WVSU LESSON PLAN FORMAT (Updated 1/13) Teacher Candidate: Jonathan Scott Stalnaker Date: March 18, 2014

School: Hurricane Middle School Grade/Subject: 7th Grade/Pre-Algebra Unit Topic: Distance and Angle Lesson 1 Lesson 2 Lesson 3 (circle one) Lesson Topic: Area of Circles INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES 1. Students will find the radius of circles. 2. Students will use the radius of a circle to find the area of circles. 3. Students will find the area of a sector for different circles. WV CSOS M.O.7.4.1 Select and apply an appropriate method to solve (including, but not limited to, formulas) justify the method and the reasonableness of the solution, given a real-world problem solving situation involving: perimeter, circumference, area, surface area of prisms (rectangular and triangular), volume of prisms and cylinders, and distance and temperature (Celsius, Fahrenheit). NATIONAL STANDARDS CCSS.Math.Content.7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. MANAGEMENT FRAMEWORK Overall Time: 90 minutes Time Frame: 5 minutes-Bell ringer 5 minutes-Homework check 5 minutes- Introduction 10 minutes-PowerPoint: Area of Circles (definition and formula) 15 minutes-PowerPoint: Area of a Sector (definition and formula) 15 minutes-Multiple examples for finding areas of a circle and a sector 10 minutes-In class worksheets finding areas of a circle and a sector 20 minutes-Practice Problems

5 minutes-Recap STRATEGIES Teacher-led class discussion, class group activities, individual/group practice, base line testing, and guided instruction. DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS Give students who learn better by observing the process, then writing it down afterwards, extra time to copy notes. Advanced Organizer PROCEDURES Introduction/ Lesson Set Bell ringer Check last nights homework (formative assessment) Tell students we will be working with circles to find the area and the area of sectors in a circle Open discussion about what students already know about area of circles and area of sectors in a circle Body & Transitions *Part One PowerPoint Learn the formula for finding the Area of Circles Advanced Organizer Examples *Part Two PowerPoint Learn the formula for finding Area of a Sector. Advanced Organizer Ex. 1 and Ex. 2 *Part Three Do multiple examples for finding the Area of Circles and the Area of a Sector. Advanced Organizer Ex. 3 and Ex. 4 *Part Four In-class worksheet involving finding area of different sized circles and sectors *Part Five Practice problems 2-50 (even) Walk around and answer any questions Closure Recap what we have learned Resolve any unclear problems ASSESSMENT Diagnostic: Asking what students know about area of various shapes and composite figures and circumference of circles. Pre-test. Formative: Questioning throughout lesson and whole class examples, walking around the room during individual practice. Worksheets and homework will also be a formative assessment. Summative: Recapping what we have learned at the end of class, Post-test at end of unit

MATERIALS Whiteboard, markers, computer, PowerPoint, erasers, Pre-Algebra book, simple calculator, and ELMO EXTENDED ACTIVITIES If Student Finishes Early: Spiral Review Problems #41-47(odd) and Skills Review Problems #48-51(odd) If Lesson Finishes Early: Calculator Activity If Technology Fails: Use books instead of ELMO

Lesson Plan Reflection Planning Todays lesson was on Area of Circles. This would approximately take ninety minutes or one class period. I designed a PowerPoint to help convey the material along with the flipped lesson. I planned to assign a worksheet with addition problems from the book. The part of my planning and lesson plan that were most helpful for my instruction were the procedures and the materials. I used examples and assigned problems that challenged the higher thinking and divergent thinking skills of my students. The changes that I would make in the planning component and in my lesson plan itself now that I have completed my instruction is to lessen the load of homework that I was to assign the students. Also, I would use better transition skills in between topics. Implementation I feel that all parts of my lesson went well with minor adjustments. I just need to learn to assert my authority. I feel the main part of my lesson that needs some work is the amount of homework I assign along with my transition between topics. My objectives, strategies, and assessment were appropriate for the 7th grade. My objectives, strategies, and assessment were designed for the class Pre-Algebra. They were not designed for a 6th or 8th grade class, but for a 7th grade class. The time factor worked out just as I had figured it would. Besides the fact that only 4 out of the 30 and 8 out of the 28 watched my flipped lesson; so I had to rush through it to cover the topic. There was enough to do today. My sequence of procedures needed some modifications. I had to shrink the amount of homework to allow for adequate time for in-class learning. My space arrangements and materials distribution work well with how the room was already positioned. My plan for group work had an orderly flow. I followed through with the recap at the end of this lesson. The pace of this lesson was lively and students stayed engaged in the lesson. While distributing the information, I moved freely around the room to display my confidence in my knowledge of the material. Clarity of Presentation My voice, pronunciation, use of Standard English language, and gestures are appropriate, energizing, and appealing. I have to work on my volume and means of expression. I sometimes used words that were advanced for this grade level. I need some help with speaking in a different register when it comes to teaching. A pet phrase that I would like to eliminate from my vocabulary is yall. Sometimes I talked too quickly and softly for the students to comprehend what I was saying. When presenting the material, sometimes I was in the way for some students to see the ELMO. I have to work on my spatial awareness. The students had stated that all my examples were clear and helpful. Attention to Individual Differences My choice of strategies and activities accommodated individual differences and learning styles. I provided a practical variety of visual, auditory, and kinesthetic means of delivery and engagement with the material. I need to work on including oral and tactile means of delivery in the next

lesson. There were no inclusion students in either of the two basics. I did not have to make provisions for inclusion students. No student finished early; therefore, I did not have to make provisions. Focus on Relationships and Student Response The students saw me as a reliable resource for information. It felt good to have students address me as Mr. Stalnaker. The students responded to my teaching with eagerness to learn more. The students followed the lesson attentively and with enthusiasm. Some students were not taking notes and I had to stress the importance of taking notes in math. I did not lose them occasionally. The students in this advanced math class were quick to raise their hands and respond to my questions. The students interaction with each other was conducive for peer learning. The students were respectful, helpful, and supportive of each other. They seem to be well associated and comfortable with each other. For their worksheet and homework, I allowed students to work in groups of two. During the lesson, I noticed that all students were participating in the lesson. Planning and Implementing Higher Order Thinking Skills I provided a worksheet and assigned homework that gave them opportunities for analyzing that help them create new insights in their math careers. This also provided them multiple opportunities to make decisions, solve problems, and investigate the area of multiple circles. I had the students in every lesson correct their own worksheet and homework which serves a form of selfassessment and helps elevate the amount of grading. I allowed the students to use their calculators, which is a technological skill. Assessment At the beginning of my lesson, I asked the students What do you already know about Area of Circles? This question was a form of informal diagnostic assessment. The diagnostic tools that I used were the above question and the pre-test at the beginning of the unit. The formative tools that I used were administering worksheets and homework. These formative tools were informal. I walked around the room and gauged the level of comprehension. The summative tool will be administered at the end of the unit. My diagnostic and formative assessments indicated that their grasp of the material reached a mastery level. I provided scaffolding when students asked multiple questions. I helped guide them to the designated answer. I provided ample feedback to inform the students of the progress with the material. The students learn a new concept form my teaching. All of my students received what I wanted them to get. I know this by the completion of the informal formative assessment. I learn that each student learns at a different pace. I learn to have patience and demonstrate useful probing questions. I need to work on asserting my authority to improve my teaching effectiveness. Special Addition: Areas Needing Improvement I need to work on asserting my authority to improve my teaching effectiveness. Sometimes I let the students get a little too loud. I need to work on my appropriate homework

assignment. I tend to assign too much homework for students in this grade level. These are the two main things Mrs. Caldwell pointed out for me to address.