Sarah's+Page

= Geome//**__try__**// Is Easy If You //__**Try**__//! =

Welcome to our class geometry website. Here parents can see the key words we are using for the week. Students can also go on and get help with the lesson they learned in class. Students can also access information if they miss a day of school! If you have any questions or suggestions for the website please do not hesitate to e-mail me at kulscarsae@ccsu.edu.

Hi class! Today we learned about 3D shapes! It was so much fun! Here are some things to help you remember and understand the shapes we talked about in class. media type="youtube" key="K9L9l86N-xM" height="390" width="480"

CENTRAL CONNECTICUT STATE UNIVERSITY 

Template

 * ** Student Teacher :Sarah Kulscar ** || ** Grade Level: 3rd ** || ** Date of Lesson: Feb. 22, 2011 ** ||

** Content Standards/Relationship to Standards: ** 
 * 1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
 * 2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. //For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.//

State the appropriate curriculum standard(s) and how this lesson aligns with the standard’s outcomes. Lea rn and identify geometric shapes such as sphere, cube, cone, and cylinder. Students will be able to name properties for these shapes and will come up with everyday items that look like the shapes. ** Learner Background: ** Discuss prior learning that has occurred that will support the lesson’s learning objective and how this lesson supports subsequent lessons. Stud ents will already have an idea about shapes. They have background knowledge of shapes such as squares, circles, squares, and parallelograms. What is the intended learning outcome of this lesson? Be sure it is observable and includes clear criteria. // *NOTE – cooperative learning lessons must include a social skill objective in addition to the academic objective // || ** Objective(s) for most/all students ** After the lesson, students will be able to correctly identify 4 different geometric shapes. They will also be able to come up with objects that represent those shapes. They will then write a story about the shape and how it is used in everyday life. || ** Modification/Accommodations of Objective ( IF needed) ** || Students will be able to come up with objects that represent the shapes we are talking about in class. They will use the smart board to search for these objects and put together a chart that I will then print out for them. Students will also write a story that demonstrates their understanding of the shapes. || ** Modification/Accommodations of Assessment ( IF needed) ** ||
 * ** Student Learning Objective(s): **
 * ** Assessment: ** //State the specific strategy(ies) and tool(s) used to collect the data for each SLO. (Examples: essays, projects, quiz, exit slip, worksheet, etc)// || ** Assessment tool(s) for most/ all students **
 * Classroom Learning Environment: ** Cite positive strategy(ies) that will be utilized to support student learning and increase student engagement throughout the lesson **based on your evaluation from previous lessons.** Be sure to include response strategies for off-task behavior and/or conflict. Provide detail for each checked items.
 * X || Standards of Behavior ||
 * X || Routines ||
 * || Procedures ||
 * X || Group Work ||
 * || Transitions ||
 * || Other ||
 * || Instructional Arrangement ||

For standards of behavior, students know that they need to respect their classmates’ ideas and will listen when someone else is talking. For routines, students know that when it is time for math they will be doing writing. This means they will have their writing utensils as well as a piece of paper to write on. For group work, students will already be in groups and they know they are allowed to work with one another to complete the task at hand.

For direct instruction, I will give my students the correct term for each shape. For inquiry, my students will look at these shapes and come up with items they see every day that represent those shapes. For the discussion, the groups will come up with some items and as a class they will put together a chart to help them remember the names of the new shapes they just learned. During free time this week, students may go to these interactive websites to better understand geometric shapes. If there is enough time, I will visit these websites with the class and allow them to play the games on the smart board. // Briefly describe how you will initiate the lesson by: // // 1) motivating learners to focus on expectations for learning and **behaviors;** // // a) **__what__** they will be doing and learning in the lesson; // // b) //__ how __// they will demonstrate learning; and // // c) **__why__** it is important ////. // || I will initiate the lesson by asking the students to remember the shapes we have already learned about. I will write and draw the shapes up on the board. I will ask my students what they can remember about the shapes and some of their properties, and I will write what they say on the board. I will then ask my students some items they see every day that look like these shapes. I will explain that we are going to learn some new shapes and reiterate that it is important to learn the names of the shapes so they are better able to write descriptive pieces. ||  ||   || // A. //// Describe sequentially how you will: // 1) //develop the lesson;// // 2) model and guide practice; // // 3) engage students in learning experiences to enable them to meet learning //// outcome(s); //  B // . Identify the instructional grouping you will use in each phase of instruction (whole group, small group, pairs, individuals, etc) // || After the initiation, I will write the list of 4 new shapes on the board. Students will then discuss what they think each shape looks like. They then will be given a geometric board and rubber bands and they will try to form the shapes with their groups. I will then show them different shapes around the classroom and allow my students to piece the puzzle together. Students will then make comparisons between the shapes they learned in the previous lesson this lesson. The shapes are similar and it is important that my students recognize that and to be able to tell the difference. Students will then come up with their own list of objects that represent the shapes. Together we will create a chart that explains the shapes they have learned and objects that represent those shapes. ||  ||   || // Briefly discuss how you will enable learners to __demonstrate__ both their __learning__ and __understanding of the__ //**__ purpose __**** of the learning **//. // // Elements of closure may include questioning, application, analysis, evaluation, and relevancy // || After this lesson, I will have my students write a story about one or more of these shapes. They will write this story from the shape’s point of view. From this last exercise students will be able to demonstrate that they understand what the shape looks and the correct term for that shape. ||  ||   ||
 * Instructional Model/Strategy ** : Explains how you will best facilitate student learning through a specific model of instruction. Be sure to include a rationale for the chosen model(s). You may check more than one.
 * X || Direct Instruction ||
 * || Cooperative Learning – specific strategy ||
 * X || Inquiry ||
 * || Concept formation/Concept Development ||
 * X || Discussion ||
 * || Other ||
 * ** Materials/Resources: ** //Materials/resources used in each learning activity including modifications for individual students in order to facilitate learning// || ** Materials/Resources for most/all students **
 * 1) Pencil
 * 2) Paper
 * 3) Smart board
 * 4) Geometric Board
 * 1) []
 * 2) []
 * 3) [] || ** Modification/Accommodations of resources ( IF needed) ** ||
 * ||  || ** Modifications/ **
 * Accommodations ~ **// Note specific modifications and accommodations for students with specific needs **based on your evaluation from previous lessons.** // || ** Differentiation **// ~ Note specific strategies to be employed during lesson to address differentiated learning needs (ex: styles, modalities, interests, readiness, etc) **based on your evaluation from previous lessons**. // ||
 * **// Initiation //**
 * // 2) explaining //**// : //
 * **// Lesson Development //**
 * **// Closure //**
 * || === Story Writing : Geometric Shapes ===

Teacher Name: **Ms. Kulscar**

Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Accuracy of Facts || All facts presented in the story are accurate. || Almost all facts presented in the story are accurate. || Most facts presented in the story are accurate (at least 70%). || There are several factual errors in the story. ||
 * Characters || The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately. || The main characters are named and described. Most readers would have some idea of what the characters looked like. || The main characters are named. The reader knows very little about the characters. || It is hard to tell who the main characters are. ||
 * Spelling and Punctuation || There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. || There is one spelling or punctuation error in the final draft. || There are 2-3 spelling and punctuation errors in the final draft. || The final draft has more than 3 spelling and punctuation errors. ||
 * Illustrations || Original illustrations are detailed, attractive, creative and relate to the text on the page. || Original illustrations are somewhat detailed, attractive, and relate to the text on the page. || Original illustrations relate to the text on the page. || Illustrations are not present OR they are not original. ||