Geometry+Unit+Test+Review

= Geometry Unit Test Review Lesson Plan =

Jessica Thomas || **Grade ** 4th || **Class Size ** 27 || **Date / Time ** March 23 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 review what they have learned from chapter 13 and 14. || Language Function: review previous taught concepts <span style="font-family: Arial,Helvetica,sans-serif;">Vocabulary: Various words used in both chapter 13 and 14 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Students will work on chapter tests located in the book to demonstrate they are ready for the test the following day. ||
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 * == <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) ==

**<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 ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Individual or Small Group Needs **
 * <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;">The students will be working in smaller groups rather than whole class. Madison and Clara will be able to receive more one on one instruction in the smaller group and be able to be asked more questions to demonstrate their understanding of the two chapters. ||

<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? // = Students will be broken into three groups based on the table they sit at. One group will work in the front of the room with Mr. Eisentraut. This group will work on the problems located in the chapter 13 chapter test. Another group will work with me in the back of the classroom. We will work on the problems located in the chapter 14 chapter test. Finally, the third group with be working in groups of 3 playing a concentration game that involves the vocabulary of chapter 13 and 14. Each group will work for 15 minutes and then we will rotate.
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 * <  |||| Students will be working on a variety of problems and be working with geometry vocabulary. (Not sure for this lesson.) ||

= <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? // || All the students were able to successfully complete the review problems given to them. The students would show me their answer to each problem and I would check it. If they were close I would look at their math and see where they made an error. Many students just made errors in their math but some student did not the wrong operation or was working with the wrong numbers. || // 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? // || Using the white boards worked well because I was able to look at each students answers all at the same time. Students had to show their work which helped because I was able to see where the students messed up if they got the wrong answer. Many of the mistakes were simple multiplication errors. The hardest part was students finishing the problems at different times.Next time, I may do groups based on ability level. I would have the students struggling with the unit in one group so I could help guide them through the problems need be. I believe my assessment of having students do the problems on the white board was a good way to see what each students knew. If a student got the answer correct I would have them erase their board because I did not want other students to see their answer and copy it. Next time, I may have the students also on paper write the answer so they can hand it in to be graded. If students got the problem wrong I would question what they did and then they would look at their work and realize what they did wrong. ||
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