DELIVERABLE 5

(PROJECT LESSON PLAN OUTLINE)

Timeline
Unit Objectives

Millicent Powell EDT 370

Classroom Considerations
Accommodations

Evaluation & Assessments

Technology in the Classroom

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TIMELINE
Lesson Topic
1.1 Repeated Tile Quadrilaterals 1.2 Repeated Tile Triangles

Pacing
1 day 1 day

Common Core Objectives

7.G.1 7.G.5 7.G.6

1.3 Scale Factors and Similar Shapes Mathematical Review

Investigation 1 Test 2.1 Ratios Within Similar Parallelograms 2.2 Ratios Within Similar Triangles 2.3 Finding Missing Parts Mathematical Review Investigation 2 Test 5.1 Using Shadows to Find Heights 5.2 Using Mirrors to Find Heights 5.3 Using Similar Triangles to Find Distances on the Ground Mathematical Review Unit Test (Investigations 1, 2, & 3)

1 days day
1 day 1 day 1 days 1 day day 1 day 2 days 1 days 1 day day 1 day 7.RP.2.c 7.RP.3 7.G.1 7.RP.2.c 7.RP.3 7.G.1

UNIT OBJECTIVES
( ST UDE NT F RI E N DLY)

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The students will be able to construct similar quadrilaterals from smaller, congruent figures. The students will be able to construct the ratio of the areas of two similar figures to the scale factor. The students will be able to construct similar triangles from smaller congruent figures. The students will be able to generalize the relationship between scale factor and area to scale factors less than 1 . The students will be able to subdivide a figure to make smaller shapes. The students will be able to use scale factors to make similar shapes. The students will be able to find missing measures in similar figures using scale factor.

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CLASSROOM CONSIDERATIONS
CLASSROOM
The classroom layout, groupings of students, and instructional methods used are just as important as the curriculum for the lesson. It is also important to take the students that are going to be instructed into account to keep from making students upset or uncomfortable.

Classroom Layout
TECHNOLOGY NEEDS

Grouping

Methods

In order for the unit plan to be most beneficial for the students, several technological needs (in and out of the classroom) should be fulfilled.

In Class MATERIALS

At Home

There are many materials that I will need to prepare ahead of time for the students.

Investigation 1

Investigation 2

Investigation 3

CLASSROOM CONSIDERATIONS
( C LA SSROOM LAYOUT )
The classroom layout varies depending on what type of work they are doing in class. Experiment-based Learning
When we do experiment-based learning the classroom is arranged to allow for free movement of the students, or we are in another setting such as the hallway or outside.

Small group work

When we do group work in smaller units, the desks are set up to allow 45 students to work together. This is the best option for class activities that need more table space and to allow for differentiation in the instruction.

Pair-n-share learning
When the students work in pairs, the desks are next to each other so that the students can work in pairs on problems.

Lecture
When I need to present information to the students as a large group, it is best for the students to sit as their desk in rows that allow for them to have their own personal space and to prevent distractions. It also keeps all of the students facing toward me.
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CLASSROOM CONSIDERATIONS
( GROUP I N G OF ST UDE N T S)
It is important for me, the teacher, to group my students intentionally in a way that optimizes the success of the lesson. Working in Groups
It is helpful to allow students to work in groups when they are completing experiments or projects in class. This allows the students to learn how to work with their peers to solve problems and delegate work.

Working in Pairs
When students work together in pairs, it is much easier to keep them on task, encourage discussion, and keep the classroom in order. It is easier and less time consuming to transition between pair work and lecture than if they were in larger groups. Working in pairs is also a great arrangement when the students need to work on less -traditional assessments, such as projects, and presentations.

Individual Work
During lecture style lessons it is easier to keep the students under control and focused if they are sitting by themselves. This is also the best setting for traditional tests and quizzes.
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CLASSROOM CONSIDERATIONS
( I N STRUC TION M E T H ODS) When deciding what type of instructional methods to use in the classroom, it is important to think about which ones will allow for quick transitions, stay within time restrictions, and keep the students most engaged with the material. Lecture is used to present material to the students. Student lead discussion is used to get the students dif ferent perspectives about how they approached a problem by having students present their own work. Pair-n-share work is good for projects and presentations or in class discussions where the students make quick comparisons between another students work to gain clarification. Small group work is best to use for experiments such as in lessons 5.1 or 5.2.
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CLASSROOM CONSIDERATIONS
( I N C LA SS T E C H N OLOGY N E E DS)

At the school at least each group of students would need access to a portable touchscreen device such as a smartphone, iTouch, or tablet.
All of the students would also need access to computers and the Internet. The teacher also needs a projector, computer, speakers, and a tablet or smartphone for demonstration.

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CLASSROOM CONSIDERATIONS
( AT H OM E T E C H N OLOGY N E E DS)

In order for the students to be most successful, they would also need to have access to a computer and internet at their home.
It would be beneficial for them to have access to a tablet, smartphone, or iTouch at home so they can explore and become more experienced with the technologies and the class material.

