Plant Cell Model Lesson Plan #2

Subject(s): Math

Grade: 6

Teacher(s): Heather Morgan (BST) and Hilary Fenn (MT)

School: Sonora ES

Date: November 9, 2016

Part I GOALS AND STANDARDS

1. Common Core Learning Standard(s) Addressed:
Madeline Hunter #2 (Standards):
CCSS.M.6.MP.4
Model with mathematics
CCSS.M.6.NS.6.b
Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane
2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and Performing Arts):
Madeline Hunter #2 (Standards):
Science
MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Science and Engineering Practice: Developing and Using Models: Develop and use a model to describe phenomena.
Disciplinary Core Idea (DCI): LS1.A: Structure and Function: Within cells, special structures are responsible for particular functions, and the
cell membrane forms the boundary that controls what enters and leaves the cell.
Crosscutting Concept: Structure and Function: Complex and microscopic structures and systems can be visualized, modeled, and used to
describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed
to determine how they function.
3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C. Productive; and Proficiency Level
addressing Emerging, Expanding, Bridging)
Madeline Hunter #2 (Standards):
P1.12.a.Em Use a select number of general academic words and domain-specific words to create some precision while speaking and writing.
4. Learning Objective: (What will students know & be able to do as a result of this lesson?)
Madeline Hunter #2a (Objective):
SWBAT indicate the locations in quadrants on the coordinate plane of specified ordered pairs.
(Blooms: Remember)
5. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are
these outcomes essential for future learning?)

STUDENT-FRIENDLY TRANSLATION
I can indicate the locations in quadrants
on the coordinate plane of specified
ordered pairs.
STUDENT-FRIENDLY TRANSLATION

Madeline Hunter #2b (Purpose):

Coordinates are like locations on a map. For example, compare it to Google Maps. Each location is a
coordinate, when you want to find out how to get to a specific place, the computer will calculate the
fastest route based on the distance and conditions between the coordinates/locations. Today
students will be applying their understanding of the coordinate plane by graphing organelles and
structures of a model plant cell. Each organelle and structure will be represented by
coordinate(s)/ordered pair(s).

I can visually represent the organelles

and structures of a plant cell in a
coordinate plane. I understand that
plotting points on a coordinate plane is
useful in technology and in navigating a
map, for example.

6. Essential Questions:
How can your science model of a plant cell be used as a math model?
How can we show the organelles as specific locations on a coordinate plane?
Why is it important to learn how to plot points on a graph?

Part II STUDENTS INFORMATION

7. Class Information:
a) Total number of students
There are 27 students: 10 boys and 17 girls.
b) English Learners/Standard English Learners
There are 11 ELs
10 are of Hispanic race/ethnic group
1 is of Asian race/ethnic group
Proficiency levels:
Beginning-1
Intermediate-2
Early advanced-9
c) Students with special needs
There is one student with an IEP for a speech and language impairment. She is an English only speaker. She receives RSP support
and speech services.
d) Academic language abilities, content knowledge and skills in content area
Last year in fifth grade, the class studied the functions of a cell and organelles.
Earlier this year, the class studied prokaryotic and eukaryotic cells. They compared both cell types, made a Venn Diagram, and
found an image online to represent each cell type.

e)

f)

g)

h)

i)

j)

k)

Each student has a Chromebook. The Venn Diagram activity was done on Google Docs.
In math, students are currently learning about the coordinate plane, plotting points, and naming the quadrants.
Linguistic background
Of the 11 ELs, 10 are Hispanic in nationality and speak Spanish at home.
One of the ELs is Japanese and speaks Japanese at home.
Cultural background
What countries are represented in students families?
Of the 27 students, most students are Hispanic from El Salvador and Mexico. There is 1 white/Caucasian student and 1
Asian student from Japan.
Health considerations
One student has a musculoskeletal disorder.
Two students have allergies to pollen.
Physical development factors that may influence instruction in this academic content area
Most students are 11 years old. This is considered middle childhood. Physical changes of puberty might be showing by now,
especially for girls.
http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle2.html
Social development factors that may influence instruction in this academic content area
A growing independence from the family and interest in friends is obvious.
Healthy friendships are very importantbut peer pressure can become strong during this time. Another big change children
need to prepare for during this time is starting middle or junior high school.
http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle2.html
Emotional development that may influence instruction in this academic content area
Children who feel good about themselves are more able to resist negative peer pressure and make better choices for themselves.
Children in this age group might start to form stronger, more complex friendship. It becomes more emotionally important to have
friends, especially of the same sex. Children might become more aware of his/her body as puberty approaches. Body image and
eating problems sometimes start around this age.
http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle2.html
Interests/Aspirations (relevant to this academic content area)
After giving students a short multiple intelligences survey and an opportunity to write down future aspirations, 23 students
described what they want to become when they grow up. Interests include becoming a vet (3), a doctor (3), fashion designer (2),
marine biologist (2), professional athlete (5), engineer (3), teacher (2), president of the United States, psychologist, and author. At
least half of these students will need a strong background in math and science to pursue their chosen profession.

