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-236220-18288000GCU College of Education LESSON PLAN TEMPLATE03/2014Teacher Candidate:Grade Level:Date:Unit/Subject:Instructional Plan TitleEmily FitzgeraldGrade 8April 8th, 2019MathAngles and LinesI. PlanningLesson summary and focus:Students will be introduced to geometry and learn about various geometric terms. After the geometric terms have been described and discussed, students will identify each term and create posters to demonstrate their understanding of these terms.Classroom and student factors:This lesson will be conducted in the self-contained special education classroom. There are 10 students in the class, all with an autism diagnosis, and each with varying skill levels and communication abilities; however, this lesson will be completed in a small group with up to three students who are at a higher skill level.National / State Learning Standards:Lines are taken to lines and line segments to line segments of the same length CCSS.MATH.CONTENT.8.G.A.1.AAngles are taken to angles of the same measure CCSS.MATH.CONTENT.8.G.A.1.BParallel lines are taken to parallel lines CCSS.MATH.CONTENT.8.G.A.1.CSpecific learning target(s) / objectives:Students will be able to draw, identify, and define different types of angles and lines.Teaching notes:This lesson will introduce students to geometry by first learning various geometric terms. The purpose of this lesson is to provide a baseline of information for students to use for subsequent lessons that fir into the NYS math content standards.Agenda:Students will gather around the group instruction table in the classroom.Introduction - Teacher will introduce the lesson to the students by reviewing students’ prior knowledge of geometry.Explicit Instruction/Teacher Modeling – teacher will review each vocabulary term and represent each one. Guided Practice - Students will practice drawing representations of each vocabulary term.Independent Working Time – Students will complete two worksheets to assess recognition and understanding of termsAssessment – Students will create posters using pipe cleaners, glue and construction paper to assess their understanding of the terms.Review and Closing – teacher will discuss with students what they have learned.Formative assessment:Students will be assessed on their ability to accurately identify and represent the vocabulary terms during the explicit instruction/teacher modeling portion of the lesson.The number of prompts given to each student will be monitored to assess the levels of independence needed to complete all steps of the lesson.Academic Language:Key vocabulary: GeometryAnglesLinesRight AngleAcute AngleObtuse AngleStraight AnglePointLineLine SegmentRayPerpendicular LinesParallel LinesVertexFunction: Students will learn these key vocabulary terms and use them throughout the lesson. Students will demonstrate their understanding of these terms by drawing them and constructing a poster. Form: Students will identify and understand the key vocabulary terms by following the directions throughout the lesson.Instructional Materials, Equipment and Technology: Pencils, copies of assessment, personal whiteboards, dry erase markers, pipecleaners, construction paper, glue, poster with vocabulary words and definitionsGrouping: Two-three students will participate in this lesson as a small group at the classroom’s group table. The students identified in this lesson are in 8th grade.II. InstructionA. OpeningPrior knowledge connection:Students will recall their knowledge of geometry by giving examples of shapes, characteristics of shapes and common characteristics among different shapes.Anticipatory set:Students will be able to draw, identify and define different types of angles and lines as a basis for higher level geometry tasks to use later on through the remainder of the school year.B. Learning and Teaching Activities (Teaching and Guided Practice):I DoStudents DoDifferentiationTeacher will introduce the lesson by telling students that they will be learning about geometric terms today.Ask students what they know about geometryTalk about shapes and corners. Provide a sheet that shows different shapes. *this will be refenced later on in the lesson.Teacher will go down the list of key vocabulary terms one-by one, by drawing it on the whiteboard, giving it’s definition and explaining it’s definition. Teacher will display vocabulary terms and their definitions on small poster on the group table for students to reference.Teacher will pass out individual whiteboards to each student and have them practice drawing each vocabulary word.Teacher will display shapes and ask students to identify specific angles on each one, as well as identify the shapes that have parallel and perpendicular lines. Teacher will hand out worksheets for students to complete to check for understanding of vocabulary. *see attached copies below.Teacher will pass out pipe cleaners, construction paper and glue to students and instruct them to make posters that represent the angles and lines, with points and vertexes, as well as label each one.Teacher will conclude the lesson by asking students what they learned and advising them that this will prepare them for subsequent lessons about geometry.Students will participate in small group discussion about geometry.Students will identify shapes and characteristics.Students will draw representations of each vocabulary term, as modeled by the teacher, on personal whiteboards.Students will recall characteristics of the shapes displayed at the beginning of the lesson. They will look for the different angles, perpendicular lines and parallel lines on each one.Students will receive copies of the worksheets to complete. *see below.Students will receive materials and begin constructing their posters to represent:LineLine SegmentRayPerpendicular LinesParallel LinesAcute AngleObtuse AngleRight AngleStraight AngleEach One should be labeled with points, vertexes, and it’s name.Students will participate in a concluding discussion with the teacher about what they learned.Students will be guided throughout the entire lesson and activities.The activities will be modeled for both students to follow.Teacher support will be provided to each student throughout the lesson, as well as hands-on assistance during the construction portion of their posters.III. ASSESSMENTSummative Assessment:Students will be assessed based on their ability to follow directions throughout the lesson. Students will be graded on the posters that they construct which will require them to compose each vocabulary term with the materials provided and label each one accurately.Differentiation:The students will be guided throughout the lesson and directions will be repeated and modeled as needed.Closure: Students will be able to understand and identify key vocabulary terms. Students will use their knowledge of seeing in the daytime versus nighttime. Students will make connections between their experiment and the story that was read. Students will understand how their sense of sight can help them read and to observe their surroundings when there is light present. Students will make connections to the light energy provided by an energy source and how it helps them see.Homework: This lesson will be completed during classroom time. No homework will be assigned.The following definitions will be used by the teacher and printed for students to reference during this lesson:Point – An exact location in spaceLine – A straight path of points that goes on and on in two directionsLine Segment – A part of a line that has two endpointsRay – A part of a line that has one endpoint and continues endlessly in one directionParallel Lines – Lines that never intersectAngle – A figure formed by two rays that have the same endpointVertex – the point where two rays meet to form an angleRight Angle – An angle that forms a square (90 degree) cornerAcute Angle – An angle that is less than 90 degreesObtuse Angle – An angle that is greater than 90 degreesStraight Angle – An angle that forms a straight lineShapes to display for students that will be used for discussion and comparison.The following worksheets are student work samples. This was the task that students were completing when the camera glitched. Students completed these worksheets independently.The following attachments are completed pictures of student work I used for the end of lesson assessment. At the end of my video, I was seen wrapping up the lesson by passing out materials to complete the posters. You can hear the school bell ringing, signifying that it is time to change classes; and although the students in my classroom are self-contained, the three students featured in the video push-out to a few general education classes. ................
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