Quadrilateral+Lesson+Plan

= Quadrilateral Lesson Plan =

Debra Poole || **Grade ** 4th || **Class Size ** 7 || **Date / Time ** Sept 21,2014 || Math |||| **School ** Anderson elementary school || **Mentor ** Vivian Johnson || = 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? // =
 * === Intern Name ===
 * **Subject **
 * **Pre-assessment: **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Students have been working on classifying triangles based on sides and angles. The students have seemed to grasp an understanding and are ready to move onto four sides polygons. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Purpose and relevance: **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Students will be able to classify quadrilaterals which are located all around us and seen on an everyday basis. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">SC Citation: **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Standard: 2.0 Knowledge of Geometry

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Topic: A. Plane geometric figures

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Indicator: 2. Analyze geometric relationships

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Objective: a. Compare and classify quadrilaterals by lengths of sides and types of angles || Standard:4.G.5. ||
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Summative Assessment <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;"> (towards which the students are working: unit assessment, benchmark assessment...) ==
 * ==<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt; text-align: left;">Lesson Objective ==

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Students will demonstrate understanding of quadrilaterals by classify quadrilaterals based on characteristics. ||
 * ==<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt; text-align: left;">Academic Language Objective ==

Language Function: comparing and contrasting characteristics of different quadrilaterals Vocabulary: quadrilaterals, parallelogram, rhombus, rectangle, square, trapezoid Connecting words: comparative (rather, instead, also, on the other hand) ||
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Formative Assessment <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;"> (planned for use in this lesson) ==

Students will work in groups to sort quadrilaterals based on their characteristics. ||

= <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;">(Data-based Information – Pretest <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **the Data**  <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">and/or Formative Assessment) **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Anticipated Misconceptions or Areas of Confusion ** ||  || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">(Ex. IEP Accommodations, ESOL, Social Concerns, Etc.) **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">this Lesson ** || Some students are grasping the concepts more than others are. || The groups are preselected for the students. Stronger students will be partnered with students who are not grasping the concepts as well to help on another in the activity. __** WHAT WILL YOU DO TO MODIFY THE INSTRUCTION OR THE MATERIALS TO MEET THEIR NEEDS? **__ ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students’ Prior Knowledge ► ► ► Instructional Decisions based on **
 * Students may have a hard time remembering each of the characteristics of each quadrilateral. || This lesson includes repetition of the characteristics and has students use that information with a hands-on activity to reinforce. ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Individual or Small Group Needs ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">► ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">► ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">► ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Differentiated Practices for **
 * Madison and Clara seem to be struggling with above level objectives. **__WHY? WHAT CAUSES THEM TO STRUGGLE SPECIFICALLY?__**

<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;">Specific Diversity / Multicultural Factors ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">► ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">► ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">► ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Implications for this Lesson **
 * Culturally diverse class || Students will see a variety of examples of the different quadrilaterals from different settings

__** EXPLAIN THIS MORE-WHAT IS IT ABOUT "DIFFERENT SETTINGS" THAT MAKES THIS DIVERSE OR MULTICULTURAL? LIST YOUR EXAMPLES TO CLAFRIFY THIS. **__ || = <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? // = = //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">I __**WOULD LOVE TO SEE YOU START STRETCHING YOURSELF PAST CHALK AND TALK AND STANDARD LESSON PLANS-THIS IS A GREAT TOPIC/PLACE TO ENGAGE YOUR STUDENTS MORE CREATIVELY! HOW COULD YOU MAKE THIS MORE MEANINGFUL AND ARTS-BASED?**__ // =


 * ==<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt; text-align: left;">Instructional Materials ==

Chalkboard, labels of quadrilaterals, bag of quadrilaterals and characteristics for each group, paper ||


 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Technology Integration **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(If applicable) //

