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Michelle Schrader

EDU 505

February 1, 2012

Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.) Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) I will be teaching this lesson to a group of fourteen regular education second grade students. There is one student in this classroom with a learning disability in the area of reading. Who (if anybody) will assist with the presentation of this lesson, and what will their role be? I will be the only teacher presenting this lesson. What is the long range goal(s) that is tied to this lesson? The long range goal of this lesson is that the students will be able to identify each type of solid figure (sphere, rectangular prism, cube, cone, pyramid and cylinder). The students will also be able to recognize these solid figures in everyday objects in the world around them. What is the specific learning objective(s) for this lesson? 1. The students will be able to identify each type of solid figure (sphere, rectangular prism, cube, cone, pyramid and cylinder) as well as their characteristics. 2. The students will recognize and identify solid figures in the world around them. What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? The students will need to use their background knowledge of what they know about shapes and real-life objects in their environment. They also will need to apply what they know about these solid figures/objects in order to fulfill the requirements for this lesson. When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?)

This lesson will be presented as a learning fluency lesson. It is a learning fluency lesson because the students have already acquired the majority of the skills needed for instruction and now the focus of the lesson is shifted to the students performing these skills independently. During the fluency stage, perfecting the skill is addressed by increasing the speed, increasing productivity and/or increasing the quality of the response. Intermittent reinforcement is important when developing fluency. When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) This lesson will be completed in two dayshowever if extra time is needed for the assignment, I will allow students to work on it during center time. Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed? I feel that this lesson should be presented in the elementary classroom/computer lab. I will begin the lesson by introducing each solid figure to the students. Then, we will locate objects in our classroom that we can classify as each type of solid figure. I will need solid figure blocks, example of real-life solid figures (cereal box, tennis ball, dice, party hat, soup can, etc.) and 14 student computers. Why are you planning to teach this lesson? Why must this information/skill be presented to the students? I am planning to teach this lesson as a fun learning activity for the students to complete to reinforce the concepts of solid figures. The students are able to use their own creativity in order to find real-life objects/graphics that are example of each type of solid figure we have discusses. This information needs to be presented to the students because the students need to apply learned skills and further develop their mathematical skills. They also need to demonstrate an understanding and appreciation for geometry. How does this lesson relate to the PA Academic Standards? This lesson relates to the PA Academic Standards in the area of 2nd Grade Geometry. Geometry: 2.9.2.A: Name, describe and draw/build 2- and 3-dimensional shapes How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? This lesson relates to previous lessons that I have done in my classroom for mathematical concepts. The students are often required to create projects or do activities in math that apply to the skills we are learning. This lesson relates to future lessons in that all second grade students need to be given the opportunity to master the art of geometry. The students will need to complete activities throughout the year to reinforce concepts learned in math.

How will you determine if students have met the lesson objective? (Think assessment) I will determine if my students have met the lesson objectives through various ways. First, I will use teacher observation as I am assisting my students. This will allow me to be able to see how each student is progressing and if they are on the right track with their poster. I also will ensure that my students have met the lesson objectives by assessing their final draft of this assignment. I will use a Glogster rubric that allows me to assess my students abilities to use correct elements needed. How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) This lesson will begin as a whole group presentation and then the students will be divided into small groups for a classroom activity (shape-hunt). Lastly, the students will work individually on his/her own Glogster poster.

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) Geometry: 2.9.2.A: Name, describe and draw/build 2- and 3-dimensional shapes

Lesson Objective(s) (Stated in observable and measurable terms) 1. The students will be able to identify each type of solid figure (sphere, rectangular prism, cube, cone, pyramid and cylinder) as well as their characteristics. 2. The students will recognize and identify solid figures in the world around them. Assessment Plan (What will be done to determine if lesson objectives have been met?) I will determine if my students have met the lesson objectives through various ways. First, I will use teacher observation as I am assisting my students. This will allow me to be able to see how each student is progressing and if they are on the right track with their poster. I also will ensure that my students have met the lesson objectives by assessing their final draft of this assignment. I will use a Glogster rubric that allows me to assess my students abilities to use correct elements needed. Materials: (1) of each type of solid figure (sphere, cone, cube, cylinder, rectangular prism, pyramid) (1) real-life example of each type of solid figure

