Intern Name: Kaya Boyd

Lesson Title (Subject/Topic): Perimeter

Grade: Third -grade
Length of Lesson: 60 mins
Date Taught: April 26, 2019
LESSON PLAN TEMPLATE
In this lesson…
The students will read their junior grade book, “ The Monster Who Grew
Overview Small” and discuss the Patterns and Multiply Perspective question before
answering in a group

Standards of Learning
Essential Questions
3.5 The student will read and demonstrate comprehension of fictional text and
poetry.
a) Set a purpose for reading.
b) Make connections between previous experiences and reading selections.
c) Make, confirm, or revise predictions.
d) Compare and contrast settings, characters, and events.
e) Identify the author’s purpose.
f) Ask and answer questions about what is read.
g) Draw conclusions about the text.
h) Identify the problem and solution.
i) Identify the main idea.
j) Identify supporting details.
k) Use reading strategies to monitor comprehension throughout the reading
process.
l) Differentiate between fiction and nonfiction.
m) Read with fluency and accuracy.
How can I discuss the events in the story to answer the Patterns and Multiply
Perspective question

Students will be able to… summarise the book and discuss the Patterns and
Multiply Perspective questions
Objectives

I can summarise what happens in “ The Monster Who Grew Small”.

 I can answer the discuss the Patterns and Multiply Perspective question form
Learning Target my knowledge of what happen in the book.

Summarising
Necessary Prior
Patterns and Multiply Perspective question
Knowledge
 Junior Great Books, and Patterns and Multiply Perspective worksheet. They
Materials don’t need pencils

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
  Peter Pan ( go around and everyone reads a page or two) read the book and
Introduction/Hook throughout the book stop and summarize. This should take less than 30 mins.

When finishing the book look at every question. Don’t have the students write
during this part. Students should wait until we are done discussing it. Have a
student read the question then choose two or three students the opportunity
Instructional to give their opinion of the answer. When going through the questions make
sure students stay on task. Try to pick different students to read and answer
Activities & the questions. This should take less than 30 mins.
Strategies

 Main Character/ patterns/ events/ cycles/ connection with other characters/

Key Vocabulary or
point of view/ reactions, emotions, and feelings of the character/ prediction/
Concepts perspective/
Have one student summarise what one of the students to see if they are
Assessments paying attention.

Allow the students to find an object around the classroom and find the
Closure Activity perimeter on the back of the worksheet

Always check to make sure Landon and Jeremiah are paying attention and not
Accommodations drifting off

Patterns and Multiply Perspective question worksheet

Resources Junior Grade Book (Series; three, book one)

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Reflection on a Lesson Plan Taught
Virginia Teachers for Tomorrow

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
I wanted my lesson plan to be difficult for some students, but easy to understand for the slower
students. For my lesson planning, I took the knowledge from my dad. He was previously got his masters in
education, so I he help me.
2. How did the SOLs and Objectives help focus your instruction?
It helped me focus on the key points they need to know.

3. What parts of the instructional plan worked as you anticipated?

The worksheet portion because it allowed me to see the students progress.

4. What, if any, adjustments needed to be made once you began?

I should of keep track of time.

5. How well did you anticipate the materials needed?

I didn’t know I couldn’t plug my chrome book to the board, so I was able to show the powerpoint I
made.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
My assessment was really good cause I was able to see the students progress as well as their struggles.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 I feel like I executed my lesson nicely, however, I would have to work on keeping track of time.

8. How did the time spent preparing for your lesson contribute to its success?
I think the time and effort I put in this lesson plan really show because I was able to tell that the students
were getting it.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
I would change the group activity because my lesson wasn’t clear on what to do.

10. Any last comments/reflections about your lesson?

How could I better managing time?

Lesson Plan Assignment: Grade Sheet

Virginia Teachers for Tomorrow I

Intern Name: ______________________________

Refer to the comments written on your lesson plan for detailed feedback.
Needs a few
Ready to Your
additions or Incomplete
Teach! Score
tweaks
Overview, SOLs, essential questions, objectives (10)
Introduction/hook & closure (10)
Instructional activities (20)
Accommodations (10)
Assessment (5)
Vocab, materials, resources (5)
Supplemental materials, if applicable (5)

Total (65)

Taught Lesson Plan Grade Sheet

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Virginia Teachers for Tomorrow II

Intern Name: ______________________________Lesson #________

● Written (typed) Lesson Plan: _____/50

[See comments on LP]

● Supplemental materials: _____/10

Comments:

● Self-Evaluation: _____/15
Comments:

Total: _____/75

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)