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the content? Please specify
anticipated difficulties for English Learners, Standard English Learners, and/or students with special needs.):

The ELs will have difficulty accessing academic vocabulary. They may have trouble understanding the terms and using them when
collaborating with peers. This will also make collaboration with peers and the oral presentation difficult.
The student with special needs has difficulty speaking English. This will make collaboration with peers and the oral presentation difficult.
Part III - LESSON ADAPTATIONS

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the anticipated difficulties? Ex:)
Please specify modifications/accommodations for English Learners, Standard English Learners, and/or students with special needs.)

ELs (1): I will provide Spanish flashcards for the definitions and names of organelles for my EL students and all students. These will be
passed out as job cards. Each student will have 2-3 organelles assigned to him/her. See example job card below. During science lesson,
students will find an object to represent their assigned organelle and incorporate it into the model. During the math lesson, students will
locate the quadrant that their assigned organelle is in, as the model is viewed in terms of a coordinate plane. Each student is responsible for
plotting each of their assigned organelles on the group transparency.
Cell Wall:
Pared Celular:
outer layer of plant cell; provides strength
capa externa de la clula de la planta;
and support to the cell
proporciona fuerza y apoyo a la clula

ELs (2): ELs with limited English proficiency will have a modified assessment. ELs will work in a group setting with a more capable peer
who will translate and assist in recording responses.
ELs (3): I will use several different mediums to convey information: oral, written, audio/visual and technology, teacher demonstration, and
student demonstration.
Special needs (1): I will use visuals to support direct instruction.
Special needs (2): I will check for understanding often by using a thumbs up/down response or agree/challenge response. I will repeat
instructions, if needed.
Special needs (3): I will use manipulatives to support concepts as students have access to various objects for use in plant cell models.

10. 21st Century Skills Circle all that are applicable

Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:

Communication: SW practice interpersonal skills as they accept and support each other in the small group (Johnson & Johnson,
1994, p. 6) SW listen to others and take turns speaking. They will also take turns managing the group supplies (transparency and
wet erase pen).
Collaboration: Each student will approximate their assigned organelles coordinate on a coordinate plane on a group transparency.
The group transparency is completed as a collaborative piece. Then, every person also has an individual coordinate plane on
paper. Students will be assessed according their individual responses on paper. The transparency can be used as a guide.
Critical Thinking: SW answer essential questions in think-pair-share exercises. Students will be comparing the plant cell model to a
map to determine the coordinates of each organelle.
(MARZANOS HIGH YIELD STRATEGIES-COOPERATIVE LEARNING)
11. Technology - How will you incorporate technology into your lesson?
Google Slides https://docs.google.com/presentation/d/1ys0PtIUGYCAmSAC4KSFgfnuCQIUj-991lO0kjP20w0s/edit?usp=sharing
YouTube video https://www.youtube.com/watch?v=d6vhjpnfd3c

Part IV - ASSESSMENT OF STUDENT LEARNING

12. Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met
in a successful product/process? What does success on this lessons outcomes look like?)

a. Formative:
Each student will have 2-3 organelles assigned to him/her. SW locate the quadrant that their assigned organelle is in, as the model is viewed in
terms of a coordinate plane. Each group will have one transparency with a coordinate plane printed on it. SW plot each of their assigned organelles
on the group transparency. TW monitor student engagement and participation my walking around the room and observing students.
b. Summative (if applicable):
According to the objective each student will indicate the location in quadrants on the coordinate plane of specified ordered pairs. SW
independently complete companion worksheet using the group coordinate plane transparency as a guide. SW list the organelle and define the
ordered pair for each quadrant (Webbs DOK Level 1: Recall & Reproduction). SW be assessed using rubric below, 8 points total. The four criteria
are the four quadrants of the coordinate plane. A quadrant is fully evidenced if there is a plotted point, labeled with the organelle name and the
ordered pair.

