Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Sierra Wieseler

• 7.G.A. Draw, construct and describe geometrical figures and describe the relationships between
them.
• 7.G.A.1. Solve problems involving scale drawings of geometric figures, including computing actual
lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

List the Rationale (cite theories or theorists):

• Maria Montessori uses an instructional method of using practical life skills and autonomous
learning to help students learn and understand things. This theory and instructional method
includes using anchor charts that are posted throughout the classroom to help students reference
information and activities that have been modeled within the classroom.
• Lev Vygotsky’s theory works closely with using assistive learning within a student’s proximal
development. Through this theory, students are working to expand their developmental proximity
levels and schemata.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”

• Students will be able to create their own floor plan of a house using a coordinate plane (graph
paper).
• Students will be able to draw polygons on a coordinate plane to represent different rooms and
lengths within their floor plan.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

• This lesson allows for students to relate measurements of houses to their own individual houses,
creating a real-life scenario for students to work with.
• This lesson also allows for students to see that the content they are learning can be, and will be,
applied to their lives at some point.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).

• N/A
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).

• N/A

List the materials/resources you will need to teach the lesson.

• Graph paper
• Pencil
• Eraser
• Smart Board
• Computer

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.

• Assistive Technology: A microphone

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *

• I will wear a microphone around my neck to allow for all students to hear me throughout the
classroom.
• I will also allow for students to use the appropriate pencil grips that help them hold their pencils
when drawing/writing.
• I will have a piece of the graph paper (coordinate plane) posted on the Smart Board.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

• Students will have a piece of graph paper in front of them, and will be asked to do the following
things:
o Using the legend, draw a line that is 4 feet long.
o Using the legend, draw a square that is 7 feet by 9 feet.
o Using the legend, draw two rooms that share a side of 8 feet.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
 • N/A

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

• I will use proximity by walking throughout the classroom throughout the lesson.
• If needed, I will use a verbal cue to gain all of the students’ attention.
• I will redirect students who are off task.
• I will praise students for appropriate behavior

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.

• I will begin the lesson by talking about what careers the students think they would be interested in
learning more about.
• I will then continue the lesson by reviewing what a coordinate plane is.
• I will then explain, and give an example, as to how we are able to relate coordinate planes to our
everyday lives.
• I will show students an example of a simplified floor plan.
• When showing the floor plan, I will explain to students that carpenters use proportions to measure
their floor plans on the coordinate planes.
• I will show students that on a coordinate plane, it is easy for a person to draw out their ideas
because the points are a perfect square.
• I will continue by showing students an example of a floor plan drawn out on a coordinate plane.
• When looking at this floor plan, I will explain/review to the students the width and length of a
singular room and how it relates to the legend.
• I will then talk about the vertices (joining points) of the rooms and how they share the same walls
on a floor plan.
• I will continue by telling the students that the rooms do not have to be a perfect square or
rectangle, and that there are many different polygons that could be created.
• (We Do)
• I will then tell the students that they are going to work to create their own floor plans.
• I will be sure to reinforce the fact that this house does not have to be the house that they live in
now – and that I actually do not want them to use their houses.
• I will tell the students that I would like for them to create a house of their own.
• I will tell the students that their floor plan does not have to have the same legend as the ones they
have seen, and the floor can look however they would like for it to.
• (You Do)

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).

• Once I have shown the students the coordinate plane, we will create a floor plan as a class.
• We will create 5 different rooms, 3 bathrooms, and a garage.
• As a class, we will also create the legend that shows the measurements of each square to the
measurements in real life.
• We will then have a whole-class discussion about any questions and/or comments the students
may have.
• (I Do)

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?

• The students will work independently at their desk to create a floor plan of their own.
• The students will work independently to create a legend that fits most appropriately to their house.

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).

• I will end the lesson by showing the students a more complex floor plan that has been used.
• I will talk to the students about other ways that we could use a coordinate plane in “real-life” jobs.
• I will finish by asking the students what they think the most challenging part, and what the least
challenging part, of a floor plan is.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

• The post assessment will be their final product of their house.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

• N/A
 Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.

• Although I did not teach this lesson, I do think that it would be a successful and very relatable
lesson plan for students. At this age, students’ needs are having to be met, and school content
needs to relate to them in order for them to gain a true sense of interest. Through this lesson,
students would also be able to work with math in new ways that allows for them to find success in
math no matter what their success rate has been in the past.
• The challenging part that may arise through this lesson plan is the number of questions that the
students may ask. Both positive and negative questions would likely be asked because I would
allow so much control for the students to take upon themselves. Students at this age like to have
examples given to them for them to base their own individual project off of. Through this lesson, I
would give the students “free reign” to take it whichever direction they choose to. I think that it
would be beneficial for me to have students ask these questions with his/her peers and get their
perspective instead of hearing “this is your choice” from me multiple times. The responses would
also give students the opportunity to bounce ideas and thoughts off of one another.