2/11/19

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Arlan Zelenky Grade 10

Subject Geometry _
Time Needed for Lesson 40 minutes Lesson Concept Chapter 6 Review

PA STANDARD(S) (Write out standards):

2.9.8.A : Name, describe and apply geometric relations for 1-dimensional shapes and 2- dimensional shapes and 3-
dimensional solids.

2.9.11.A: Create justifications for arguments related to geometric relations.

BIG IDEAS/ESSENTIAL QUESTIONS:

What are the properties of quadrilaterals?

How can we apply the general properties of quadrilaterals to specific types of quadrilaterals?

ELIGIBLE CONTENT:

M11.C.1.2.2: Identify and/or use properties of quadrilaterals (e.g., parallel sides, diagonals, bisectors, congruent
sides/angles and supplementary angles).

OBJECTIVE(S) (Be sure to include all four parts):

The student will complete the Chapter 6 review on the Notes Sheet with 75% accuracy.
The student will complete Homework #0 on the Notes Sheet with 80% accuracy.

MATERIALS:
Chapter 6 Review
Pencil
Paper
TI-84 Calculator
Chromebook
iPad
Stylus
ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

 The teacher will ask students to name some different types of quadrilaterals that belong to the quadrilateral
family.
 The teacher will say that there are three main categories of quadrilaterals: parallelograms, trapezoids, and kites.
 The teacher will say that these all belong to the quadrilateral family in some way, but we want to focus on the last
two categories: trapezoids and kites and focus on their specific properties.
 The teacher will say the bolded parts of the objectives.

BODY (Bulleted step by step/differentiation must be included)

 The teacher will go around and check Homework #0: Pg. 332 #1-16 (skip 7).
 The teacher will ask students if they have any questions on the homework.
 The teacher will go over any questions that students have on the homework on the whiteboard.
 The teacher will ask students if they have any other questions on the Chapter 6 material.
 The teacher will have students work on the Chapter 6 review for the remainder of the period.
o The teacher will go around the room and help students with problems as needed
 The teacher will remind students that their Chapter 6 exam is tomorrow (and that it is Mr. Johnson’s test).

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
 The teacher will summarize the family of quadrilaterals that we talked about in Chapter 6.
 The teacher will say that we focused on going over a homework assignment based on trapezoids and kites
 The teacher will say that we want to generalize each type of quadrilateral through working on the chapter review.
 The teacher will emphasize that students should study hard so that they can do well.

ACCOMMODATIONS/MODIFICATIONS:
 None

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative
assessment measures for all levels of differentiation.
 The student will master the objective of completing the Chapter 6 review through an informal check for
understanding by the teacher as the teacher walks around the room
 The student will master the objective of completing Homework #0 through an informal check for understanding
by the teacher by calling on volunteers to give their answers to the first question.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical
placement):

This lesson went pretty well for my first lesson in the Geometry honors classes. I could definitely notice a
difference right away between the students in the honors classes versus students in my regular/remediation
classes. The students actually asked questions that combined ideas of the previous chapter that I did not teach
them. While I didn’t have good answers at the time, I understand now how important it is to be able to think on
the spot and be able to make all of these cross-sectional connections that I need to make in order to effectively
explain to them what is going on.

I felt that this lesson was a good use of me using my classroom management skills. The students started to pack
up one minute before the bell was going to ring while I was still teaching. I raised my voice and said “don’t
pack up yet”. The students quickly complied and they have not tried to leave early from my class any longer.
(Lunch is actually after this period so I think it is a good habit for them to understand that I am not going to give
up any class time just so they can get to the cafeteria seconds earlier for lunch).