SINGLE SUBJECT DAILY LESSON DESIGN FORMAT FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites.google.

com/site/lessondesignresources/home

TITLE OF LESSON: Surface Area and Volume of Cylinders

CURRICULUM AREA & GRADE LEVEL Geometry: Week 4 of a 4 week unit on 3-dimensional figures. 2 55 minute periods on Cylinders. CA ELD STANDARD(S) ADDRESSED C. Productive.

DATE OF LESSON 11/05/2013-11/06/2013

CA CONTENT STANDARD(S) ADDRESSED Geometric Measurement and Dimension #3: CCSS.Math.Content.HSG-GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. Modeling with Geometry #3: CCSS.Math.Content.HSG-MG.A.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios) (retrieved from http://www.corestandards.org/Math/Content/HSG/MG)

9. Expressing information and ideas in formal oral presentations on academic topic Expanding: 9. Presenting Plan and deliver a variety of oral presentations and reports on grade appropriate topics that present evidence and facts to support ideas using growing understanding of register.

11. Justifying own arguments and evaluating others arguments in writing. Expanding 11. Justifying/arguing a) Justify opinions and positions or persuade others by making connections between ideas and articulating relevant textual evidence or background knowledge. b) Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/would).

12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas Expanding 12. Selecting language resources a) Use an increasing variety of grade appropriate general academic (e.g., fallacy, dissuade) and domainspecific (e.g., chromosome, federalism) academic words accurately and appropriately when producing increasingly complex written and spoken texts.

b) Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., The cardiac muscle works continuously.). (retrieved from http://www.cde.ca.gov/sp/el/er/documents/sbeeldstdg1112bw.pdf)

BIG IDEA ADDRESSED (Enduring Understanding: WHY this material is important; how it fits in with the unit or theme) Cylinders are an important 3-dimensional shape that is seen in the everyday world. It is important for students to see how they can apply their knowledge of 3-dimensional shapes to the real world so students can model with mathematics, an important mathematical practice. Cylinders represent one 3-dimensional shape that students will need to understand in order to be able to compare and contrast different 3-dimensional shapes.

ESSENTIAL QUESTIONS ADDRESSED How does the surface area of a cylinder and the volume relate to one another? How are they different? How do they relate to other 3dimensional shapes that you have learned about? What are important rules or procedures that you should be aware of when trying to find the surface area and volume of cylinders? Justify the methods of finding the surface area and volume of a cylinder and how they can be applied when modeling with mathematics. ASSESSMENT(S)choose type(s) as appropriate Students will take notes on the method of finding the volume and surface area of cylinders (Diagnostic) This assessment is a valuable way to assess student learning because the notes will allow students to gain comprehension of the content material. Without the notes the students will most likely not learn about the necessary content. Checking to make sure the notes are complete will help to ensure success in the classroom with the students. Students will construct possible soda can designs for Coca Cola on a worksheet applying their knowledge of volume and surface area of cylinders (formative). Allowing students to manipulate designs will be an effective way to help determine if students are learning the content material because if they cant come up with a possible design, then they have not accurately learned the content material. Students will turn in a soda design that meets all of the designers requirements with a written summary that justifies their processing and reasoning (summative). This is a valuable assessment because if students do turn in a design that meets the designers constraints they are able to appropriately apply volume and surface area of cylinders which is what the objective and content standards address. Students will turn in a written proposition letter to Coca-Cola detailing their soda can design and why it will be marketable and beneficial to their company (summative). This assessment supports the content standards for designing and applying the volume formulas for cylinders and will give the teacher concrete evidence of their thought process and procedures they used. Each student will present their design orally to the class in a collaborative classroom discussion on day 2 of the lesson (summative). This is another assessment that the teacher will be able to use to make sure that students can explain their reasoning, which will demonstrate knowledge and understanding of the content standards.

