TEACHING AND LEARNING

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source________________________ if modified / not original work Lesson Plan Title: Points, Lines and Rays Date/Time to be taught: 2/21/14 10:00 - 11:00

Instructional Objectives aligned to Oregon Content & Performance Standards

Consider including ___x__ Cognitive __x___ Affective ___x__ Psychomotor

The learner will demonstrate the ability to: define key geometric phrases. draw line segments, lines, and rays using a straight edge. correctly mark points on a coordinate grid.

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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 properly define and draw one dimensional geometric shapes. Standards/Benchmarks:
5.G.1 Use a pair of perpendicular number lines, called axes, to dene a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the rst number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and ycoordinate).!

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5.G.2 Represent real world and mathematical problems by graphing points in the rst quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.! 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

5

Teacher

Student

Introduce facts of geometry on the Smart Board and Students marvel at the ways geometry can be used to play show pictures of geometrical optical illusions. tricks on their eyes.

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TEACHING AND LEARNING 10

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source________________________ if modified / not original work

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Begin telling the story of geometry at the beginning: with a point. Display the definition and picture of a point. Have Students copy down the definitions and draw students copy it down in their unit glossary. pictures in their unit glossary.

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Move to lines and repeat the process. Repeat again with line segments. Finish with rays.

Once each component has been introduced, have students Students get out their homework and connect the get out their homework from yesterday. Explain that we are points as shown. going to connect our points with line segments to discover the shape. Lead the class in this process by modeling on the Smart Board sign. Once theyre finished, display the progression of slides that slowly reveals to them that this is the layout of the school.

Explain that this was the only time that we wont be naming Students graph the image and answer the practice our points. Create a multi-line illustration by graphing questions.. specific points. Have students follow along and then name the various components listed on the board. Let them work in partners to answer the questions about the graph they just created.

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Closure
10 Have students put their things away. Explain how we have covered most of the basics for 1 dimensional objects. Then have them draw multiple lines/points/segments/rays and name them as an exit ticket. Students create their exit tickets and turn in all of their work.

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TEACHING AND LEARNING

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source________________________ if modified / not original work

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

The lesson consists of learning new vocabulary through writing definitions, drawing illustrations, and engaging in authentic academic discourse.

! ! Assessment/Learning Evidence: !

Students will be assessed on the accuracy of their graphs, answers to the questions, exit cards, and formative observations.

! ! Materials, Resources, Technology: ! Smart Board, notecards, coordinate grid paper for students. ! ! ! !

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: This lesson includes access to the content through multiple avenues (oral, written, photos, practice). It also uses visuals, graphic organizers, and provides opportunities for authentic academic language practice. TAG: TAG students will be given the opportunity to create their own graphed lines, points, etc. instead of being forced to copy mine off the board. They will still be responsible for answering each of the questions, which means they will have to pay close attention to how they label their points, intersections, etc.

! ! Considerations for Classroom Layout, Logistics, Grouping and Management of Students: ! No special considerations are required for classroom logistics. ! ! ! Notes from Implementation Experience: ! ! ! !

Todays lesson was fairly heavy on whole-class instruction with students working at their desks. However, the class seemed to be engaged with the material. They especially liked the big reveal about their homework assignment being a blueprint of the school. Unfortunately, I wasnt able to get through everything that I had hoped, but I feel like we cemented the concepts of coordinate graphing a little better. I think that I was able to get away with this type of lesson because of how drastically different the first lesson was. Moving forward I will need to strike a balance somewhere in between these two lesson styles.

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TEACHING AND LEARNING

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source________________________ if modified / not original work

Reflection:
Todays lesson was another step forward in finding my personal balance between direct instruction, student discovery, effective learning, and fun. Unlike yesterday, the majority of todays lesson required students to remain at their desks and follow along with a mostly direct-instruction approach. This is not how I picture myself teaching. However, the students were far more engaged than I had expected. I believe that there are at least four reasons that this was the case:

1. This is a great group of students who are motivated, trusting, and willing to work (generally speaking). 2. The class got to go outside and play the coordinate grid game the day before, so they were more willing to put in the work today. In other words, they had faith that this style of teaching was only going to occur on occasion. 3. Even though they were confined to their desks, they bought into the exercise because of the mystery surrounding it. Once the mystery was revealed, student interest actually increased because the assignment was suddenly more relatable and challenged them to think from new perspectives. 4. The kids were able to interact with the SMART board. For some reason, even the possibility of getting the chance to interact with the SMART board grabs the attention of students.

The fact that this lesson turned out much different than I had anticipated taught me two things. First, it gave me a better sense of how much material could be covered in one hour with a group of fifth graders. I had significantly over-planned the lesson, which forced me to postpone some things and rush through others. Overall though, I would rather over-plan than under-plan. Besides, I doubt the students had any idea that we didnt get through everything I had anticipated.

The second thing that I learned from this lesson was the power of authentic, meaningful assignments. Even though we didnt spend much time getting away from our desks to engage with the material, the class still had the ability to move and create things at their desk. There was also an element of intrigue that came from the fact that I told the students that the picture they were graphing was something very familiar to them, even though they didnt recognize its shape. Once it was revealed that they were looking at the (simulated) blueprints of their school, the level of engagement went through the roof. This wasnt simply another worksheet put together by some textbook company, it was relevant to their lives and challenged them to view the world from a different perspective. This combination proved to be engaging for them, and taught me that even desk work can be fun if designed properly. Another valuable lesson towards becoming the teacher that I want to be.

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