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LESSON PLAN

JMU Elementary Education Program

Natalie Wainner
CT: Amber Wampler
Presented 10/19/16 at 2:15
Submitted to CT 10/18/16
A. TITLE
Read Aloud: The Greedy Triangle by Marilyn Burns
B. CONTEXT OF LESSON
The Kindergarten students have been learning shapes as a part of their curriculum and are currently
studying triangles. The students have learned about circles and quadrilaterals; however, they have yet
to grasp the comprehension of shapes with more than 4 sides/angles. This book describes a triangle,
but explores the different shapes that can be made when a side/angle is added to the current shape. By
introducing these multifaceted concepts to students at a younger age, they will likely develop a better
understanding of shapes in regards to the subject matter of mathematics.

C. LEARNING OBJECTIVES
Understand The students will
Know The students should know
generalize the concept that shapes
that when a new side/angle is added
with more than 4 sides/angles exist
to a triangle, a new shape is created
and have names with meanings.
and is given a name. They should also
They should also understand
know the specific shapes that can be
specific shapes with a certain
found in certain areas in the book
amount of sides/angles take place in such as a a television screen, a home
certain places and things.
plate, a bee hive cell, etc.

Do The students should be able to


recognize a pattern of adding
sides/angles to the current shape. The
students will be able to guess what
will occur next in the story based off
of context clues given in the sequence
of events that take place. The students
should also be able to predict how the
triangle may feel at the end of the
novel after changing so frequently.

D. ASSESSING LEARNING
The students should explain how many sides/angles the next shape will have after recognizing a
pattern in addition of sides/angles. They may or may not have the ability to identify the shape
specifically by name. In addition, the students will identify alternate examples of places that certain
shapes, such as a hexagon, can be found. Lastly, the students should be able to characterize the
triangles emotions throughout the story, and most importantly, at end of the book, when the triangle
has a perspective change.
E. RELATED VIRGINIA STANDARDS OF LEARNING
1.
2.
3.
4.
5.
6.
7j.

K.2 The student will expand understanding and use of word meanings
Increase listening and speaking vocabularies.
Use number words.
Use words to describe/name people, places, and things.
Use words to describe/name location, size, color, and shape.
Use words to describe/name actions.
Ask about words not understood.
Use vocabulary from other content areas.

K.3 The student will build oral communication skills

1.
2.
3.
4.
5.
6.
7.
8.

Express ideas in complete sentences and express needs through direct requests.
Begin to initiate conversations.
Begin to follow implicit rules for conversation, including taking turns and staying on topic.
Listen and speak in informal conversations with peers and adults.
Participate in group and partner discussions about various texts and topics.
Begin to use voice level, phrasing, and intonation appropriate for various language situations.
Follow one- and two-step directions.
Begin to ask how and why questions.
K.8 The student will expand vocabulary

1. Develop vocabulary by listening to a variety of texts read aloud.


2. Discuss meanings of words.
K.9 The student will demonstrate comprehension of fictional texts
1.
2.
3.
4.
5.
6.
7.

Identify what an author does and what an illustrator does.


Relate previous experiences to what is read.
Use pictures to make predictions.
Begin to ask and answer questions about what is read.
Use story language in discussions and retellings.
Retell familiar stories, using beginning, middle, and end.
Discuss characters, setting, and events.
F. MATERIALS NEEDED
The Greedy Triangle by Marilyn Burns
G. PROCEDURE
Review the definition of a triangle (number of sides and angles), what it looks like, and
examples in the classroom
Introduce the title and the illustrations on the cover of the book
Questions to ask:
o What does greedy mean?
o What emotion does the face on the triangle show?
Discuss examples of places that each shape can be found
Pause after each time the shape shifts and is given another side/angle- explain the new shape
that is created and real life examples
Discuss vocabulary such as quadrilateral, dissatisfied, and The Pentagon (Washington,
D.C.)
Make predictions about what shape will be revealed next (or at least how many sides/angles it
will have)
Make predictions about what the triangle wants next (sense and recognition of pattern)
Made predictions about the triangles emotions towards the end of the book
Closure
Discuss why the triangle is happy in the end
Speculate why the author wrote the story this way

H. DIFFERENTIATION

During the reading of the book, many pauses will be made to go over vocabulary, story patterns, and
predictions, in which various students will have the opportunity to participate in discussion. Students
will have the chance to shout out examples of shapes theyve seen in everyday life, and will also
have the opportunity to raise their hands and explain a prediction. Even if a student is unable to make a
prediction based on the story pattern, he or she will have the ability to participate regardless. For
example, students will have the ability to point out certain shapes they see in the classroom, which is a
capability that most kindergarteners should have despite health, English language proficiency, physical
ability, etc. If a student is struggling with vocabulary, story pattern, shape recognition, etc., other
students may have the ability to answer those questionable concepts in the class discussion. Students
that are struggling with the objectives may be pulled aside in a small group to discuss the basic
concepts of the book in a more in-depth, focused discussion.
I.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
To prevent too much talking, shouting out, or disruptions, it will be made clear prior to reading that
students should raise their hands to talk, unless instructed otherwise. If the students become noticeably
uninterested or distracted, extra stopping points may be planned in advance to counteract any other
issues from occurring as a result. Students may also become discouraged by the fact that there are so
many new shapes being introduced to them, yet I will reassure them that these are not shapes they
need to completely understand as kindergarteners just yet.