OBJECTIVE(S) OR LEARNING GOAL(S)choose type(s) as appropriate Content Objective: After introducing and going over the formulas to find the volume and surface area of cylinders (cognitive), students will be able to apply their knowledge by designing and justifying a new soda can for Coca-Cola (Language Development). This addresses both content standards for applying the volume of a cylinder (Geometric Measurement and Dimension #3) and solving design problems (Modeling With Geometry #3). Language Objective: 1. Students will be able to justify their knowledge and design in writing through a written summary and proposition letter to CocaCola (Language Development). 2. Students will be able to justify their knowledge and design orally in a collaborative classroom discussion (Language Development).

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions) The student activity may be difficult for the English Language Learner because they may not have the knowledge of the correct and necessary vocabulary to help them write their proposition letter and justify their mathematics in the summary (product). The student activity may also be difficult for the English Language Learner because they may not have the knowledge of the correct and

necessary vocabulary needed to help them orally present their design to the class in a collaborative classroom discussion (product). This activity may be difficult for the student with processing disorders because this lesson requires students to be able to process new formulas (content) and apply those formulas to model with mathematics in designing a soda can (product).

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 hand out the worksheet for students entitled Cylinder Project. The teacher will ask the students: What shapes form a cylinder? Can you find the area of each shape? The teacher will ask students to raise their hand and volunteer. (5 min) Instruction (Through) The teacher will summarize the shapes that make up a cylinder: A cylinder is created from two circles and a rectangle. The area of a circle can be 2 calculated using (r) while the area of a rectangle can be calculate using length multiplied by width. When working with the area of circles the r stands for radius, which is the distance from the center of the circle to the outside edge of the circle. (The teacher will make sure to draw and write out the notes on the docu-cam including drawing a cylinder, and the shapes that create the cylinder: rectangle and two circles. The teacher will make sure to point to the length and width of the rectangle and label them accordingly for the students. The teacher will also make sure to draw and label the radius of the circles for the students as well. ) The teacher will explain to the class that in order to calculate surface area, all you need to do is calculate the area of the shapes that create the cylinder (the

Tactile/ Auditory

Asking students what they already know about a topic that will be covered in class can help to gauge needed instruction from the teacher. It can also help to spark curiosity.

Anticipatory Set (Into) The students will receive a worksheet from the teacher entitled Cylinder Project The students will vocally volunteer answers to the teachers questions. (5 min)

Tactile/ Auditory

Giving students the option to tell what they know gives them the ability to do instead of just listening. Some students love to talk and this will give them an outlet to talk that is permitted in the classroom. Collaborative discussions can also help to build community in the classroom. Students will have multiple methods to learn the material through visual or oral presentations and they will be able to practice their learning by writing it down in their notes. Some students learn best through writing.

Auditory/ Visual/ Written

Presenting the information to students that will allow them to utilize their auditory learning style (by hearing you present) and visual learning style (by seeing what you present) will provide them with multiple opportunities to understand the learning material. Many students also benefit from direct instruction in the classroom.

Instruction (Through) The students will listen to the teacher present the notes for finding the volume and surface area of a cylinder. The students will write down the notes as the teacher orally presents them or copy them down from the whiteboard or docu-cam. (25 min) Guided Practice (Through) The students will work on their assignment with the help from their peers sitting at their tables or the teacher. (20 min)

Auditory/ Visual/ Written

Auditory/ Visual/ Tactile/ Written

Students are able to apply what they have learned through practicing on their own. The students will be able to get one-on-one help from the teacher if they are struggling or ask their peers for help that are sitting at their table. Students will be able to take what they learned through the direct instruction and guided practice by working with their peers and have another opportunity to apply their learning through doing. The students will need to

Independent Practice (Through) ( The independent practice will be after the closure activity) The students will finish their assignment at home or come by during breaks, lunch, or after school to get assistance from the teacher if needed.

