*I have highlighted my manipulative use in yellow. These ideas have come from my research stated above.

USF Elementary Lesson Plan

Template
College of Education
Childhood Education & Literacy Studies
1. Lesson Goals: All objectives must be written as what you expect your students to DO. Do not use the words KNOW or UNDERSTAND. All objectives declared must be
those you are committed to systematically assessing, as stated in your Evaluation Plan (Part 7).
What is the
Essential
Question (Big
Idea) all
students are
investigating?
What are your
objectives for
student learning
in this lesson?
Why have you
chosen these
objectives?

What is a polygon?

Students will be able to compare and contrast polygons and non-polygons

Students will be able to define attributes of a polygon

These objectives have been chosen because they are expectations following this lesson plan.
Based on the Sunshine State Standards, students should be able to define and compare
polygons and non-polygons. Working with shapes will strengthen a childs spatial sense and build
background knowledge for later units of study in geometry.
MAFS.K.G.2.4- Analyze and compare two dimensional shapes, in different sizes and orientations,
using informal language, to describe their similarities, differences, parts, and other attributes.

What Standards
(National or
State) relate to
this lesson?
2. Content Knowledge
Provide an

Teachers should know what a polygon is and how to define a polygon.

overview/explain what
teachers should know
about this topic. What
prior knowledge is
necessary to master the
objective(s)? Is there a
learning trajectory in
the lesson (in other
words, is there a logical
sequence of steps that
students must take to
master the content)?
What connections can
be made to other
disciplines? What real
world connections can
be made?
What is the underlying
content knowledge that
you want students to
understand?
What misconceptions
do students typically
have about this
concept?
Rationale and
Relevance (Connection
to Students
Knowledge, Skills,
Experience) Why is it
important for students

Teachers should also know what shapes are not polygons,.

As students begin learning about two-dimensional shapes, they are building background
for a later study of geometry.
Working with shapes strengthens a childs spatial sense.
Geometry can also connect with numbers, as students should define how many sides
or vertices a shape has.
Geometry and working with shapes can also connect with art, science, and social studies.

Students will understand that a polygon is a closed figure with straight lines.

Students may think a circle is a polygon, it is important to tell them that circles do not have
straight lines.

This concept is important because it is the building block for geometry. Learning about
2-dimensional shapes is the first step leading to 3-D shapes, and later into more complex
geometry units. Shapes are in our everyday lives, and it is important students have an understanding
of them.

to learn this concept?

3. Levels of Differentiation
Name, and then
How does your lesson connect to the interests and cultural backgrounds of your students?
explain how your
This lesson connects to the students interests because I am reading the book The Greedy Triangle.
organized this lesson
The students will be interested in this book and will be able to relate to the content inside of the book.
to address the
interests, readiness
How will you differentiate instruction for students who need additional content support during this lesson?
levels, culture and/or
During this lesson I will be monitoring the students who need additional content support.
learning
I will circulate the room and help students who may need some additional help. I will also model
profiles/styles of
some examples on the ELMO.
your students.
How will you differentiate instruction for students who need additional language support during this lesson?
Explain why you
The students who need language support will sit in the front during the read aloud.
made these choices.
This will allow the students to see the pictures more clearly and see me more clearly for
Your rationale must
non-verbal clues or direction.
contain clear
evidence of your
How will you differentiate instruction for students who need additional challenge during this lesson?
understanding of
Children who need additional challenge will be told to create their own polygons and
differentiating
non-polygons on the back of their worksheets.
instruction, culturally
responsive pedagogy
your classroom
curriculum, and your
knowledge and
understanding of
your unique learners.
What are the various
During the read aloud, students will sit on the circle rug in assigned seating spots. This will allow students who need language support to
ways that you will
sit in front, along with students who need support focusing during the read aloud.
group students during
The students will then go back to their desks where they sit in clusters of four. This will allow students to work independently, yet
this lesson and why
receive peer help if struggling students need it.
have you chosen each
grouping method?

What students need

specific
accommodations in this
lesson?

