TEACHING AND LEARNING

LESSON PLAN

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Name Brian Ross_____________________________ Source________________________ if modified / not original work Lesson Plan Title: Unit Setup & Intro to Coordinate Planes Date/Time to be taught: 2/20/14 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: accurately navigate a coordinate plane. use appropriate academic vocabulary while navigating a coordinate plane. demonstrate safety, follow rules and procedures, and use proper etiquette while engaging in physical activity and competition.

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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 find the proper point on a coordinate plane. I can speak clearly and use academic vocabulary. I can show respect while engaging in a physical activity. 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).!

5.SL.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. PE.05.SM.01 ...demonstrate safety, rules, procedures, and etiquette to be followed during participation in physical activities.

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 3

Teacher
Distribute Geometry Organizational Folders

Student
Students briefly familiarize themselves with their folders.

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Introduce coordinate planes by showing pictures of real-world applications of them: - B.I.I. example (connect to previous learning) - Search grids - Maps - Battleship game

Students put their folders away and focus on the photos of real world coordinate grids.

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TEACHING AND LEARNING 15

LESSON PLAN

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Name Brian Ross_____________________________ Source________________________ if modified / not original work

2 2

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20

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Coordinate Graphing Mini-Lesson - Display a coordinate grid, ask students for two numbers, write them as an ordered pair, and mark the point on the graph. - Explain the order of graphing: walk across the hallway to get to the stairs (x), go up the stairs (y). Have students put their arms out parallel to the ground and say, X! Then have them bend at the waist so their arms are vertical and say, Y to the sky! - model by graphing some more points on the doc cam, while students follow along with the hand motions. - have students each graph several points (assess to see how many are required) on a piece of paper while a volunteer graphs the same point on the Smart Board.

Coordinate Graphing Game - Set up (Have Shawn set up during Hook and Mini-Lesson) - Explain the rules of the game: Students will be split into teams. Teams determine their order, but everybody must participate equaly. The first person stands on the designated location and draws a card from the x pile. (S)he then draws a card from the y pile. The student says, My ordered pair is ___, ___. The student then takes x number of steps to the right, and y number of steps forward. If they complete this task in the correct order their team receives a point. The student then draws another set of cards. He tells his team which coordinates he is aiming for by saying, Im aiming for coordinates __, __. The student attempts to throw a Wiffle ball through the correct coordinates. If she is successful, the team receives a point. If she misses, no points. If she makes it through the wrong/different hole, the opposing team can steal the point by giving the ordered pair that the ball actually went through. It is the next teams turn. There are two boards operating at once. Shawn keeps score and manages one, I do the other. We both take formative assessment notes on a clipboard for each kid. - Before leaving the classroom, set behavioral expectations. - Take students to the game. - Model what it will look like by letting Shawn give it a try. - Let students play the game.

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Students volunteer numbers. Students pay attention to the lesson. Students participate in the hand gestures and catch phrases.

Students follow along with the hand motions. Some students volunteer to graph on the board while others follow along in their notes. Students listen to directions.

Students agree to the behavioral expectations. Students see how the game is played. Students enjoy learning and play the game.

Closure
4

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Have students return to the classroom. Ask students to give a fist-to-five on: - how they feel about graphing on a coordinate plane. - how much they enjoyed the activity.

Students return to class and evaluate the two questions via fist-to-five.

Distribute and explain the homework (blueprint points).

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Students watch and listen to how the homework assignment works.

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TEACHING AND LEARNING

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source________________________ if modified / not original work

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Literacy Connection: (way in which you will help students improve their reading, writing, speaking or listening by explicitly
connecting literacy to the lesson) Students will improve speaking in front of their peers with new academic vocabulary by announcing their ordered pairs to their classmates before moving forward in the game. This will help them gain familiarity with the terms, as well as build confidence in their ability to address an audience for a specific purpose.

Assessment/Learning Evidence:
Students will be assessed formatively through general observations during the mini-lesson and activity. During the activity, data will be recorded as follows. Each student will have the opportunity to engage with two sets of ordered pairs each time they attempt the activity. Each time they perform the task correctly, they will get a +. Each time their actions dont align with their coordinates, they will get a check mark. At the end of the activity, there will be at least two data points for each students, hopefully more. The homework assignment will serve as a summative assessment.

