TEACHING AND LEARNING

LESSON PLAN

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Name Brian Ross_____________________________ Source: if modified / not original work Lesson Plan Title: Polygon Drawings Date/Time to be taught: 2/28/14 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: see polygons in an authentic environment and draw them. label polygons according to each hierarchy of characteristics of which they belong. 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 find and draw polygons. I can label polygons according to their characteristics. 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

3 2

Teacher
Introduce polygons with the Flocabulary Shapes video.!

Student
Students enjoy the Flocabulary video.

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After the video, dene polygons.

Students copy the definition for polygons in their unit glossaries.

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TEACHING AND LEARNING 2

LESSON PLAN

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Name Brian Ross_____________________________ Source: if modified / not original work

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Equip each student with a clipboard, pencil, straight edge and blank piece of paper. Have students draw two lines on their paper so that its separated into 4 sections (model on document camera).

Students divide their papers according to the model.

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Explain that we are going to go outside to find polygons and Students listen to expectations and task sketch them. instructions. Review behavioral expectations. Remember that this is not a recess, but class. Give explicit instructions about whats expected. Its ok to work with a partner, but everybody must draw their own shapes on their own paper. Find at least 4 different polygons and sketch them. You can only have one of each type (i.e. not two triangles) Drawing must be detailed enough so that we can see what the object is or you must write where you found that shape (i.e. rectangle between the monkey bars).

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Model the process by drawing a polygon from the classroom. Take students outside to draw their shapes. (If the weather does not cooperate, simply execute the lesson inside the classroom).

Bring the class back to the room. Display the slides that Students copy the definitions in their unit have real photos with polygons marked in them. Have glossaries. students write their definitions for each shape: Quadrilateral Parallelogram Trapezoid Rectangle Square Pentagon Hexagon Heptagon Octagon Decagon Dodecagon Put all of the italicized polygons on one slide. Have kids use and just change the number to make it go quickly.

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Students watch the process to make sure they understand what to do. Students draw four polygons each.

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Closure
5

Have students identify each of their polygons using as many Students label their polygons and turn them in. words that fit. For example, a pentagon will say: Polygon and Pentagon.

Remind students that all two dimensional shapes that belong to a sub-category of polygon also belong to all categories above it.!

Students listen to final clarification and update their notes/classifications if necessary.

Put up the visual showing the various classications while they are labeling.! !

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TEACHING AND LEARNING

LESSON PLAN

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Name Brian Ross_____________________________ Source: 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 requires students to learn new vocabulary, write it in their graphic organizer, and then apply that information to a unique task. This process allows them to practice their listening and writing, while focusing on the higher order skill of synthesizing the information. For some, synthesizing will require reading with the purpose of pulling information from a text (that they wrote).

Assessment/Learning Evidence:
Students will be assessed through formative observations and the drawing and labeling activity.

! Materials, Resources, Technology: ! Clip boards, rulers, pencils, blank paper, SMART slides, SMART Board, Flocabulary video, unit glossaries. ! ! !

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: My ELL students will benefit greatly from the direct modeling, photographic support, and interaction with real world polygons. They will also be able to work with partners and seek help from their peers and/or teachers. This lesson also displays the most important information in both writing and pictures. TAG: The lesson accommodates my TAG students by giving them the freedom to find as complex of shapes as they possibly can. It is also designed to capture and maintain their interest by partnering the information that they may find too easy with photos that will engage them in other facets (finding additional shapes, pondering other aspects of the photo, etc.).

! 504: This lesson will not be a problem for my 504 student. ! Considerations for Classroom Layout, Logistics, Grouping and Management of Students: ! !

The major consideration for this lesson has to do with the weather. Ideally I will be able to take the class out to the playground, which is rich with various polygons. If it is raining, however, that wont be an option. Plan B will either be staying in the classroom, sprawling out into the common area, or going outside to the covered area. The lesson will work fine either way.

Notes from Implementation Experience:

This lesson was a lot of fun. Having students draw polygons that they found outside was a great way to break up a vocabulary heavy lesson with something more tangible and fun. It was also great to let students who have an affinity for art use it to access the math content. It was a little difficult to get them settled back in after being outside, but showing them the photos of national parks helped regain their attention. The final slide that shows the hierarchy of shapes helped cement the concepts of various shapes belonging to multiple categories. The content of this lesson will certainly need to be reinforced, but we made great progress for our initial look into polygons beyond triangles. !3

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LESSON PLAN

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Name Brian Ross_____________________________ Source: if modified / not original work

Reflection:
I was concerned about capturing student engagement in todays lesson because of how successful yesterdays lesson was. Also, since it was Friday, students would be hoping for an activity rich lesson, but we needed to move ahead and get into new material; which meant a lot of vocabulary. Since the weather was supposed to be nice, I decided that a good way to address each of those circumstances would be to let the kids explore the new content outside. That proved to work wonderfully as the class seemed to thoroughly enjoy searching out and drawing polygons in an authentic setting.

In order to maintain student interest after returning to the classroom from the drawing exercise, I used the same technique of embedding polygons into pictures that students would be interested in. This time, instead of European landmarks, I used American National Parks. It was fun to see the students reactions to the breathtaking photos, and it also helped keep my TAG students attention while my slower moving students were still trying to copy the definitions off the board. I think that this is a technique that I will continue to refine. Perhaps I can use it as a formative assessment in which each student comes up at some point during the class period and identifies one shape in the photowell see.

As a follow up note about behavior management, things are feeling better. I still havent sorted through my dilemma about bridging what I think classroom management should be and what I know works in the short term. As a result, Ive simply adopted some of my mentor teachers techniques, with great results. There is something to be said for sticking to the established routines (especially since this class is in the second year of a two year loop), which only makes me realize how important it is for me to determine exactly how I will handle this issue when establishing my own classroom. Those decisions must be made long before Day 1.

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