SINGLE SUBJECT DAILY LESSON DESIGN FORMAT

TITLE OF LESSON Graffiti & Gallery Review Unit 1 & 2, Preview Unit 3

CURRICULUM AREA & GRADE LEVEL 9-12 Geometry

DATE OF LESSON Thursday, September 26 , 2013 End of 3-week unit 2 7 week of school
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CA CONTENT STANDARD(S) ADDRESSED The following California Mathematics Content Standards for Geometry are addressed in this lesson because we review several different topics: 2.0: Students write geometric proofs, including proofs by contradiction. 3.0: Students construct and judge the validity of a logical argument and give counterexamples to disprove a statement. 4.0: Students prove basic theorems involving congruence and similarity. 7.0: Students prove and use theorems involving the properties of parallel lines cut by a transversal, the properties of quadrilaterals, and the properties of circles. 22.0: Students know the effect of rigid motions on figures in the coordinate plane and space, including rotations, translations, and reflections.

CA ELD STANDARD(S) ADDRESSED From ELD 9-10 Standards Expanding 1. Exchanging information/ideas Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and gradeappropriate academic topics by following turntaking rules, asking and answering relevant, ontopic questions, affirming others, providing additional, relevant information, and paraphrasing key ideas.

BIG IDEA ADDRESSED (Enduring Understanding: WHY this material is important; how it fits in with the unit or theme) Students are going to use these vocabulary words throughout the year and beyond so it is important to review them. For example: 1. Midpoint: Helps you find the middle between two points. This is nice in interior decorating if you want to center a picture on the wall. Distance: Many life-applications with distance, including but not limited to, knowing the distance between two locations in order to figure out how long it might take to get there or how much gas it would require to drive there. Corresponding Angles: This is a common type of angle that will reappear again with geometric proofs. Alternate Interior & Exterior Angles: These are other types of angles that will appear again later in geometry. Conditional & Converse statements: Important for being able to form a logical argument. If then statements. Transitive, Reflexive, and Symmetric: Also important in logical arguments and in geometric proofs. Geometry: By students defining this word, they may find that they know a lot more about geometry than they thought! Reflection: The students barely have learned what reflection is, yet but it will be good to see how much they remember. Slope: How steep is a hill? Slope is one of the most important and frequently used mathematical concepts in math beyond geometry (algebra and calculus).

ESSENTIAL QUESTIONS ADDRESSED What is the students viewpoint on geometry terms we have learned so far? What can students learn from their peers?

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3. 4. 5. 6. 7.

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OBJECTIVE(S) OR LEARNING GOAL(S)choose type(s) as appropriate After participating in the graffiti and gallery activity students will be able to exchange ideas, take turns in leadership roles, and summarize group discussion by writing at least one contributing fact

ASSESSMENT(S)choose type(s) as appropriate Formative (progress-monitoring): I will be monitoring each group while the activity is in progress to make sure the leadership opportunity is being shared and overall that the group is on task. (See rubric)

on the word poster board. Primary learning type: Language Development: Engaging in the exchange of ideas and information in a group is closely related to language development. Cognitive: Students are using cognitive skills because they have to summarize, discuss, illustrate, and explain these topics to their peers and determine what information is most valuable to include on the poster. Affective: Students may be affective by talking to others and having to discuss how they learned or what they think is important about each term. Psychomotor: Students are physically involved by having to rotate around the classroom.

Summative (evaluative): Each group should have at least one contribution to each topic. I am giving different colored markers to each group so that I can make sure this is happening. Students will follow up with the assignment by creating a billboard for homework using any key term covered in class either in this graffiti activity or otherwise. They can use a standard size piece of paper and be artistic with their display of knowledge on the topic.

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions) I predict that students may get off topic when working on this assignment because it is going to be fast paced group work. I think that although the leadership position is supposed to rotate, that one person may take over the whole thing and be the only one contributing. I will have to practice my classroom management skills to prevent this. Also, there will be two teachers to monitor the activity in the classroom which should help the students stay on track. INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS RATIONALES

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS RATIONALES

Anticipatory Set (Into) 1. Teacher asks, How many of you take a test and then forget everything you have learned? and waits for head nods or some sense of acknowledgement from the class. (1 minute) 2. Teacher asks, Why do you think this happens? and waits for an answer. (2 minutes) Instruction (Through) 3. I will have written bullet points on the board so the students can read along while I explain and so that I do not forget anything.

Auditory

This is the hook for the lesson since the students recently took a test and can relate to the topic.

