Name _____Lindsey Deetz___________ UNIT PLAN: Unit 2 of 2 units on 3-dimensional shapes UNIT TOPIC: Volume of 3-dimensional shapes

Date

_10/26/2013______

1. UNIT CONTEXT Subject/Content Area: Math/ 3-dimensional shapes (Taught after a week-long unit on 2-dimensional polygons and a week long unit on surface area of 3-dimensional shapes) Course: High School Geometry B (Second half of a yearlong Geometry course) Placement within the year: Since this course is Geometry B, this will be in the second semester of a regular comprehensive school site. 3-dimensional shapes is the last topic that will be covered in Geometry B so it is placed at the end of the semester. Because Valley is on the trimester system, this unit is placed within the last 4 weeks of the trimester. This unit is placed in the third-fourth week of the last 4 weeks of the trimester. This unit is last unit that will be presented in class. There are two units on 3-dimensional shapes. Surface Area of 3dimensional shapes was the first unit while volume is the second and last unit regarding 3-dimensional shapes. Grade Level: 10-12 Length of Unit: 7 days, 7 55 minute class sessions

2. FACTS ABOUT THE LEARNERS Whole Class Information (Class Profile) Number of students in class: 25 EL students: DISTRICT ENTRY NAME DATE: LISTENING SPEAKING READING

Israel

8/10/2009

Ulises

8/10/2009

Dulce

8/10/2009

Alvaro

8/16/2010

Claudia

8/10/2009

Victor

8/10/2009

Aida

8/16/2010

WRITING OVERALL NOTES Student does not show any effort in class. This is the fourth time student 3 3 has repeated this class. Student is very quiet and stays to himself in class. He shows good effort on completing her 5 4 assignments in class. Student is very quiet in class. She does show great effort in completing 5 4 her assignments in class. This student is absent quiet often and misses required assignments 5 4 frequently. Student shows great effort and collaboration in 4 4 class Student shows great effort when he is not 4 4 socializing in class Student is often texting in class. She does not show much effort towards completing her 4 4 assignments in class.

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Florentino

6/2/2011

3 about 32% (not including RFEP)

Student gets distracted easily from socializing but in a group setting he shows great effort. This student is very hyper and it is hard for him to stay seated throughout the 5 whole class session.

CLASS TOTAL:

25

PERCENT OF ELL:

NUMBER OF ELLs:

RFEP STUDENTS: There are currently 10 students in this classroom that are designated RFEP. This represents about 40 % of the class. Students who are accepted into Valley High School have to have at least an overall 3 on their CELDT with sophomore credit standing. Because of this, most students who come to Valley High School have had the opportunity to re-classify on the CELDT test. There are only some cases where students have been accepted with an overall 2 on their CELDT score. Valley High School has not accepted any students with a CELDT score lower than a 2.

SPECIAL ED STUDENTS: 1 NAME: Amirah GENDER FORM DISABILITY ACOMMODATIONS

NOTES

female CLASS TOTAL: 504 ADHD 25

Student is to keep a weekly log of her assignments and sit next to teacher. Student is to que teacher when she needs help. Student is encouraged to meet with counselor. Short breaks between work (10-15 min) The teacher must que student to stay on task

Student is about 7 months pregnant. Restroom breaks are frequent and excused. Student needs help in focusing and completing her assignments in class. Student is not working to full potential. She has a lack of classwork, homework, and attendance in class.

PERCENT OF SPEC. ED:

about 4% (1 student in class)

Free and Reduced Lunch: My teacher has informed me that about 90 % of students or more at Valley High School are granted with free or reduced lunches. Because of privacy reasons, my teacher does not have access to the students who receive free or reduced lunches. Bilingual: Most of the students at Valley High School are of Mexican descent and speak Spanish and English. 18 students in this class speak both Spanish and English. This represents about 72 % of the classroom. There are no bilingual students that speak any other languages besides English and Spanish.

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Gifted: Currently, there are no gifted students in this classroom. Developmental Needs: There are 25 students in this classroom and currently the classroom is full. Most of the students know one another and prefer to work in group settings. About half the students in this class have failed this course once before, so it is important to be clear and concise when instructing the students. Most of the students are visual learners, so pictures and diagrams are very helpful to use in this classroom. There are a couple students in this classroom that dont get along with one another. It is important when assigning groups to make sure that these students are not in the same group: Anthony, Ricky, and Aaron. This is important for the class to ensure the safety of these students and all students in the classroom. Individual Student Information and Differentiation Strategies ELL STUDENTS: 1. Name: Israel ELL Level: Overall level of 3 on the CELDT. Student is lowest in listening, reading, and writing. He is overall in the Intermediate range. th Grade Level: This student is a 5 year senior. He is behind on his credits due to a lack of class work completion. Family: This student has two younger brothers. He lives at home with his mom, dad, and two younger siblings. His mother and father are from Mexico. His family has been living in the United States for about 20 years. Israel was born in the United States, along with his two younger siblings. Language: At home, Spanish is the language that is spoken. His parents understand English, but are not fluent in speaking the language. Israel and his younger siblings learned English through schooling. Needs: This student is very quiet in class. This is his fourth time taking this course because he did not pass the first three times. Israel has a problem in completing his assignments in class. When working with Israel one-onone, Israel is attentive and tries to complete his assignments. Israel does not speak up and ask for help from the teacher when he is struggling with his assignments. He needs a constant check in from the teacher to ensure that he understands the material and completes his assignments. Israel does have a problem with telling the teacher that he understands what is going on, when in fact he really doesnt. To ensure that Israel is on the right track, it is important to check Israels work as opposed to simply asking him if he understands the material. Israel has always struggled with math and he also struggles in English. These two subjects are the hardest for Israel. Israel does not like to write, which is highly incorporated in math and in English. Interests: Israel is very interested in listening to music. Israel does not have any clear goals for his future other than graduating high school. Israel does not have any specific subject in school that is his favorite. He has told me that he is not very interested in school; he is just doing it because he has to. Israel is a visual learner that prefers to work in a group setting. It is important to watch Israel in group activities because he most often does not actively contribute. Differentiation: Content: It is very important to write all instructions clearly for Israel on the worksheets and assignments that he needs to complete. It is important to provide the written instructions in English and Spanish so that Israel can appropriately access the material. Any type of visual diagram will be needed to help assist Israel with his work. Israel most often does not take notes in class so any important definition or concept that was introduced in class also needs to be clearly written on his assignments. Process: Worksheets are given in class for students to practice the content material. The worksheets will have all concepts and instructions clearly written so Israel will be able to understand what is expected of him. They will also have important definitions and concepts needed to complete the worksheet since Israel does not take notes in class. I will also provide Spanish translations if needed. For the most part, Israel has not had any issues with understanding what the notes and instructions are asking of him. Product: Israel will be given the same formal assessment as the rest of his classmates at the end of the unit. He will be given extra time if needed. He will also be graded based on the standards for the Expanding Level for EL students according to the ELD Standards. Affect: I will make sure to check in with Israel constantly to ensure that he understands the material and is getting his work completed. Instead of just asking how he is doing, I will ask to look at his work to prevent any misconceptions.

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Learning Environment: Students are able to work alone or with students who are sitting near them. Students are seated 4 to a table and there are 6 tables in the classroom. There are 3 rows of two tables in the classroom. There are two extra tables facing the front of the classroom on each side in case any extra chairs or specific accommodations are needed. Students generally choose where they want to sit. Because Israel prefers group work but is very quiet, it is important to assign groups. I will be strategic in assigning my groups to make sure that he is paired with RFEP or non-EL students who are high performers in the class. It is important to assign groups to ensure that Israel is paired with students that will help him and not distract him from his work. To ensure that Israel is actively contributing to his group, I will assign him the role of writing the solutions to the assignments. This will force Israel to ask for help from his group members because he needs to write everything down. I will make sure to inform his group members that while they are completing their own worksheet, 70% of their collective grade will be based on Israels assignment. This will force the group members to help Israel so they get a good grade on their work. Israel will in turn be practicing his writing skills while getting help to understand the math material. Assessment: I will use an informal progress monitoring assessment with Israel to make sure that he understands the material and completes his work. I will walk around the class and check in with his group to ensure that he is getting the help he needs. I will visually check his work to ensure that it is being completed correctly. I will also look at the formal assessment that he is taking at the end of the unit to see if he is able to apply what he has learned. Next steps: Upon completion of this unit, I will assess Israels contributions and work to see if assigned groups were effective for Israel. If Israel is still struggling with the topics presented in the unit, I will make sure to offer one-on-one tutoring before school, after school, during breaks, or during lunch. I will give Israel the opportunity to correct any work that did not receive a high grade to help him raise his overall grade in the class. 2. Name: Elena ELL Level: Elena is an English Language Learner that has been scored in the Early Intermediate range on the CELDT th Grade level: 10 grade Family: Elena lives with her mom and dad. Her parents are both professionals. Elena was born in Mexico, along with the rest of her family. She has extended family including grandparents, aunts, uncles, and cousins that live in Mexico. She has been living in the United States with her mom and dad for about 1.5 years. Language: Elena and her family are from Mexico and speak Spanish at home. Elena is literate in Spanish and often reads Spanish novels at home. She is still learning the English language however she only really speaks English at school. Needs: Because Elena primarily reads and speaks Spanish at home, she needs a lot of support with speaking, reading, listening and writing in the English language. Elena is also shy in class so she needs opportunities to help build her self-esteem in the classroom. Interests: Elena is very interested in Spanish literature. She often reads Spanish novels at home in her free time. She enjoys visiting her extended family in Mexico, which they normally do every summer. Elena likes working with small groups in the classroom because she is shy. Elena especially loves to dance and represent her Mexican heritage. When Elena dances, she feels that she is representing her native country. Differentiation: Content: Because Elena primarily uses Spanish as her primary language, she needs a lot of support in her assignments and content in the classroom. She did have above average grades in Mexico so it is important to ensure that she is still getting above average grades. Just like Israel, it is important to have all instructions clearly written out on assignments in the classroom. She also needs assignment instructions and prompts to be written in Spanish and English to ensure that she has proper access to the content material. It would also be helpful to have all notes prepared on a handout for Elena in Spanish and English. Process: Worksheets are given in class for students to practice the content material. I will first off make sure that notes are presented in the class are given to Elena in a Spanish format. This will allow Elena to copy the notes that are given in English and comparing them with the Spanish translations to ensure that she understands what is going on. I will also provide worksheets with instructions to Elena in English on the front and the Spanish translations on the back. This will allow Elena to wrestle with the material in English first, and then when she is struggling she can refer to the back of her worksheet for reference. She will be assessed according to the Expanding Level for ELL students in the ELD Standards in writing. Product: I will be giving Elena the same formal assessment at the end of the unit as the rest of her peers. I will again make sure to provide Spanish translations on the back of her assessment to use as a resource. This is

