McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Elizabeth Doucette Date: Spring 2017

Title of Lesson: The Greedy Triangle Cooperating Teacher: Ms. Galoppa

Core Components
Subject, Content Area, or Topic
Math
Student Population
3rd Grade
Learning Objectives
Students will be able to describe characteristics of 2 Dimensional shapes. Students will be
able to name 2 Dimentional shapes up to 10 sides.
Virginia Essential Knowledge and Skills (SOL) 3.14

VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
Ram, smart board, calendar folder, pencils, the greedy triangle book (one copy), toothpics,
marshmellows, plastic bags, the greedy triangle graphic organizer, slates markers, erasers
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Time
(min.) Process Components
5 *Anticipatory Set

Ram week 21 day 1dismiss students by tables to get water

Calendarpick someone who has been respectful and has all their calendar done
for the day
2 *State the Objectives (grade-level terms)

Students will be able to describe and model characteristics of 2 D objects.

60 *Instructional Input or Procedure

1. Pass out greedy triangle graphic organizer

2. I am going to pass out a bag with marshmellows and toothpics. Do not
open it yet leave it in your no touch zone
3. What are you supposed to do with it?NO TOUCH ZONE
4. Explain that we are going to make shapes with the toothpicks and
marshmellows. This is a fun activity but requires responsibility. Everyone is
starting with a bag, if you are being respoinsible you can keep the bag the
whole activityif you can not be responsibleyou may not.
5. Next show the studetns the first page. Model how to make a triangle with
marshmellows and toothpics.
6. Check to see if students all have it done.
7. Start reading the book stop reading at each new shape and have students
add on another marshmellow and toothpick.
8. Have the students fill out the graphic organizer as we go.

During *Modeling
procedure I will have my own toothpick marshmellow up at the front on the overhead so that
everyone can see what they are supposed to do. I will also fill out the graphic
organizer so everyone has the shapes spelled correctly.
During *Check for Understanding
procedure I will be walking around and checking to see that everyone is making the triangles.
and At the end of the story we will do a check on slates to see who remembers what
assessment words, and to see what people need more help with.
During *Guided Practice
Procedure Whole group practicing making the 2 D shapes with toothpics and marshmellows.

15 *Independent Practice

Students will study with a partner to learn the names of each shape.
5 Assessment
Infomalstudents will bring out slates and I will say the name of the sha[e and they
have to write how many sides it has.
5 *Closure

Slates away.
Today we did an activity to learn the different types of shapes. We will keep
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 practicing these, and later this week we will see what 3 D shapes look like and what
they are called

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Enrichmentstudents who need enrichent will focus on vocabulary and prefixes they will look up
words that have similar prefixes and figure out how they are similar.
Classroom Management Issues (optional)
This is an exciting activity. Make sure to point out students who are doing the right thing.
Make sure students are silent when going over vocabularythese words are complicated
so students need to be 100 percent silent. M. Needs help with this make sure you are
standing near him so that he will focus instead of playing with the toothpicks
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015