Tactile

rectangle and two circles) and add them together. The teacher will also define surface area and write it on the whiteboard for students to visually see: Surface Area is the total area of the outside shapes that create the 3dimensional figure. For a cylinder this includes two congruent (equal) circles and a rectangle. The teacher will remind the students of the shapes that create a prism, which was a previous 3-dimensional shape covered in recent prior class sessions. The teacher will go over the process of finding the base length of the rectangle: The base length of the rectangle represents the length that wraps around the perimeter of the circle. In order to find the perimeter of a circle, we use a term called circumference which means the perimeter of a circle. In order to calculate circumference we use the formula 2r The teacher will write and define circumference on the whiteboard for the students. The teacher will go over the function for finding the surface area of a cylinder to offer a different perspective other than adding up the areas of the shapes that create the cylinder: In order to solve for the surface area of a cylinder, we simply use the formula: 2(r )+2(r)h Where h stands for the height of the cylinder and the r stands for the radius of the circular bases, which are congruent, or equal to one another The teacher will make sure to write the notes that are orally presented on the docu-cam for the students. The teacher will then go over finding volume in a cylinder: When finding the volume
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(There is no definite time frame for this portion of the lesson because students will be completing most of this outside of the classroom and at home) START OF DAY 2: The students will finish their projects individually and prepare for their oral presentation for the collaborative group discussion. The students will make sure to highlight the dimensions of their design, why it fits the constraints, and pick the most valuable reason from their proposition letter that explains why their design will be beneficial to the company (20 min) Closure (summarize; make Auditory/ Tactile/ Intraperson al

work on their own and this will be a good test to see if the students understand the material. It will be beneficial for the students to make sure that they can apply what they have learned to their own critical thinking. This will also help to target certain concepts or topic that a student may be struggling with.

meaning of the lesson)

The students will write down a reminder in their notes that they will need to be prepared to present their design orally in a classroom discussion tomorrow in class. The students will volunteer vocally in a classroom discussion in comparing prisms to cylinders and write down what they feel is important if they need to. (5 min) (end of day 1) Transfer (Beyond) (opportunities to apply the learning) END OF DAY 2: The students will sit in a seat that the teacher prearranged for the collaborative classroom discussion. The students will prepare their design and their presentation summary. Each student will present their design to the classroom from their seats in the circle. (30 min) The students will answer

The students will be able to express themselves through speaking with their classmates in a comfortable classroom collaborative environment. The students will also be able to learn from one another from different vocal contributions that are made.

Visual/ Tactile/ Auditory

The students will be able to express themselves with their design to the class. They will be able to demonstrate and show what they have learned in the class over the past two days. They will be able to continue to get to know one another in the classroom. They also will continue to develop a sense of comfort and safety in the classroom.

of 3-dimensional shapes, including cylinders, we are looking for the amount of space that if contained within our figure. Volume can be used for measuring how much air or water can fit inside a particular 3dimensional figure. The teacher will remind students of calculating volume in a prism, which was again covered in a recent prior class session. The teacher will go over the process for calculating volume: When calculating the volume of a cylinder, we need to see how many circular levels create the figure. We will be using circles for cylinders because the bases of the cylinders are circles, and if we were to cut our cylinder into congruent smaller pieces we would cut our cylinder into circular pieces that are parallel to the base The teacher will illustrate this on the docu-cam by drawing a cylinder and cutting different pieces into the cylinder that represent congruent smaller pieces that are parallel to the circular bases. The teacher will then explain: The height of each piece or level would represent a unit of 1, so the number that the height represents will be the number of levels that the cylinder contains. For example, a cylinder has a base with a radius of 5 and a height of 2. The area of one level, which is the circular base, is 25. I would be able to see that there are 2 levels with an area of 25, so I can conclude that the amount of space or volume of my figure is 50. The teacher will go over the actual formula for finding the volume of a cylinder to the class to provide a different perspective: Therefore, the actual

the question vocally presented by the teacher in a collaborative classroom discussion. The students will take turns presenting their feelings towards the assignment. (5 min)

