{"id":97,"date":"2026-01-19T21:44:39","date_gmt":"2026-01-19T21:44:39","guid":{"rendered":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/?post_type=back-matter&#038;p=97"},"modified":"2026-06-03T21:05:44","modified_gmt":"2026-06-03T21:05:44","slug":"sample-lesson-plan","status":"publish","type":"back-matter","link":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/back-matter\/sample-lesson-plan\/","title":{"raw":"Sample Lesson Plan","rendered":"Sample Lesson Plan"},"content":{"raw":"<h2>Sample: School Age Lesson Plan Template<\/h2>\r\n<h3>Part 1: The Plan<\/h3>\r\n<h4>Standards:<\/h4>\r\n<ul>\r\n \t<li><a href=\"https:\/\/www.thecorestandards.org\/Math\/Content\/K\/G\/B\/5\/\">CCSS.Math.Content.K.G.B.5<\/a>\r\n<ul>\r\n \t<li>Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><a href=\"https:\/\/www.thecorestandards.org\/Math\/Content\/K\/G\/B\/4\/\">CCSS.Math.Content.K.G.B.4<\/a>\r\n<ul>\r\n \t<li>Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices\/\"corners\") and other attributes (e.g., having sides of equal length).<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<h4>Objective<\/h4>\r\n<p style=\"padding-left: 40px\">The student will create triangles with 3 sides and 3 corners, but with different length sides using straws and playdough.<\/p>\r\n\r\n<h4>Set Up and Materials needed<\/h4>\r\n<ul>\r\n \t<li>Book: Triangle (The Shapes Trilogy) by Mac Barnett<\/li>\r\n \t<li>Laminated poster with Triangle shaped pictures:\r\n<ul>\r\n \t<li>Pizza slice<\/li>\r\n \t<li>Watermelon wedge<\/li>\r\n \t<li>Roof<\/li>\r\n \t<li>Tent<\/li>\r\n \t<li>Hanger<\/li>\r\n \t<li>Half of a sandwich<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>\u00a0Laminated poster with different shaped triangles facing different directions<\/li>\r\n \t<li>Straws cut into different lengths<\/li>\r\n \t<li>Playdough<\/li>\r\n \t<li>Trays arranged with a ball of playdough and 21 straws.\r\n<ul>\r\n \t<li>One tray per student.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<h4>Key Terms<\/h4>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Triangle<\/li>\r\n \t<li style=\"font-weight: 400\">Sides<\/li>\r\n \t<li style=\"font-weight: 400\">Corners<\/li>\r\n<\/ul>\r\n<h4>Activity Procedure<\/h4>\r\n<h5><em>Anticipatory Set:<\/em><\/h5>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Read Triangle (The Shapes Trilogy) aloud to the class.<\/li>\r\n \t<li style=\"font-weight: 400\">Ask: Why couldn\u2019t the square fit through the Triangle\u2019s door?\u00a0 How is a square different from a triangle?<\/li>\r\n \t<li style=\"font-weight: 400\">Prompt students until they state that a triangle has 3 sides and 3 corners.<\/li>\r\n<\/ul>\r\n<h5><em>Direct Instruction:\u00a0<\/em><\/h5>\r\n<ol>\r\n \t<li>Present Poster 1 with the pictures in a triangle shape.\r\n<ul>\r\n \t<li>Use a dry erase marker to draw a triangle over the first picture.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Say:\r\n<ul>\r\n \t<li>The pizza slice is in the shape of a triangle.<\/li>\r\n \t<li>How many sides did I draw?<\/li>\r\n \t<li>How many corners can you count?<\/li>\r\n \t<li>Have a child come up and count the sides and corners.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Repeat with the other pictures.<\/li>\r\n \t<li>Present Poster 2:\u00a0 Ask:\r\n<ul>\r\n \t<li>Are these all triangles?<\/li>\r\n \t<li>How do you know?<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Have children come up and count sides and corners for each.<\/li>\r\n<\/ol>\r\n<h5><em>Guided Practice:\u00a0<\/em><\/h5>\r\n<ol>\r\n \t<li>Students are sitting on a carpet in a circle.<\/li>\r\n \t<li>Take out a tray with playdough and different size straws.<\/li>\r\n \t<li>Say: Let me show you how I can make a triangle with these shapes.<\/li>\r\n \t<li>Model carefully adding a small ball of playdough for each of the three corners.<\/li>\r\n \t<li>Hold up the triangle and ask: Is this a triangle?<\/li>\r\n \t<li>Turn it in a different direction and ask: Is it still a triangle?<\/li>\r\n \t<li>Give students a tray with straws and playdough.<\/li>\r\n \t<li>Ask them to get three straws of the same size and make a triangle.<\/li>\r\n \t<li>Ask them to get two straws of the same size and choose a 3rd to make a triangle.<\/li>\r\n \t<li>Ask them to get 3 straws of different sizes to make a triangle.<\/li>\r\n<\/ol>\r\n<h5>Independent Practice:<\/h5>\r\n<p style=\"padding-left: 40px\">Give students time to make different triangles until all of their straws are used.