Anticipatory Set (Into) 1. Students listen to the question and share their answers. (1 minute) 2. Students listen to the teacher and give a couple of answers. (2 minutes)

Auditory & Oral

Students should be able to relate to this question

Auditory

Instruction (Through) 3. Students listen to directions and can follow along with them by reading the board. Bringing the hook into the lesson & explaining the activity in detail since the class has not done something like this before. Students can ask questions if needed (4 minutes)

Auditory & visual

One of the SDAIE methods for instructing ELs explains the importance of giving clear written and oral directions

Teacher explains, We just took a test last week and today we are going to stop you from forgetting everything you have

Students have a lot of different options on how to

learned so far by doing some review. This activity is called Graffiti and Gallery. First, you are going to be graffiti artists then you are going to admire the work of the other artists. I am passing out cards in a minute to separate you into groups of four. In your groups, you will start at one poster board in the class and write down everything you can think of for that vocabulary word. For example, you could write a definition, show an example, draw a diagram, draw a real life example, or anything else that you can think of. You only have three minutes at each station to contribute as much as possible. When I alert you that it is time to move on to the next station you will take your marker and move to the next poster. When you get there, review what the groups before you have written and add any other ideas you have. Now, you also are going to have a particular suit on your cards like diamonds, hearts, etc. When you move to a new group, I will let you know which suit is going to be the leader of that discussion. The leader is going to make sure that everybody is heard and that all group members are participating. When all the groups have rotated through all the poster boards, we are going to take the last few minutes of class to walk around and see what other people contributed to the poster boards that you have not seen, yet. Lastly, your homework will be to create a billboard using one of the topics we have covered this year. You can pick one of the words we are going over today or another one we have learned this year. I will talk about that more at the end of class but I want you to bear in mind that you will use the information you are writing down for your graffiti posters on your homework. I am going to pass out the cards now to assign your groups. Are there any questions? (4 minutes) 4. Starts passing out playing cards. I am using all the cards 19 (no 10s, jacks, queens, or kings) because I have about 36

convey their knowledge so that visual and auditory learners alike can benefit from the instruction.

By using playing cards I am randomly selecting each group.

4. Students will receive a playing card.

students in each class. (2 minutes) Guided Practice (Through) 5. Teacher directs students to go to a particular poster, Leave everything at your desk. All of the students who have a #1 card, go to Midpoint over here (points to area). 2s: Distance 3s: Corresponding Angles 4s: Alternate Interior & Exterior Angles 5s: Conditional & Converse statements 6s: Transitive, Reflexive, and Symmetric 7s: Geometry 8s: Reflection 9s: Slope At the first station the students with a club on their card will be the leaders. Your three minutes starts now and I will let you know when to move on. I will have the rotation of leadership written on the board as well. I will have a timer set to keep track of time. I will have the marker waiting at the station for them. (2 minutes) 6. During the three minutes, my master teacher and I will be walking around the room to answer questions and maintain a sense of order. Also, I will give the students a one-minute warning. (3 minutes) 7. Teacher will let the students know when their time is up, and direct them to move clock-wise around the room to the next station number, Time is up! All of the 1s please move to station 2. 2s move to station 3, please, etc. Now the spades will be the leaders. Your three minutes are starting now. (3.5 minutes) Independent Practice (Through) 8. Teacher will just be informing students when to switch groups, answering questions as necessary, and directing groups to know who is supposed to be the leader for each topic. (3 minutes per station with 7 stations remaining = about 21 minutes). Kinesthetic Oral Auditory Reading Writing 6. This is the time where students should be creating their poster with their group. They should be talking and sharing ideas. The leader should be writing down points on the poster board. (3 minutes) 7. Students move clockwise to the next station. They must do all of the things listed in the last step except this time they will also have to read what the group before them was able to add to the poster board. (3.5 minutes) Kinesthetic I have strategically placed the posters around the room to give enough room for four people to stand comfortably. Guided Practice (Through) 5. Students will move into the correct area of the classroom to form their group (2 minutes).

Writing Listening (Auditory) Speaking (Oral) Writing Listening (Auditory) Speaking (Oral) Reading

I designed my lesson specifically to include all these different types of learning.

Independent Practice (Through) 8. Students will continue rotating stations as directed by the teacher and rotating leadership positions. (About 21 minutes)

Kinesthetic Oral Auditory Reading Writing

Closure (summarize; make

meaning of the lesson)

9. Once all of the groups have gone to all nine stations, the teacher says, Now, I want you to go back and do a gallery walk of the posters. Some of the posters, you may have only seen what group or two before you had written so I would like you to notice the things the groups after you added onto the poster. (9 minutes)

Speaking

Closure (summarize; make

meaning of the lesson)

9. Students listen to directions. Students participate in gallery walk by taking a tour around the classroom and read what other groups were able to add to the posters. (9 minutes)

Auditory Reading Kinesthetic

10.Teacher asks, Why do you think this sort of activity can help you learn about geometry? Depending on level of student response, I may also ask if they would like to do this sort of activity again. (1 minute)

Students review what other students wrote so they can review the topics in more detail. It is possible that other groups made connections with the material that some student had not made before. This encourages students to be independent thinkers and connect Whats in it for me?

Speaking

I want to know why the students think we are doing this activity.

10. Students answer the question. (1 minute)

Speaking

11. Teacher tells students, I hope that you could see how getting another persons perspective on things like alternative interior or exterior angles may teach you something new or at least you got to review what you already learned. (1 minute) Transfer (Beyond) (opportunities to apply the learning) 12. For homework tonight, I would like for you to take a standard piece of computer paper or larger, if you want, and make a billboard on any geometry vocabulary we have covered this year. You may certainly use one of the words we made a poster for today or it can be something else. Who can tell me what types of things you normally see on billboards? (waits for responses) Teacher can fill in the blanks of what students may have left out billboards can be catchy or funny but it is going to have big writing with maybe one or two key points about that topic on it. Basically, if you could tell your audience one thing about that vocabulary word, what would it be? I will have a finished example of

Speaking

I am telling the students one of the reasons I wanted to do the activity.