formula for finding the volume of a cylinder is the area of the base multiplied by the height of the cylinder, which can be written as: (r )h Where h represents the height of the cylinder and r represents the radius of the base of the cylinder. (25 min) Guided Practice (Through) The teacher will instruct the students to look at their worksheet and start working on it. The teacher will tell the students that they can collaborate with their group members but they should all have different designs. The teacher will facilitate small groups around the classroom and work with students individually who are struggling with the topics. The teacher will make sure to individually check in with the students who need differentiation. The teacher will ask guiding questions such as: Given that you have a total amount of surface area that you can use, how can you use what we have learned in class to help you work backwards to find appropriate dimensions? Given that you have a total volume that you can use, how can you use what we have learned in class to help you work backwards to find appropriate dimensions? How can you prove that your dimensions work? What can you use to show that the dimensions work? (20 min) Independent Practice (Through) (The closure portion of this activity will be right after the guided practice. The independent practice will be after the closure activity) The teacher will remind students that they need to Tactile The teacher will be able to hold the student accountable for developing their own critical thinking skills and the teacher will be able to see what each student specifically needs help with or if they need help with Tacticle/ Auditory/ Visual/ Written Many students in the classroom including the students who need differentiation benefit really well from one-on-one instruction. Allowing students to work on their own or with their group members will give the teacher the opportunity to work one-on-one with students that are struggling with the topic.
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complete their project on their own at home or they can come by during breaks, lunch, or after school to get more assistance from the teacher. (There is no definite time frame for this portion of the lesson because students will be completing most of this outside of the classroom and at home) START OF DAY 2: The teacher will inform the students after coming into class that they will have 20 minutes to finish their projects and prepare their oral presentation. The teacher will inform the students that their oral presentation will be no more than 2-3 minutes to ensure that all students have a chance to present. The teacher will tell the students that they will only need to highlight important pieces of information including the dimensions of their design, why it fits the constraints and 1 reason why it will be beneficial to the company. (20 min) Closure (summarize; make Auditory/ Tactile/ Intraperson al

anything at all.

meaning of the lesson)

The teacher will instruct the students in small groups or individually that they will need to be prepared to present a short oral summary of their design to the class the next day in a collaborative classroom discussion. The students will need to finish this assignment at home. The teacher will ask the students: How does the volume formula and surface area relate to other 3dimensional shapes that we have learned in class? (specifically prisms ) (5 min) (end of day 1)

The teacher will provide the students with another collaborative group discussion for the students to continue develop community in the classroom. The teacher will also be able to use this as a tool to plan the next lesson and what to focus on.

Transfer (Beyond) (opportunities to apply the learning) END OF DAY 2: The teacher will make sure to have the classroom moved around so that students are sitting in one big circle facing one another. The teacher will ask for students to volunteer their presentations to the class. The teacher will ask students to present at the end of the class that have not presented yet. ( 30 min) The teacher will ask the students: What was fun about this project? What did you not like about this project? What have you learned or feel more comfortable with after completing this project? The teacher will ask students to volunteer vocally as a collaborative group discussion. They will not need to raise their hands. (5 min)

Visual/ Tactile/ Auditory/ Intrapesona l

The teacher will be able to assess each student individually as they present their design to the classroom. This activity will also allow for the teacher to develop a comfortable and safe classroom community for the students.

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 in the class 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. Most of the English Language Learners in both classes are reclassified or have an overall score of a 5 on the CELDT. There are only 3 students total that have an overall score of the 3 on the CELDT, which are mentioned below. You will need to make sure to be careful when giving oral instructions to the class. Make sure to explain any complex word in an easier manner (for example: circumference can be explained by saying that it is the perimeter around the circle), and you may need to repeat directions as necessary. Make sure to define Cylinders, circumference, volume, surface area, aluminum, and Coca-Cola. It may be helpful to write vocabulary with their definition on the board so students can understand the meaning and refer to it throughout the duration of the activity. Students that need differentiation are as follows: Period 3: Luis M. (low in reading and writing) Ruben S. (low in listening and reading) Differentiation Strategies:

INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively There is only one special needs student in the classroom. The student that requires differentiation is as follows: Period 3: Amirah J. : 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 minutes) 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 does not benefit from working in a group setting. This student benefits really well from direct instruction or one-on-one instruction. This student often strays off task by texting on her cell phone when students are to complete independent work on their own. If groups are assigned in the classroom, it is important to consult this student to ensure that she is paired with students that do not make her feel uncomfortable. This student used to be bullied very badly in school from other students and because of this she sits in the office during all breaks and lunches. She has one close friend in the school that sits with her in the office during the breaks. Amirah is not interested in mathematics

Luis M. is a visual learner that works well in a collaborative setting. Make sure that he is placed in a group with strong ELL students (5), RFEP students, or students that are native English Speakers. Luis M. most often does not ask for help when he is struggling. Make sure to constantly check in with him throughout the lesson and check his work to see that he understands. If you simply ask him if he is doing well with the activity he will just respond yes or nod when in reality he may not understand. He is not interested in mathematics nor likes the subject. He currently has a D in the class. He has no plans for his future yet other than graduating high school. It is important to tell him that he needs to complete this assignment to ensure that he earns his credits for the class to help him graduate high school. He is very interested in old fashioned cars like Corvettes and Cadillacs. Ruben S. is also a visual learner that works well in a collaborative setting. Make sure that he is placed in a group with strong ELL students (5), RFEP students, or students that are native English Speakers. Ruben S. is very loud in class and he does not have any issue with asking for help on his assignments when he needs it. He enjoys one-on-one instruction from the teacher. He does fairly well in class and averages to a B in the class right now. Ruben wants to graduate high school and attend Palomar. He is unsure of what he wants to major in but he is leaning towards Engineering. He enjoys working with computers and he is very good at troubleshooting errors. He also loves video games and loves to play guitar hero on the Wii during the video lounge that is offered after school. Period 5: Israel A. (low in reading and writing) Israel needs a lot of support to stay on task. He benefits really well from one-on-one help from the teacher. Israel is also a visual learner. When placed in groups, make sure that Israel is paired with RFEP students or Native English speakers. When Israel is paired in groups he is generally very quiet and does not ask for help when he needs it. Make sure to monitor his progress while surveying the groups to provide one-on-one instruction if needed. Israel is typically very honest when he does not understand something in class but he will only say something if you actually ask him. You will need to make sure to ask if he is struggling with the assignment and look at his work to see what he has accomplished. Right now Israel does not have any future goals and when I asked him what he really wants to accomplish in life he told me he doesnt know. As of right now he has an F in the classroom because he typically does not get any work completed unless he has one-on-one instruction from the teacher telling him what to write down. Because I cant physically work with only him the whole period, he typically does not complete his assignments in class. He unfortunately does not show any interest in school or completing his needed assignments as he is mostly texting in class. I have offered to help him after school or during breaks but he does not show any interest. Israel is very interested in San Diego sports teams like the Chargers and the Padres. DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS choose area(s) as necessary based on information above Content (what materialincluding key vocabularyis learned) Students will be able to see the necessary content needed for this activity presented visually as notes from the teacher. Students will learn how to solve for the volume in cylinders and how to solve for the surface area of cylinders while learning what volume and surface area mean in mathematics. Students will also re-visit how to solve for the circumference of a circle which was learned in prior units in class. Students will also revisit solving for the area of circles which was learned in prior units in class. All of the English Language Learners mentioned above are visual learners, so

and she currently has an F in the classroom due to missing assignments or low scoring assignments. She has not passed her Math CAHSEE however she has received a CAHSEE waiver in 2012 allowing her to be able to graduate high school without passing the math portion of the CAHSEE. When looking at her transcripts her grades are fairly low in math, with mostly Cs, Ds and Fs. When the teacher uses direct instruction or works one-on-one with her, she generally follows along and really puts effort into her work. Amirah is generally honest about when she is struggling with a topic, however she wont say anything unless you ask her and work with her individually. She does not really interact with her peers in the classroom as she mostly stays to herself at the front of the room. This student is also 8 months pregnant and will need periodic bathroom breaks. Amirah is very interested in physical activities like riding horses, riding dirt bikes, and boxing at the Escondido Fight club. There were activities she regularly participated in before she got pregnant. She wants to graduate high school and attend a cosmetology school to become a hair stylist like her mother. She is half Egyptian and half Caucasian and she is very proud of her Egyptian heritage. Period 5: NONE

DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above Content (what materialincluding key vocabularyis learned) The student with special needs, Amirah, will learn about how to solve for the volume and surface area of cylinders with the rest of the classroom from notes presented orally and visually from the teacher. The teacher will again highlight complex words on the white board for Amirah to visually reference throughout the period along with the English Language Learners. Amirah will also revisit how to solve for circumference and area of a circle which was learned in prior units in class. Because Amirah is a visual learner, she will benefit really well from notes presented visually on the whiteboard and through the docu-cam in the classroom. I will also be providing direct instruction which

they all will learn best from materials presented visually in front of the class. I will make sure to define key words mentioned previously such as cylinders, volume, surface area, CocaCola, and aluminum on the white board for all the students to see throughout the whole period. My notes will be presented on the docu-cam which will project to a screen visually in front of the classroom that students will also be able to visually see throughout the whole period. Students will be able to strengthen their listening, reading and writing skills from listening to the notes presented orally, reading the notes presented visually, and writing down the notes on their own paper for their own reference. Process (how the material is learned) The classroom structure of seating is groups of 4-6 seated at rectangular tables. I will make sure to pre-assign seating before students come into the classroom to ensure that students who normally disrupt classroom activities and socialize are separated. I will also make sure to sit my English Language Learners: Israel, Ruben, and Luis near the front of the classroom to make sure that they can accurately see the visual presentations of the notes in the class. I will also be able to keep an eye on them in an easier manner as I am presenting the notes to make sure that they are not falling behind. I will make sure to consistently Israel and Luiss work and notes to ensure that they are keeping up with the class. Because they all benefit from one-on-one instruction, seating them near the front of the class will give me more opportunities to access them in an easier manner. I will also make sure to sit Luis, Ruben, and Israel with high performing native English speakers at their table or students that are RFEP to ensure their success in the classroom. I will also make sure to sit Israel and Luis especially with students who are performing well in the classroom and can effectively help them if needed since they both have low grades in the classroom. While this project is individual, I will allow students to collaborate and help one another throughout the duration of the activity. Luis, Ruben, and Israel will be supported visually or one-on-one from the teacher to help develop their listening, reading, and writing skills. Luis, Ruben, and Israel will be able to collaborate in groups and see the notes presented visually which supports their learning and interest profiles. Product (how the learning is demonstrated) Luis, Ruben, and Israel will complete a design for the CocaCola can and write a summary and proposition letter to CocaCola. They will also present their design with the rest of the students on day 2 of the lesson in a collaborative group discussion. I will personally let Luis, Ruben, and Israel know that they will be graded mainly for their appropriate design that fits all constraints with only a small portion of their grade including the written/oral summary and proposition letter to Coca-Cola. This will give them the confidence and comfort to present their findings orally and written in the class. I will present these students with dictionaries so that they can visually look the meaning of words up that they may want to use for their written/oral presentations because they are visual learners. I will offer as much one-on-one help as they need. They will also be able to ask for help from students sitting at their table. Luis and Israel are not very interested in mathematics. If they have no motivation to complete the assignment I will allow them to choose their favorite soda and brand to design to help gain their interest in the assignment. I will also let them know that they can create their own soda and brand that affiliates with their interests such as developing a drink that supports the San Diego sports teams for Israel or a drink that supports old fashioned cars for Luis. I will also offer this option to Ruben. When students present their designs in the classroom they will only have to remain seated at their seats and I will re-arrange the classroom into a circle so students are seated and facing one another. This will give all students, including Israel, Ruben, and Luis a more comfortable