<\/p>\r\n\r\n<h5>Closure:<\/h5>\r\n<ol>\r\n \t<li>Put a poster size piece of paper in the middle of the circle<\/li>\r\n \t<li>Ask students, one at a time, to bring their favorite triangle that they made and lay it carefully on the poster paper.<\/li>\r\n \t<li>Each time ask: Does your triangle have 3 sides and 3 corners?<\/li>\r\n \t<li>When all triangles on the poster paper, prompt students to recognize that triangles sometimes look different and are facing different directions but they all have 3 sides and 3 corners.<\/li>\r\n<\/ol>\r\n<h4>Assessment<\/h4>\r\n<p style=\"padding-left: 40px\">Students will be given a page of quadrilaterals and triangles of different sizes.\u00a0 Students will be able to point to all of the triangles.<\/p>\r\n\r\n<h4>Modifications<\/h4>\r\n<p style=\"padding-left: 40px\">Create a poster showing the steps for creating triangles with straws and playdough.\u00a0 Have models of 3 equal sides, 2 equal sides and no equal sides.<\/p>\r\n\r\n<h4>Extensions<\/h4>\r\n<ul>\r\n \t<li>Students can make triangles with bigger materials such as yard sticks or pvc pipes.<\/li>\r\n \t<li>Students can trace triangle shapes, overlap them and color new triangles formed while doing so.<\/li>\r\n<\/ul>\r\n\r\n<hr \/>\r\n\r\n<h3>Guided review of the Sample Lesson Plan<\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Do the two standards go together?<\/li>\r\n \t<li style=\"font-weight: 400\">Read the objective statement and the assessment.\u00a0 Are they aligned?<\/li>\r\n \t<li style=\"font-weight: 400\">Read the materials list.\u00a0 How might a teacher prepare these materials beforehand?<\/li>\r\n \t<li style=\"font-weight: 400\">Read the procedure.\u00a0 Can you visualize the lesson and recreate it?<\/li>\r\n \t<li style=\"font-weight: 400\">Read the modifications and extensions.\u00a0 Did this lesson lead to flexibility for diverse learners?<\/li>\r\n<\/ul>\r\n\r\n<hr \/>\r\n\r\n<h2>Resources and References<\/h2>\r\n<ol>\r\n \t<li>National Governors Association Center for Best Practices and Council of Chief State School Officers. (2022). Mathematics Standards. https:\/\/www.thecorestandards.org\/Math\/<\/li>\r\n<\/ol>","rendered":"<h2>Sample: School Age Lesson Plan Template<\/h2>\n<h3>Part 1: The Plan<\/h3>\n<h4>Standards:<\/h4>\n<ul>\n<li><a href=\"https:\/\/www.thecorestandards.org\/Math\/Content\/K\/G\/B\/5\/\">CCSS.Math.Content.K.G.B.5<\/a>\n<ul>\n<li>Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.<\/li>\n<\/ul>\n<\/li>\n<li><a href=\"https:\/\/www.thecorestandards.org\/Math\/Content\/K\/G\/B\/4\/\">CCSS.Math.Content.K.G.B.4<\/a>\n<ul>\n<li>Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices\/&#8221;corners&#8221;) and other attributes (e.g., having sides of equal length).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h4>Objective<\/h4>\n<p style=\"padding-left: 40px\">The student will create triangles with 3 sides and 3 corners, but with different length sides using straws and playdough.<\/p>\n<h4>Set Up and Materials needed<\/h4>\n<ul>\n<li>Book: Triangle (The Shapes Trilogy) by Mac Barnett<\/li>\n<li>Laminated poster with Triangle shaped pictures:\n<ul>\n<li>Pizza slice<\/li>\n<li>Watermelon wedge<\/li>\n<li>Roof<\/li>\n<li>Tent<\/li>\n<li>Hanger<\/li>\n<li>Half of a sandwich<\/li>\n<\/ul>\n<\/li>\n<li>\u00a0Laminated poster with different shaped triangles facing different directions<\/li>\n<li>Straws cut into different lengths<\/li>\n<li>Playdough<\/li>\n<li>Trays arranged with a ball of playdough and 21 straws.\n<ul>\n<li>One tray per student.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h4>Key Terms<\/h4>\n<ul>\n<li style=\"font-weight: 400\">Triangle<\/li>\n<li style=\"font-weight: 400\">Sides<\/li>\n<li style=\"font-weight: 400\">Corners<\/li>\n<\/ul>\n<h4>Activity Procedure<\/h4>\n<h5><em>Anticipatory Set:<\/em><\/h5>\n<ul>\n<li style=\"font-weight: 400\">Read Triangle (The Shapes Trilogy) aloud to the class.<\/li>\n<li style=\"font-weight: 400\">Ask: Why couldn\u2019t the square fit through the Triangle\u2019s door?\u00a0 How is a square different from a triangle?<\/li>\n<li style=\"font-weight: 400\">Prompt students until they state that a triangle has 3 sides and 3 corners.<\/li>\n<\/ul>\n<h5><em>Direct Instruction:\u00a0<\/em><\/h5>\n<ol>\n<li>Present Poster 1 with the pictures in a triangle shape.\n<ul>\n<li>Use a dry erase marker to draw a triangle over the first picture.<\/li>\n<\/ul>\n<\/li>\n<li>Say:\n<ul>\n<li>The pizza slice is in the shape of a triangle.<\/li>\n<li>How many sides did I draw?<\/li>\n<li>How many corners can you count?<\/li>\n<li>Have a child come up and count the sides and corners.<\/li>\n<\/ul>\n<\/li>\n<li>Repeat with the other pictures.