(1) video on solid figures (1) SmartBoard to demonstrate how to run Glogster (14) student computers Inclusion Techniques for Students with Special Needs: Students with special needs will have the opportunity for a peer buddys assistance if needed. They will be provided with an adapted graphic organizer to help organize his/her thoughts onto paper before placing them on the computer. The teacher will provide verbal prompts to the student if he/she needs assistance formulating ideas for his/her poster. Also, the students will be given additional time to complete the assignment if need be. Enrichment Techniques: Students will be provided with a higher-level thinking assignment. These students will be required to do at least 3 of each type of solid figure. Once these students are finished, they will have the opportunity to be peer buddy and help critique fellow classmates work. I also will provide a website with geometry games/activities for these students. Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): This lesson shows lesson differentiation because of what it required from lower level learners, one level learners and higher level learners. For lower level learners, I would provide the opportunity for teacher/a peer buddys assistance if needed. They will be provided with an adapted graphic organizer to help organize his/her thoughts onto paper before placing them on the computer. The teacher will provide verbal prompts to the student if he/she needs assistance formulating ideas for his/her poster. Also, the students will be given additional time to complete the assignment if need be. For on-level learners, the students will be expected to complete 2-3 examples of each type fo solid figure. They will be provided additional time in the computer lab or at center time if need be. For higher level learners, the students will be required to do at least 3 of each type of solid figure and can do more if they choose (up to 4). Once these students are finished, they will have the opportunity to be peer buddy and help critique fellow classmates work. I also will provide a website with geometry games/activities for these students.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: The teacher will call the students over to the carpet in front of the SmartBoard. She will present the students with the question, What are solid figures? The teacher will listen for answers and use scaffolding when needed. As a class, we will watch a short (3 minute) video introducing solid figures. Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) The instruction will start off taking place on the front carpet as whole group instruction. Next, the teacher will display an example of each type of solid figure (wooden blocks).

o o o o

Present each model separately and have the students share in order to identify each solid figure/characteristics of each. Have student volunteers tell the class what solid figures are being recognized. Also, when presenting the three-dimensional shape models, briefly ask the students to identify what shape makes up the face of the solid figure. Students will share their answers.

Then, the teacher will show real-life examples of solid figures. o Present each model separately and have the students share in order to identify each solid figure/characteristics of each.

Next, have the students go on a Shape Hunt around the classroom to find various solid shapes: cubes, cylinders, spheres, cones, and pyramids. o Give the students five minutes on a timer to complete the scavenger hunt. o The students will complete the shape hunt with the person sitting on their right. o After completing the hunt, students will share with the class the items they identified as solid shapes. Now, the teacher will take the students to the computer lab and explain their task for the next two days. o Introduce Glogster to students (accounts should already be created) o Use SmartBoard to have students follow step by step instructions. o Demonstrate how to use Glogster (show students graphics, text, google images, etc.) o Show students how to save their Glogster posters.

Guided Practice/Independent Practice/Assessment Activities After the demonstration, students will begin working on their Glogster posters independently. Students need to be sure that they are including 2-3 examples of each type of solid figure. Students also need to label each picture with its correct geometric name (sphere, cone, cube, cylinder, pyramid, rectangular prism). The teacher will continue to conference with each student as he/she is ready. If a student finishes the assignment earlier than anticipated, the teacher will show the students the website for geometry games or will allow them to be a peer buddy for those students who are still working. Closure: The teacher will ask for volunteers who would like to share his/her Glogster poster. After students are finished sharing, the teacher will thank the students for his/her cooperation and participation in todays lesson. The teacher will also remind students who are not finished with their final drafts to save them so that they can continue working on them at a later time. The teacher will end the lesson with the question, What did we learn in math today?