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? I will be teaching 10 grade Geometry students in a full inclusion classroom.
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Who (if anybody) will assist with the presentation of this lesson, and what will their role be? Ms. Roche, a math teacher, will be co-teaching with me during seminar 8. Ms. Sanker, a paraprofessional, will be assisting with specific students during seminar 9.

What is the long range goal(s) that is tied to this lesson? Student should be able to create a Prezi that will review the concepts they learned in Chapter 10 on surface area and volume.

What is the specific learning objective(s) for this lesson? Student will be able to find the surface area and volume of polyhedrons.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? Students should be familiar with and be able to match the shape name with the respective picture or model. Student should know how to use and solve for variables, and use substitution to solve problems.

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 at the end of the chapter as a review and study guide for their test.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) This lesson will take place over 2 class days. Students are expected to complete the project for homework if it is not completed within these two class periods. Where should this lesson be presented to ensure maximum student access and participation? AND what materials will be needed? This unit should be presented in a classroom where the teacher can project an example of a Prezi. Students are expected to have their notebook, pencil, and laptop with them every day to complete this project.

Why are you planning to teach this lesson? Why must this information/skill be presented to the students? This chapter is part of the PA State Standards and Common Core State Standards for high school mathematics within Geometry. This project is a more hands on project bases assessment that meets the vision of Propel Schools.

How does this lesson relate to the PA Academic Standards? This chapter is part of the PA State Standards and Common Core State Standards for high school mathematics within Geometry.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? This lesson will sum up and assess what the students have learned within this chapter. This lesson will also prepare students for their test.

How will you determine if students have met the lesson objective? (Think assessment) A rubric will be used to assess the students Prezi.

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 first be presented as a lecture in a classroom to show what a Prezi is and to give students the expectations of the project. Then students will be working on their individual Prezis, but can collaborate with a partner in completing the Prezi.

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson: Common Core State Standards G.MG.1: Use geometric shapes, their measures, and their properties to describe objects. G.GMD.1: Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. G.GMD.3: Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems G.GMD.4: Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects Lesson Objective(s) (Stated in observable and measurable terms) After create their Prezi that reviews Chapter 10, students will be able to recognize polyhedra and find surface area and volume of polyhedral with at least 75% accuracy.

Assessment Plan (What will be done to determine if lesson objectives have been met?) Students will be assessed on their Prezi using a rubric.

Materials: Projector Example Prezi Student computers

Inclusion Techniques for Students with Special Needs: A list of key terms for students with special needs to look at in searching for pictures in their notes or online will be provided and given as needed.

Enrichment Techniques: The rubric will be designed to push students at higher levels to create a more exemplary project.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): Students who have trouble will motor skills will be given a mouse to use with their laptop. As per their IEP, students with extended time will be given extra time during their resource class to complete.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: On day one, after completing the warm up, I will show students my example Prezi.

Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) Day 1: Monday o o o o o o Students should come in to class and complete the warm up Have a student come to the board and go over the solution to the warm up Show example Prezi. This is on my website. https://sites.google.com/a/propelschools.org/mrswhitaker/home/edu/week-3 Pass out the rubric and assignment requirements page to students Have student log on their computers and go to www.Prezi.com Students can being on their project

Day 2: Tuesday o o o Students should come in to class and complete the warm up Have a student come to the board and go over the solution to the warm up Students should spend the rest of class working completing their Prezi.

Guided Practice/Independent Practice/Assessment Activities If/when students have completed their Prezi on day 2, they will email the link to their Prezi and hand in their Rubric. They will then work on a review worksheet to further prepare them for the test on Thursday.

Closure: Last five minutes of class will be dedicated to making sure students save and close their projects. I will then call on students to reiterate the due date of the project and what they are supposed to do when they complete the project. (Due at the beginning of class Wednesday, and they need to email me the Prezi link, and hand in their rubric)