Materials, Resources, Technology:

Game materials (sheet graphs, Wiffle Balls, cards, sentence frames, formative assessment documents, clipboards), photos of real world grid applications, coordinate grid note paper, geometry unit organizational folders, class set of unit glossaries, class set of group assignment sheets, Blueprints homework sheets, Smart Board coordinate plane slides, document camera, projector, computer, Smart Board.

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)
This lesson consists of a rationale for learning about coordinate grids, a mini-lesson about how to use them, and then an activity that is designed to cement the process. The pencil/paper mini-lesson coupled with the movement based activity will allow students to access the content in multiple ways. This will be beneficial for all students. Additionally, sentence frames, photos, spoken directions, modeled directions, and collaborative learning will benefit my ESOL students. Adding the physical activity and game portion of the lesson will keep TAG students engaged as well. The final accommodation for TAG students is a differentiated homework assignment. Instead of only having to graph points in the positive, positive quadrant, they will need to graph points in all four quadrants.

Considerations for Classroom Layout, Logistics, Grouping and Management of Students:

The activity portion of this lesson poses major logistics issues. If possible, we will try and set everything up in the gym. If that wont work, we will complete the activity under the covered area outside. Another facet of this lesson that requires special thought is the grouping of teams. My intent is to use the activity as a team building exercise for students that will be working on major portions of the trail proposal together. For that to happen, designations for who will work on which aspect of the project must be established. That requires considerable planning and speculation about not only which students will work well together, but about which students will work well with which task.

! Notes from Implementation Experience: !

This lesson went fairly well. The kids were a little bit squirrelly since they were excited about getting to play the game and the upcoming TGIF (monthly party for those whove turned in all of their work). I had to keep wrangling them back in, but they seemed to respond to my redirection fairly well. The mini-lesson went ok, but I had a hard time getting students to stay focused. Actually, a lot of their chatter was content related, but at inappropriate times and fairly constant. Students were engaged once we finally started playing the game. However, it was difficult to keep everybodys attention throughout the duration of the game. I had originally planned on using the carrot of stealing points when the ball was made in the wrong hole as the motivator for keeping kids focused. However, very few students actually made their throws accurately, so it didnt turn out to be much of an incentive. The lesson was a little over planned as well, so it went over schedule by about 5 minutes. All things considered though, I feel as though I took a chance with the unorthodox structure of the lessons, and the kids enjoyed it. They also claim to understand the material fairly well. Well see how true that is when they return their homework.

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TEACHING AND LEARNING

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source________________________ if modified / not original work

Reflection:
The design of this lesson embodies the type of teacher that I want to become. It began with a photograph supported rationale for why it is important to learn the skills. Then I spent a little bit of time explicitly teaching the skills in a manner that required student participation and practice. I also provided several different ways to remember the concept of traveling on the x axis first, and the y axis second. We then moved outside to apply the skills in an activity that was designed to feel more like a game than it was skills practice. Finally, we returned to the classroom to debrief the game, solidify the material, and go over the homework. At least that is how I imagined everything would go.

The reality of how this lesson went wasn't too much different from what I had hoped, but it certainly could have been improved. To begin, I wasnt expecting the students to be as chatty as they were during the mini-lesson. Although most of the side conversations were on-topic, they were not helpful for moving the learning forward. For example, during the rationale portion of the lesson I showed several pictures of grid systems that are used in life outside of the classroom. The students seemed to enjoy the pictures, but wound up focusing so much on them that they got side tracked from the point I was trying to make. While I was able to get the Aha moments I was hoping for by showing the pictures, they were quickly replaced with multiple students all wanting to share a story about some way that they can relate to the photos. Looking back, I realize that this was a good problem to have because it indicates that I was successfully activating prior knowledge and experiences, but I should have been better prepared with a system for avoiding the blurting.

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The other portion of this lesson that didnt work exactly as I had hoped was the game. It ended up taking much longer to explain the rules of the game than I had anticipated. It also was much too difficult for students to make the ball through the proper hole. As a result, student engagement wasnt what it could have been. This lesson was a good first step in helping me identify how to balance student learning, interest, engagement, and participation. I know that I wont be able to consistently create lessons that take so much time to prepare (building the game board, creating the rules, setting up, etc.) and execute. However, I also know that I dont want to simply teach the lesson and pass out a worksheet for practice. This lesson was a good gauge of what was too much for an activity, and will help me zero in on my perfect balance of instruction, learning, and fun.

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