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Lesson Plans 2
Lesson Plans
Mary Garcia
Ashford University
ESE 645 Lesson Design for Students With Mild to Moderate Disabilities Instructor: Shaley Klepfer
November 2, 2020
Content Area or Developmental Focus: Math- Geometry
Age/Grade of Children: 7th grade
Length of Lesson: 50 minute class/3-5 days
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Goal
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Students will create a city, park, or other structural plan using geometry |
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Objective |
Work collaboratively in groups Align the student with groups sharing the interests on computers Frequently complement student on bilingual ability |
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Standards Included
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7.G.2: Draw (using determined measurements) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. |
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Materials
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iPad/Computer Projector/Smartboard Pencils Paper Self-Assessment Rubric that assesses the final project as well as the presentation skills (can be created by the students or teacher-made) |
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Introduction
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Introduction will take one class period · Pose the following question and discuss: Where do we find geometry? Question association of geometry and engineering · Place student in groups that interest him. Go outside and take pictures of any shapes that you see in the neighborhood, paying particular attention to different shapes and angles: acute, obtuse, right, straight angles, and triangles · Have students share some of their findings with the teacher · Student could use bilingual ability. |
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Lesson Development
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Students, in groups of two to four, will create a city, public park, or other structure using geometry · Students will need to create a paper blueprint as well as one using technology (they can start with whichever version they feel comfortable exploring) · Their creations must include: · acute, obtuse, straight, and right angles · adjacent and vertical angles · perpendicular, parallel, and intersecting lines · triangles and quadrilaterals · Students will name their city and label all the building, streets, to their best of knowledge · Students will present their design to the teacher with a thoughtful explanation of what stood out for him. · Students will self-assess themselves with a quick checklist to determine how well they think they did working in a group, collaborating, designing, and presenting |
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Assessment (Practice/ Checking for Understanding)
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· Project Finished to Completion · Successful Presentation of Project · Self-Assessment · Traditional quiz based on math terms and concepts included in the project |
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Closing
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· Use Virtualnerd.com to highlight/review the essential math concepts · Ask for student feedback · Teacher self-reflection: · What went well? · What needs to be changed? · What should be reviewed? · Possible extension activities |
Designing Lesson Plans
The developed lesson plans emanate from the determination of Manuel’s strengths and weaknesses. Manuel has a great desire for engineering, and this lesson aligns with the required skills in the highlighted field. As such, the changes in the lesson plan gear towards mastery of skills and enabling Manuel to work towards being an engineer. The first change is on the arrangement of groups. Manuel enjoys the company of group members with shared interests. Manuel likes talking about bikes and computer games. As such, he would be placed in the same group as the students they discuss this interest with. This arrangement enables Manuel to be confident about participating in the topic of discussion.
Manuel has an interest in mathematics. The association of geometry with mathematics ensures that he remains focused, and he also develops an interest in geometry. Also, there shall be the determination of the importance of geometry in engineering. Computers are one of the materials to use during class sessions. This incorporation aims at capitalizing on Manuel’s love for computer games and make him interested in the subject. Reinforcing this interest would require Manuel’s group members to be his friends. Manuel will have to share his findings with the teacher and his group members if he feels comfortable doing so.
This move aims to ensure that slow reading does not make him feel dumb in front of his classmates. The presentation to the teacher could capitalize on his bilingual ability. Complementing Manuel, during the presentation makes him motivated to learn more about the subject. Manuel would not be confined to creating a particular structure. Instead, he will have the freedom to choose what stood out for him.