Hayley Cunningham

Hayley Cunningham Geometry- LAP 5 “Application of vocabulary”

I. Content: Describe what it is you will teach. What is the content?

In this lesson, students will be focused on vocabulary development and application. Students will engage in two review activities to help reinforce difficult concepts. Additionally, students will apply what they have learned into an activity focused on finding geometry in his or her name.

II. Learning Goal(s): Describe what specifically students will know and be able to do after the experience of this class.

 Students will be able to review topics, including identifying and accurately reading rays.  Students will be able apply knowledge and identify lines, rays, segments, and angles within their name.

III. Rationale: Explain how the content and learning goal(s) relate to your Curriculum Unit Plan learning goals.

The overarching goal of this unit is two fold. Students are expected to be masters of identifying lines, rays, and angles. They should be able to identify and draw them. This lesson serves to help reinforce those concepts and apply them in a personalized activity. Additionally, by the end of the unit students are expected to recognize that we can classify geometric shapes based on their properties. This lesson serves as the final opportunity for students to become masters of this content as the next lesson we will begin classifying geometric shapes.

IV. Assessment: Describe how you and your students will know they have reached your learning goals.

The main assessment today takes the form of the finding geometry in your name activity. This is low-stakes assessment. Students will enjoy finding geometry in his or her name while I will be able to filter through the room to see which topics students are comfortable and which they are struggling with. It will allow me to see if we need more practice or if we can move onto classifying shapes.

1 Hayley Cunningham Geometry- LAP 5 “Application of vocabulary” V. Personalization and equity: Describe how you will provide for individual student strengths and needs. How will you and your lesson consider the needs of each student and scaffold learning? How specifically will ELL students and students with learning disabilities gain access and be supported?

Before students delve into their activity, students will have two chances for a review of concepts. The class will begin with the kinesthetic movement activity (look at previous LAPs for explanation of how it offers support for students) and move onto a whiteboard fluency exercise. The whiteboard fluency exercise will allow me to instantly know where students are in terms of their learning. Having this instant feedback will enable me to be able to adapt my questions to support their needs. For the finding geometry in your name activity, the main form of support will come in the form of a classroom model. I will present my pre-made model of my name and project it on the board. This will give them an idea of what I am expecting. Since I have the common vowels A and E in my name, I’m hoping students will use mine in their drawings and it will help jog their memory and aid them in completing the rest of their letters. Additionally, during this activity, students will have access to large classroom anchor charts as well as the small anchor charts in their learning logs.

VI. Activity description and agenda a. Describe the activities that will help your students understand the content of your class lesson by creating an agenda with time frames for your class. Be prepared to explain why you think each activity will help students on the path toward understanding.

Main Idea Time/Location Teacher Will Student Will Materials Needed Kinesthetic 0-15 Minutes/ Remind students Participate in N/A Movement Game Rug the movements, Simon Says including the game new movements we create the previous class

Facilitate game Whiteboard 15-25 Minutes/ Ask students a Engage in Whiteboard fluency Desks variety of whiteboard Expo Marker questions either fluency drill, asking them to Ask questions,

2 Hayley Cunningham Geometry- LAP 5 “Application of vocabulary” draw or identify monitor a straight, obtuse, understanding right or acute angle Finding 25-55 Minutes Explain that Write first name Elmo geometry in your students are in capital letters Model name going to be on blank paper. Blank Paper looking for Markers geometry in their Find geometry in Rulers (if names; lines, line name and either needed) segments, rays, label or make a and angles. key to make it easier for the Show model reader to using first name. understand.

Distribute Paper

VII. List the Massachusetts Learning Standards this lesson addresses.

4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

VIII. Reflection a. In light of all areas of planning, but especially in terms of your stated purpose and learning goals, in what ways was the activity successful? How do you know? In what ways was it not successful? How might the activity be planned differently another time?

If I were to change anything about this lesson, it would have been to use my name and as a whole class try to find lines, rays, segments, and angles in it. Students struggled at first understanding what they were being asked to do despite having a model. I think by working, as a class to complete my name on the large anchor paper would have been more beneficial to my students. At desks, I noticed students were having a scatterbrain when they were looking at what they could identify. Their minds were whirling as I heard them spit things out faster than they could write. I wish I modeled my method for completing this activity: I looked for lines, line segments and rays first, then I moved onto looking for perpendicular and parallel lines, and finally I looked for right angles, then acute angles and then obtuse angles. This would have given them more structure and relieved some of the anxiety and overstimulation that was occurring.

3 Hayley Cunningham Geometry- LAP 5 “Application of vocabulary” Additionally, I would have stressed looking for angles as well. I should’ve given them whole- class practice on just identifying angles. Many students omitted angles from their work. But despite some struggles, the final products turned out great! In student sample 1, Sebastian Diaz did phenomenal. He found line segments, rays, parallel lines, right angles and acute angles. He even drew in endpoints, which allows me to recognize that he knows that they are important in deciphering the differences in lines. Sebastian also put x’s in to remind himself if something had no features, such as the curved part of the b and the s. Ezekiel (see student sample 2) also did great! He nailed all the rays he identified. He put squares to show me perpendicular and right angles. He even found acute angles in the K. Gilmary (see student sample 3) did better than expected (to be honest, I wasn’t expecting her to even complete her work). Gilmary is an unmotivated student and rarely participate in activities. It’s an ongoing problem that we’re trying to solve with Mom’s help. But Gilmary did great. She identified some lines, rays, line segments, acute angles and right angles! I was impressed with her work because during every lesson she’s either sat with her head down in refusal to participate or in the bathroom for 20 minutes. I was happy that she was able to identify some key pieces. One student who did not do well was Prince (see student sample 4). Throughout the entirety of the math unit, Prince has been rough to deal with behaviorally. He fools around and talks and completely disregards when you ask him to stop. He behavior directly correlates to the poor work he exhibited. Prior to this, Prince hadn’t handed in any classwork or homework despite being asked numerous times! This piece of work he turned in was actually completed at home because I expressed to him that his lack of participation would affect his upcoming report card grade. He brought this to me. He did identify a few right angles and an acute angle, but not enough to meet my expectation for this activity. In the end, there was a mixed result in the final products. Students who have been working hard succeeded and those who haven’t put effort in did not succeed in meeting my learning goals.

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Student Samples Student Sample 1: Sebastian Diaz

Student Sample 2: Ezekiel

Student Sample 3: Gilmary

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Student Sample 4: Prince