TEACHING AND LEARNING

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source: Shawn Beams game design if modified / not original work Lesson Plan Title: Polygons Part II Date/Time to be taught: 3/3/14 10:00 - 11:00

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Instructional Objectives aligned to Oregon Content & Performance Standards

Consider including ___x__ Cognitive __x___ Affective __x___ Psychomotor

The learner will demonstrate the ability to: classify two-dimensional figures based on their properties. understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. Learning Targets: written in student friendly language appropriate for sharing with students so that
they know what they need to learn and do

I can classify polygons according to their properties. Standards/Benchmarks:

5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. 5.G.4 Classify two-dimensional figures in a hierarchy based on properties.! 5.L.6 Acquire and use accurately grade-appropriate general academic and domain specic words and phrases!

Instructional procedures and allotted time:

(Anticipatory set, modeling, guided practice, checking for understanding, independent practice, closure, plans for tomorrow)

HOOK/Anticipatory Set: linking to previous lessons activating prior knowledge Minutes

3

Teacher

Student

Put up the hierarchy slide from Friday and Students review the hierarchy slide and prepare to sort have a volunteer summarize how it works.! polygons.

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Pass out the Quadrilateral Hierarchy sheet.!

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TEACHING AND LEARNING 10

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source: Shawn Beams game design if modified / not original work

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Walk students through the process of lling in their Quadrilateral Hierarchy sheet. Emphasize that shapes t into each of the categories that they are drawn inside of.!

Students fill in their quadrilateral hierarchy sheets.

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Put up the quadrilateral pictures on the SMART Board. Ask students to volunteer how many classications each shape falls under.! Go over the homework options with students.!

Have students get together in their Right Triangle Students gather in their groups and get excited to play the polygon classification game. Groups. Distribute the polygon classication game sheet. Explain that we are going to play the same game with quadrilaterals that we did with triangles. Explain the rules.! Set up the game as the class gets organized.! Let the class play the game.

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Students classify the shapes according to the sheet they just made.

Students listen to the homework options.

Student learn how to classify polygons while having fun!

! Closure !
3

Call the class back together to review the quadrilateral classication chart they made and remind them about the homework.

Students put their materials away and make sure that they understand how to do the homework.

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TEACHING AND LEARNING

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source: Shawn Beams game design if modified / not original work

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Literacy Connection: (way in which you will help students improve their reading, writing, speaking or listening by explicitly
connecting literacy to the lesson)

This lesson will help students improve their speaking and listening skills by working collaboratively in small groups. In order to perform the tasks required for advancing forward in the game, they will have to communicate using academic discourse with each other. They will then have to present their groups work to a teacher. Since this responsibility will rotate between group members, everybody will be forced to participate. Also, students who choose the writing option for the homework will have the opportunity to work on their descriptive writing skills.

! Assessment/Learning Evidence: !

The homework, hierarchy sheets, and general observations are the major sources for assessing student learning. Also, since the game is designed to provide students with additional practice classifying polygons, I will collect exit cards during Tuesdays lesson to see how much the practice helped students internalize the process.

! Materials, Resources, Technology: ! ! ! !

This lesson requires the SMART slides, SMART Board, doc cam, Quadrilateral Hierarchy handout, Classification Record Sheets, polygons for classification, game board, and homework printouts.

Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs: (addressing individual students needs: SpED, TAG, ESOL, learners from diverse backgrounds & cultures, 504, behavioral issues)
ESOL: To help my ELL students I will display written rules of the game. I will also model the process so they can have a visual example. Furthermore, my ELL students will be grouped strategically with students who can help them understand the processes of the game. In addition, the mini-lesson includes pictures and graphic organizers that will help them access the content. TAG: This activity will benefit my TAG students because it challenges them to make it through as many different types of polygons as possible. The strategic grouping and rules of the game will also help them work effectively with team members that may not be as efficient in geometry as they are. This will be an important skill for them to internalize.

! 504: This lesson does not pose any issues for my 504 student. ! Considerations for Classroom Layout, Logistics, Grouping and Management of Students: !

This lesson requires consideration about the logistics of making the game work. To keep things flowing smoothly, students will work in small groups at their desks. The game board and extra polygons will be at the back table with me. Once a group has identified their polygon, they send one member (which will rotate) back to the game table where I can quickly confirm their work. I will keep the same groupings from when we played this game during triangle classification (Right Triangle Groups).

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TEACHING AND LEARNING

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source: Shawn Beams game design if modified / not original work

! Notes from Implementation Experience: ! !

The material, timing, and flow of this lesson was pretty good. However, there was a lot of off task chatter that took place. My mentor teacher and I discussed the issue during our prep period, and decided that is was likely the result of three things: 1. Seating Chart, 2. Students are testing my boundaries, 3. It is becoming spring of their fifth grade year. He assures me that he would be facing a similar situation even if he was doing the teaching. Either way, it was definitely something that needed to be addressed so we rearranged some of the desks and I sat the class down and addressed the issue. I will likely have to maintain a tighter reign than I naturally prefer for a little while until we get back on track. Hopefully once those expectations are established we can move past these types of classroom management issues.

! ! Reflection: !

This lesson was moderately successful. The lesson portion actually went better than the game, which surprised me at first. Now that Ive reflected on it, however, I think I understand why. I also think that the increase in chattiness and off-task behavior is related. I have been trying very hard to build strong relationships with my students and make my lessons educational, fun and engaging. I feel as though these are the components of an excellent teacher. However, in doing so I feel as though I may have slipped too far into the cool zone, which has apparently given some of the students in my class the impression that they dont have to pay attention and be engaged. Interestingly, I dont feel as though my relationships and teaching style have actually become too laid-back and carefree. In fact, I think that they are almost exactly where I want them to be. My mistake, though, was moving to this point too quickly. I can remember when I was a high school student taking Spanish. As a class, we always petitioned to have a fiesta instead of class. My teacher often granted that wish. In her mind, she was probably building rapport. To us though, it felt as though we could get out of work quite often. As a result, we didnt take the class seriously and my Spanish has suffered ever since. On a slightly different note, I also remember another class in which I had a solid, fun, and somewhat laid-back relationship with my teacher. However, he expected that we work hard, and the fun came in time. There was a lot of respect in his class and I learned a lot, while still having fun. While I certainly dont feel like I am at the same point on the continuum as my Spanish teacher was, I do feel like I have progressed too quickly to the fun teacher that I want to be without fully establishing that I have high expectations of all students. Hopefully my talk with the class before lunch today will help me re-establish my expectations and get back to better place for the amount of time that I have spent with my class.

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