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again to ensure that she has the proper access to the content material. She will be graded based on the Expanding Level for ELL students in the ELD Standards. Affect: Elena is very shy in class so I will constantly make sure to check in with Elena to ensure that she is not struggling with the material. I will have Elena work with a student who is an RFEP student so she can get assistance with understanding the material in a Spanish manner if she needs it. Because Elena is well liked, other students will not have a problem with assisting her in the classroom. Learning Environment: Students are able to work alone or with students who are sitting near them. Students are seated 4 to a table and there are 6 tables in the classroom. There are 3 rows of two tables in the classroom. There are two extra tables facing the front of the classroom on each side in case any extra chairs or specific accommodations are needed. Students generally choose where they want to sit. Students in the classroom typically prefer to work in group settings. Elena will be able to work by herself or with a group of other students in the classroom. Elena does prefer to work in small groups, and I will make sure that at least one student in her group is RFEP, so that she as a viable resource to access the content material. I will need to make sure that the groups in the classroom are small so that Elena does not get too overwhelmed. Assessment: Elena will be assessed informally throughout the unit just like the rest of her peers. I will make sure to visually check her work as I walk around the classroom to ensure that she is not falling behind. Because she did receive good grades in Mexico, she should not have any major issues with understanding the content. I need to concentrate on her language abilities in making sure that she has proper access to the content. I will also look at the formal assessment she will take at the end of the unit. Next Steps: I will look at Elenas completed work and formal assessment in the unit and determine if she is getting the proper assistance that she needs. If her small group worked for her, I will continue to use small groupings in the classroom to support Elenas continued s uccess in the classroom. If it did not work out very well for Elena, I will make sure to consult with her personally and get her input to what she needs in the classroom. I will always make sure to check in with Elena and make sure that she is happy, comfortable, and most importantly learning in the classroom. SPECIAL NEEDS: 1. Name: Amirah IEP/504: Amirah has a 504. She is diagnosed with ADHD. As stated from her 504 plan; this student is not working to full potential with a lack of homework and classwork completion. th Grade Level: 12 grade Language: This student only speaks English. She is not an ELL. Her close family does speak Egyptian, however she never learned the language. Family: Amirah is half Egyptian and half Caucasian. She has a father who has been absent from her life ever since she was 3 weeks old. She has never met her father or her family on her fathers side. Her father is Caucasian. Amirah has one older half-brother, who has a different father. She also has another older step brother from a prior marriage that her mother was in. She is close to both of her siblings. Amirah lives with her mother who is Egyptian. She used to live with her grandparents before they passed away. She was born in the United States and has lived in Escondido her whole life. She has moved around a lot in Escondido throughout her life due to the fact that her grandparents got really sick. She moved once more after her grandparents passed away. Needs: (As taken from her 504 plan): This student is to receive short breaks between work (10-15 min) and extra support on assessments. She is also required to sit near the teacher. The teacher must cue the student to stay on task with her assignments. The student is responsible for creating an assignment log to help her keep track of her needed assignments. The teacher is to check in with her to help her keep up with her assignment log. The student is to turn in her assignment logs weekly to her resource instructor. Amirahs grades have deteriorated due to a lack of attendance and assignment completion. It is important to note that this student is 7 months pregnant, so bathroom breaks in class are needed. Amirah used to get picked on a lot at school. Because of this she sits in the office during every break or lunch. Because Amirah did get picked on in school, it is important to allow her to work with students that she feels comfortable with. Amirah performs well in English and History. The subjects that she needs the most assistance with are Math and Science. Interests: Amirah is a visual learner that prefers to work alone in class. She does not have many friends at the school or in her class. She is very interested in hiking, swimming, riding dirtbikes, and riding horses. She also enjoys the Escondido Fight Club. She is currently engaged to the father of her baby and they plan on getting married after she graduates high school. Amirah loves History and English, and her least favorite subject in school is Math. Amirah wants to graduate high school and become a hair stylist like her mother.

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Differentiation: Content: It is very important to clearly write out instructions and important definitions on Amirahs assign ments in class. She most often does not take notes when direct instruction is taking place. It is important to give Amirah an extended period of time to complete her assignments to accommodate her needs. It is important to include any visual diagrams on her assignments to help support her learning profile. It is also important to check in with Amirah throughout completing her assignments in class to make sure that she is staying on track with her assignment logs. Process: Worksheets are given in class for students to complete. Most of the students prefer to work in a group setting. Because Amirah did get picked on a lot in school, it is important to allow her to choose whether or not she wants to work in a group. If Amirah is forced to work in a group setting, she may shut down and not complete her work appropriately. It is important to consult Amirah before or after classes, before the designated lesson, so she doesnt feel pressured during the class session. If Amirah does choose to work in a group setting, make sure that she is paired with high performing students in the class. If Amirah chooses to work alone, it is importantly to constantly check in with Amirah on a one-on-one basis to ensure her understanding of the content material. Product: Amirah will be given the same formal assessment as the rest of the students at the end of the unit. She will be given the opportunity to work alone in the resource room if she feels that she needs it. If there is no space available during the testing session, I will send her to the office to work on her assessment with the supervision of the office staff. I will make sure to call the office staff to let them know of the situation. She will also be given extra time to work on her assessment. She will be given time before school, after school, during breaks, or during lunch to allow her to finish her assessment appropriately. Affect: I will constantly check in with Amirah to ensure that she is completing all of her assignments and assessments. I will also check in with Amirah to make sure that she feels comfortable in the classroom. Amirah benefits really well from one-on-one instruction from the teacher. She enjoys working with the teacher on her assignments. Learning Environment: Students are able to work alone or with students who are sitting near them. Students are seated 4 to a table and there are 6 tables in the classroom. There are 3 rows of two tables in the classroom. There are two extra tables facing the front of the classroom on each side in case any extra chairs or specific accommodations are needed. Students generally choose where they want to sit. Amirah sits at one of the extra tables at the front of the classroom to support her accommodations on her 504 plan. Most of the students prefer to work in a group setting in the classroom. Students are able to work alone or with students who are sitting near them. Amirah typically does not socialize with her classmates and she sits in the front corner of the classroom. Amirah will be able to choose whether or not she wants to work in a group setting or by herself. If she does choose to work in a group setting, I will make sure to assign roles and responsibilities to each member of the group including Amirah. This is to ensure that Amirah is participating in the assignments. Assessment: I will use informal progress monitoring to assess Amirah throughout the unit. I will make sure to work with Amirah at least once a day on a one-on-one basis to visually check that she is completing her required assignments while understanding the material presented in the unit. I will make sure to ask Amirah to come by my classroom during breaks, before school, or after school if she is falling behind or not understanding the material. I will also look at her formal assessment that she takes at the end of the unit to help me see where she is with the content material. Next Steps: If Amirah chooses to work alone, I will assess her completed assignments and assessment at the end of the unit to ensure that she comprehends the material presented in the unit. If Amirah was not successful, I will make sure to assign Amirah to work with a group of students that she feels comfortable with for extra assistance. I will continue to offer Amirah the option to come by before school, after school, and during breaks for one-on-one instruction. 2. Name: Alex IEP/504: It is not specifically clear whether Alex has a 504 plan or an IEP. I am assuming that he has an IEP because has been diagnosed with specific learning disabilities in the second grade. Alex has difficulty in developing his literacy skills, including the relationships between sound, symbols, and word identifications. Grade Level: 10th grade Language: Alexs language is not specified, ho wever I am assuming that Alex speaks English or else it would be mentioned in his IEP/504 plan. Family: Alexs family is not specified or described. Needs: Alex needs a lot of in class support as there is no resource aid provided to assist him in the classroom. th Alex currently is reading at a 7 grade reading level. While he is not behind in his reading level by a significant

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amount of years, he still needs assistance in reading instructions and prompts that will be displayed on the notes and the worksheets in class. Mathematics has a lot of complex vocabulary words and symbols and it is important that Alex gets assistance to ensure that he has access to the content material. This is because Alex has had difficulty in developing relationships between sound, symbols, and words. Alex also has asthma, and so he needs to have his inhaler with him at all times to prevent any asthma attacks. It is important to check in with Alex every day to ensure that he has his inhaler with him at all times. Interests: Alex is a student that prefers to be by himself. He exhibits self-isolating behaviors frequently in school by sitting alone at lunch and sitting by himself in class and during breaks. He does not readily volunteer during whole group conversation. He does not like to work in groups. Differentiation: Content: Notes and worksheets are presented in class to help assist with learning the content. It is important to write out the notes that are presented in class in an easier manner for Alex to understand. If symbols are used on the notes/worksheets, I will make sure to try to write them out with words so that Alex can have appropriate resources to not mix up symbol/word relationships. I will try to provide Alex with words that represent all of the symbols to help Alex continue to build his skills in relating symbols and words. Process: Worksheets are given in class for students to complete. Most of the students prefer to work in a group setting. Alex does not like to work in a group setting. In order to accommodate Alexs needs while giving him appropriate resources to help him in the class, I will ask Alex to work with one other student. I will need to make sure that this one other student is a high performer in the class so that he/she can explain difficult concepts to Alex that he cant understand on his o wn due to his specific learning disability. This will give me an opportunity to get Alex comfortable enough to work with other students without Alex getting too overwhelmed. I will make sure to consult Alex about the situation before I pair him with a specific student so he is not surprised and he is aware of what is going on. Product: Alex will be given the same formal assessment as the rest of his class. His assessment will have written explanations in words of any symbols that may be presented. This is to ensure that he has the proper access to the learning material. If Alex needs more time, I will give him more time to work on his assessment just like Amirah. If he feels that he cant concentrate unless he is alone, I will allow him to work alone in resource room or any office that may be available. If there is nothing available during the day of the test, I will ask Alex to go to the office and work alone in the office with the supervision of the office staff. I will again call the office staff to let them know of the situation before Alex is sent over. Affect: I will constantly check in with Alex to make sure that he is not having any difficulty with learning the content material. Because he stays to himself, I will ask to look at his work so that I can be sure that he understands the material. I will also make sure to consult Alex before I choose to pair him with a partner so that he can prepare himself and he is not surprised on the day of the assignment. If he has problems with a certain student that I pair him with, I will try to find another high performing student in the classroom to pair him with that he is comfortable with. Learning Environment: Students are able to work alone or with students who are sitting near them. Students are seated 4 to a table and there are 6 tables in the classroom. There are 3 rows of two tables in the classroom. There are two extra tables facing the front of the classroom on each side in case any extra chairs or specific accommodations are needed. Students generally choose where they want to sit. Students generally like to work with other students in the classroom in small groups. Alex will most likely sit at one of the desks that face the front of the classroom because he does not like to socialize with his peers. He likes to isolate himself in the classroom. I will ask Alex to sit at one of the 6 tables in the classroom to help him develop social interactions in the classroom. I will make sure to seat him next to the partner that I want him to work with when completing the assignments in class. Assessment: I will use informal progress monitoring to assess Alexs content knowledge in the classroom. I will make sure to check in with Alex at least once a day and visually look at the work he has completed to make sure that he is not behind and that he understands the material presented in class. I will let Alex know that he can come by my classroom before school, after school, or during breaks to get any one-on-one assistance with his assignments in class. I will also look at the formal assessment that the students will be taking at the end of the unit to see how much Alex understands and what he still needs assistance with, if anything. I will also look at the assignments and assessments to check and see that I provided enough differentiation for Alex to perform to the best of his abilities. Next Steps: I will continue to check in with Alex on a regular basis to make sure that he has all the resources he needs to learn the content material in the classroom. I will continue to differentiate his notes, worksheets, and formal assessments to ensure that he is not getting problems incorrect solely due to his learning disability. If Alex

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works well with the partner that he was assigned, I will gradually ask him to work with more students. I will next ask him to work with two students as opposed to just 1 student. This will give him the opportunity to develop his social skills in the classroom while trying to rid his self-isolation practices. If he is not able to work well with the assigned partner in the classroom, I will allow him to choose what student he feels the most comfortable working with for the next assignment. Other: Name: Abby Grade Level: 12 Designation: Abby does not need any specific accommodations. She is not an ELL and she is not a special needs student. Language: Abby speaks English and Spanish. She was re-classified as RFEP on the CELDT about two years ago. She primarily speaks English. Family: Abby has two older sisters and one younger brother. Her mom and dad are married and are both of Mexican descent. Abby has lived in the United States her whole life. Her parents are from Mexico and moved to the United States about 25 years ago. Both English and Spanish are spoken at home. Her parents can speak English and Spanish as well. Needs: Abby performs well in school and has a 3.2 GPA. She is not behind on her credits as of right now and she is on track to graduate this year. Her favorite subject is Math and she performs very well in her math classes. She does not perform as well in English and Science. She typically gets As or Bs in her math classes and Bs and Cs in her English and Science classes. Abby loves to socialize in the classroom. She loves being placed in roles with more responsibility in the classroom. To keep Abby interested in the class, it is important to give Abby roles in the classroom that will give her more responsibility, such as helping to grade tests or assignments. Abby is very trustworthy and loves to help out in the classroom. Abby does finish her work early in class. It would be great to allow Abby to help tutor other students in the classroom as she is very popular in the school and she pretty much gets along with everyone. This will give students another resource to use besides the teacher. The students may work well with Abby because she is also a student. It is important to check in with Abby to make sure that she is not too overwhelmed with responsibility. While Abby loves taking responsible roles in the school, she has told me that she often does not know how to say no and sometimes she ends up taking on more responsibility than she can handle. Interests: Abby is very different and loves to be unique. Currently she has dyed her hair turquoise and she loves to make different kinds of flower headbands to wear in class. Abby loves to stand out. Abby is highly interested in photography. Abby wants to go to a photography school in San Francisco after she graduates high school. Abby loves to work with her peers and help out other teachers in the school. Abby is a visual learner that loves to work with her peers in a group setting. Differentiation: Content: Abby does not need any differentiation with the content material in class. She does finish her work very early and it will be helpful to give Abby more challenging problems on her worksheet to ensure that she is being challenged in the classroom. These problems can be presented to Abby and other students in the classroom as an opportunity for extra credit. This will ensure that Abby is continuing to develop her content knowledge without finishing really fast and getting bored in the classroom. Process: Abby can work alone or with other students on the worksheets given in class. When Abby finishes her assignment, allowing Abby to work as a peer tutor to help other students will satisfy her interests of being involved in the classroom. This will give students more support resources in the classroom for when the teacher is busy working with other students. Product: Abby will be given the same formal assessment as the rest of her classmates at the end of the unit. Because Abby will probably finish early, I will allow Abby to help grade and correct previous assignments in class because she is a high performing student in the class. This will satisfy her interests of being involved in the classroom. Affect: I will constantly check in with Abby to make sure that she is not juggling more responsibilities than what she can handle. While she does love helping out in the classroom, it is important to make sure that she is completing and performing well in her other classes as well. If she needs more time to devote to other classes, I will make sure that she is given time in class to work on her other class assignments after she finishes her required assignments. Learning Environment: Students are able to work alone or with students who are sitting near them. Students are seated 4 to a table and there are 6 tables in the classroom. There are 3 rows of two tables in the classroom.