c. (Attach rubric here, if applicable):

Criteria

2
Fully Evidenced

1
Not Evident

Quadrant I

Quadrant II

Quadrant III

Quadrant IV

Student is able to locate an

organelle in quadrant I. Student
approximates the organelles
coordinate and plots the
coordinate on the coordinate
plane. Student labels the organelle
and the ordered pair on the
coordinate plane.
Student is able to locate an
organelle in quadrant II. Student
approximates the organelles
coordinate and plots the
coordinate on the coordinate
plane. Student labels the organelle
and the ordered pair on the
coordinate plane.
Student is able to locate an
organelle in quadrant III. Student
approximates the organelles
coordinate and plots the
coordinate on the coordinate
plane. Student labels the organelle
and the ordered pair on the
coordinate plane.
Student is able to locate an
organelle in quadrant IV. Student
approximates the organelles
coordinate and plots the
coordinate on the coordinate
plane. Student labels the organelle
and the ordered pair on the
coordinate plane.

Student cannot locate an organelle

in quadrant I. Student does not
approximate the organelles
coordinate and does not plot the
coordinate on the coordinate
plane. Student does not label the
organelle or the ordered pair on
the coordinate plane.
Student cannot locate an organelle
in quadrant II. Student does not
approximate the organelles
coordinate and does not plot the
coordinate on the coordinate
plane. Student does not label the
organelle or the ordered pair on
the coordinate plane.
Student cannot locate an organelle
in quadrant III. Student does not
approximate the organelles
coordinate and does not plot the
coordinate on the coordinate
plane. Student does not label the
organelle or the ordered pair on
the coordinate plane.
Student cannot locate an organelle
in quadrant IV. Student does not
approximate the organelles
coordinate and does not plot the
coordinate on the coordinate
plane. Student does not label the
organelle or the ordered pair on
the coordinate plane.

Part V - INSTRUCTIONAL PROCEDURE

13. Instructional Method: Circle one Direct Instruction Inquiry
Cooperative Learning

14. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Transparency with pre-printed coordinate plane 1 per group, wet erase markers
Worksheet (coordinate plane) 1 for each student
Google Slides presentation https://docs.google.com/presentation/d/1ys0PtIUGYCAmSAC4KSFgfnuCQIUj991lO0kjP20w0s/edit#slide=id.g18f82861e9_0_6
YouTube video: https://www.youtube.com/watch?v=d6vhjpnfd3c
Computer, projector, document camera
15. Procedure (Include estimated times. Please write a detailed procedure, including questions that you are planning to ask.):
OPEN (10 min):
Madeline Hunter #1 (Anticipatory Set): I will focus student attention by presenting an essential question. How can your science model be used as
a math model? I will ask students to think quietly, then think-pair-share, then I will ask volunteers to share in the whole group setting. To further
guide student thinking, I will ask, how can we show organelles as specific locations on a coordinate plane? I will ask students to think quietly,
then think-pair-share, then I will ask volunteers to share in the whole group setting.
Madeline Hunter #2a (Objective): Today your job is to indicate the locations of the ordered pairs represented by your plant cell model. SW
chorally repeat objective.
Madeline Hunter #2b (Purpose): TW ask, why is graphing important? SW watch https://www.youtube.com/watch?v=d6vhjpnfd3c. TW stop video
to ask what graphing is compared to in this video (map). What does this tell us about graphing? (Coordinates are like locations on a map. For
example, compare it to Google Maps. Each location is a coordinate, when you want to find out how to get to a specific place, the computer will
calculate the fastest route based on the distance and conditions between the coordinates/locations. Thus, plotting points on a coordinate plane
is useful in technology and in navigating a map.)

