Day 1 Lesson Plan

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Information about Day 1 Lesson Plan

Published on May 7, 2014

Author: carrionc




Analyze the Learners: My class is a 10th grade geometry class which consists of 17 boys and 13 girls. In my 30 student class, there are 10 African Americans, 4 Asian Americans, 6Latin Americans, and 10 Caucasians. I also have 4 ADD/ADHD students, and 5 learning disabled students. State the Objective: After watching the Storytelling video, and identifying angles for practice on the Livebinder tab, my students will correctly identify and photograph examples of acute, right, obtuse, complementary, and supplementary angles found at home, at school, outside, in a virtual world etc. My students will provide at least one photograph of each angle, write a short description (1-3 sentences), and post their examples on the class Facebook Group Page by tomorrow’s class period with 85% accuracy. Select Methods: We will begin class with a short discussion about what the students think an angle is in purely non-mathematical language. I will then introduce and play the Storytelling video “It’s all about angles.” We will discuss what we watched, so I can assess that the students understand the definition of each angle. I will ask students to find examples of the angles within the classroom as practice for their homework assignment. For the remainder of the class, my students will access my Math Resources Livebinder, and work with the games provided under the tab “Flipped Lesson: Angles,” where students will continue to practice identifying angles and learn how to measure angles with a virtual protractor. Media: I will need a computer with wifi/internet, speakers, and a television screen or Smartboard to display the Storytelling video. My students will need computers or tablets connected to the internet to access my Livebinder and the practice materials. Students will need digital cameras or smartphones to complete their homework, as w ell as an internet connection and computer to upload their photos to our Facebook Page. Optional Media: headphones while my students use the angle games for practice because the flipped lesson is also on Livebinder for them to view as many times as they need. Materials: My students will need Facebook accounts and email accounts to complete their homework and practice respectively. They may take notes during the flipped lesson, so they need paper and pencil. Smartphones and tablets are helpful, but not necessary as students may use school computers and school tablets. Utilize Materials: My students will watch my Storytelling video, “It’s all about angles,” as it is displayed on a TV screen or Smartboard. They will check the Facebook page for the URL access to my Math Resources Livebinder to continue practicing what they learned about angles and learn how to measure angles with a virtual protractor (additional help

will be given as required by demonstrating how to use a protractor on the Smartboard). My students will use their Facebook accounts to post their photographs and description s homework on the class Facebook page. Require Learner Participation: Students are encouraged to ask questions during the discussion after watching the Storytelling video. This will act as an assessment to determine the level of understanding the class has of the new material. Further content development will be given as needed depending on the discussion. Random students will be chosen to find examples of the angles within the classroom as further evaluation. My students will then use the computers or tablets to practice what they learned while playing the online games I provided them. I will evaluate their homework, and provide feedback (not grades) as comments on their posts in Facebook. Evaluate and Revise: My students will be evaluated by looking at their example photos of the angles and verifying that they identified the angle correctly in their mandatory description. If students have trouble completing the online games or learning how to use the protractor, additional instruction (or different instruction) will be needed. I might need demonstrate the use and function of a protractor before they begin the measure angles game on the Livebinder. Also, this outline of instruction requires very little from my students and permits them to be relatively passive except for discussions. I think I need to make my students take a more active part in the lesson.

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