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There are two extra tables facing the front of the classroom on each side in case any extra chairs or specific accommodations are needed. Students generally choose where they want to sit. Abby is a social butterfly that gets along with all of the students in the classroom. Abby typically sits at the far row of tables that is furthest away from the classroom door. Because Abby is very helpful in the classroom, it will be helpful to other students in the classroom if Abby is constantly assigned to work with different students on classroom assignments. This is so Abby can have the opportunity to help all of the students in the classroom, as opposed to the typical group that she sits with every day. This will benefit all of the students in the classroom. Assessment: Abby will be given the same formal assessment as the rest of the students at the end of the unit. I will make sure to add challenging problems at the end of the exam that students will be able to complete for extra credit in the classroom. This will allow high performing students like Abby to be challenged in the classroom instead of being bored. Because Abby has a lot of drive and motivation in the classroom, she will enjoy having extra credit problems to conquer. I will look at her assignments and the formal assessment at the end of the unit to judge if the extra problems that I have assigned were too challenging or challenging enough to help Abby apply what she has learned in class in a more complex manner. Next Steps: I will continue to offer Abby responsible roles in the classroom like peer tutoring or assisting with grading as long as she is not overwhelmed with her other classes. I will make sure to informally monitor her roles in the classroom to make sure that she is being productive. I will make sure to listen in when she is tutoring other students in the classroom to ensure that she is actually helping students, and not just being social. I will also double check the assignments that she has graded in the classroom to make sure that she is giving the students adequate grades. I will only allow her to grade assignments and not assessments, because assessments are formal and represent a significant portion of the students grades. I will constantly make sure to confer with her other teachers to make sure that she is completing all of her necessary coursework. If she is lacking coursework in other classes, I will make sure that the extra time Abby has in the classroom is dedicated to that coursework. I will allow Abby to take on extra roles in the classroom such as peer tutoring and grading after she shows me that she is caught up and doing well in her other classes.

2. Unit Rationale: Our world is surrounded by different 2-dimensional and 3-dimensional shapes. It is important to know the difference between 2-dimensional shapes and 3-dimensional shapes because they have distinct and different properties. 3 dimensional shapes have volume, and it is important for students to understand the different properties of volume in 3-dimensional figures. Using shapes in math allows students to model their mathematical thinking with objects they may see every day in the real world. Allowing students to model these 3-dimensional shapes will give them the ability to see how math can be related to the real world. Modeling with mathematics is also highly centered within the 8 mathematical practices and the Common Core Standards for Geometry. Enduring Understandings (EU or Big Ideas) Students will be able to understand the 5 different three-dimensional shapes (pyramids, cones, cylinders, spheres, and prisms) and see the differences and similarities when finding the volume of each of the shapes. Essential Questions (Based on the Six Facets of Understanding): Interpretation (critique, illustrate, judge, translate, provide metaphors): 1. Illustrate the different properties of three dimensional figures. Explanation (describe, express, justify, predict, synthesize): 2. Justify the methods of finding the volumes of different three dimensional figures. How can you find the volume of a cone? prism? cylinder? pyramid? sphere? 3. How can you predict the area of a base of three dimensional figures if you are initially given the total volume of the figure? How can you manipulate your reasoning for finding the total volume of three dimensional figures? Application (build, create, design, perform, solve): 4. How are three dimensional figures modeled in the real world? Empathy (assume role of, consider, imagine, relate, role-play): 5. How do the volumes of different three dimensional figures relate to one another?

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Self-Knowledge (be aware of, realize, recognize, reflect, self-assess): 6. What are important rules or procedures that you should be aware of when trying to find the volume of different three dimensional figures? Perspective (analyze, argue, compare, contrast, infer): 7. Compare the differences of finding volume in all of the different three dimensional figures. 3. UNIT CALENDAR (Standards, Objectives, Student Activity & Assessment)

DAY 1

Standard Common Core: Modeling with Geometry: 1. Use geometric shapes, their measures, and their properties to describe objects. ELD standard: A Collaborative: 3. Offering and justifying opinions negotiating with and persuading others in communicative exchanges. Expanding #3: Supporting opinions and persuading others.

Objective After introducing the different 3-dimensional shapes (Cylinder, cone, pyramid, sphere, prism) by drawing them out on the docu-cam (cognitive-language), students will be able to create a diagram of 3dimensional figures that can be represented in the human hand (Psychomotoraffective). (Addresses application and interpretation of Six Facets of Understanding)

Student Activity 1. After the teacher presents the different 3dimensional shapes on the docu-cam, students will split into small groups (3-4 students per group). 2. Each group will then brainstorm the shapes that can be represented in the human hand. 3. Students will then create their own diagram of the human hand that represents different 3dimensional shapes.

Assessment 1. Students will take notes on the 3 dimensional shapes that are presented at the beginning of class (cognitive/psychomotordiagnostic) The teacher will walk around the room to visually check that each students has their notes completed on their paper (formative). 2. After students have split up into small groups (formative), the students will draw out the human hand and on their paper and brainstorm the possible 3-dimensional shapes that can be represented with the human hand (psychomotor/cognitive). 3. The students will create a hand on their own sheets of paper and draw the shapes that can be represented in their hand diagram (psychomotorsummative). The students will turn in their hand diagrams for a grade to the teacher (summative). The teacher will provide a score out of 5 total points for this diagram: If students are able to represent at least 1 of each 3-dimensional shape (with the exclusion of the cone) on their diagram, students will receive 5

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Common Core: Geometry. Explain volume formulas and use them to solve problems; 1. Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. ELD Standards: A. Interpretive: 5. Listening actively to spoken English in a range of social and academic contexts. C. Productive: 11. Justifying own arguments and evaluating others arguments in writing Expanding #3: Supporting opinions and persuading others.

After going over the volume formula for a Cylinder through direct instruction (cognitivelanguage), students will be able to find the volume of various sizes of cylinders (psychomotoraffective). (Addresses the empathy, self knowledge, and explanation of Six Facets of Understanding).

Common Core: Geometry. Explain volume formulas and use

After going over the volume of a pyramid through direct instruction (cognitive-

1. The teacher will present the method to finding the volume of a cylinder on the docu-cam or whiteboard. The students will take notes. 2. Students will be given a worksheet with dimensions of various sizes of cylinders. Given the radius of one base and the height of the figure, students will be able to find the volume of the cylinders on the worksheet. Some figures will also have a given volume and students must work backwards in the formula to solve for the height of the figure. 3. The students will hand in their completed worksheet at the end of the period or at the beginning of the period the next day. 1. The teacher will go over the methods (formulas) for

points for full credit. Students will have the opportunity to earn up to 5 extra credit points if they exceed expectations by drawing out more than 1 representation of each three dimensional shape, including cones. 1. Students will take notes on the method of finding the volume of the cylinder (Cognitivediagnostic). 2. The teacher will check off the notes of each student as students work on the worksheet (psychomotorformative). 3. The students will hand in their completed worksheets at the end of the period or turn in the next morning (Psychomotorsummative). The teacher will provide a grade of complete or incomplete for the worksheet. The students will receive 5 points for completing the worksheet. The answers will be posted online by the teacher the following day after the worksheets have been checked for completion. The students will have the opportunity to check their work if they got anything wrong.

1. Students will take notes on the method of finding the volume of pyramids (cognitive-

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them to solve problems. 1. Use volume formulas for cyinders, pyramids, cones, and spheres to solve problems. ELD Standards: A. Interpretive: 5. Listening actively to spoken English in a range of social and academic contexts. C. Productive: 11. Justifying own arguments and evaluating others arguments in writing. Expanding #3: Supporting opinions and persuading others.

language), students will be able to find the volume of various sizes of pyramids (psychomotoraffective). (Addresses the empathy, self knowledge, and explanation of Six Facets of Understanding).

Common Core. Geometry. Explain volume formulas and use them to solve problems. 1. Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. ELD Standards: A. Interpretive: 5. Listening actively

After going over the volume of a cone through direct instruction (cognitivelanguage), students will be able to find the volume of various sizes of cones (psychomotoraffective). (Addresses the empathy, self knowledge, and explanation of Six Facets of

solving volume in pyramids on the docu-cam or whiteboard. The students will take notes. 2. Students will be given a worksheet with various sizes of pyramids. Given the length and width of the base and height of base of the pyramid and the total height of the pyramid, students will be able to solve for the volume of a pyramid. Students will also be given problems where the volume of the pyramid and area of the base is given, and they will have to work backwards to find the height. 3. Students will hand in their completed worksheets at the end of the class or at the beginning of the period the next day. 1. The teacher will go over the methods for solving the volume of cones on the docucam. The students will be taking notes during the time. 2. Once the notes are finished, the students will be given a

diagnostic). 2. The teacher will check off the notes of each student as students complete the worksheet (psychomotorformative). 3. The students will hand in their completed worksheets at the end of the period or turn in the next day at the beginning of class (PsychomotorSummative). The teacher will provide a grade of complete or incomplete for the worksheet. The students will receive 5 points for completing the worksheet. The answers will be posted online by the teacher the following day after the worksheets have been checked for completion. The students will have an opportunity to check their work and correct anything that was wrong.

1. Students will take notes on the formula for finding the volume of a cone (Cognitivediagnostic). 2. The teacher will check off the notes of each student as students complete the worksheet in class (psychomotorformative). 3. The students will hand in their completed worksheets at the end

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to spoken English in a range of social and academic contexts. C Productive: 11. Justifying own arguments and evaluating others arguments in writing. Expanding #3: Supporting opinions and persuading others.

Understanding).

Common Core: Geometry. Explain volume formulas and use them to solve problems. 1. Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. ELD Standards: A Interpretive: 5. Listening actively to spoken English in a range of social and academic contexts. C. Productive: 11. Justifying own arguments and evaluating others arguments in writing.

After going over the volume of a sphere through direct instruction (cognitivelanguage), students will be able to find the volume of various sizes of spheres (psychomotoraffective). (Addresses the empathy, self knowledge, and explanation of Six Facets of Understanding).

worksheet with various sizes of cones. Given the radius of the base and the height of the cone, the student will be able to find the volume of the cone. Students will also be given problems where the volume and the radius of the base is given, and they will then need to solve for the height of the cone. 3. Students will turn in their completed worksheets at the end of the class or at the beginning of the period the next day. 1. The teacher will go over the formulas for solving for the volume of a sphere on the docu-cam. The students will take notes during this time. 2. Once the notes are finished, the students will be given a worksheet with various sizes of spheres. Given the radius, the student will be able to find the volume of the sphere. Students will also be given problems where the volume is

of the period or turn them in at the beginning of the period the next day (psychomotorsummative). The teacher will provide a grade of complete or incomplete for the worksheet. The students will receive 5 points for completing the worksheet. The answers will be posted online by the teacher the following day after the worksheets have been checked for completion. The students will have an opportunity to check their work and correct anything they got wrong.

