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Classroom

Context

Central
Focus

Instruction

Dates and duration


Whole/small group or
individual
IEP /ELL/other
Number of students
Lesson plan title
Grade level
Content Standard

March 20, 2015 (5:00 min)


Whole Group

Other- Review prior to a test


20 girls
Mirror Words and Gestures- Angles
7th Grade
7.GM.2: Identify and describe similarity relationships of
polygons including the angle-angle criterion for similar
triangles, and solve problems involving similarity.
Central focus
That these girls understand the difference of geometric
angles and the shapes they form.
Learning Objectives
To be able to understand the difference in the angles of
shapes and show their mastery.
Common Errors and
Mistaking acute for obtuse and vice versa, forgetting to
misconceptions
label angles and sometimes they
Launch
1:00 min
Description of
Ill say Mirror Words and Gestures and the students will
engaging activity
repeat after me. Every movement, word and
description I say or do, the students repeat after me.
After a couple of run throughs, I will clap and say,
Teach and the students will clap back and say,
Okay and teach each other.
Instruction
3:30 min
This method is called whole brain teaching. It has been
Strategies to
researched for years as an effective way for students
understand
to stay engaged in the lesson and as a supplement for
content
difficult content.
The students will write down the angle I give them
Learning
verbally and tell me what type of angle it is.
activity/task
If
the
students use their gestures and are able to teach
Evidence of
what was just taught to them during the teach
learning
segment, it shows they have absorbed the content.
Structured practice and application
While the students are in the teach phase, Ill circle
Strategies for
the room to insure that they are doing it correctly.
guided
practice
Students will receive all the homework they turned in
Strategies to
for that lesson and point out with pen where their
Independent
errors were and correct them. They will be able to turn
practice
it back in for bonus points on their test.
Closure
:30 min
Differentiation
/Planned support

Evidence of
access to
learning

Support
strategies to
close gaps

Materials
Academic
Language
Demands

Language Demand

Language Function
Vocabulary Use/
Syntax
Oral questions ( List
H/L level questions)

Assessment

Type of assessment
Description of
assessment

Modifications to the
assessment so all
students could
demonstrate their
learning
Evaluation criteria /
(evidence of student
learning)

If all the students receive all of their homework back,


they will have accessed their own learning. It is
important to turn in their work because it is practice
and enables them to self-correct.
Those who are struggling will meet with me after
school Mon-Thurs for extra review to enable them to
catch up with students who are either at or above the
standards. It is mandatory for those students with a C
or less in the class, but optional for those who have a
or higher.
Blank worksheets, completed homework and engaged
minds and bodies.
Listening, mimicking, processing vocabulary words
such as: Obtuse, acute, right angle. Point, line,
segment and many others.
Correct spelling and labeling of these words and
identifying them on their paper.
Right angle, obtuse angle, acute angle, line, segment,
ray, point, congruent, similar, parallel, perpendicular,
triangle.
Higher level: Can you tell me the difference between
parallel lines and perpendicular lines? What makes two
triangles similar, but not congruent.
Lower level: Can you tell me the definition of a
segment? Can you show me an equilateral triangle?
Informal for the review; Formal for the test
Informal: Observation- watching students interact with
their peers and listening to their explanations of the
terms. Formal: Test day on Friday- students will be
given blank examples and have to demonstrate their
knowledge on paper.
Some students do better orally so if they can teach me
like they taught their peers during the review then they
can get credit for that.

Students must be able to demonstrate either fully or


exhibit that they have the concept correct. Spelling is
not all that critical, but those performing oral tests will
have to be more precise.

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