BODY (30 min):

Madeline Hunter #3 (Instructional Input):
Vocab:
Quadrants: any of 4 equal areas made by the x-axis and y-axis
Coordinate: A set of values that show an exact location
Coordinate plane: A plane containing an x and y axis
Ordered pair: A pair of numbers (Ex. (1, 2)) written in a certain order (x, y)
X-axis: The line on the graph that runs horizontally
Y-axis: The line on the graph that runs vertically
Origin: where the x-axis and y-axis cross; it is at the point (0, 0)
Visuals, demonstrations, and technology:

TW introduce lesson with Google Slides presentation https://docs.google.com/presentation/d/1ys0PtIUGYCAmSAC4KSFgfnuCQIUj991lO0kjP20w0s/edit#slide=id.g18f82861e9_0_6

TW set the purpose for the lesson using this YouTube video: https://www.youtube.com/watch?v=d6vhjpnfd3c
TW model how to create a coordinate plane on the transparency
TW model how to plot one point of model

Facts and processes:

TW introduce vocabulary terms as a review of prior knowledge by displaying a print out of slide 14 under the document camera. TW say, I
will label the quadrants. Please tell me together, what is this quadrant called? Class will chorally respond, quadrant I. TW label quadrant
I. Now lets label the rest of the quadrants. Say the number as I write the Roman Numeral. TW label quadrants II, III, and IV and SW
chorally name each quadrant simultaneously. This graph is called a coordinate plane. What is the horizontal line called? SW chorally
respond, x axis. TW label the x axis. What is the vertical line called? SW chorally respond, y axis. TW label the y axis. Now if this is
called a coordinate plane, what is a coordinate? SW think-pair-share before T calls on single responses. TW repeat correct answer. If a
coordinate is an exact location on a coordinate plane, what is an ordered pair? SW think-pair-share before T calls on single responses.
TW repeat correct answer. An ordered pair is the coordinate written as two numbers in a certain order, (x, y). Lastly, what is the point
(0,0) called? Tell your neighbor the term for where the x and y axis cross.
TW model how to plotting an ordered pair on a coordinate plane using the plant cell model. TW use document camera to project cell
model. TW place transparency on top of the cell wall of the cell model. TW approximate the location of the nucleus by plotting a point
above the nucleus. TW label the point N. TW label the ordered pair.
Strategies I will use:
Think alouds
Think-pair-shares
Choral response
Wait time

Madeline Hunter #4 (Modeling):

TW introduce vocabulary terms as a review of prior knowledge by displaying a print out of slide 14 under the document camera. TW say, I will
label the quadrants. Please tell me together, what is this quadrant called? Class will chorally respond, quadrant I. TW label quadrant I. Now
lets label the rest of the quadrants. Say the number as I write the Roman Numeral. TW label quadrants II, III, and IV and SW chorally name each
quadrant simultaneously. This graph is called a coordinate plane. What is the horizontal line called? SW chorally respond, x axis. TW label the
x axis. What is the vertical line called? SW chorally respond, y axis. TW label the y axis. Now if this is called a coordinate plane, what is a
coordinate? SW think-pair-share before T calls on single responses. TW repeat correct answer. If a coordinate is an exact location on a
coordinate plane, what is an ordered pair? SW think-pair-share before T calls on single responses. TW repeat correct answer. An ordered pair is
the coordinate written as two numbers in a certain order, (x, y). Lastly, what is the point (0,0) called? Tell your neighbor the term for where the x
and y axis cross. TW model how to plotting an ordered pair on a coordinate plane using the plant cell model. TW use document camera to
project cell model. TW place transparency on top of the cell wall of the cell model. TW approximate the location of the nucleus by plotting a point
above the nucleus. TW label the point N. TW label the ordered pair.

Madeline Hunter #5 (Checking for Understanding):

TW check for understanding my saying, thumbs up if you understand what your job is today. Thumbs down if you could use more explanation.
Madeline Hunter #6 (Guided Practice):

SW begin to work in their groups to approximate and plot point of the organelles on the transparency using wet erase markers. SW be in same
groups and use the same assigned jobs from science model groups. SW create one coordinate plane on a transparency sheet that represents the
organelles as coordinates. Each student will be in charge of plotting their assigned organelle as a coordinate/ordered pair. TW circulate around
the room and help students, as appropriate.

Madeline Hunter #7 (Independent Practice):

As the groups finish the coordinate plane on the transparency, SW work independently to create a table of the plotted points and indicate the
quadrant number on the worksheet provided. ELs will be assisted by bilingual peers to complete the worksheet cooperatively.
CLOSE (5 min):
Madeline Hunter #8 (Closure):
As students are finishing independent practice, TW ask, what did we learn about the coordinate plane today? Coordinates can represent an
image, a model, or a diagram. What else can a coordinate plane represent? A map and specific locations. Why is it important to learn how to plot
points on a coordinate plane? We can learn more about navigating and technology through understanding the coordinate plane. Our objective
today was to indicate the locations in quadrants on the coordinate plane of specified ordered pairs. Did we accomplish our objective today?
Show me thumbs up if you feel confident about what we learned, or thumbs down if you feel you could use more time and practice to
understand the concepts.