1. Students will take notes on the method of finding the volume of spheres (Cognitivediagnostic). 2. The teacher will check off the notes of each student as students are completing their worksheet (Psychomotorformative). 3. The students will hand in their completed worksheets at the end of the period or turn in the next morning after being completed for homework (Psychomotorsummative). The teacher will provide a grade of complete or incomplete for the worksheet. The students will receive 5 points for

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Expanding #3: Supporting opinions and persuading others.

provided, and they will then have to solve for the radius of the sphere. 3. The students will hand in their completed worksheets at the end of the period or at the beginning of the period the next day. After going over how to find the volume of prisms through direct instruction (cognitivelanguage), students will be able to find the volume of various sizes of prisms (psychomotoraffective). (Addresses the empathy, self knowledge, and explanation of Six Facets of Understanding). 1. The teacher will go over the methods for solving the volume of a prism on the whiteboard or docu-cam. The students will be taking notes during this time. 2. Once the notes are finished, the students will be given a worksheet with various sizes of prisms. Given the length, width, and height, the students will be able to find the volume of the prism. They will also encounter problems where the volume will be provided and they will have to solve for the height, width, or length.

completing the worksheet. The answers will be posted online by the teacher the following day after the worksheets have been checked for completion. The students will be able to check their work and fix what they got wrong.

Common Core. Geometry. Explain volume formulas and use them to solve problems. ELD Standards: A. Interpretive: 5. Listening actively to spoken English in a range of social and academic contexts. C. Productive: 11. Justifying own arguments and evaluating others arguments in writing. Expanding #3: Supporting opinions and persuading others.

Common Core. Geometry. Explain volume formulas and use

After the students review the different volume formulas for the 5 different 3-

1. Students will have 15 minutes to review the formulas for the

1. Students will take notes on the method of finding the volume of prisms (Cognitivediagnostic). 2. The teacher will check off the notes of each student as students complete the worksheet (psychomotorformative). 3. The students will hand in their completed worksheets at the end of the period or turn in the next morning after being completed for homework (Psychomotorsummative). The teacher will provide a grade of complete or incomplete for the worksheet. The students will receive 5 points for completing the worksheet. The answers will be posted online by the teacher the following day after the worksheets have been checked for completion. The students will have an opportunity to check their work and correct it if anything was wrong. 1. The teacher will walk around the room and make sure that the students are

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them to solve problems; 1. Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. ELD Standards: C. Productive: 12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas.

dimensional figures (cones, cylinders, spheres, prisms, pyramids), students will be able to demonstrate their knowledge of the various formulas through a quiz (CognitivePsychomotor/language) (Addresses the perspective, selfknowledge, and interpretation of Six Facets of Understanding).

volume of the 5 different 3dimensional shapes (cones, cylinders, spheres, prisms, pyramids). The students will be able to ask the teacher for help during this time. 2. The students will be given a quiz on finding the volume of the different 3dimensional shapes. The students will have the rest of the period to complete their quiz.

appropriately reviewing for their quiz during the first 15 minutes (Cognitive-diagnostic). 2. The students will take a quiz based on the different 3 dimensional figures presented in class (PsychomotorSummative/Formative). The quiz will have 11 questions, with 2 questions centered around each 3dimensional figure. 1 question will ask students to find the volume of the given 3dimensional figure and the last question the students will be given the volume and have to solve for a missing dimension. There will be an extra credit question for number 11 on the quiz. The quiz will be graded as follows: 9-10: A 8: B 7: C 6: D Lower than 6: F

INTO: Students will be introduced to the 5 different three dimensional shapes: prisms, cones, cylinders, spheres, and pyramids. The teacher will show what each shape looks like on the whiteboard or the docu-cam. Students will be asked to draw a human hand and illustrate as many three-dimensional shapes that can be incorporated within the human hand. They will be asked to draw out their findings in a diagram within their small groups. This part of the unit is on Monday, day 1 of the 7 day unit. This will serve as a hook for the unit because students will gain a curiosity for the subject matter. THROUGH: Students will be taking notes on the 5 different three dimensional shapes and then completing a worksheet to apply their knowledge. The through will take place from day 2 through day 6 of the unit: Day 2: Notes and worksheet based around the volume of cylinders. Students will be taking notes in class and then applying what they have learned with a worksheet regarding the volume of cylinders. Students will not only have to find the volume of cylinders but will also have to find the missing radius or height of the cylinder if the volume is given. Day 3: Notes and worksheet based around the volume of pyramids. Students will be taking notes in class and then applying what they have learned with a worksheet regarding the volume of pyramids. Students will not only have to find the volume of pyramids but will also have to find the missing height of length of the base if the volume is given. Day 4: Notes and worksheet based around the volume of cones. Students will be taking notes in class and then applying what they have learned with a worksheet regarding the volume of cones. Students will not only have to

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find the volume of the cones but will also have to find the missing height or radius of the base if the volume is given. Day 5: Notes and worksheet based around the volume of spheres. Students will be taking notes in class and then applying what they have learned with a worksheet regarding the volume of spheres. Students will not only have to find the volume of the spheres but will also have to find the missing radius if the volume is given. Day 6: Notes and worksheets based around the volume of prisms. Students will be taking notes in class and then applying what they have learned with a worksheet regarding the volume of prisms. Students will not only have to find the volume of prisms but will also have to find the missing length, width, or height if the volume is given. CLOSURE: Students will be taking a summative assessment (quiz) at the end of the unit on day 7. Students will be given an opportunity to review what they have learned on day 7 for 15 minutes before taking the quiz. The students will have the rest of the period to take and finish their quiz. This summative assessment will allow me to close the unit and assess what the students have learned. 4. WEEK OF LESSON PLANS My lesson plans are included at the end of this unit before the self assessed rubric. 5. MATERIALS/RESOURCES DAY 1: Students will need pens/pencils and sheets of paper to take notes on the 5 different 3-dimensional shapes. Students will also need these materials to draw out their hand diagrams. Pre-written/ typed notes will be handed out to students who need differentiation. The rubric for the diagram is as follows: ASSIGNMENT Representation of pyramids Representation of cylinders Representation of spheres Representation of prisms DOES NOT MEET EXPECTATIONS (0) There are no pyramids represented There are no cylinders represented There are no cylinders represented There are no prisms represented There is a drawing of a hand with no 3dimensional shapes beind represented 0 MEETS EXPECTATIONS (1) There is at least 1 pyramid represented in the diagram There is at least 1 pyramid represented in the diagram There is at least 1 pyramid represented in the diagram There is at least 1 prism represented in the diagram The drawing of the hand contains at least one representation of each 3dimensional shape (with the exclusion of the cone) 5 EXCEEDS EXPECTATIONS (2) There is more than 1 representation of a pyramid in the diagram There is more than 1 representation of a cylinder in the diagram There is more than 1 representation of a cylinder in the diagram There is more than 1 representation of a prism in the diagram There is more than 1 representation of each 3dimensional shape and cones are represented in the diagram as well 10

Completed diagram

TOTAL

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DAY 2: Students will need pens/pencils and sheets of paper to take notes on the volume of cylinders. Students will also need a pre-printed worksheet that covers the volume of cylinders. Pre-written/typed notes will be needed to hand out to students that need differentiation. There is no rubric that is needed for the worksheet because students will be informed that they just need to complete the worksheet to receive their 5 points; it will not matter if they get anything wrong. The worksheet will only contain 4 questions because the students in class are typically slow to complete their work and this will give them enough time to hopefully get everything done in the classroom as the students at this school normally dont have homework due to the lack of resources at home. If students do finish the worksheets right away I will plan to go over them as a class depending upon the amount of time that is left over. I will mainly be using the 20-30 minute period that the students are working on the worksheet to go around and visually check every students notes and to see if every student understands the content material. Worksheet on Cylinders: These questions need to be typed onto a word document to be created as a worksheet for the students in class:
A cylinder has two circular bases with an area of 25pi units^2. The height of the cylinder is 10 units. Lets say that the to tal amount of space that this figure can hold is 250 units^3 . Can you find out how this total number was calculated?

A cylinder has two circular bases of area 9 radius have to be?

. The height of the cylinder is 10. What is the total volume? What does the

A cylinder has a base with a diameter of 16 in. If the height of the cylinder is 15 inches, what is the total volume?

A water can holds 3165 cm^3 of water. The height of the water can is 28 cm. what is the diameter?

DAY 3: Students will need pens/pencils and sheets of paper to take notes on the volume of pyramids. Students will also need a pre-printed worksheet that covers the volume of pyramids. Pre-written/typed notes will be needed to hand out to students that need differentiation. There is not rubric that is needed for the worksheets because students will be informed that they just need to complete the worksheet to receive their 5 points; it will not matter if they get anything wrong. The worksheet will only contain 4 questions because the students in class are typically slow to complete their work and this will give them enough time to hopefully get everything done in the classroom as the students in this class dont normally have homework. Worksheet on Pyramids: These questions need to be typed onto a word document to be created as a worksheet for the students in class:
A pyramid with a square base has a side length of 5 in. The height of the pyramid is 6 in. Given that the total volume of the pyramid is 50 in^3, can you derive a function for the volume of this pyramid? A square pyramid has a base length of 3 in. If the height is also 3 in, what is the volume of the pyramid? A pyramid with a rectangular base has a base area of 50 and a total volume of 50. Is this possible? Find the possible dimensions of the rectangular base and the height that is needed if the volume is possible. A pyramid has a triangular base. The total area of the triangular base is 25. The total volume of the pyramid is 75, what are the possible dimensions of the triangular base? Is this volume possible? If it is, what is the height of the pyramid?

DAY 4: Students will need pens/pencils and sheets of paper to take notes on the volume of cones. Students will also need a pre-printed worksheet that covers the volume of cones. Pre-written/typed notes will be needed to hand out to students that need differentiation. There is no rubric that is needed for the worksheet because students will be informed that they just need to complete the worksheet to receive their 5 points; it will not matter if they get anything wrong. The worksheet will only contain 4 questions because the students in class are typically slow to complete their work and this will give them enough time to hopefully get everything done in the classroom as the students in this class dont normally have homework.

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Worksheet on Cones: These questions need to be typed onto a word document to be created as a worksheet for the students in class:
Given that you have a cone with a base that has a radius of 3 in and a height of 4 in, what would the volume of this figure be? (Leave in terms of ) A cone has a base with a diameter of 12 in and a height of 6 inches. What would the volume of this figure be? A cone has a radius of 11 in. The volume of the cone is 121 cubic inches. What is the height of this cone? How can you solve for the height of this cone? A funnel can hold 113 cubic inches of water. The top of the funnel has a diameter of 6 inches. What is the height of the funnel?

DAY 5: Students will need pens/pencils and sheets of paper to take notes on the volume of spheres. Students will also need a pre-printed worksheet that covers the volume of spheres. Pre-written/typed notes will be needed for students that need differentiation. There is no rubric that is needed for the worksheet because students will be informed that they just need to complete the worksheet to receive their 5 points; it will not matter if they get anything wrong. Most of the worksheets will only contain 4 questions because the students in class are typically slow to complete their work and this will give them enough time to hopefully get everything done in the classroom as the students in this class dont normally have homework. Worksheet on Spheres: These questions need to be typed onto a word document to be created as a worksheet for the students in class:
Given that the volume function for a sphere is 4/3( )r^3, what would the volume of a sphere be with a radius of 7? 12? 15? Leave in terms of . A sphere has a diameter of 15 inches. What would the volume of this sphere be? A sphere has a total volume of 288 cubic inches. What does the radius of the sphere have to be?

A beach ball has a diameter of 12 in. When the beach ball is blown up, how much air can the beach ball hold? Round to the nearest whole number.

DAY 6: Students will need pens/pencils and sheets of paper to take notes on the volume of prisms. Students will also need a pre-printed worksheet that covers the volume of prisms. Pre-written/typed notes will be needed for students that need differentiation. There is no rubric that is needed for the worksheet because students will be informed that they just need to complete the worksheet to receive their 5 points; it will not matter if they get anything wrong. The worksheet will contain more than 4 questions to try to challenge the students in the classroom. Worksheet on Prisms: These questions need to be typed onto a word document to be created as a worksheet for the students in class:

A tent has base triangular areas of 10. If the sides are squares, what do the side lengths of the squares have to be to fit the tent? How much space is available in the tent? Lets say that a glass case has two triangular bases with an area of 20. The sides of the case are rectangles with a height o f 6 and a length of 5. Draw out this glass case. The figure can hold up to 100 units^3 of sand. With the dimensions given, can you find how this number was calculated?

