TEKS

Cite grade and

content

Text-driven Lesson Plan

Shelbi LaFavers
111.6. Grade 4.6.A-D

(6) Geometry and measurement. The student applies

mathematical process standards to analyze geometric
attributes in order to develop generalizations about their
properties. The student is expected to:
(A) Identify points, lines, line segments, rays, angles,
and perpendicular and parallel lines;
(B) Identify and draw one or more lines of
symmetry, if they exist, for a two-dimensional figure;
(C) Apply knowledge of right angles to identify
acute, right, and obtuse triangles; and
(D) Classify two-dimensional figures based on the
presence or absence of parallel or perpendicular lines
or the presence or absence of angles of a specified
size.

Content
Objective
(TSWBAT)

The students will be able to define ray, line and triangle as

they relate to triangles and two-dimensional shapes with
85% accuracy.

Language
Objectives
(TSWBAT)

The student will be able to identify the terms above,

students will be able to listen to a poem about geometry
and discuss these terms with their peers.

Text Read

A circle once said to a square,

"Your angles poke me everywhere!"
Try to be smooth,
It's the way you should move,
An iron can help you get there...
A triangles three-sides once said,
I want a triangular bed!
To build its a breeze,
1-80 degrees,
Ill paint its 3 vertices red!

A line and a ray over there,

Were lazy! An unlikely pair,
It might make them sore,
But they better move more,
Or get fat like a 4-sided square...
The line and the ray had a spat,
Ray wrestled down line to the mat,
At least I dont end!
Screamed line to his friend,
And ray had no answer for that...
(http://mathstory.com/Poems/geometrylimericks.aspx#.VyP
adJMrImo)
Strategy Used
Procedure

Assessment

Teacher will use concept definition maps along with

manipulatives to teach the objective.
Text: Vocabulary Their Way, Chapter 7.
Students will be given a handout; on the handout there will
be 3 concept definition maps that contain the terms we will
be reviewing after we read the math poem aloud. The
students will also be given a copy of the poem to read
along. As a class we will discuss the poem and start on the
concept definition maps. The class will come together and
create the definition(s), things the words are like and some
examples of the words. While the students are discussing
and coming up with the three things above, the teacher will
be creating the same concept definition map on the white
board, or overhead. After the lesson the students will be
allowed to split into groups to work with manipulatives, this
will ensure that the students get hands on work with what
these terms may look like. The teacher will be walking
around to ensure comprehension and to make sure all
groups are on task.
Students will be asked to complete and exit slip before the
class moves on to the next subject. The exit slip will say,
On your own piece of paper, tell me how/where you see
these things (ray, line, and triangle) in real life. Provide
and example to get there minds on the right track. For
Example: The road the bus drives to school on, has a
yellow line on both sides of it. Or For Example: When my
grilled cheese is cut, each side is a triangle.