Lesson: Geometry Semester Review 2012

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Lesson Plan



UNIT:   Semester Review                                                                               DATE:
Dec. 10 – Dec 14, 2012




 

Week at a Glance


 

Scaffold the weeks’ objectives to be able to
  assess and measure progress toward the mastery Power standard


 

 

Monday


 

 

Tuesday


 

 

Wednesday


 

 

Thursday


 

 

Friday


 

 

Diagnostic Online Math Assessment


 

(DOMA)


 

 

Inclusion


 

 

Vocabulary Review


 

 

Inclusion


 

 

Early Release Day


 



 




 

Standards-Based Planning


 

Daily lesson plans are based on unit plan,
  identified objective for the day, identified key points to be covered


 

 


 

 

Power Standard(s) Assessed:


 

A.O.I.: Vocabulary


 

 


 

Objective(s):  Understand and identify
  triangles, angles, and parts of triangles


 

 

Lesson Key Points


 

 


 

SWBAT:


 

  •   Define vocabulary

 

 

Lesson Resources/Materials


 

  •   Index Cards

  •    

 
 

 


 

 

Observation Form Focus Areas


 

  •   Exit Ticket

  •   Closing

 
 



 




 

Lesson Assessment/Mastery Check


 

Recorded checks for understanding to reveal
  genuine student mastery


 

 

Vocabulary:


 

Equilateral, scalene, isosceles, right (angle and
  triangle), conditional, converse, inverse, similar triangles, congruent
  triangles, parallel, perpendicular, median, altitude, bisector, special right
  triangle, sine, cosine, tangent, Pythagorean Theorem, acute, obtuse, scale
  factor, ratio, distance, midpoint, slope, transversal, perimeter, area,
  transformation, reflection, rotation, translation


 

 


 

 

Lesson Assessment/Exit Ticket:


 

Wednesday:  The student will
  fill in the blank on a vocabulary assessment of vocabulary words that we had
  discussed.


 

 


 

 


 

 


 

 


 

 

Modifications, Accommodations, Differentiated Instruction:


 

 

Student Support:


 

  •   Mixed groups/partners

  •   Visual aids (brain pop)

  •   Repeated review

  •   Note-taking assistance

  •   Manipulatives (dice, dominoes, and
      playing cards)

 
 
 
 
 

 

 


 
    



 



 




 

IB Profile Components


 

Select all that apply to today’s lesson


 

 

 


 

Balanced             Caring             Communicators            
  Inquirers            
Knowledgeable            


 

 Open-minded             Principled           Reflective        Risk-takers        Thinkers


 

 


 



 



 



 



 



 



 



 



 



 




 

Lesson Agenda


 

 

Teacher Actions/Questions


 

 

Beginning of Class


 

¨Students
  immediately on task; Teacher taking attendance and checking HW; Independent;
  no direction from teacher or interaction with other students required.  Students copying day’s homework into
  planners

  ¨5-10 minutes to complete; Rigorous written
  product OR oral response required; Spiral of previous day's lesson OR Hook into today's lesson OR Pre- or post-assessment to inform
  today's instruction


 

 

Do Now Activities:


 

Wednesday: On a loose leaf sheet of paper, define
  the following terms:  equilateral,
  right angle, median.


 

 


 

 


 

 

Hook/Motivation


 

¨Student
  interest piqued to "hook" into lesson; Background knowledge or
  connections activated to provide "hooks" on which students can
  leverage new learning


 

 

Wed:


 

What is the difference between an Equilateral
  triangle and a right triangle?


 

 


 

 


 

 

What checks for understandings will students need to answer
  correctly to move onto the next part of the lesson?


 

 


 

 

Explicit Instruction


 

¨Whole-group
  Teacher-led instruction used to introduce new concept

  ¨Breaks complex content or skills down into
  discrete, manageable steps/parts


 

 

(The concepts have been introduced in the general ed classroom)


 

 

What checks for understandings will students need to answer
  correctly to move onto the next part of the lesson?


 

 


 

 

Guided Practice


 

¨Student-centered,
  teacher-directed exercises that supported practice for new knowledge or
  skills

  ¨Ratio of student cognitive work to teacher work
  rapidly increasing; ¨Checks for
  understanding determine when students are ready to assume more of the cognitive
  load


 

 

Wed.


 

The teacher will model how the game will be played.


 

-The teacher will explain that the participants will pick up two
  cards that are facing down. 


 

-One of the cards will have the word and the other will have either
  definition and/or example to match.


 

-The person who has the most matches at the end of the game is the
  winner.


 

 

What checks for understandings will students need to answer
  correctly to move onto the next part of the lesson?


 

 

Independent Practice


 

¨Repetition
  and practice that develops proficiency; ¨Students provided with tools for individual assessment

  ¨Conferring with individual or groups of
  students


 

 


 

 

 


 

Wed: The student will match the cards that corresponds with each
  other.


 

 

What checks for understandings will students need to answer
  correctly to move onto the next part of the lesson?


 

 


 

 

Exit Ticket


 

¨Recorded
  checks for understanding; focused on discrete objectives to reveal exactly
  which part of standard(s) students have mastered (exit tickets, clicker
  questions, etc.)


 

 

(Reference above section on Exit Ticket)


 

 


 

 

Closure


 

¨Last 3-5
  minutes of lesson; Mastery Check;
  Repeat to Remember


 

¨Meaningful connection to quality HW and/or next day's
  lesson


 

 

Teacher will say, “Remember that vocabulary is
  an essential/ important part of understanding math.  Understanding vocabulary will help you
  better understand math problems.”


 



 



 

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