Student Centered Lesson Plan Mrs.

Larew Unit Number - 5 Unit Name - Geometric Elements Date 1-18-2011 to 1-21-2011

Clear Learning Goal: (What do you want the students to know and be able to do? Underline the

verb and identify the quadrant)

Monday: no school Tuesday: Students will define (A) and classify (B) congruent figures. Wednesday: Students will define (A) and classify (B) similar figures. Thursday: Students will compare and contrast (C) between congruent and similar figures. Friday: Students will differentiate (C) between congruent and similar figures for assessment. Congruent Activities: (How will you use your time (bell to bell)? Look for: bell ringer activity,

learning experience, learning check ie. Exit slip, questions at end of lesson, journal entry)
Monday: No school Tuesday: 1. Bellwork is multiplication. 2. Students will watch brainpop on figures and take review quiz. 3. We will define congruent and create figures on geoboards and index cards. Wednesday: 1. Bellwork is quick addition. 2. Students will define similar figures. 3. We will create figures on geoboards and index cards. Thursday: 1. Bellwork is quick subtraction. 2. We will review definitions before starting but by using the index cards we can compare and contrast between similar and congruent figures on the smart board. 3. We will quiz each other using the cards. Friday: 1. Bellwork is mental math problem. 2. We will popcorn question similar and congruent figures. 3. I will have index cards numbered and students will move around the room to take the test, numbering their paper and answering the question they move to. 4. As part of the test, students will have to create their own polygons (review from last week) as similar and congruent with rulers. Overt Response: (How will you know your students are learning?) M: No school T: Brainpop questioning and quiz answering. Geoboard and index creation (5 per student) W: Questioning, geoboard and index creation (5 per student) Th: Questioning, smart board work by all students, index card quiz of each other. F: Questioning, reader, test answers.

Differentiation: (How did you meet the individual needs of all students? Ie Student Choice,

RtI, Name and Claim, etc)

M: No school T: Smart board use and student choice, reader, manipulation and creation of pictures. W: Smart board use and student choice, reader, manipulation and creation of pictures. Th: Smart board use for movement, student choice and creation, repeated practice for memory. F: Movement around the room, reader, prompting and cueing. Reflection:

(What worked for you? What will you change? What impact was there?)