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TEACHING AND LEARNING

LESSON PLAN

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Name Brian Ross_____________________________ Source: Shawn Beams game design if modified / not original work Lesson Plan Title: Classifying Triangles Game Date/Time to be taught: 2/27/14 10:00 - 11:00

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Instructional Objectives aligned to Oregon Content & Performance Standards


Consider including ___x__ Cognitive __x___ Affective __x___ Psychomotor

The learner will demonstrate the ability to: classify triangles by the length of their sides. classify triangles by the measurements of their angles. 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 classify triangles by the length of their sides. I can classify triangles by the measurements of their angles. Standards/Benchmarks:
5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. Building towards this standard.

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5.G.4 Classify two-dimensional figures in a hierarchy based on properties. Building towards this standard.! 5.L.6 Acquire and use accurately grade-appropriate general academic and domain specic words and phrases!

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


1

Teacher
Explain that we are going to have tons of fun playing a game today

Student
Students get excited to play the game.

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TEACHING AND LEARNING 5

LESSON PLAN

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Name Brian Ross_____________________________ Source: Shawn Beams game design if modified / not original work

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Explain the rules of the game. Students listen to the rules of the game and 1. People will be placed in groups of three. visualize how it will work. 2. Each member of the team will be given a triangle classification sheet. Everybody is responsible for writing their answers on their sheet. 3. The game begins with a representative from each team choosing a random triangle. They bring it back to their group. 4. The group identifies the triangle according to the length of its sides AND the measure of its angles. Each team member writes both classifications on their sheet. 5. Once a team has identified their triangle, one person brings their classification sheet to Mr. Beam or myself. If they are correct, they get to draw a card on the game board. 6. The representative moves their marker on the board according to the card they drew. 7. The representative then chooses another triangle and returns to their group. 8. They repeat the process. 9. Each team is allowed to take as many turns as they can by correctly identifying as many triangles as they can.

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Have students get into their groups by displaying the teams on the board. Ask for one person from each group to go to the back table and pick their first triangle. Let the games begin!

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Students gather into their teams. Students select their first representative. Students have fun with geometry!

! Closure !
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Stop the class around 10:55 to have kids put things away and turn in their identification sheets.

Students clean up and turn in their classification sheets.

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TEACHING AND LEARNING

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source: Shawn Beams game design 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)

This lesson will help students improve their speaking and listening skills by working collaboratively in small groups. In order to perform the tasks required for advancing forward in the game, they will have to communicate with each other using academic discourse. They will then have to present their groups work to a teacher. Since this responsibility will rotate between group members, everybody will be forced to participate.

! Assessment/Learning Evidence: ! The assessment of this lesson is the accuracy of their triangle classifications, as well as general observations. ! Materials, Resources, Technology: !
Numbered triangles of varying shapes and sizes, game board, identification sheets, grouping document, protractors.

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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)
ESOL: To help my ELL students I will display written rules of the game. I will also model the process so they can have a visual example. Furthermore, my ELL students will be grouped strategically with students who can help them understand the processes of the game. TAG: This activity will benefit my TAG students because it challenges them to make it through as many different types of triangles as possible. The strategic grouping and rules of the game will also help them work effectively with team members that may not be as efficient in geometry as they are. This will be an important skill for them to internalize.

! 504: This lesson will not cause any difficulties for my 504 student. ! Considerations for Classroom Layout, Logistics, Grouping and Management of Students: !

This lesson requires consideration about the logistics of making the game work. To keep things flowing smoothly, students will work in small groups at their desks. The game board and extra triangles will be at the back table with both teachers. Once a group has identified their triangle, they send one member (which will rotate) back to the game table where the teachers can quickly confirm their work. The second consideration is the grouping. For the sake of creating equal teams, I will use my formative assessments to list students according to geometry ability. The strongest student will be paired with the student that is struggling the most. The third member will be a middle-of-the-pack person. Once this initial grouping has been created, I will tweak it where needed to accommodate ELL and personality needs.

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TEACHING AND LEARNING

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source: Shawn Beams game design if modified / not original work

! Notes from Implementation Experience: ! !

This lesson was a blast. The students bought into the game completely and were in a sheer panic to classify as many triangles as they possible could. Once they finished correctly identifying all of the possible triangles, they were disappointed that they didnt have any more to classify. Part of the beauty of the game is that it is nearly impossible for students to work their way to the finish line. There are also lots of cards that move you a significant number of spaces forwards and/or backwards. As a result, one card can change the whole game. That prevents students from assessing how other people are doing at classifying triangles because their ability to perform the task doesnt directly correlate with their place on the board. It was fun to have such a high energy level about the content for the entire duration of the class. A great lesson.

! Reflection: !

This was the best lesson that Ive ever taught, and I hardly taught anything! I began the lesson by showing the triangle YouTube video again. This helped students activate their learning from yesterdays lesson, which they would need for the game today. I then explained the rules of the game, broke them up into their teams, and let them get started. From that point on, the energy level in the classroom was through the roof. Students couldnt identify triangles fast enough. In fact, when the first group finished identifying all 23 triangles by both the length of their sides and the measurement of their angles, they were disappointed that they didnt have any more to do. I was pleasantly surprised at how excited the kids were throughout the entire duration of the class. In fact, I was flat out exhausted from getting caught up in their excitement, even though I was just confirming whether their answers were correct or not. This was a great way to get kids excited about geometry. Actually, they were excited about the opportunity to move their teams marker on the game board, but they had to do a considerable amount of geometry to make that happenand it was worth it to them.

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The success of this lesson really helped me appreciate the possibility for balancing content heavy days with activity heavy days. This combination worked out extremely well. The only problem with todays lesson is that I wasnt able to get a clear picture about each individuals ability to classify triangles. Since the kids were working in groups, it is possible that one student in each group did all of the work. However, even if that is the case, it at least provided any struggling students in the group the opportunity to see how the skill is done correctly. Also, because the homework is of a similar nature as the game, I will get a better idea for each students comfort level with the task.

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