TEACHING AND LEARNING

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source: if modified / not original work Lesson Plan Title: Area and Perimeter Date/Time to be taught: 3/4/14 10:00 - 11:00

! ! ! ! ! ! !

Instructional Objectives aligned to Oregon Content & Performance Standards

Consider including ___x__ Cognitive _____ Affective __x___ Psychomotor

The learner will demonstrate the ability to: calculate the area of various polygons calculate the perimeter of various polygons 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 calculate a polygons perimeter. I can calculate a polygons area. Standards/Benchmarks:

Working towards standards 5.MD.3, 5.MD.4, 5.MD.5! 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
Have students get out their Geometry Unit Glossaries. While theyre doing that, put the OAKS Practice Page that we did last week that had area and perimeter on it under the doc cam. Ask for a volunteer to explain the di"erence between area and perimeter.

Student Students get out their unit glossaries and try to explain the difference between area and perimeter.

! ! ! ! ! ! ! ! ! ! ! ! !

!1

TEACHING AND LEARNING

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source: if modified / not original work

! Instructional Input ! 5 ! ! ! ! 20 ! ! ! ! ! ! ! ! ! ! ! ! !
20

Put up the slide that denes area and perimeter. Explain the di"erence with the help of the SMART Board animations and explain how to calculate them.! Ask for volunteers to calculate the area of the rst sample problem.! Repeat the process for the story problems.! Once we get to the irregular polygon, demonstrate how to:! ! Calculate the missing dimensions! ! Calculate area by dividing it into multiple ! rectangles and adding them together.! Ask for volunteers to solve those sample problems.! Distribute homework and let students practice by working on it.

Students copy the definitions into their unit glossaries.

! ! ! ! ! ! ! ! ! !

Students either work out the sample problems on the board or in their notes.

Students practice by working on their homework.

Closure
10 Exit Cards: Draw a rhombus on the board. On side The students fill out their exit cards. A, have students classify it according to each of the classications that it falls within.! On side B, have students write a real world scenario where it is important to calculate either area or perimeter. Give the sentence frame: One reason that somebody might need to calculate (area or perimeter) is __________________.

!2

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)

This lesson requires students to write specific information in a limited amount of space in their unit glossary graphic organizer. It also requires that they read a couple short passages and pull the important information out of them. In addition, students will practice writing concise sentences during the exit card activity.

! Assessment/Learning Evidence: ! The learning evidence for this lesson comes from observation, exit cards, and the homework. ! Materials, Resources, Technology: ! This lesson requires the SMART Board, SMART lesson, unit glossaries, and homework sheets. ! ! !

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: My ESOL students will benefit from the use of visuals when explaining the content, relatable story problems that are written, read, and explained, sentence frames, and collaborative work time. TAG: In order to challenge my TAG students, they will be responsible for doing three fewer questions on the standard homework. Instead, they will need to write three of their own questions that require finding the area or perimeter of a polygon. They must also solve their own problems.

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

This lesson is heavy on teacher talk and in-seat work. To help keep students engaged, I will have them do the majority of the work on the board. I will also allow them to work in small groups once we move into the practice time.

This lesson was alright. I think that I made the content more confusing than it needed to be, because a lot of students were struggling with the simple concepts. I also knew that this lesson was heavy on teacher talk and light on student involvement. The level of engagement confirmed that I was right. Hoping to keep kids interested by having them interact with the SMART Board didnt really work because only the same kids kept volunteering. I also didnt want to call on kids randomly since so many people were struggling with this. I guess this was a good lesson about going against the kind of teacher that I want to be in order to try and modify behavior. I will need to work on the latter without sacrificing the former.

! !

!3

TEACHING AND LEARNING

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source: if modified / not original work

! Reflection: !

After yesterdays lesson and realization that I was likely too far into the cool zone, I tried to backfill some of the mostly-business foundation with todays lesson. It made me realize though, that this is simply not my preferred style of teaching. I am still searching for that perfect balance between discovery learning, rigorous expectations, high-interest lessons, student engagement, and the always present issue of time constraints. At this point in my teaching, I do feel as though Ive made some progress toward finding this balance, but I am still a long way off. Its almost as if I am a pendulum, and as I realize that Ive gone too far one way, I over correct and swing back too far in the opposite direction. The material of todays lesson should have been fairly simple for the class to understand. After all, calculating area is simply multiplying two numbers together. Most of them are very good at that. In my attempt to use the lesson to send my high expectations and business-first message, I found myself looking over a classroom (mostly) full of disinterested faces. Several of those who were engaged looked confused. To me, this is evidence that it is better for students to experience the calculation of area than for me to just tell them about it and set them loose to work on a worksheet. If it werent for yesterdays lesson, I dont think I would have even attempted such a dry plan. Another example of my over-correcting response. Moving forward, I think that I need to put less stock in a single lessons reflections. Perhaps in this way I will be able to make minor adjustments in my teaching style, as opposed to swinging wildly back and forth. I certainly hope so anyways.

!4