Circles+Lesson+Plan

= Circles Lesson Plan =

Jessica Thomas || **Grade ** 4th || **Class Size ** 27 || **Date / Time ** March 21 11:35 pm || Math |||| **School ** Waverly Elementary || **Mentor ** Brian Eisentraut || = I. Value of the Lesson  – //What will the students learn? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? // = Students will be able to find the circumference of a circle. || Language Function: using a formula to solve for the circumference <span style="font-family: Arial,Helvetica,sans-serif;">Vocabulary: circumference, radius, diameter, and pi || <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Students will individually complete problems on finding the circumference. ||
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**<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">II. Context for Learning ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">What factors will influence my instructional decisions? How will my instruction respond to these factors? // <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">(Ex. IEP Accommodations, ESOL, Social Concerns, Etc.) |||| <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Differentiated Practices for <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">this Lesson ** ||
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 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Clara and Madison need more one on one instruction. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">While the students are working, I will walk around paying extra attention to Clara and Madison. I will check their work as they go along ensuring they understand the concept. If not, I will give them more instruction and work through some problems with them. ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">(Ex. Family/community/cultural assets; Perspective- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Taking; etc.) || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Implications for this Lesson** || = <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">III. Instructional Procedures //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">– What instructional strategies will I use to ensure that every child is a successful learner? // =
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 * <  |||| We will discuss why it is important to know how to solve for the circumference and how this could be useful or used in our life. The students will also work on some real-world word problems. ||

We will first tak about how to find the perimeter of rectangles and squares. They will then be asked how to find the perimeter of a circle, this is when circumference will be introduced. Vocabulary words such as radius, diameter, circumference and pi wil be discuss.The students will work through some sample problems. Students will be given some problems and they will be gone over to ensure they understand the concept. AFter students will be given problems to work on indenpently while the substitute is there for the last 25 minutes of class.

= <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">IV. Analysis and Reflection <span style="font-family: 'Arial','sans-serif';">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">To what extent are my students learning? How can I improve my professional skills? (complete ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">after ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">teaching) // = // What does the data from the formative assessment indicate about student learning? // // To what extent did the students acquire the intended learning? // || Students complained that they did not understand. I did more examples with them then gave them their independent practice. After the students turned in the worksheet, I began to look at it. The students who were having trouble only got a problem or two wrong.Overall, I would say students have a good understanding. The students were all able to complete the worksheet with about 80% accuracy. || // Address a minimum of three of the following questions: // // What is working? What is not? For whom? Why? // // How did you use informal feedback from the students to make instructional decisions while you were teaching the lesson? // // What changes would you make to your instructional procedure that would improve student learning? // // How effective were your assessment tools in helping you monitor student progress? What modifications would you make to help students better demonstrate their learning? // // How did the feedback you gave students help address their needs in relation to the instructional objectives? // // Analyze your biggest challenge during this lesson. What did you learn through it? How does that impact your future decision-making? // // Based on the results of this lesson, what are your next steps? // // What big ideas or insights are you developing about teaching? // || I believe the multiple examples were helpful to the students. Aftr talking about the circumference I believe some students were confused by the formula. Many students were able to understand once I showed them an example of how to find circumference. I believe it helped calling on students and having them then walk me through how to solve for the circumference.I could see the confusing in the students eyes when i first introduced circumference. I could also tell they were confused because of all the students who had their hands up. I reworded my instruction for students to better understand and did multiple examples so they could see how to do it. Then they were given a few problems and we went over them as a class. My biggest challenge was trying to explain pi to students. It was kind of frustrating that they were not understanding it and that it was a symbol that always equaled 3.14. I was patient and answered all the students questions. I continued to also explain pi and circumference in different ways. I was glad when I checked their classwork to see they did get it and that circumference is not exact because pi goes on forever. ||
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