11. Students listen to the teachers reasoning. (1 minute)

Listening

Speaking

Transfer (Beyond) (opportunities to apply the learning) 12. Students listen to directions on homework assignment. Auditory

Students respond to question on what types of things are normally on billboards.

Speaking

Getting students involved.

what a sample billboard would look like.

Visual

Students see sample of billboard. (2 minutes)

Visual

Are there any questions? (2 minutes)

I want students to have to think about one important thing they learned today or this year and summarize it artistically.

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group There are Reclassified English Learners in the class but I will be focusing on my English Learner (not reclassified). 4 period: Marceline Ovath, 10 grade. I do not have much information on Marceline, yet but will be filling in more information on her with time. The school does not have her transcripts since she just transferred to our school and I have yet to conduct my interview with her. Readiness level: I think that mathematically, Marceline is smart and has been correctly placed into our geometry class. Learning profile: strengths and challenges: She has turned in all of her work so far so she seems to be putting forth good effort. Interestsacademic and/or personal: Marceline is interested in anime. She is pretty shy in class and does not talk to many people. I do not think it is because of her language skills but just a personality trait. I will watch Marceline more intently to see if she is struggling with communicating verbally or in writing. I do not anticipate there being too much difficulty but if she feels uncomfortable I will give her the option of letting somebody else write for her.
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INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively There is only one student with special needs. 2
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period: Jacob Mendoza, 11 grade

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS choose area(s) as necessary based on information above Content (what materialincluding key vocabularyis learned): The class is reviewing eight vocabulary words or learning topics and is supposed to predict what they think one of them will be (reflection). Process (how the material is learned): I hope that this activity works well for Marceline to practice several different skills including speaking, writing, listening, and reading, because this activity encompasses all those different learning techniques.

Readiness level: Jacob has an overall GPA of 1.6. He is coming into geometry this year even though he got an F grade in algebra first semester and a C second semester (lots of potential here). He has always gotten Fs in English but last summer retook the classes and got Cs. He is not an English learner, though. He has passed his CAHSEE for math but not for English. Learning profile: strengths and challenges: Jacob has difficulty with attention and focus, comprehension and processing, and processing speed. Jacob is sociable though so he can work well with other people. o With regard to processing speed, I have purposefully brought attention to key points when giving notes. For example, I cued students to, Put a box around this because it is important. Interestsacademic and/or personal: Jacob plays on the school football team and has always gotten As in that class. I also see that he has gotten better grades in history, biology and auto shop. DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above Content (what materialincluding key vocabularyis learned): The class is reviewing eight vocabulary words or learning topics and is supposed to predict what they think one of them will be (reflection). Process (how the material is learned): For Jacob, I hope that this activity can keep his attention since it is a fast-paced environment and he gets to interact with his peers. This activity uses a lot of different strategies for learning including speaking about what each topic means to each students, listening to other students, and visually drawing and representing topics on

RESOURCES (Attach materials needed to implement the lesson e.g., power point presentation, text, graphic organizer) 9 posters per class & materials to hang posters in some places (i.e. tape) 9 markers per class (preferably in as many different readable colors as possible) Timer Playing cards (only need # 1-9 for this class) Homework sample of billboard

paper. REFLECTION (Questions to consider after the lesson: What went well?
Why? What evidence do I have that shows the extent to which the lesson was effective? What problems do students still have? How will I deal with the students whose understanding of the material is weak? How will I remediate? What changes will I make to enhance learning the next time I teach this lesson? Why?)

I think that the lesson went very well because the students remained at least 90% engaged for the length of the period. I asked the students if they liked the lesson or not and received an overwhelming YES! WE SHOULD DO THIS ALL THE TIME! as a response in all periods. One class even applauded. The problem I had was that some groups really struggled with coming up with new ideas after a few groups had gone before them. I will have to play with how to prevent this from happening. For example, maybe instead of students writing everything they know, they will be limited to one or two bullet points or if I made the time shorter, they would not have time to write so much down. The great thing about this lesson is that students can really only benefit from the extra vocabulary review. I tried to drop hints to the groups that were struggling or if some previously written material by a group was incorrect. At the end of the class, I picked what one thing I felt the need to elaborate on the most, and talked about it for a couple minutes. For instance, a lot of classes struggled with the Symmetric, Transitive, and Reflexive poster and I realized that two of those words sound very similar to other vocabulary we have learned (translate and transversal instead of transitive and reflection instead of reflexive). I gained more in the area of language development than I had anticipated because of the helpful review that, while these words sound similar, they are not the same. The last issue I had was that I overheard one girl criticize a suggestion from one of her peers saying, Thats stupid! I will explicitly say in my directions that it is okay to disagree with people, but do it politely and constructively.

Here are some pictures of the student work from the lesson:

Heres a bigger picture of my bulleted directions:

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