DANIELSON FRAMEWORK LESSON PLAN

Teacher: Shirvonne McCarthy

Subject/Grade: 10th Geometry

Date: 4/14/15 3/15/15

Lesson Essential Question: How do we
use properties of Circles to create and
prove a given problem?

Title of the Lesson: How do we

Topic or Big Idea: Circles and Their
Properties

Unit Essential Question: How can the

Properties of shapes help us solve
problems?
Focus
Students
Attention

Statement of Objective What should students know and do as a result of

the lesson? (Component 1C)

CCSS.MATH.CONTENT.7.G.B.4
Know the formulas for the area and circumference of a circle and use them
to solve problems; give an informal derivation of the relationship between
the circumference and area of a circle.
CCSS.MATH.CONTENT.7.G.B.6
Solve real-world and mathematical problems involving area, volume and
surface area of two- and three-dimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prisms.
I
I
I
I
I
Common
Core Focus

can
can
can
can
can

use the properties of a circle to help me solve problems.

identify and find the area of a circle
identify and find the circumference of a circle
identify and find the radius of a circle
identify and find the diameter of a circle

Relevance/Rationale: (Why are the outcomes of this lesson important in the

real world? Why are these outcomes essential for future learning?) (Components
1A, 1C)

Students must master circles vocabulary before they can understand the
math that follows. They must also know parts of a triangle and understand
what parts they are referring to in order to complete a problem.
Application to many real work jobs such as design, architecture and
construction to name a few. Additionally, students need to know these
concepts to be able to apply them to concepts in upcoming content.
Finally students must understand how to read points from the coordinate
plane and apply them to formulas
Students

Knowledge of Students: Describe the students in your class. Include

special subgroups and as well as their interest and background.
(Components 1B)

IEP- Two students have IEPs (Patrick and DAngelo, Seth, Mohamed,
Anthony, Brianna)
ESL- Language learners-none
1

High Level Students- Aris, Yeabsira, Seth, Manley, Stephon, AJ,

Non IEP Low Level Students- Arleny, Mamadou, Mariolis
Attendance Issues- Patrick, Juan, Khadisha, Angel,
Backgrounds- Class is mixed with mostly Black and Hispanic students.
Groupings: Students are seated in close proximity to at least one high or
medium high student. Students know they should ask peers before they
ask me if their answers are not the same as the answer key.
During the days we work on the project, students seating will be flexible
Content/Pe
dagogy

Language
Objective
(Classes
with ESL
Co-teacher)
Anticipator
y Set
/Activating
Strategy

Knowledge of Content and Pedagogy: What are the prerequisite

knowledge needed for this lesson? What are the common misconceptions
frequently made with this concept? (Components 1A)
Students need to know what the properties the different quadrilaterals are.
They also need to know how to plot points and apply formulas
One common misconception students may have is knowing when to use
one formula opposed to another. Also students may misunderstand what
properties can be proved with the formulas they have.
Statement of Language Objective: How will the student demonstrate
understanding using the four domains of reading, writing, speaking, and/or
listening? (Components 1B, 1C)

Do Now / Warm-up - How will you engage students in learning? How will you
connect the lesson to their prior knowledge? (Component 1E)

Do Nows are timed and students start as soon as they enter the room.
Day one of lesson students will work on a quiz of prior content.
Day two, students do now will address any gaps from day one which
showed up on the check at the end of class from day one
Introductor
y / Short
Lecture/
and/or
Developme
ntal
Activities

Guided
Practice

Teacher Directed Activities: ( Teaching of the new concept)

How will you aid students in constructing meaning of new concepts? How will you
introduce/model new skills or procedures? What instructional strategy(ies) will you
introduce, re-introduce or utilize to ensure comprehension? (Component 1E)

Guide students through content using a ppt and visuals. Students will
follow along and copy notes. A large chart and property tracker will also
be available for the students. Students will be asked questions that help
them make connections. For Example: Why would you use x as opposed
to y?
Teacher-Monitored Activities:
What will students do together to use new concepts or skills? How will you assist
students in this process? (Component 1E)

As a class we will go through solving problems.

Independen
t Practice
or Activities

Practice Activities, Refinement, and Extension: What opportunities will

students have to use the new skills and concepts in a meaningful way? How will
students expand and solidify their understanding of the concept and apply it to a

real-world situation? How will students demonstrate their mastery of the essential
learning outcomes? (Components 1E, 1F)

Students will choose between any 5 options to practice content. I will

circulate room to make sure students are engaged in activity and
completing it correctly.
Assessment
/
Closure
What does
success on
this lessons
outcomes look
like?
(Component
1F)

Resources/
Materials:

Formative
Assessment: How will
you & your students know
if they have successfully
met the outcomes? What
specific criteria will be met
in a successful
product/process?

Closure Activities:
How will you assist
students in reflecting
upon what they
learned today and are
preparing for
tomorrows lesson?
What homework will
be assigned to help
students practice,
prepare, or elaborate
on a concept or skill
taught?

Summative Assessment:
How will you ensure that all
students have mastered the
identified learning
indicators? How will you
assess their learning daily?
How will you assess their
learning at the end of a unit?

Success is achieved if
students label 70% of
their task correctly.
Additionally, students
will have a Quiz the
following day on the
concept covered the
prior day. Students
know that they have
the option of making up
this assessment if they
get less than 70%

HW- Varies, but will

usually be the
completion of the
days practice

The summative
assessment will be
administered at the end of
the unit.

What texts, digital resources, & materials will be used in this lesson? (Component
1D)

Powerpoint, Note Cards, Worksheet, Computer, textbook, Circular objects

(day 2), Engrade
Access for
All:

How will you ensure that all students have access to and are able to engage
appropriately in this lesson? Consider all aspects of student diversity ELL, IEP, &
Gifted, etc. (Components 1B, 1C, 1E)

ESL- students will have access to vocabulary and the internet to review
vocabulary. We have gone over vocabulary in depth and students are
required to use vocabulary when addressing the class. Additionally
students are seated with native English speakers.
IEP- I will have frequent check-ins with students to check for
understanding.
Advance Students will have an extension activity to extend their thinking.
Students can also move ahead in unit.
Additionally, students are given additional resources on Engrade. These
reinforcing resources include videos, additional practice with answers and
online notes.
Differentiati
on:

What curriculum modifications and/or classroom accommodations will you make

for Students with learning differences in your class? What extension and/or
remediation activities are in place for students who may need them? (Component

1B, 1D)

ESL- students will have access to vocabulary and internet to review

vocabulary. We have gone over vocabulary in depth and students are
required to use vocabulary when addressing the class. Additionally
students are seated with native English speakers.
IEP- I will have frequent check-ins with students to check for
understanding.
Advance Students will have an extension activity to extend their thinking.
Students can also move ahead in unit.

Lesson Reflection
1. What was the extent to which instructional outcomes were achieved?
Overall about 78% of students achieved the lessons goal (based on the exit slip)
2. What were the strengths and weaknesses of the lesson?
Strength: Allowing students the opportunity to collaborate and brainstorm together then
volunteer answers.
Weakness: A few students were lost at the end of class, showing that I need more
structures to support these students.
3. Based on the weaknesses in the lesson, what would be some specific alternative actions
to improve the lesson?
Allowing students to facilitate writing answers so that I have more time to reach students
who need more support
4. What would you expect the level of success of each of your improvements for this
lesson?
I would expect all students to succeed at the task
5. What is your next instructional step based on the outcome of this lesson?
Tomorrows Do No will address the questions that the majority of the students had
problems with and I will pull the students who got less that 75% on the exit slip.