students who are not
auditory learners. Clear directions with modeling and demonstration will be provided
throughout the lesson as well.
Accommodations (If
needed)
(What students need specific
accommodation? List
Name: ____________Brooklyn
Group
Size: 21