Lesson Implementation Reflection


As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.
I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why
you made them.
My actual lesson plan occurred more spontaneously and lightheartedly than I had anticipated it would.
I had my lesson plan written out, thought about, and ready to implement; however, as I began my
reading/teaching, I realized that I wasnt paying close attention to the details that I had written in my
lesson plan. Although I did still utilize the prepared plan, I took it as a guide more so than an exact
representation of what I said and did. After my lesson, I looked back at my lesson plan and
acknowledged that I had actually followed through with my lesson relatively diligently from what I
had planned. Since I had put so much thought and consideration into what I would write in my lesson
plan, I naturally said and did what I needed to without much thought or anxiety. I actually enjoyed my
read aloud, given that I didnt put any pressure on myself to follow exactly what my lesson plan said.
However, I ended up doing very well [to my knowledge and belief] and the children seemed to really
like the book and discussion afterwards.
II. Based on the assessment you created, what can you conclude about your impact on student learning? Did
they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are
valid?
Based on my lesson plan and implementation, I can conclude the students were the main learners in
this situation; however, I did get a lot out of it myself. What I can infer is that the students solidified
their understanding of shapes such as triangles, rectangles, pentagons, etc., as well as the vocabulary
that comes along with it (ex. side, angle, quadrilateral). They also reflected on the concept of
predictions and questioning outcomes. The kindergarteners acquired knowledge, as did I. I learned a
great deal about the process of writing a lesson plan, the careful thought and consideration that goes
into organizing the lesson, and the feelings and experience of actually implementing the lesson. I
believe that the students genuinely did get out of the lesson what I hoped and expected they would.
This is presumed because I received confirmation from the class discussion after the lesson; the
students were very engaged and responsive, they actively listened to the message of the story and felt
desire to answer my questions. Whether their answers were right or not, I recognized their ability to
ponder potential answers and endings to the story.
III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.
I feel that there are a few ways in which I could incorporate developmentally appropriate practice into
my lesson plan to improve my teachings. If I were to teach this lesson again, I would consider
potential responses that I may receive, or I would expect the unexpected. Some of the responses I got
from a couple of underdeveloped students were far from relevant to the story, and may or may not
have thrown off some of the other children. I believe that going into teaching this lesson, I expected
the children to understand it completely and to develop appropriate, thoughtful responses. I must
consider that some students arent as cognitively developed as others; therefore, I should expect varied
responses.
IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?
Based on the data that I collected from my discussion with the students, I would likely tie this lesson
to a math lesson afterwards. With shapes being the focus of my current lesson plan, many math lessons
could stem from teaching shapes. For example, the day after my read aloud, my coordinating teacher
planned a math lesson revolving around shapes. The children used pretzel rods and marshmallows to
create various shapes. Afterwards, they did a reflection paper explaining what their shape is, how
many sides it has, and how many vertices it has. I would absolutely implement a lesson plan similar to
this following my read aloud. It shows the students that the idea of shapes is relevant to math. I would

connect an activity- such as the pretzel and marshmallow shape creations- to my read aloud so that
they have a better understanding of the real-life associations that take place.
V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?
After my read aloud and discussion, I learned that, as obvious as it may seem, kindergarteners are not
able to follow along with a story and understand a pattern as effortlessly as adults are. Though we
often underestimate childrens abilities, we also tend to overestimate their knowledge and abilities. I
think I had the mindset that the students would naturally and clearly understand the story, however that
was not the case. It took much thought and deliberation for the students to understand the meaning of
the story at the end.
VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?
My teaching has taught me that its important not to be so uptight and worried about reading to the
children, but to relax and simply have conversation and allow student inquiries. If the teacher is
noticeably distraught and anxious, it reflects in the lesson. A teacher must be confident in his or her
lesson. If a teacher is apprehensive or unprepared, the children may be disengaged, uncomfortable, or
simply reluctant to participate. This read aloud reinforced to me the significance of being prepared and
confident in oneself as a teacher.
VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?
Though I have had a great amount of experience working with children and learning about their habits
and abilities, this was my first executed lesson plan. I wasnt extremely nervous, as I tried to feed
myself positive thoughts, but I did doubt my abilities and myself as a strong teacher. I compare myself
to others a decent amount, which really takes a toll on me as an individual. However, given that I was
very prepared for this lesson plan, I ended up following through confidently. It reassured me of my
capabilities and strengths as a future educator. Though I have many weaknesses and areas of
improvements, this was definitely a confidence booster and I feel better prepared for my future.