Vous êtes sur la page 1sur 3

# SINGLE SUBJECT CREDENTIAL PROGRAM

## LESSON PLAN FORMAT FOR FLM

Revised June 2007

NOTE: This lesson plan functions as a guide map to your instruction. Please include details about the examples you will give
students, anticipated responses they will give, the structure of notes if you will lecture, the directions for any activities, and key
questions you intend to pose to students. In addition, give time points to help with pacing and attach any handouts that will be used.
This is not a script of every word youll say but it is a structured, detailed guide to how you intend to implement the lesson.

## STUDENT TEACHER: Stephanie Chan & Tricia Dones

DATE:
SCHOOL: CSUF
SUBJECT:
EQUIPMENT/MATERIALS: Paper, tape, scissors, ruler, cardboard

Math
7th

## TYPE OF LESSON AND

INSTRUCTIONAL
STRATEGIES PLANNED:

## SIOP MODEL STRATEGIES INCORPORATED:

Preparation/Motivation
_x_ Identify Key Vocabulary
Communication Processes
_x_ Writing
_x_ Speaking
_x_ Listening

Scaffolding
Grouping
_x_ Modeling in Multiple Ways
_x_ Whole class
_x_ Wait Time
_x_ Small groups
_x_ Communication
_x_ Partners
_x_ Comprehensible input
_x_ Independent
Application/Representation
_x_ Hands-on
_x_ Meaningful
_x_ Promotes engagement

## Assessment (w/ appropriate feedback)

_x_ Individual
_x_ Group
_x_ Written
_x_ Oral

RATIONALE: HOW DOES THE LESSON FIT INTO THE UNIT OF STUDYWHAT DOES IT BUILD ON (PRIOR KNOWLEDGE)?

WHAT DOES IT

This fits the unit of study as it is an authentic assessment that combines the surface area and volume formula into one
report as well as provides a visual display on the figures. Students are to be creative and attend to precision in creating
as well as calculating the figures. It builds on the students prior knowledge of surface area and volume and requires a
collective understanding of these figures.
GOAL(S) BIG IDEA(S) THE LESSON HELPS TO DEVELOP [SHOW CORRELATION TO PROFESSIONAL CONTENT AND PROCESS STANDARDS
(NCTM STANDARDS)]

CCSS.MATH.7.G.4. Solve real-life and mathematical problems involving angle measure, area, surface area, and
volume.

CCSS.7.G.6. Solve real-world and mathematical problems involving area, volume, and surface area of two- and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms
CCSS.MATH.PRACTICE.MP1. Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP3. Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4. Model with mathematics.
CCSS.MAT.PRACTICE.MP5. Use appropriate tools strategically
CCSS.MATH.PRACTICE.MP6. Attend to Precision
CCSS.MATH.PRACTICE.MP8. Look for and express regularity in repeated reasoning
OBJECTIVE(S) WHAT STUDENTS WILL BE ABLE TO DO [SHOW CORRELATION TO STATE CONTENT STANDARDS (CA FRAMEWORK )]

The students are to finish up their projects as well as their individual reports for Surface Area and Volume calculations

on their Castle project. Students then turn in their reports and attend to a castle walk as a class for each group to vote on
the best castle.
LESSON INTRODUCTIONTHIS WILL GET STUDENTS ATTENTION FOCUSED ON THE OBJECTIVES INCLUDES CONNECTING TO
PRIOR CONTENT KNOWLEDGE AS WELL AS TO THEIR LIFE EXPERIECES AND INTERESTS

