Download Hayley Cunningham Geometry- LAP 5 “Application of vocabulary

Hayley Cunningham
Geometry- LAP 5
“Application of vocabulary”
I.
Content: Describe what it is you will teach. What is the content?
In this lesson, students will be focused on vocabulary development and application. Students
will engage in two review activities to help reinforce difficult concepts. Additionally, students
will apply what they have learned into an activity focused on finding geometry in his or her
name.
II.
Learning Goal(s): Describe what specifically students will know and be able to do after
the experience of this class.


III.
Students will be able to review topics, including identifying and accurately reading rays.
Students will be able apply knowledge and identify lines, rays, segments, and angles
within their name.
Rationale: Explain how the content and learning goal(s) relate to your Curriculum Unit
Plan learning goals.
The overarching goal of this unit is two fold. Students are expected to be masters of
identifying lines, rays, and angles. They should be able to identify and draw them. This lesson
serves to help reinforce those concepts and apply them in a personalized activity. Additionally,
by the end of the unit students are expected to recognize that we can classify geometric shapes
based on their properties. This lesson serves as the final opportunity for students to become
masters of this content as the next lesson we will begin classifying geometric shapes.
IV.
Assessment: Describe how you and your students will know they have reached your
learning goals.
The main assessment today takes the form of the finding geometry in your name activity.
This is low-stakes assessment. Students will enjoy finding geometry in his or her name while I
will be able to filter through the room to see which topics students are comfortable and which
they are struggling with. It will allow me to see if we need more practice or if we can move onto
classifying shapes.
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V.
Hayley Cunningham
Geometry- LAP 5
“Application of vocabulary”
Personalization and equity: Describe how you will provide for individual student
strengths and needs. How will you and your lesson consider the needs of each student
and scaffold learning? How specifically will ELL students and students with learning
disabilities gain access and be supported?
Before students delve into their activity, students will have two chances for a review of
concepts. The class will begin with the kinesthetic movement activity (look at previous LAPs for
explanation of how it offers support for students) and move onto a whiteboard fluency exercise.
The whiteboard fluency exercise will allow me to instantly know where students are in terms of
their learning. Having this instant feedback will enable me to be able to adapt my questions to
support their needs.
For the finding geometry in your name activity, the main form of support will come in the
form of a classroom model. I will present my pre-made model of my name and project it on the
board. This will give them an idea of what I am expecting. Since I have the common vowels A
and E in my name, I’m hoping students will use mine in their drawings and it will help jog their
memory and aid them in completing the rest of their letters. Additionally, during this activity,
students will have access to large classroom anchor charts as well as the small anchor charts in
their learning logs.
VI.
Activity description and agenda
a. Describe the activities that will help your students understand the content of your
class lesson by creating an agenda with time frames for your class. Be prepared to
explain why you think each activity will help students on the path toward
understanding.
Main Idea
Kinesthetic
Movement Game
Whiteboard
fluency
Time/Location
0-15 Minutes/
Rug
15-25 Minutes/
Desks
Teacher Will
Remind students
the movements,
including the
new movements
we create the
previous class
Facilitate game
Ask students a
variety of
questions either
asking them to
Student Will
Participate in
Simon Says
game
Materials Needed
N/A
Engage in
whiteboard
fluency drill,
Ask questions,
Whiteboard
Expo Marker
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Hayley Cunningham
Geometry- LAP 5
“Application of vocabulary”
Finding
geometry in your
name
25-55 Minutes
draw or identify
a straight, obtuse,
right or acute
angle
Explain that
students are
going to be
looking for
geometry in their
names; lines, line
segments, rays,
and angles.
Show model
using first name.
monitor
understanding
Write first name
in capital letters
on blank paper.
Find geometry in
name and either
label or make a
key to make it
easier for the
reader to
understand.
Elmo
Model
Blank Paper
Markers
Rulers (if
needed)
Distribute Paper
VII.
List the Massachusetts Learning Standards this lesson addresses.
4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular
and parallel lines. Identify these in two-dimensional figures.
VIII.
Reflection
a. In light of all areas of planning, but especially in terms of your stated purpose and
learning goals, in what ways was the activity successful? How do you know? In
what ways was it not successful? How might the activity be planned differently
another time?
If I were to change anything about this lesson, it would have been to use my name and as
a whole class try to find lines, rays, segments, and angles in it. Students struggled at first
understanding what they were being asked to do despite having a model. I think by working, as a
class to complete my name on the large anchor paper would have been more beneficial to my
students. At desks, I noticed students were having a scatterbrain when they were looking at what
they could identify. Their minds were whirling as I heard them spit things out faster than they
could write. I wish I modeled my method for completing this activity: I looked for lines, line
segments and rays first, then I moved onto looking for perpendicular and parallel lines, and
finally I looked for right angles, then acute angles and then obtuse angles. This would have given
them more structure and relieved some of the anxiety and overstimulation that was occurring.
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Hayley Cunningham
Geometry- LAP 5
“Application of vocabulary”
Additionally, I would have stressed looking for angles as well. I should’ve given them wholeclass practice on just identifying angles. Many students omitted angles from their work.
But despite some struggles, the final products turned out great! In student sample 1,
Sebastian Diaz did phenomenal. He found line segments, rays, parallel lines, right angles and
acute angles. He even drew in endpoints, which allows me to recognize that he knows that they
are important in deciphering the differences in lines. Sebastian also put x’s in to remind himself
if something had no features, such as the curved part of the b and the s. Ezekiel (see student
sample 2) also did great! He nailed all the rays he identified. He put squares to show me
perpendicular and right angles. He even found acute angles in the K. Gilmary (see student
sample 3) did better than expected (to be honest, I wasn’t expecting her to even complete her
work). Gilmary is an unmotivated student and rarely participate in activities. It’s an ongoing
problem that we’re trying to solve with Mom’s help. But Gilmary did great. She identified some
lines, rays, line segments, acute angles and right angles! I was impressed with her work because
during every lesson she’s either sat with her head down in refusal to participate or in the
bathroom for 20 minutes. I was happy that she was able to identify some key pieces.
One student who did not do well was Prince (see student sample 4). Throughout the
entirety of the math unit, Prince has been rough to deal with behaviorally. He fools around and
talks and completely disregards when you ask him to stop. He behavior directly correlates to the
poor work he exhibited. Prior to this, Prince hadn’t handed in any classwork or homework
despite being asked numerous times! This piece of work he turned in was actually completed at
home because I expressed to him that his lack of participation would affect his upcoming report
card grade. He brought this to me. He did identify a few right angles and an acute angle, but not
enough to meet my expectation for this activity. In the end, there was a mixed result in the final
products. Students who have been working hard succeeded and those who haven’t put effort in
did not succeed in meeting my learning goals.
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Hayley Cunningham
Geometry- LAP 5
“Application of vocabulary”
Student Samples
Student Sample 1: Sebastian Diaz
Student Sample 2: Ezekiel
Student Sample 3: Gilmary
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Hayley Cunningham
Geometry- LAP 5
“Application of vocabulary”
Student Sample 4: Prince
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