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A triangular prism has two triangular bases with a length of 12in and a height of 3in. The prism is 7in tall. How much water can this prism hold?

Lets say that a box that has rectangular bases with a width of 4 and a height of 5. There are 4 rectangles that represent the sides of the box. Two rectangles have a length of 6 and a width of 5. The total amount of space available in the box is 80 units^3. What do the dimensions of the two other sides of the box have to be? Draw out this box.

A rectangular prism has two bases with a length of 6 and a width of 7. The total volume of this figure is 378 units^3. What do the dimensions of the other rectangles in the prism have to be to satisfy the volume? A box has a bottom base with a length of 7in and a width of 4in. If the height of the box is 11in, what is the amount of space in the box that is available?

DAY 7: Students will need pens/pencils and their completed notes from days 1-6 to study for their quiz. Students will need a pre-printed quiz based on the volume of the 5 3-dimensional figures: spheres, cones, pyramids, prisms, and cylinders. The quiz will have 11 questions. Although students were given only 4 problems on the worksheets during the week, I chose to give them 11 questions on the quiz because they will have 40 minutes to complete the quiz in class. Question 11 will be an extra credit problem that will allow students to earn extra credit or substitute for another point they missed on the quiz. Volume Quiz: These questions need to be typed onto a word document and printed out to be created as a quiz for the students in class:
1. A cone has a diameter of 16 inches. If the height of the cone is 12 inches, what is the total volume of the figure? 2. A cone has a volume of 600 cubic inches. What is a possible height and radius of this cone? 3. A pyramid has a square base with a height of 12 inches and a side length of 2 inches. What is the total volume of this figure? 4. A triangular pyramid has a total volume of 44 cubic inches. If the height of the pyramid is 6 inches, what are the possible dimensions of the triangular base? 5. A cylinder has a base with a radius of 5 inches. If the height is 11 inches, what is the total volume of the pyramid? 6. A cylinder has a volume of 144 cubic inches. If the height of the cylinder is 4 inches, what is the radius of the base? 7. A sphere has a radius of 12 inches. What is the total volume of the sphere? 8. If the volume of a sphere is 972 cubic units, what is the value of the radius? 9. A cube has a side length of 9 inches. What is the total volume of the cube? 10. A regular hexagonal prism has a total volume of 270 cubic inches. If the height of the prism is 5 inches and the length of one of the sides of the base is 3 inches, how can we find the apothem of the regular hexagonal base? What is the length of the apothem? 11. Extra credit: A family has an aquarium that is 3in long, 5in wide, and 6in tall. They are moving into a bigger house and want a bigger aquarium. They want their new aquarium to hold 4 times as much water than their original aquarium because they are buying more fish. Design the aquarium and list all of the dimensions and the volume.

The rubric for the quiz is as follows: Assignment Quiz Score A 9-10 B 8 C 7 D 6 F Below 6

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CLOSE OF THE UNIT: At the end of the unit, students will be asked to turn in all of the work they completed throughout the unit as a portfolio. Students will be encouraged to check and correct their worksheets to ensure that they get a good grade on their portfolios. Students will also be asked to submit a reflection at the end of the portfolio detailing what they have learned, what they still are struggling with, and suggestions for future instruction. They will turn in their portfolios on the day after the quiz. The rubric for their unit portfolio will be as follows: ASSIGNMENT Day 1: hand diagram Day 2: volume of Cylinders worksheet Day 3: volume of pyramids worksheet Day 4: volume of cones worksheet Day 5: volume of spheres worksheet Day 6: volume of prisms worksheet Reflection BELOW EXPECTATIONS (1 point) Student has included the hand diagram Student has included the worksheet Student has included the worksheet Student has included the worksheet Students has included the worksheet Student has included the worksheet Student has included a reflection on the unit with the portfolio that details how they feel about the topics covered Student has included a rubric with their portfolio 8 MEETS EXPECTATIONS (2 points) & makes needed corrections & makes sure that all problems on the worksheet are complete & makes sure that all problems on the worksheet are complete & makes sure that all problems on the worksheet are complete & makes sure that all problems on the worksheet are complete & makes sure that all problems on the worksheet are complete & has specified specific topics that they have learned with specific topics that they are still struggling with, if any & has highlighted the criteria that they have met 16 EXCEEDS EXPECTATIONS (3 points) & includes a rubric of selfassessment & makes sure that all problems are correct & makes sure that all problems are correct & makes sure that all problems are correct & makes sure that all problems are correct & makes sure that all problems are correct & has specified suggestions for improving the unit for future students

Self-Assessed Rubric TOTAL:

& has provides evidence on why each highlighted criteria has been met 24

6. REFLECTION In what ways have you differentiated instruction to meet the varying needs of your students including your high achievers? On the worksheets given as assignments in class I will provide extra credit problems that are more challenging to satisfy the needs of my high achieving students. Because they are high achievers, they will be motivated to complete the extra credit problems. I will also provide extra credit problems on the quiz at the end of the unit to continue to satisfy their needs. All students will be able to attempt these extra credit problems so everyone will be given an opportunity in class. The notes in class will satisfy the auditory and visual learners in the classroom. The worksheets will satisfy the learning environment of the students because most of the students in the classroom prefer to work in groups. For the students that do not like to work in groups, I will provide differentiation strategies like the strategy of creating a small pair that was mentioned above for Alex. As my differentiation strategies suggest above, I will make sure that all notes presented in the

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classroom are pre-printed and written out for my students that need differentiation as mentioned above. This will allow my students that need differentiation to follow along and not get behind when learning the content material. What strengths and possible limitations do you see in your plan? The strengths that I see in my plan are the variety of methods that are presented to the students in learning the content material. I present notes to my students at the beginning of each class so that my students are given the opportunity to learn the content material appropriately. Most of my students are visual learners so presenting notes in the front of the class will support most of the students in the classroom. I also then provide my students the time to apply the new knowledge they have learned with a worksheet that they get to work on with their peers. Most of the students in the classroom prefer to work in a group setting, and I have given my students the opportunity to apply what they have learned in a learning environment that is conducive to their needs/interests. There are few students who prefer not to work in a group setting as mentioned above in my differentiations. I will make sure that their needs are met through the differentiation strategies that I listed above. The limitations that I see in my unit plan are the constant notes and worksheets that are presented as my through acitivities. My into activity provides a fun way of modeling the three dimensional shapes and my closure activity provides a quiz for the students to apply what they have learned. For my next unit it might be helpful to create different activities that incorporate my through activities to keep the students interested and engaged throughout the whole learning process. It may be fun to incorporate a design project surrounding the three-dimensional figures so that students can express their creativity and individuality, if time permits. What forms of data/evidence might you collect from this unit to measure its effectiveness - gauged by actual student learning? The data that I would collect to measure the effectiveness of this unit plan are the daily worksheets and the summative quiz at the end of the unit. I can grade all of my students work and see where the average falls with my students. If the average was fairly low, then I know that my unit plan was not highly affective for my students. What have you learned about yourself, students, your unit plan topic, and/or planning in general as a result of designing this unit plan? In designing this unit plan I have realized the varying needs and interests of my students and how difficult it is to incorporate learning techniques in my unit that really satisfies all of my students. I have also realized that time can be a huge barrier when creating fun and effective unit plans. This is because you may specify that notes should only take up 20 minutes of your 55 minute period, however there is no guarantee that students will not ask questions or prolong the note taking process to ensure that they understand the material. I found that time was a barrier that was always in the back of my head in creating this unit plan because my students typically take more time in learning the content material in class, as many students have failed this class previously. In a previous unit that I designed regarding 2-dimensional polygons, the unit did take more time than what I specified due to the needs of the students. Because I was thinking of the time constraints, I chose not to include fun design projects because I did not think we would have enough time with the students before the end of the trimester. I learned that when creating unit plans, you specifically need to think of the needs of your students to ensure that students are given enough time to understand the content material. If most of my students were high performers, I could probably implement fun design projects as mentioned above because they would take less time to learn the content material. Most of my students are not very proficient in math as they have failed the course before. This is a huge fact that always needs to be reflected upon when creating any unit plans in the classroom to ensure that the needs of my students are being met. What do you know now that you didnt know at the start of this un it or program? After designing this unit and other units that have been implemented in my classroom, I realize how valuable time is in the classroom. It is important to not only plan effective units but make sure that they will not take up too much time to prevent the learning of other important units in the classroom. It is always important to get to know your students and their performance levels in the classroom so that you can provide them with the best instructional practices that they need to learn and be successful in the content material. Unit plans should be different with each classroom, regardless if the same class is taught, because all students have different needs. One unit plan may be very effective with a certain class of students but when transferred to another group of students, it may not yield the same results. It is always important to get to know the needs and interests of your students and make sure that with each unit that is planned, their needs and interests are included and incorporated.

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What will you do in the next unit to meet the needs/interest of your students? For the next unit that is planned in the classroom, I will make sure that my students are given enough time to effectively learn the content material. Because textbooks are not used in the classroom, I will make sure to create fun and engaging worksheets that provide different opportunities for learning and understanding the content material. If students do struggle with this unit, I will allow students to use the textbook as an added resource for the next unit of study. Most of my students in the classroom prefer to work in group settings and in previous units that have been implemented the students were able to collectively work together in completing the worksheets handed out in class. The students were not able to complete the worksheets in the time that I had hoped in prior units, so I will be sure to make worksheets shorter and more concise so that they have enough time to complete them in the time that I have designated. I will continue to use group work in the classroom to support the needs/interests of my students.

DAY 1: INTO
SINGLE SUBJECT DAILY LESSON DESIGN FORMAT FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites.google.com/site/lessondesignresources/home

3-Dimensional Shapes in the Human Hand

Geometry B, (Week 3-4 of a 4 week unit on shapes)

DATE OF LESSON 10/30/2013

CA CONTENT STANDARD(S) ADDRESSED:

CA ELD STANDARD(S) ADDRESSED

Common Core: Modeling with Geometry: G-MG.1 Use geometric shapes, their measures, and their properties to describe objects.

A Collaborative: 3. Offering and justifying opinions negotiating with and persuading others in communicative exchanges. Expanding #3: Supporting opinions and persuading others

BIG IDEA ADDRESSED (Enduring Understanding: WHY this material is important; how it fits in with the unit or theme) How can three dimensional figures be modeled in the real world? What are the differences between the 3-dimensional shapes?

ESSENTIAL QUESTIONS ADDRESSED Application: How are 3-dimensional figures modeled in the real world? Interpretation: Illustrate the different properties of 3-dimensional figures. ASSESSMENT(S)choose type(s) as appropriate Students will take notes at the beginning of class on the different 3dimensional shapes (diagnostic) The teacher will walk around the room to visually check that the students have completed the notes on their paper (formative) The students will split up into small groups and brainstorm ideas on the 3-dimensional shapes that can be created in the human hand (formative) The students will create and turn in a diagram of the human hand with the possible 3-dimensional shapes that can be represented in the human hand (summative)

OBJECTIVE(S) OR LEARNING GOAL(S)choose type(s) as appropriate After introducing the different 3-dimensional shapes: cones, cylinders, pyramids, spheres, and prisms, by drawing them out on the whiteboard or docu-cam (cognitive-language), students will be able to create a diagram of 3-dimensional figures that can be represented in the human hand (psychomotor-affective).

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions)
This activity may be difficult for the English Learner because the vocabulary is more complex and they may not have the knowledge to help their group in creating the diagrams of the human hand (product) This activity may be difficult for the student with self-isolating practices because this activity requires students to form into small groups (process).