Part VI - REFLECTION
1. Please include your rubric data here.
There were four areas measured in the rubric: quadrant I, II, III, IV. Students are assessed on a 1, not evident, or 2, fully evidenced, point scale.
Students earned a two in each of the areas assessed if they located an organelle in the quadrant, approximated the organelles coordinate and
plotted the coordinate in the quadrant, and labeled the organelle and the ordered pair in the quadrant of the coordinate plane. Students earned a one
in each of the areas assessed if they did not locate an organelle in the quadrant, did not approximate the organelles coordinate, did not plot the
coordinate on the coordinate plane, nor did not label the organelle or the ordered pair on the coordinate plane. In quadrant I, 13/22 (59%) of
students earned a 2, whereas 9/22 (41%) of students earned a 1. In quadrant II, 10/22 (45%) of students earned a 2, whereas 12/22 (55%) of
students earned a 1. In quadrant III, 13/22 (59%) of students earned a 2, whereas 9/22 (41%) of students earned a 1. In quadrant IV, 9/22 (41%) of
students earned a 2, whereas 13/22 (59%) of students earned a 1. According to the rubric data, 16/22 (73% of) students earned a score of 70% or
above, whereas 6/22 (27% of) students scored below 70%.

Criteria
Quadrant I
Quadrant II
Quadrant III
Quadrant IV

2
Fully Evidenced
13/22
10/22
13/22
9/22

59%
45%
59%
41%

1
Not Evident
9/22
12/22
9/22
13/22

41%
55%
41%
59%

Student
Dana-HIGH
Andrea-MEDIUM
Led- LOW
Cocoa -EL
Annalee-Student

Quadrant I
2
2
1 IA
1 IA
2
1 INC
1 NL
1 INC
2
2
2
2
1 INC
2
2
2
1 NL
1 NL
2
2
1 NL
2

Quadrant II
2
2
2
2
2

Quadrant III
2
2
1 IA
1 IA
2

Quadrant IV
2
2
2
1 IA
1 IA

Total
8
8
6
5
7

%
100%
100%
75%
63%
88%

2
1 NL
1 INC
1 NL
2
1 IA
1 IA
1 INC
2
1 IA
1 IA
1 NL
1 NL
1 NL
2
2
1 IA

1 INC
1 NL
1 INC
2
2
2
2
1 INC
2
2
2
1 NL
1 NL
2
1 IA
2
2

2
1 NL
1 INC
2
2
2
1 IA
1 INC
2
1 IA
1 IA
1 NL
1 NL
1 IA
1 IA
1 IA
2

6
4
4
7
8
7
6
4
8
6
6
4
4
6
6
6
7

75%
50%
50%
88%
100%
88%
75%
50%
100%
75%
75%
50%
50%
75%
75%
75%
88%

with Special Needs

Giselle
Christian
Daniela
David
Ana
Jason
Gabby
Izaak
Tania
Kendra
Natalie
Danny
Angie
Edward
Nathaly
Mia
Brianna

INC=Incomplete/missing
IA=Inaccurate/incorrect
NL= No label for ordered pair
100%= 4 students
88%= 4 students
75% = 8 students
63%= 1 student
50%= 5 students
2. Were the students successful at achieving the lesson objective?
a) If so, provide student evidence (Include 5 samples low, medium, high, EL, & Student with Special Needs).

The lesson objective, SWBAT indicate the locations in quadrants on the coordinate plane of specified ordered pairs, was successfully achieved
by 59% of students in quadrant I. The lesson objective was successfully achieved by 45% of students in quadrant II. The lesson objective was
successfully achieved by 59% of students in quadrant III. The lesson objective was successfully achieved by 41% of students in quadrant IV.
Evidence of this achievement is represented by the high sample, Dana, and the medium sample, Andrea. Both students met the objective in all
quadrants, scoring a 100%. These students were able to locate an organelle in each of the quadrants, approximate the organelles coordinate and
plotted the coordinate for each of the quadrants, and label the organelle and the ordered pair in each of the quadrants of the coordinate plane.