Students start the period with finishing and working on their projects.
LEARNING ACTIVITIESPROVIDE DETAIL ABOUT WHAT BOTH TEACHER AND STUDENTS WILL BE DOING
The students finish their Castle projects such as taping, cutting, calculating, measuring, and writing their individual report.
The students are given the materials needed such as scissors, tape, ruler, and paper to complete their castle. The teacher
will be walking around the classroom progress monitoring the students and providing clarifying questions to the students.
Students are given a rubric for their project that they must fulfill. The teacher reads the rubric before the students start their
project. See attached Rubric for the project below.
LESSON CLOSUREHOW WILL I HELP STUDENTS TO PROCESS AND ORGANIZE WHAT WAS LEARNED?
Once the students finish their castle the teacher collects their reports. The teacher then provides a label such as group 1, 2,
3 and so on for each of the groups to display in front of their castle. The teacher instructs students to take a piece of paper
and vote for the best castle. The best castle receives a prize.
ACCOMMODATIONS ( INSTRUCTIONAL AND ASSESSMENT)
ENGLISH LEARNERS
IEP REQUIREMENTS

English Learners are accommodated through the group project. Students are given roles and Els
can pick a role they feel comfortable with. Student can ask their group mates for help. Students
are working with physical manipulatives to create their project.
Advanced students will be able to assist their peers as they work in groups in creating their castle.
Since every student has an individual report to make they are able to be successful in this task.
Students will be given the accommodations needed as stated on their IEP.

## ASSESSMENT STRATEGIES (FOR TYPE, INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING), OR S (SUMMATIVE)

TYPE

DESIGN

EL

Warm-up

PM

Castle Project

Student Report

IMPLEMENTATION

FEEDBACK STRATEGY

## Beginning of class students begin Teacher goes over the answer

their warm-up on their warm-up
and explains how they got
worksheet provided
Teacher walks around the
The teacher provides
classroom towards each group and
immediate feedback to
checks to see if everyone is
students questions and
participating as well creating the
necessary figures as well as
students current work.
calculating its measurements.
Students are to write a report on the After the project the teacher
measurement for each figure their
group created and adhere to the individual reports as well as
rubric.
participation.

PRE-REFLECTION AND POST-EVALUATION OF LESSONWHAT DO I EXPECT TO GO WELL AND TO BE CHALLENGING? WHAT ACTUALLY
HAPPENED?
THE STUDENTS MAY NEED MORE THAN ONE AND A HALF DAY FOR THIS PROJECT AND MAY NEED EXTRA TIME AS NEEDED.

## Rubric for Report/Participation:

Participation

Surface Area

5
Student
participated in
their role
efficiently as
well as assisted
other students
Student

4
Student
participated in
their role
efficiently.

3
Student
minimally
participated in
their role.

2
Student showed
little
participation in
their role.

1
Student showed
few to none
participation into
their role.

Student

Student

Student has

Student could

Volume

Figures

Visuals

accurately and
precisely
showed the
correct
calculations for
each of their
figures involving
Surface Area.
Student
accurately and
precisely
showed the
correct
calculations for
each of their
figures involving
Volume.
Student has
more than 3
figures for each
of the shapes:
Prism, Pyramid,
and Cylinder.
The Castle
visually
pleasing,
creative, and
shows
uniqueness.

calculated for
each of the
figure involving
the Surface Area
with few
mistakes.
Student
calculated for
each of the
figure involving
the Volume with
few mistakes.

Student has at
least 3 figures
for each of the
shapes: Prism,
Pyramid, and
Cylinder.
The Castle
shows
creativeness.

calculated for
each of the
figure involving
the Surface Area
with few
mistakes and
possibly missing
figures.
Student
calculated for
each of the
figure involving
the Volume with
few mistakes
and possibly
missing figures.

many mistakes
in calculations as
well as possibly
missing some
figures.

## not show correct

calculations for
the Surface Area
and may miss a
lot of figures.

Student has
many mistakes
in calculations as
well as possibly
missing some
figures.

Student could
not show correct
calculations for
the Surface Area
and may miss a
lot of figures.

than at least 3
figures on some
of the shapes:
Prism, Pyramid,
and Cylinder.
The Castle is
simple.

Student is
missing figures
on the shapes.

Student is
missing many
figures on the
shapes.

The Castle
shows lack of
creativity.

The Castle
shows no
creativity.