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INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALE S

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES

Anticipatory Set (Into) Teacher will ask the students to get out paper to take notes. The teacher will hand out paper to any students who may need it. (1 min) The teacher will display pictures of a cylinder, pyramid, cone, sphere, and prism for the class to see. This should be a review from the previous unit on Surface Area. The teacher will ask the students to copy down the shapes on their paper with their associated names. (4 min) Instruction (Through) The teacher will ask the students to form in small groups. The teacher will form the groups around the classroom so that the students who need to be in specific groups due to their differentiation needs will be satisfied. (5 min) Guided Practice (Through) The teacher will ask the students to create a diagram of a human hand on a new sheet of paper. (5 min) Independent Practice (Through) The teacher will ask the students to represent as many 3-dimensional shapes in their hand diagram that were presented at the beginning of class. (20 min) Closure (summarize;

Auditory/ Visual

Anticipatory Set (Into) The students will get out paper and pencils needed to take notes in the class. (1 min) The students will copy down the pictures of the three dimensional shapes that were presented on the board: cylinders, cones, spheres, pyramids, and spheres with their associated names. This should be a review from the previous unit on Surface Area. (4 min) Instruction (Through) The students will form into small groups under instruction from the teacher.(5 min) Guided Practice (Through) Students in their groups will create a diagram of the human hand (5 min). Independent Practice (Through) Students will use their hand diagrams and illustrate as many 3dimensional figures as they can that make up the human hand (20 min) Closure (summarize;

Auditory/ Visual/ Written

make meaning of the lesson)

make meaning of the lesson) The students will volunteer how they represented the different 3-dimensional shapes in their hand diagram. The students will also be able to take notes on shapes that they may here that they were not able to accomplish (15

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The teacher will ask students to volunteer how the different 3dimensional figures can be represented in the human hand (15 min)
Transfer (Beyond) (opportunities to apply the learning) The teacher will ask the students to finish and turn in their hand diagrams by the end of the class The teacher will explain to the class that we will be investgating volume of the different three dimensional figures and will explain to the students what volume is: When working with volume in three dimensional figures, the volume is how much space that is inside the figures. (5 min) INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group The lowest level English Learner in this class is an overall 3 on the CELDT. There are only 2-3 ELL students that have an overall 3 on the CELDT. Most English Language Learners in this class are low (score 2 on the CELDT) in reading and listening. You will need to make sure to be careful when given oral instructions to the class. Make sure to explain any complex word in an easier manner. (For example, 3-dimensional, prism, cylinder, cone, sphere, pyramid, etc.) You may need to repeat directions as necessary. It will be helpful to write any information down on the whiteboard or docu-cam for students to see that is being given for notes or that is volunteered by other students. Students that need differentiation are as follows: Israel (low in reading and writing) Elena (Early Intermediate on the CELDT)

min)
Transfer (Beyond) (opportunities to apply the learning) The students will finish their hand diagrams and turn them in to the teacher at the end of the class. The students will also take notes on the definition of volume if they see fit. (5 min)

INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively There are two students with special needs that need differentiation: Amirah: (As taken from her 504 plan): This student is diagnosed with ADHD. This student is not working to full potential with a lack of homework and class work completion. This student also struggles with attendance. Student is required to have: 1. Short breaks between work (10-15 min) 2. The student must sit near the teacher 3. The teacher must cue the student to stay on task This student is a visual learner that benefits from one-on-one instruction. Alex: th This student is a sophomore with a 7 grade reading level. He was diagnosed in the second grade with specific learning disabilities. Alex has trouble with developing the appropriate relationships between sound, symbols, and words. He has struggled in developing his literacy skills. He also has asthma and he has and

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inhaler that he needs to have with him at all times in case he has an asthma attack. This student is very self-isolating and does not like to readily join in group conversations or assignments. DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above Please refer to the differentiation strategies listed previously in this unit for Amirah and Alex. REFLECTION:

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS choose area(s) as necessary based on information above Please refer to the differentiation strategies listed previously in this unit for Elena and Israel. RESOURCES (Attach materials needed to implement the lesson e.g., power point presentation, text, graphic organizer) Teacher will need to draw out or find pictures online of the following 3-dimensional shapes: cylinders, spheres, prisms, pyramids, and cones. Pre-printed pictures of these shapes will be needed for the students that require differentiation. The students will need paper and pencils/pens to complete their notes and diagrams in the class.

Lesson has not yet been taught.

DAY 2: THROUGH
SINGLE SUBJECT DAILY LESSON DESIGN FORMAT FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites.google.com/site/lessondesignresources/home

Volume of Cylinders CA CONTENT STANDARD(S) ADDRESSED Common Core: G. GMD.2

Geometry B, (Week 3-4 of a 4 week unit on shapes) CA ELD STANDARD(S) ADDRESSED

10/31/2013

Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.

A. Interpretive: 5. Listening actively to spoken English in a range of social and academic contexts. C. Productive: 11. Justifying own arguments and evaluating others arguments in writing. Expanding #3: Supporting opinions and persuading others

BIG IDEA ADDRESSED (Enduring Understanding: WHY this material is important; how it fits in with the unit or theme) Cylinders are one of the 3-dimensional figures that students will need to learn about in order to compare and contrast the different volume formulas of 3-dimensional figures.

ESSENTIAL QUESTIONS ADDRESSED Empathy: How do the volumes of different three dimensional figures relate to one another? Self-Knowledge: What are important rules or procedures that you should be aware of when trying to find the volume of different three dimensional figures? Explanation: Justify the methods of finding the volumes of different three dimensional figures. How can you find the volume of a cylinder?

OBJECTIVE(S) OR LEARNING GOAL(S)choose type(s) as appropriate After going over the volume formula for a cylinder through direct instruction (cognitive-language), students will be able to find the volume of various sizes of cylinders (psychomotor- affective).

ASSESSMENT(S)choose type(s) as appropriate Students will take notes on the method of finding the volume of cylinders. (diagnostic) The teacher will be visually checking the notes of students to ensure

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that they are complete. (formative) Students will start working on a worksheet with their peers that involves applying what they have learned about finding the volume of cylinders. The students will turn in their worksheets at the end of the period or at the beginning of the period the next day (summative)

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions)
This activity may be difficult for the English Learner because the vocabulary is more complex and they may not have the knowledge to complete their worksheet in class. (product) This activity may be difficult for the student with self-isolating practices because students will be asked to work in groups to help gain assistance. If the student with self-isolating practices is struggling, they may have difficulty in completing the worksheet because they will not ask their group members for help. (process)

INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES

Anticipatory Set (Into) The teacher will ask the students to get out a sheet of paper and pencil to take notes. The teacher will display a picture of a cylinder for the class to see on the whiteboard or the docu-cam. (1 min) Instruction (Through) The teacher will ask the students to look at the picture of the cylinder. The teacher will go over the steps for finding the volume of a cylinder: When looking at a cylinder, you first need to identify the base of the cylinder. The teacher will point to the base of the cylinder and inform students that the base of a cylinder is a circle. The teacher will tell students that the next step in finding the volume of a cylinder is finding the area of the base: The next step in finding the volume of a cylinder is the finding the area of the base. The base is a circle,

Visual/ Auditory/ Written

Anticipatory Set (Into) The students will get out a sheet of paper and pen/pencil to take notes.(1 min) Instruction (Through) The students will listen and take notes while the teacher is giving instruction. (14 min) Guided Practice (Through) The students will form into groups that are assigned by the teacher. (5 min) Independent Practice (Through) The students will work on the worksheet with their group members. (30 min) Closure (summarize;

Visual/ Auditory/ Written

make meaning of the lesson)

The students will turn in their worksheets to the teacher or put away their worksheets to take home and finish. (1 min)

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so we must find the area of a circle by using . This is a review of the unit on polygons that we have already covered in class. The last step in finding the volume of cylinders is multiplying the area of the base by the height. The function for finding the volume of the cylinder is therefore The teacher will go over several examples of different cylinders and find the volume of each for students as a reference: 1. Cylinder with a base that has a radius of 5 and a height of 10. 2. Cylinder with a base that has a radius of 10 and a height of 20. (14 min)

Transfer (Beyond) (opportunities to apply the learning) The students will listen to the teacher as she gives a preview of what is going on the next day in class and will write a reminder if needed to check online for the correct answers to their worksheets. (4 min)

Guided Practice (Through) The teacher will tell the students that they will be applying what they have learned in class to complete a worksheet that involves the volume of cylinders. The teacher will tell the students that they will be working in groups to complete the worksheet. The teacher will pre-assign groups to ensure that students who need differentiation are incorporated (5 min) Independent Practice (Through) The teacher will pass out the worksheet to each student and will tell the students that they have the next 30 minutes in class to complete the worksheet with their group members. (30 min)

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Closure (summarize;

make meaning of the lesson)

The teacher will ask the students to turn in their completed worksheets. The teacher will let the students know that they can take the worksheet home to finish and turn in tomorrow at the beginning of the period if they need more time. (1 min) Transfer (Beyond) (opportunities to apply the learning) The teacher will inform the students that they will be going over how to solve the volume for a pyramid tomorrow. The teacher will also inform students that correct answers for their completed worksheets will be posted online for students to check their work after all of the worksheets are turned in tomorrow. (4 min) INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group The lowest level English Learner in this class is an overall 3 on the CELDT. There are only 2-3 ELL students that have an overall 3 on the CELDT. Most English Language Learners in this class are low (score 2 on the CELDT) in reading and listening. You will need to make sure to be careful when given oral instructions to the class. Make sure to explain any complex word in an easier manner. (For example, volume of a cylinder.) You may need to repeat directions as necessary. It will be helpful to write any information down on the whiteboard or docu-cam for students to see that is being given for notes or that is volunteered by other students. Students that need differentiation are as follows: Israel (low in reading and writing) Elena (Early Intermediate on the CELDT) INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively There are two students with special needs that need differentiation: Amirah: (As taken from her 504 plan): This student is diagnosed with ADHD. This student is not working to full potential with a lack of homework and class work completion. This student also struggles with attendance. Student is required to have: 1. Short breaks between work (10-15 min) 2. The student must sit near the teacher 3. The teacher must cue the student to stay on task This student is a visual learner that benefits from one-on-one instruction. Alex: th This student is a sophomore with a 7 grade reading level. He was diagnosed in the second grade with specific learning disabilities. Alex has trouble with developing the appropriate relationships between sound, symbols, and words. He has struggled in developing his literacy skills. He also has asthma and he has and inhaler that he needs to have with him at all times in case he has an asthma attack. DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above Please refer to the differentiation strategies listed earlier in the unit plan for Alex and Amirah.

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS choose area(s) as necessary based on information above Please refer to the differentiation strategies listed earlier in the unit plan for Israel and Elena.

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RESOURCES (Attach materials needed to implement the lesson e.g., power point presentation, text, graphic organizer) Pre-printed notes that are specified in this lesson plan of the volume of cylinders will be needed for my students that need differentiation. A typed of worksheet of the prompts listed in the materials section of the unit will need to be printed and provided to students in class. The students will need paper and pencils/pens to complete their notes and worksheet in the class.

REFLECTION: Lesson has not yet been taught.

DAY 3: THROUGH
SINGLE SUBJECT DAILY LESSON DESIGN FORMAT FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites.google.com/site/lessondesignresources/home

Volume of Pyramids CA CONTENT STANDARD(S) ADDRESSED Common Core: G. GMD.2

Geometry B, (Week 3-4 of a 4 week unit on shapes) CA ELD STANDARD(S) ADDRESSED

11/1/2013

Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.

A. Interpretive: 5. Listening actively to spoken English in a range of social and academic contexts. C. Productive: 11. Justifying own arguments and evaluating others arguments in writing. Expanding #3: Supporting opinions and persuading others

BIG IDEA ADDRESSED (Enduring Understanding: WHY this material is important; how it fits in with the unit or theme) Pyramids are another one of the 3-dimensional figures that students will need to learn about in order to compare and contrast the different volume formulas of 3-dimensional figures.

ESSENTIAL QUESTIONS ADDRESSED Empathy: How do the volumes of different three dimensional figures relate to one another? Self-Knowledge: What are important rules or procedures that you should be aware of when trying to find the volume of different three dimensional figures? Explanation: Justify the methods of finding the volumes of different three dimensional figures. How can you find the volume of a pyramid?