b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?
The lesson objective, SWBAT indicate the locations in quadrants on the coordinate plane of specified ordered pairs, was not fully achieved by
41% of students in quadrant I. The lesson objective was not fully achieved by 55% of students in quadrant II. The lesson objective was not fully
achieved by 41% of students in quadrant III. The lesson objective was not fully achieved by 59% of students in quadrant IV. The student work
samples, low, EL, and the student with special needs, attempted to locate an organelle for every quadrant, however, these student work samples
had at least one inaccurate response. The low student sample, Led, had inaccurate responses for quadrants I and III. The EL student sample,
Cocoa, had inaccurate responses for quadrants I, III, and IV. The student with special needs, Annalee, had an inaccurate response for quadrant IV.
The main reason for the 50/50 divide between meeting objective and not meeting objective, is due to the way math is organized in the sixth
grade at Sonora Elementary School. The sixth-grade class has been separated between high and low math groups. The high math group, known
as the Greeks, has previously learned how to indicate the locations in quadrants on the coordinate plane of specified ordered pairs, so this was
a review exercise. However, the Romans, the low math group, has just begun to learn about the coordinate plane. Thus, this objective was a new
concept. I heterogeneously mixed the groups between Greeks and Romans, however, I did not ensure positive interdependence in my student
cooperative groups. My students did not ensure that all group members had learned the assigned material (Johnson & Johnson, 1994, p. 3).
Although all students had a job in the group, they were not concerned with group success. Positive interdependence could have been
encouraged if, for example, each group member receives the same reward when the group achieves its goals (p. 3). For example, each group
could have had a team name, and the group would get 4 team points for the overall production of the transparency, considering each quadrant.
Then, the team could get bonus points if group members achieve at least 80% on the individual assessment. The winning team could have been
rewarded with no homework pass.
3. What instructional strategies did you use to help students achieve the lesson objective?
The instructional strategies I used to help students achieve the lesson objective were engaging students with essential questions, setting
relevance for the lesson, reviewing vocabulary/background knowledge specific to the coordinate plane, using visuals and technology, modeling,
and progress monitoring. First, I had the students think-pair-share in response to essential questions: How can your science model of a plant cell
be used as a math model? How can we show the organelles as specific locations on a coordinate plane? Next, I showed a video and we stopped
to talk about, Why is it important to learn how to plot points on a graph? Then, I used the document camera to project a printed coordinate
plane. Students participated in the review of vocabulary terms through choral response and think-pair-share exercises. I used a Google Slides
presentation that was projected on the SMART Board to display YouTube video, objective, and conclusion. I provided students with a plant cell

diagram to use in referencing their own cell models to indicate an organelle in each quadrant. I modeled how to approximate an organelle in a
quadrant and label with the name and ordered pair using the document camera. Lastly, I monitored student progress by walking around,
engaging groups in discussion, and answering their questions.
4. What would you change about the lesson and why?
First, I would communicate my expectations for behavior up front, for active listening, participation in choral response and think-pair-share
exercises, and group collaboration. I would use positive and negative consequences to reinforce desired behaviors. I would positively enforce
group collaboration through the point system and no homework pass reward, as earlier mentioned. I would reward active listening and
participation by handing out scholar dollars. I would use a negative consequence hierarchy of verbal warning, situational modification like
moving seat or losing privilege, and calling/e-mailing home. The consistent use of positive and negative reinforcement would have increased
engagement time for all students and the low math group/Romans, would have had more incentive to listen and follow directions.
Second, I would have differentiated for the early finishers. I would have prepared an extension activity. This would have minimized distractions
for the slower paced groups. I did tell students that they could read or work on unfinished business, however, having a related activity that
challenged them to extend their understanding of the given concepts.
Third, I would have made changes to my technology choices. I would have liked to use a SMART Board presentation so I could have directly
drawn on the slide with the coordinate plane and vocabulary review. However, the classroom has not been set up with a direct SMART Board
connection. My MT uses the iPad, AirPlay, and writes on slides prepared on an Apple program. I made do with the situation by printing out the
slide and writing on it under the document camera. Next time, I would use the PowerPoint equivalent software on the iPad so I could have drawn
on the slide with a stylus. This would have allowed me to walk around the classroom or be in front, as desired. The location of the document
camera is in the rear of the classroom. I could have checked for understanding to a higher level by using the iPad. I would have maintained eye
contact. This may have also increased student engagement. With the document camera, students are facing the SMART Board, looking away
from the presenter at the document camera.