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CLASSROOM CONSIDERATIONS
( M ATERIALS I N VE STIG ATI ON 1 ) Investigation 1: Similar Polygons Student text book lab sheets Key Concepts key chain centimeter and inch rulers dry erase markers Teacher shape models computer transparencies
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angle rulers protractors scissors blank sheets of paper transparencies

CLASSROOM CONSIDERATIONS
( M ATERIALS I N VE STIG ATI ON 2 ) Investigation 2: Similarity and Ratios Student text book lab sheets Key Concepts key chain protractors centimeter and inch rulers angle ruler/protractor angle rulers

Teacher transparent centimeter ruler

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CLASSROOM CONSIDERATIONS
( M ATERIALS I N VE STIG ATI ON 3 ) Investigation 3: Using Similar Triangles and Rectangles Student textbook lab sheets small mirrors Key Concepts key chain centimeter and inch ruler Teacher Transparent ruler angle ruler/protractor tablet/computer string angle rulers/protractors tape measure meter sticks tablet/smartphone/iTouch string

laser mirror idea spinner

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ACCOMMODATIONS

It is the responsibility of the teacher to take into account and prepare accommodations that will help students be more successful.
These accommodations can include, but are not exclusive to:
Special Needs Learning Styles Culture Language

Differentiation

ACCOMMODATIONS
( I E P S A N D I N T E RVE NTI ON C LA SSROOMS)
Several of the students in my classrooms are allowed to work on assignments and tests with an intervention aid in a low distraction classroom. In order for these students to receive this type of aid, they must first go through a process with the administrators, counselors, and teachers to create an Individualized Education Program (IEP). Many of these students are selected and placed with an aid because they have an IEP or have a high risk for failing out of school. I must be sensitive to my student needs and work with the instructional aids to provide them with the best possible education.
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ACCOMMODATIONS
( E N GLI SH LA N G UAG E LE A RN ERS) The school I am placed at has a high proportion of English Language Learners (ELL). These students are allowed interpreters and extra time to finish assignments and assessments through their own IEP. Similar to how I work with the instructional aids, I need to work with the interpreters to ensure that what they are telling the students accurate reflects my lesson. It is also important for me to create resources that reduce language barriers.

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ACCOMMODATIONS
( ST UDE NT S C ULT URE )
An accommodation that I am faced with every day is my ability to relate to all of my students, including those within minority groups. Within the walls of my school, the population of the students is about 70% Black, 15% Hispanic, 10% White, and 5% Other. When constructing a lesson, I must be sensitive to what experiences my students have and how my own views may conflict with their cultures .

I do this in my lesson plan, by selecting activities that are within their realm of experiences of teenagers growing up in a mostly urban setting.
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ACCOMMODATIONS
( DI F F ERE NTIATION)
I must be prepared to differentiate my instruction and assessments to allow for all students to succeed. Differentiation of the classroom work, activities, and lessons is very important for the encouragement and success of each student. The lesson needs to meet each student at their entry knowledge level, relate to the knowledge that they currently have, and then give them scaffolding to help them meet the objectives.

It is also important to provide students with higher readiness levels with supplemental activities to encourage them to reach beyond the objectives and to give them quality learning experiences.
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ACCOMMODATIONS
( LE A RNI NG ST Y LE S) Finally, I need to allow students the opportunity to show me their best work by giving them opportunities to try dif ferent learning styles. I often give students the opportunity to work in groups where one writes, one performs the experiment, one collects data, and one draws a model. I also allow students to complete projects by creating a piece of artwork, a model, a display, an essay, or other form of work to show that they can use the knowledge in the process of creating their project.
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EVALUATION & ASSESSMENTS

Within each of my daily lesson plans, I include time and instructions for reflective activities. I use projective assessments at the beginning of investigations and some lessons to see what students already know. This helps me to differentiate the lessons and identify who needs more help. Formative assessments during the lesson help the students to clarify what they have learned and to identify what they need to work on more. They also allow me to check whether or not all of my students have met the daily objective(s). I use a variety of summative assessments to gauge my students final abilities to meet the unit objectives.
Evaluation & Assessments continued

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EVALUATION & ASSESSMENTS

When designing each lesson plan, I set aside time when I can reflect upon my own teaching throughout each unit. I have my own set of objectives that I compare with my own ability to teach each of my students. My objectives are focused around how successful I am with meeting specific students needs.

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TECHNOLOGY IN THE CLASSROOM

The current classroom that I am working in has limited technology resources. We have an ELMO, a projector, and 7 th grade calculator s. However, we are unable to use the projector for anything other than movies or the ELMO because it cannot be connected to the teachers computer. Many of the lesson plans that I make assume that I have access to a wide range of technologies in the classroom. Once I make my lesson plans, then I adjust them to fit what I have available. This class has shown me how valuable technology can be in the classroom because it allows students to work with the material in novel ways. It also enhances instruction by providing new per spectives, models, and activities that keep students engaged. Technology can also be used to help me make accommodati ons for students with language or communication dif ficulties, dif ferent learning styles, dif ferent cultural back grounds, and unreliable levels of technology at home. It is my goal to use technology in the classroom as much as possible to keep my instruction interesting and current for the students who are using technology in their lives ever y day.