Amirah prefers as well. This will help to develop her knowledge and understanding of the content material in the classroom. Process (how the material is learned) Amirah will be strategically seated at the front of her classroom due to the needs and accomodations of her 504 plan. I will make sure to consult her of possible students that can sit at her table so she can feel comfortable and safe in the classroom because of her previous history of being bullied and isolating herself from her peers. I will make sure to seat students at her table that are calm, encouraging, and high performers in the classroom to help to further her comfort in the classroom. She is very quiet and seating her with loud and rambunctious students can distract her learning and make her feel uncomfortable in the classroom. Amirah will be able to ask for help from the students sitting at her table. I will also make sure to check in one-on-one with Amirah throughout the duration of the student activity to ensure that they is staying on track and completing her assignment. I will make sure to visually check on her to see if she is working or just texting on her cell phone to provide extra support that she needs in the classroom. I will make sure to cue Amirah to stay on task visually when she is not working on her assignment so I dont center her out in the middle of the class but Amirah can still see that I am watching her progress in the classroom. Product (how the learning is demonstrated) Amirah will be seated at the front of the classroom so I will be able to visually check on her to ensure that she understands the material and is staying on task. Amirah will also be able to ask the students seated at her table for help as well. I will make sure to support her needs with one-on-one instruction as much as I can throughout the duration of the activity. I will make sure to grant short breaks in between her work so that she does not get too overwhelmed. I will also talk to Amirah and offer her to sit in my classroom at lunch or break instead of the office to help her finish her assignment if she does not finish in class. While she will be able to work on the assignment at home, she generally does not complete homework very well without assistance from the teacher. Due to circumstances regarding her pregnancy, I will give her extra time to complete her assignment if needed. Amirah will be creating a soda can design for Coca-Cola and justify her processing through a written summary and proposition letter to Coca-Cola with the rest of the students. Amirah will also present her design orally to the class with the rest of the students on day 2 in a collaborative classroom discussion. Amirah will be able to sit at her seat and not stand in front of the classroom so she will feel more comfortable. I will also offer Amirah the opportunity to design a new can of hairspray from her favorite hair styling company instead of designing a new soda can for Coca-Cola to help engage her interest in the classroom. Amirah will be able to work with this project independently which learning the material through notes visually presented by the teacher which supports her learning and interest profiles.

environment to present their design to the classroom. This activity will help to strengthen their learning needs by allowing them to further develop their speaking and writing skills through a written summary/proposition letter and oral presentation. This again supports their interest and learning profile in the classroom through visual notes presented by the teacher and being able to create a design for something that includes their own personal interests. RESOURCES (Attach materials needed to implement the lesson e.g., power point presentation, text, graphic organizer) Students will need writing utensils and paper to take notes in class and complete their summary and proposition letter. Pencils are preferred so that students do not waste paper if they make mistakes in pen. Students will need a cylinder project worksheet for their assignment which is attached to this lesson. Students will need calculators to help them accurately calculate the volume and surface area needed for their designs. The calculators will be provided in class. REFLECTION (Questions to consider after the lesson: What went well?
Why? What evidence do I have that shows the extent to which the lesson was effective? What problems do students still have? How will I deal with the students whose understanding of the material is weak? How will I remediate? What changes will I make to enhance learning the next time I teach this lesson? Why?)

This lesson has not yet been taught in the classroom. In order to prepare for this lesson I am making sure to pre-assign groups in the classroom so that students are staying on task and are not socializing. While this lesson requires each student to individually design their own soda can, students will be able to ask for help and collaborate with one another. I have implemented prior lessons in the classroom that allow student collaboration and in prior experiences it is important to make sure that I break up groups of students that normally sit with one another. This is because they normally do not stay on task or pay attention in class. I will also make sure to walk around and supervise students as they are completing the activity for classroom management purposes and to help any student that may be struggling.