OBJECTIVE(S) OR LEARNING GOAL(S)choose type(s) as appropriate After going over the volume of a pyramid through direct instruction (cognitive-language), students will be able to find the volume of varying sizes and forms of pyramids (psychomotor-affective)

ASSESSMENT(S)choose type(s) as appropriate Students will take notes on the method of finding the volume of pyramids. (diagnostic) The teacher will be visually checking the notes of students to ensure that they are complete. (formative) Students will start working on a worksheet with their peers that involves applying what they have learned about finding the volume of pyramids. Students will turn in their completed worksheets at the end of the period or at the beginning of the period the next day. (summative)

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PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions)
This activity may be difficult for the English Learner because the vocabulary is more complex and they may not have the knowledge to complete their worksheet in class. (product) This activity may be difficult for the student with self-isolating practices because students will be assigned to work in groups to help gain assistance. If the student with self-isolating practices is struggling, they may have difficulty in completing the worksheet because they will not ask their group members for help. (process)

INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES

Anticipatory Set (Into) The teacher will ask the students to get out a sheet of paper and pencil to take notes. The teacher will display a picture of a pyramid for the class to see on the whiteboard or the docu-cam. (1 min) Instruction (Through) The teacher will ask the students to look at the picture of the pyramid. The teacher will go over the steps for finding the volume of a pyramid: 1. When looking at a pyramid, it is also very important to identify the base of the pyramid, just like we did with the cylinder. It is important to note that the pyramid only has one base, as opposed to the cylinder which as two bases. 2. The next step is again finding the area of the base. It is important to note that the base of a pyramid can include any polygon that we previously went over the past two weeks. The base of a polygon can be a triangle, square, rectangle, quadrilateral, or any other polygon. It is important to review the areas of the polygons we went over previously in class to help find the volume of the pyramid.

Visual/ Auditory/ Written

Anticipatory Set (Into) The students will get out a sheet of paper and pen/pencil to take notes. (1 min) Instruction (Through) The students will listen and take notes while the teacher is giving instruction. (24 min) Guided Practice (Through) The students will form into groups that are assigned by the teacher. (5 min) Independent Practice (Through) The students will work on the worksheet with their group members. (20 min) Closure (summarize;

Visual/ Auditory/ Written

make meaning of the lesson)

The students will turn in their worksheets to the teacher or put away their worksheets to take home and finish. (1 min) Transfer (Beyond) (opportunities to apply the learning) The students will listen to the teacher as she gives a preview of what is going on the next day in class and will write a reminder if needed to check online for the correct answers to their worksheets. (4 min)

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3. Once you have found the area of the base, you need to multiply that to the height of the pyramid. 4. The last step in finding the volume is to divide the total value by 3. The formula looks like this: V=(1/3)Bh The capital B means the area of the base of the pyramid. It is important to find the area of the base before you can solve for the volume of a pyramid. The teacher will go over several pyramids with different bases as an example: 1. A pyramid with a base of a triangle 2. A pyramid with a base of a rectangle 3. A pyramid with a base of a regular hexagon 4. A pyramid with a base of a square 5. A pyramid with a base of a trapezoid The teacher will remind students to look at their notes that they completed regarding the areas of polygons that we covered in an earlier unit. The teacher will also allow the students to look in the textbooks for reference on shapes as well. (24 min) Guided Practice (Through) The teacher will tell the students that they will be applying what they have learned in class to complete a worksheet that involves the volume of cylinders. The teacher will tell the students that they will be working in groups to complete the worksheet. The teacher will pre-assign groups to ensure that students who need

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differentiation are incorporated (5 min) Independent Practice (Through) The teacher will pass out the worksheet to each student and will tell the students that they have the next 20 minutes in class to complete the worksheet with their group members. (20 min) Closure (summarize;

make meaning of the lesson)

The teacher will ask the students to turn in their completed worksheets. The teacher will let the students know that they can take the worksheet home to finish and turn in tomorrow at the beginning of the period if they need more time. (1 min) Transfer (Beyond) (opportunities to apply the learning) The teacher will inform the students that they will be going over how to solve the volume for a cone tomorrow. The teacher will also inform students that correct answers for their completed worksheets will be posted online for students to check their work after all of the worksheets are turned in tomorrow. (4 min) INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group The lowest level English Learner in this class is an overall 3 on the CELDT. There are only 2-3 ELL students that have an overall 3 on the CELDT. Most English Language Learners in this class are low (score 2 on the CELDT) in reading and listening. You will need to make sure to be careful when given oral instructions to the class. Make sure to explain any complex word in an easier manner. (For example, volume of a pyramid.) You may need to repeat directions as necessary. It will be helpful to write any information down on the whiteboard or docu-cam for students to see that is being given for notes or that is volunteered by other students. Students that need differentiation are as follows: INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively There are two students with special needs that need differentiation: Amirah: (As taken from her 504 plan): This student is diagnosed with ADHD. This student is not working to full potential with a lack of homework and class work completion. This student also struggles with attendance. Student is required to have: 1. Short breaks between work (10-15 min) 2. The student must sit near the teacher 3. The teacher must cue the student to stay on task This student is a visual learner that benefits from one-on-one instruction.

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Israel (low in reading and writing) Elena (Early Intermediate on the CELDT)

Alex: th This student is a sophomore with a 7 grade reading level. He was diagnosed in the second grade with specific learning disabilities. Alex has trouble with developing the appropriate relationships between sound, symbols, and words. He has struggled in developing his literacy skills. He also has asthma and he has and inhaler that he needs to have with him at all times in case he has an asthma attack. DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS Please refer to the differentiation strategies listed earlier in the unit plan for Alex and Amirah. REFLECTION This lesson has not been taught yet.

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS Please refer to the differentiation strategies listed earlier in the unit plan for Elena and Israel RESOURCES (Attach materials needed to implement the lesson e.g., power point presentation, text, graphic organizer) Pre-printed notes of the volume of pyramids that are specified in this lesson plan will be needed for my students that need differentiation. A pre-printed worksheet of the prompts listed in the material section of the unit under the volume of pyramids will need to be typed and printed out for students in the class. The students will need paper and pencils/pens to complete their notes and worksheet in the class.

DAY 4: THROUGH
SINGLE SUBJECT DAILY LESSON DESIGN FORMAT FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites.google.com/site/lessondesignresources/home

Volume of Cones CA CONTENT STANDARD(S) ADDRESSED Common Core: G. GMD.2

Geometry B, (Week 3-4 of a 4 week unit on shapes) CA ELD STANDARD(S) ADDRESSED

11/4/2013

Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.

A. Interpretive: 5. Listening actively to spoken English in a range of social and academic contexts. C. Productive: 11. Justifying own arguments and evaluating others arguments in writing. Expanding #3: Supporting opinions and persuading others

BIG IDEA ADDRESSED (Enduring Understanding: WHY this material is important; how it fits in with the unit or theme) Cones are another one of the 3-dimensional figures that students will need to learn about in order to compare and contrast the different volume formulas of 3-dimensional figures.

ESSENTIAL QUESTIONS ADDRESSED Empathy: How do the volumes of different three dimensional figures relate to one another? Self-Knowledge: What are important rules or procedures that you should be aware of when trying to find the volume of different three dimensional figures? Explanation: Justify the methods of finding the volumes of different three dimensional figures. How can you find the volume of a cone?

OBJECTIVE(S) OR LEARNING GOAL(S)choose type(s) as appropriate After going over the volume of a cone through direct instruction

ASSESSMENT(S)choose type(s) as appropriate Students will take notes on the method of finding the volume of

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(cognitive-language), students will be able to find the volume of various sizes of cones (psychomotor- affective)

cones. (diagnostic) The teacher will be visually checking the notes of students to ensure that they are complete. (formative) Students will start working on a worksheet with their peers that involves applying what they have learned about finding the volume of cones. The students will be turning in their worksheet at the end of the period or at the beginning of the period the next day. (summative)

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions)
This activity may be difficult for the English Learner because the vocabulary is more complex and they may not have the knowledge to complete their worksheet in class. (product) This activity may be difficult for the student with self-isolating practices because students will be assigned to work in groups to help gain assistance. If the student with self-isolating practices is struggling, they may have difficulty in completing the worksheet because they will not ask their group members for help. (process)

INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES

Anticipatory Set (Into) The teacher will ask the students to get out a sheet of paper and pencil to take notes. The teacher will display a picture of a cone for the class to see on the whiteboard or the docucam. (1 min) The teacher will tell students that pyramids can have every single shape as a base with the exception of a circle because a pyramid is composed of a polygon base with triangles creating the peak. When a pyramid has a base that it a circle, it becomes a cone. (4 min) Instruction (Through) The teacher will ask the students to look at the picture of the cone. The teacher will go over the instructions and formula for finding the volume of a cone: When we went over the method for finding the volume of the pyramid yesterday, the function was V=(1/3)(B)(h). B again represented the area of our

Visual/ Auditory/ Written

Anticipatory Set (Into) The students will get out a sheet of paper and pen/pencil to take notes. (1 min) The students will listen and write down the differences between pyramids and cones (4 min) Instruction (Through) The students will listen and take notes while the teacher is giving instruction. (20 min) Guided Practice (Through) The students will form into groups that are assigned by the teacher. (5 min) Independent Practice (Through) The students will work on the worksheet with their group members. (20 min) Closure (summarize;

Visual/ Auditory/ Written

make meaning of the lesson)

The students will turn in their worksheets to the

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base. As discussed earlier in class, the only difference between a cone and a pyramid is that a cone has a circle for a base. Because of this, the formula for finding the volume of a cone is similar to finding the volume of a pyramid: V= (1/3)(B)(h). Because our base is a circle, the area of our base is thus . The teacher will go over several examples of cones and finding the volume for students to see: 1. The volume of a cone with a height of 6 and a radius of 5 2. The volume of a cone with a height of 10 and a radius of 2. (20 min) Guided Practice (Through) The teacher will tell the students that they will be applying what they have learned in class to complete a worksheet that involves the volume of cylinders. The teacher will tell the students that they will be working in groups to complete the worksheet. The teacher will pre-assign groups to ensure that students who need differentiation are incorporated (5 min) Independent Practice (Through) The teacher will pass out the worksheet to each student and will tell the students that they have the next 20 minutes in class to complete the worksheet with their group members. (20 min) Closure (summarize;

teacher or put away their worksheets to take home and finish. (1 min) Transfer (Beyond) (opportunities to apply the learning) The students will listen to the teacher as she gives a preview of what is going on the next day in class and will write a reminder if needed to check online for the correct answers to their worksheets. (4 min)

make meaning of the lesson)

The teacher will ask the

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students to turn in their completed worksheets. The teacher will let the students know that they can take the worksheet home to finish and turn in tomorrow at the beginning of the period if they need more time. (1 min) Transfer (Beyond) (opportunities to apply the learning) The teacher will inform the students that they will be going over how to solve the volume for a sphere tomorrow. The teacher will also inform students that correct answers for their completed worksheets will be posted online for students to check their work after all of the worksheets are turned in tomorrow. (4 min)

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group The lowest level English Learner in this class is an overall 3 on the CELDT. There are only 2-3 ELL students that have an overall 3 on the CELDT. Most English Language Learners in this class are low (score 2 on the CELDT) in reading and listening. You will need to make sure to be careful when given oral instructions to the class. Make sure to explain any complex word in an easier manner. (For example, volume of a cone.) You may need to repeat directions as necessary. It will be helpful to write any information down on the whiteboard or docu-cam for students to see that is being given for notes or that is volunteered by other students. Students that need differentiation are as follows: Israel (low in reading and writing) Elena (Early Intermediate on the CELDT)

INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively There are two students with special needs that need differentiation: Amirah: (As taken from her 504 plan): This student is diagnosed with ADHD. This student is not working to full potential with a lack of homework and class work completion. This student also struggles with attendance. Student is required to have: 1. Short breaks between work (10-15 min) 2. The student must sit near the teacher 3. The teacher must cue the student to stay on task This student is a visual learner that benefits from one-on-one instruction. Alex: th This student is a sophomore with a 7 grade reading level. He was diagnosed in the second grade with specific learning disabilities. Alex has trouble with developing the appropriate relationships between sound, symbols, and words. He has struggled in developing his literacy skills. He also has asthma and he has and inhaler that he needs to have with him at all times in case he has an asthma attack. DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above Please see the differentiation strategies mentioned previously in this unit for Alex and Amirah.

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS choose area(s) as necessary based on information above Please see the differentiation strategies mentioned previously in this unit for Israel and Elena.

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RESOURCES (Attach materials needed to implement the lesson e.g., power point presentation, text, graphic organizer) Pre-printed notes of the volume of cones that are specified in this lesson plan will be needed for my students that need differentiation.

REFLECTION

This lesson has not been taught yet.

A typed and printed worksheet including the prompts for the volume of cones that are specified in the materials section of this unit will be needed for every student. The students will need paper and pencils/pens to complete their notes and worksheet in the class.

