Lesson Plan Guide

Teacher Candidate:
Grade and Topic:
School:

Taryn Dahlke
3rd Grade Geometry

Date:

2 December 2016

Length of Lesson:60 minutes (75 if limited computers)

University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

This lesson plan is part of a unit plan on geometry
LESSON OBJECTIVE:
Using the website Toondoo, students must create a comic that demonstrates one thing weve learned about

quadrilaterals with 100% accuracy.

Students will choose one aspect of what theyve learned this year (properties of quadrilaterals, different kinds of
quadrilaterals, sub-categories of quadrilaterals, etc.) They will then create a brief comic on Toondoo showing
what they learned. The comic must be at least three panels long and have correct information presented on it. The
comic will be graded on accuracy, not creativity.

STANDARDS ADDRESSED:

CCSS.MATH.CONTENT.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g.,
having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize
rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not
belong to any of these subcategories.

MATERIALS:

Computers
1 large piece of poster board
Scissors
Tape
Wikipedia.com
Students will use this site to go over what theyve learned over the school year. Theres plenty of
information on this site, and it has links that can help them focus on certain aspects of quadrilaterals. This,
as well as Toondoo, are the only sites that students should be on.
WIKIPEDIA PAGE

Toondoo

Students will be using this site because its a fun and easier way for students to present their work. The
students will need access to the internet and their login information for this site.

EXAMPLE

BACKGROUND and RATIONALE:

Students should be able to easily make a comic on the Toondoo site, and can make one with a geometry
topic as its main focus.

Toondoo
Geometry
Quadrilaterals
Properties
Topics

Students will need to build off their previous knowledge of using the Toondoo site. They will also need
to take one topic theyve learned over the school year and apply it their comic.
After this lesson, students should be very comfortable using Toondoo and will be able to easily use it to cover
future lessons.
Gifted students: Students who have excelled in quadrilaterals may make a comic for our next lesson, fractions.
Struggling students: Students who have had a hard time with this subject over the year can get the
teacher to help them choose a topic to work with and come up with a comic idea.
ESL students: Students who do not have English as their first language can settle with using one panel
for their comic.

PROCEDURES AND TIMELINE:

Introduction: Each student will choose a computer to get on. Students will take a few minutes to
brainstorm what they want to do for their assignment. They will have ten minutes of free time where
they can explore and test the content in Toondoo, and research quadrilaterals using Wikipedia.com to
choose which topic they want to use.
If there are not enough computers for all the students, half of the class will begin
outlining what they want their comic to look like. Those who have been chosen to use the computers first
will have a limited time to use their computers.
While doing this activity, students will need to ask themselves the question Which topic
do I feel like I know the most about? Students should choose a topic that they feel comfortable with.
This assignment will be difficult if they choose one they have trouble with.

Procedures:

Each computer will need to be occupied by a student.

Each student will create a comic that has at least three panels. The comic will need to demonstrate one
topic we have learned about quadrilaterals over the school year. I understand that some students are not as
artistic as others, so I will not be grading on the level of creativeness. Instead, I will be grading based on
how accurate the demonstrated topic is. Despite this, clear effort needs to be shown in the comic. If the
students work shows minimal effort or incompleteness, it will be marked against them (25 minutes).
o While doing this assignment, students should ask themselves these questions:
Can someone reading my comic understand what Im trying to say?
Does my comic clearly show a quadrilateral topic weve learned over the
year?
Does my comic show that I put effort into it?

Is my comic neat and presentable?

o After the computer students have had their time, the leftover students will take their turns. Those
who got to complete their comics first will exchange their work with other students and discuss
(25 minutes).
o Gifted students: Students who have excelled in quadrilaterals may make a comic for our next
lesson, fractions.
o Struggling students: Students who have had a hard time with this subject over the year can get
the teacher to help them choose a topic to work with and come up with a comic idea.
o ESL students: Students who do not have English as their first language can settle with using one
panel for their comic.
Once completed, students will print out their work, cut out their comic strip, and write their names on the
back (10 minutes).

Closure: A poster board will be placed on the wall. Students will go and tape their comics on it for
display. Students can then take a few minutes to see everyones comic (15 minutes).

While the students are looking at each others work, they should ask themselves these

questions:

Which comic do I like the most?

After seeing everyones work, what would I do differently on my own comic
if I could do it over?

ASSESSMENT EVIDENCE:

Accuracy

Neatness

Effort

Completeness

3
Student has created
a comic that
correctly
demonstrates one
quadrilateral topic
weve covered over
the year.
Student has clearly
and neatly created a
comic that is easy to
understand.
Clear effort was
shown in the
students comic.
The student has
presented a
complete comic

2
Student has
incorrectly
portrayed a
quadrilateral topic
weve covered.

1
Student has covered
a math topic with
the comic, but it has
nothing to do with
quadrilaterals.

0
Student has created
a comic that has
nothing to do with
math whatsoever.

Student has clearly

and neatly created a
comic, but its not
easy to understand.
The comic is very
simple and only the
basic requirements
are shown.
The student did not
finish their comic in
time (at least two
panels completed).

The students
message is clear, but
comic is messy and
disorganized
The comic looks as
if it were slapped
together in five
minutes.
The student made
little effort to
complete their work
(one panel
completed).

The comic is
disorganized and
hard to understand.
Its easy to see that
no effort was put
into the comic
The student made
no effort to
complete their work
on time (no panels
are completed).

MODIFICATIONS:

I am aware that modifications will be made for students who did not master the objectives and
for those ready for enrichment. However, modifications are not covered in this course and are
not part of this particular lesson.