4. Methods
What teaching
method(s) will you use
for this lesson?
Why have you chosen
this method or these
methods?

List individual students of significance who continue to need special support to be successful during instruction. Then list the specific
accommodations you are planning to use for each of these unique learners. Remember, accommodations are not the same as differentiating
instruction, although the two can overlap.
Students initialsAccommodation
G.C.
He will sit in the front of the carpet during the read aloud and has some distance
between his desk and the desk nextto him. I will be sure to give him
extra support during independent worksheet to be sure he is understanding the
content and is focusing on the task.

Read-aloud, think-pair-share, cooperative learning, interactive discussion,

Modeling, use of math manipulatives

The read-aloud of the Greedy Triangle will hook the students into the introduction of
polygons.
The interactive discussion will allow me to ask meaningful questions and see if the students are grasping the content.
It will also allow me be aware of any misconceptions or preconceived notions in
regards to polygons.

Students will then have the opportunity to talk to one another. This will help the students who may be struggling and need
that extra support.
Math manipulatives provides students with a hands-on learning experience. The concrete representations provides more effective learning experience. This will also
Increase engagement in lesson.

What specific coteaching method are

you incorporating?
5. Activities: What are the specific teaching behaviors that will occur during each portion of the lesson? Remember, if you have different groups doing different activities, each
groups activity sequence must be clearly explained in separate sections. This is often the longest section of your lesson plan and will need to be written exhaustively. Please
also include the timing each activity will take, your plan for transitions between activities, and strategies to support time management and classroom management.
1. Before we begin, would anybody like to make a prediction on what you think a polygon is?
What activities have
2. Anchor chart, What is a polygon? What is not? I will explain to the students that polygons
you planned for each
have specific rules. I will write down that a polygon is a closed figure with straight sides.
phase of your
3.
Think-pair-share,
What are some shapes that you believe are polygons?
teaching method?
4. We will begin reading the book The Greedy Triangle by Marilyn Burns.
What is the role of
As we see shapes, we will add them to the chart in the correct sides, either polygon or not polygon.
the teacher? What is
the role of the
5. I will think aloud while doing this, hmm this shape has straight lines, but one curved line
student? What
what could that mean?
student data will be
6. We will go over again the shapes we put on the polygon side and what we put on the
collected during
non-polygon side and why we put them there.
each phase?
-Students will be given a red card and a green card. I will ask the students to raise red card if it is not a polygon and green card if it is a polygon. These manipulatives
will allow me to assess whether the students are grasping the concept and the hands-on use will keep students focused.
7. The students will then go back to their desks with a sorting sheet, polygon vs non-polygon. \
8. While the students are sorting polygons, they will have manipulative shapes in a basket on their desks. They can explore these shapes and place them on their papers.
They can use these if they need that visual representation.
8. I will model what the students should be doing.
9. Students will independently complete the sorting worksheet.

10. I will circulate the room to check understanding and keep students on task.
11. Once the students have completed the worksheet, I will allow students to show what you
know. I will call on students to come up to the ELMO projector and cross off or color one shape.
Students will be able to check their own work.
12. I will collect worksheets for assessment.
6. Materials: List the primary materials and resources will you use to support each students success in meeting the learning goals (this can include people, as well!)
What instructional
The Greedy Triangle by Marilyn Burns
materials will you use,
Sorting Worksheet
if any?
ELMO for modeling
Anchor chart paper
Math manipulative shapes
Show what you know manipulative cards
Why have you chosen
These materials will help me throughout the lesson to engage students, enhance learning, and check for understanding.
these materials?
7. Evaluation Plan: A comprehensive data collection plan is needed that demonstrates how you intend to provide multiple kinds of evidence to document student learning
in an ongoing manner.
How do you plan to
Formative assessment: Throughout the lesson I will be asking questions and facilitating discussions.
evaluate student
This will allow me to check student understanding.
learning on the content I will also be circulating the room and checking progress on independent work.
of this lesson? List the
Summative assessment: At the end of the lesson I will collect the worksheet to grade.
combination of
I will see if the students understood what a polygon is and what a polygon is not.
evaluation/assessment
data you plan to
collect before, during,
and after the lesson
(Examples: responses
to test/quiz questions
and/or scores, student
work products or

performances, teachers
journal, observations
and field notes,
photographs/video,
surveys).
8. Resources