DAY 5: THROUGH
SINGLE SUBJECT DAILY LESSON DESIGN FORMAT FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites.google.com/site/lessondesignresources/home

Volume of Spheres CA CONTENT STANDARD(S) ADDRESSED Common Core: G. GMD.2

Geometry B, (Week 3-4 of a 4 week unit on shapes) CA ELD STANDARD(S) ADDRESSED

11/5/2013

Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.

A. Interpretive: 5. Listening actively to spoken English in a range of social and academic contexts. C. Productive: 11. Justifying own arguments and evaluating others arguments in writing. Expanding #3: Supporting opinions and persuading others

BIG IDEA ADDRESSED (Enduring Understanding: WHY this material is important; how it fits in with the unit or theme) Spheres are another one of the 3-dimensional figures that students will need to learn about in order to compare and contrast the different volume formulas of 3-dimensional figures.

ESSENTIAL QUESTIONS ADDRESSED Empathy: How do the volumes of different three dimensional figures relate to one another? Self-Knowledge: What are important rules or procedures that you should be aware of when trying to find the volume of different three dimensional figures? Explanation: Justify the methods of finding the volumes of different three dimensional figures. How can you find the volume of a sphere?

OBJECTIVE(S) OR LEARNING GOAL(S)choose type(s) as appropriate After going over the volume of a sphere through direct instruction (cognitive-language), students will be able to find the volume of various sizes of spheres (psychomotor-affective).

ASSESSMENT(S)choose type(s) as appropriate Students will take notes on the method of finding the volume of spheres. (diagnostic) The teacher will visually check the notes of students in the class to make sure that they are complete. (formative) Students will start working on a worksheet with their peers that involves applying what they have learned about finding the volume of cones. Students will turn in their worksheets at the end of the period or at the beginning of the period the next day. (summative)

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PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions)
This activity may be difficult for the English Learner because the vocabulary is more complex and they may not have the knowledge to complete their worksheet in class. (product) This activity may be difficult for the student with self-isolating practices because students will be assigned to work in groups to help gain assistance. If the student with self-isolating practices is struggling, they may have difficulty in completing the worksheet because they will not ask their group members for help. (process)

INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES

Anticipatory Set (Into) The teacher will ask the students to get out a sheet of paper and pencil to take notes. The teacher will display a picture of a sphere for the class to see on the whiteboard or the docu-cam. (1 min) Instruction (Through) The teacher will ask students to look at the picture of the sphere and go over the method to finding the volume of a sphere: Spheres are basically 3dimensional circles. The volume of a sphere involves the area formula for a circle, with the exception that the exponent will now be to the third power as opposed to the second power. This is because we are now working with a 3dimensional circular shape, as opposed to a 2dimensional circle. In order to find the volume of a sphere, the formula is: V= (4/3) The teacher will then go over finding the volume of a couple spheres for students to gain a better understanding: 1. Volume of a sphere with a radius of 5. 2. Volume of a sphere with

Visual/ Auditory/ Written

Anticipatory Set (Into) The students will get out a sheet of paper and pen/pencil to take notes. (1 min) Instruction (Through) The students will listen and take notes while the teacher is giving instruction. (20 min) Guided Practice (Through) The students will form into groups that are assigned by the teacher. (5 min) Independent Practice (Through) The students will work on the worksheet with their group members. (20 min) Closure (summarize;

Visual/ Auditory/ Written

make meaning of the lesson)

The students will turn in their worksheets to the teacher or put away their worksheets to take home and finish. (1 min) Transfer (Beyond) (opportunities to apply the learning) The students will listen to the teacher as she gives a preview of what is going on the next day in class and will write a reminder if needed to check online for the correct answers to their worksheets. (8 min)

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a radius of 2. 3. Volume of a sphere with a radius of 6. (20 minutes)

Guided Practice (Through) The teacher will tell the students that they will be applying what they have learned in class to complete a worksheet that involves the volume of cylinders. The teacher will tell the students that they will be working in groups to complete the worksheet. The teacher will pre-assign groups to ensure that students who need differentiation are incorporated (5 min) Independent Practice (Through) The teacher will pass out the worksheet to each student and will tell the students that they have the next 20 minutes in class to complete the worksheet with their group members. (20 min) Closure (summarize;

make meaning of the lesson)

The teacher will ask the students to turn in their completed worksheets. The teacher will let the students know that they can take the worksheet home to finish and turn in tomorrow at the beginning of the period if they need more time. (1 min) Transfer (Beyond) (opportunities to apply the learning) The teacher will inform the students that they will be going over how to solve the volume for a prism tomorrow. The teacher will also inform students that

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correct answers for their completed worksheets will be posted online for students to check their work after all of the worksheets are turned in tomorrow. (8 min)

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group The lowest level English Learner in this class is an overall 3 on the CELDT. There are only 2-3 ELL students that have an overall 3 on the CELDT. Most English Language Learners in this class are low (score 2 on the CELDT) in reading and listening. You will need to make sure to be careful when given oral instructions to the class. Make sure to explain any complex word in an easier manner. (For example, volume of a sphere.) You may need to repeat directions as necessary. It will be helpful to write any information down on the whiteboard or docu-cam for students to see that is being given for notes or that is volunteered by other students. Students that need differentiation are as follows: Israel (low in reading and writing) Elena (Early Intermediate on the CELDT)

INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively There are two students with special needs that need differentiation: Amirah: (As taken from her 504 plan): This student is diagnosed with ADHD. This student is not working to full potential with a lack of homework and class work completion. This student also struggles with attendance. Student is required to have: 1. Short breaks between work (10-15 min) 2. The student must sit near the teacher 3. The teacher must cue the student to stay on task This student is a visual learner that benefits from one-on-one instruction. Alex: th This student is a sophomore with a 7 grade reading level. He was diagnosed in the second grade with specific learning disabilities. Alex has trouble with developing the appropriate relationships between sound, symbols, and words. He has struggled in developing his literacy skills. He also has asthma and he has and inhaler that he needs to have with him at all times in case he has an asthma attack. DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above Please refer to the differentiation strategies for my students with special needs (Alex and Amirah) that are previously mentioned in this unit.

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS choose area(s) as necessary based on information above Please refer to the differentiation strategies for my English Language Learners (Israel and Elena) that are previously mentioned in this unit.

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RESOURCES (Attach materials needed to implement the lesson e.g., power point presentation, text, graphic organizer) Pre-printed notes of the volume of spheres that are specified in this lesson plan will be needed for my students that need differentiation. A typed and printed worksheet detailing the prompts for the volume of spheres will be needed for every student. The prompts are specified in the materials section of the unit plan. The students will need paper and pencils/pens to complete their notes and worksheet in the class.

REFLECTION

This lesson has not yet been taught.

DAY 6: THROUGH This lesson has the same format as the lessons from day 2- day 5. The only thing that is different is that students will be taking notes on the procedures for finding the volume of prisms. The teacher will instruct the students on how to find the volume of prisms: A prism is the last 3-dimensional shape that we have not covered in class. In order to find the volume for a prism, you need to find the area of the base and multiply it to the height of the prism: V=Bh. B again represents the area of the base. With prisms, there are two bases just like cylinders. In prisms, the bases can represent any shape with the exception of a circle, just like a pyramid. The teacher will then go over examples of different types of prisms: 1. A prism with triangular bases 2. A prism with rectangular bases 3. A prism with regular hexagonal bases The students will be taking notes on the process just like they did on the other 3-dimensional figures that were presented in earlier class sessions. The students will also be completing a worksheet in pre-assigned groups. The students will be asked to turn in their completed worksheets at the end of the class or at the beginning of the period the next day if they need more time. The teacher will inform students that they will be having a quiz tomorrow of the different 3-dimensional shapes and their volumes, so students should study tonight before coming to class. The teacher will also pass out the rubric for the unit portfolio that students will be required to complete and turn in the day after the quiz. The teacher will need to look at the prompts for the volume of prisms that are written out in the materials section of this unit plan and print out the prompts as a worksheet for all of the students in the class. The teacher will also need to type up the notes regarding the volumes of prisms that are specified above for day 6. The essential questions that are addressed are the same as the questions from day 2- day 5, with the exception of the last question asking about the volume of prisms. DAY 7: CLOSURE The teacher will spend the first 15 minutes of the class answering any questions that students may have regarding the volume of the 5 different 3-dimensional figures: cones, cylinders, spheres, pyramids, and prisms. The teacher will go over the different formulas for the volume of 3-dimensional figures for review: 1. The volume for a cylinder is 2. The volume for a pyramid is V=(1/3)Bh

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3. The volume for a cone is V= (1/3) 4. The volume for a sphere is V= (4/3) 5. The volume for a prism is V=Bh

The students will have an opportunity to review for their quiz with their peers and their teacher for 15 minutes at the beginning of the class. After the 15 minutes are over, students will take a quiz for the last 40 minutes of the period.

The teacher will need to look at the materials section of this unit plan and print out the prompt for the Volume quiz for each student in the class. The essential questions that are addressed in this lesson are: Perspective: Compare the differences of finding volume in all of the different 3-dimensional figures. Self-Knowledge: What are important rules or procedures that you should be aware of when trying to find the volume of the different 3-dimensional figures? Interpretation: Illustrate the different properties of 3-dimensional figures.

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UNIT RUBRIC
Design Component & Criteria Unit Context 1 point Student Facts 2 points Approaching

20 points
Meets (Including the criteria for Approaching & Meets) & describes the length of unit, number of class periods and lengths of periods. & describe 5 individual students (2 ELL, 2 Special Ed and another student of your choice). Include the students name, label, grade level, culture, language, SES, family, affect, individual ed goals, readiness (reading, writing and subject area level), interests, & learning profile & label the strategy (lesson content, process or product) and the way it addresses the students identity and developmental needs (readiness, interest or learning profile) & articulate what essential questions you will use to frame the unit Exceeds (Including the criteria for Approaching, Meets & Exceeds) & describe where it fits within the year plan. & include information about students affects and needs for their learning environment.

Describes the subject/content area, curse, grade level & Provide information the whole class (demographics, readiness, interests, learning profile)

Differentiation 3 points

Describe the differentiation strategy(ies) for the 5 individual students

& provide how the strategy will be assessed for effectiveness and altered if needed. & label the questions based on the Six Facets of Understanding.

Unit Rationale 1 point

Standards and Objectives 1 point

Assessment 2 points

Explain the importance of unit in the students big picture of learning & describes the enduring understandings what students will know and be able to do at the end of the unit Both CA Content and ELD Standards are identified and each is addressed in an objective that contains a condition, verb, and criteria Provide an assessment for each objective and articulates

& each objective is labeled by the type (cognitive, affective, psychomotor or language) and number of the standard it addresses

& identify which of the six facets of understanding it is designed to address.

& identify the formality, purpose, implementation method and evaluation criteria.

Into 1 point

Provide an into, activity for unit

Through 2 points

Beyond 1 point

Provide a unit calendar outlining what is addressed each day (objectives, standards, student activity and assessment) Provide a beyond activity for unit

& describe in detail the steps the teacher will take to implement the into lesson and any needed materials (i.e. graphic organizer, ppt, model, rubric) & each activity is student centered with multiple opportunities for the instructor to check for understanding

& provide description of how you will communicate of expectations, selfassessment process and provide a sample of student work. & provide script for teacher and times for each activity. & provide instructional materials for each lesson plan.

Lesson Plans 4 points Materials & Resources 1 point Reflection 1 point

3-5 lesson plans are provided Describe all the materials needed to implement the lesson/unit Address all the reflection prompts about differentiation, strengths and limits of the lesson, & effectiveness of lesson Provide a copy of the rubric with the unit plan

& describe in detail the steps the teacher will take to implement the beyond activities and any needed materials (i.e. graphic organizer, ppt, model, rubric) & each lesson meets all the requirements specified in their perspective rubrics including all the instructional materials & the materials address a range of student needs and variety of interests and learning profiles & describe what you learned about yourself and your students

& provide script for teacher and times for each activity. & A full scripted Lesson is provided for each day of the week. & the materials display the candidates imagination and creativity. & identify what you would keep in mind for the next lesson.

SelfEvaluation
5 points will be deducted if not included

& highlight the criteria for each component

& provide hand written evidence for each criteria marked and identify what page for each item.

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