<\/li>\n<li>Present Poster 2:\u00a0 Ask:\n<ul>\n<li>Are these all triangles?<\/li>\n<li>How do you know?<\/li>\n<\/ul>\n<\/li>\n<li>Have children come up and count sides and corners for each.<\/li>\n<\/ol>\n<h5><em>Guided Practice:\u00a0<\/em><\/h5>\n<ol>\n<li>Students are sitting on a carpet in a circle.<\/li>\n<li>Take out a tray with playdough and different size straws.<\/li>\n<li>Say: Let me show you how I can make a triangle with these shapes.<\/li>\n<li>Model carefully adding a small ball of playdough for each of the three corners.<\/li>\n<li>Hold up the triangle and ask: Is this a triangle?<\/li>\n<li>Turn it in a different direction and ask: Is it still a triangle?<\/li>\n<li>Give students a tray with straws and playdough.<\/li>\n<li>Ask them to get three straws of the same size and make a triangle.<\/li>\n<li>Ask them to get two straws of the same size and choose a 3rd to make a triangle.<\/li>\n<li>Ask them to get 3 straws of different sizes to make a triangle.<\/li>\n<\/ol>\n<h5>Independent Practice:<\/h5>\n<p style=\"padding-left: 40px\">Give students time to make different triangles until all of their straws are used.<\/p>\n<h5>Closure:<\/h5>\n<ol>\n<li>Put a poster size piece of paper in the middle of the circle<\/li>\n<li>Ask students, one at a time, to bring their favorite triangle that they made and lay it carefully on the poster paper.<\/li>\n<li>Each time ask: Does your triangle have 3 sides and 3 corners?<\/li>\n<li>When all triangles on the poster paper, prompt students to recognize that triangles sometimes look different and are facing different directions but they all have 3 sides and 3 corners.<\/li>\n<\/ol>\n<h4>Assessment<\/h4>\n<p style=\"padding-left: 40px\">Students will be given a page of quadrilaterals and triangles of different sizes.\u00a0 Students will be able to point to all of the triangles.<\/p>\n<h4>Modifications<\/h4>\n<p style=\"padding-left: 40px\">Create a poster showing the steps for creating triangles with straws and playdough.\u00a0 Have models of 3 equal sides, 2 equal sides and no equal sides.<\/p>\n<h4>Extensions<\/h4>\n<ul>\n<li>Students can make triangles with bigger materials such as yard sticks or pvc pipes.<\/li>\n<li>Students can trace triangle shapes, overlap them and color new triangles formed while doing so.<\/li>\n<\/ul>\n<hr \/>\n<h3>Guided review of the Sample Lesson Plan<\/h3>\n<ul>\n<li style=\"font-weight: 400\">Do the two standards go together?<\/li>\n<li style=\"font-weight: 400\">Read the objective statement and the assessment.\u00a0 Are they aligned?<\/li>\n<li style=\"font-weight: 400\">Read the materials list.\u00a0 How might a teacher prepare these materials beforehand?<\/li>\n<li style=\"font-weight: 400\">Read the procedure.\u00a0 Can you visualize the lesson and recreate it?<\/li>\n<li style=\"font-weight: 400\">Read the modifications and extensions.\u00a0 Did this lesson lead to flexibility for diverse learners?<\/li>\n<\/ul>\n<hr \/>\n<h2>Resources and References<\/h2>\n<ol>\n<li>National Governors Association Center for Best Practices and Council of Chief State School Officers. (2022). Mathematics Standards. https:\/\/www.thecorestandards.org\/Math\/<\/li>\n<\/ol>\n","protected":false},"author":17,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"Sample LP","pb_subtitle":"","pb_authors":[],"pb_section_license":"cc-by-nc-sa"},"back-matter-type":[27],"contributor":[],"license":[57],"class_list":["post-97","back-matter","type-back-matter","status-publish","hentry","back-matter-type-appendix","license-cc-by-nc-sa"],"_links":{"self":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/back-matter\/97","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/back-matter"}],"about":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/types\/back-matter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/users\/17"}],"version-history":[{"count":5,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/back-matter\/97\/revisions"}],"predecessor-version":[{"id":435,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/back-matter\/97\/revisions\/435"}],"metadata":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/back-matter\/97\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/media?parent=97"}],"wp:term":[{"taxonomy":"back-matter-type","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/back-matter-type?post=97"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/contributor?post=97"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/license?post=97"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}