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">ELMO

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teacher Preparation and Resources **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Teacher must have all homework copied for each student. Multiple examples of each quadrilateral need to be printed and placed in bags for group work. Teacher will use the teacher’s guide to help with the characteristics of each quadrilateral. ||


 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Management Considerations **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(Motivation, Procedures, Transitions, Materials, Behavior)

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Students are placed in preselected groups for smoother transitioning and to cut down on socializing and chatting amongst students.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Students have access to paper, glue sticks and markers, if they do not have their own. ||


 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Possible Modification of Plans **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Students may not finish their drawings before the end of class. If not they will be completed the following day. ||

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Time ** || ==<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Procedure == || · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Warm-up · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Motivation · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Bridge || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">5 min
 * =<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt; text-align: center;">Instructional Sequence = || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Approximate **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Planned Beginning//**

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">5 min || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Warm up about classifying triangles based on sides and angles. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. Isosceles right triangle <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. Scalene obtuse triangle <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. Equilateral acute triangle <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">4. Isosceles acute triangle <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">5. Scalene right triangle

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Make sure each student has done the previous nights’ homework and go over and questions from the homework that students may have had trouble with. || //(Clearly explain instructional activities in sequence.)// || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">15 min
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Development of the New Learning//**

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">15 min

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">10 min || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Introduction: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. Ask students if they know what a quadrilateral is. **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Quadrilateral: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">a polygon with four sides and four angles

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. On the board draw the each of the five different types of quadrilaterals. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. Ask students if they can come up to the board and try and label each of the quadrilaterals. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">4. Correctly label each of the polygons and write the characteristics of each. **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Rectangle: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">opposite sides congruent, all angles are right angles, opposite sides parallel **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Square: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">all sides congruent, all angles are right angles, opposite sides parallel **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Parallelogram: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">opposite sides congruent, opposite sides parallel **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Rhombus: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">all sides congruent, opposite sides parallel **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Trapezoid: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">exactly one pair of opposite sides parallel <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">5. On the ELMO, show examples of quadrilaterals and ask students if they can identify each one.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Group Work: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">6. Students will work in groups of 3 and match each quadrilateral with the characteristics and examples of each. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">7. After the students have sorted and matched they will glue their answers onto a piece of paper.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">8. Have students return to their seats. As a class, discuss which shapes and characteristics they put with each of the quadrilaterals. || <span style="font-family: 'Arial','sans-serif'; font-size: 8pt; font-style: normal; font-weight: normal; margin: 0in 0in 0pt;">(As appropriate to lesson) || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">10 min || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">9. Have students draw a picture using only quadrilaterals. || **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(Closure) //** · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Summary · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Homework || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">5 min || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">10. Pass out the homework (Homework Practice 13-4). <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">11. Have students raise their hand and give one example of a quadrilateral. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Enrichment or Remediation//**
 * === //Planned Ending// ===

= <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? // || <span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0pt;">During this lesson the students worked in groups to demonstrate their understanding of quadrilaterals. The students had to classify different examples of quadrilaterals. All ninie groups were able to correctly match the characteristics with the correct quadrilaterals. The students were also able to match the different examples with the correct quadrilateral. || // 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? // || <span style="font-family: Arial,Helvetica,sans-serif;">The colored chalk to show the congruent and parallel sides seemed to help students visualize the characteristics. I believe the real life examples that I gave the students showed them that parallelograms are everywhere. The artwork at the end of the lesson also went well and many students enjoyed it. Some students had a hard time keeping up and writing all the notes and characteristics. I was surprised how long it took students to complete the group work. This caused the students to not have as much time on their artwork and they had to complete it the next day. Next time I am writing a lesson I will think about giving the students more time and plannig for it. I realized how beneficial it is to integrate subjects and go beyong book work and worksheets. The students were not use to doing art during math but I believed the students enjoyed it and it made the lesson more meaningful. ||
 * ** Analysis: **
 * **<span style="font-family: 'Arial','sans-serif';">Reflection: **