# Week 13 Reflection - Diana Hall by fjzhangxiaoquan

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```									Diana Hall
Christina Davis
EDUC 2040
4/20/11

Week 13 Reflection: Ch. 10- Planning and Conducting Instruction- Developing a
Lesson Plan
For this lesson plan, think of a current topic/unit in your Field Experience, a topic of interest to
you, or a topic you are currently learning how to teach in another EDUC course at Century.
 This is not a formal lesson plan. It was created using Burden’s Chapter 10 as a guide to
what will make a difference in managing instruction and student behavior.
 Read Ch. 10 and complete the following lesson plan.
 Turn the lesson plan in to the dropbox for grading
 Upload in your eFolio as an artifact for any Standard/Competency related to “Planning
and Conducting Instruction”.
Lesson Topic:
Volume

Beginning of Lesson: Page 200
1.What/how might you need to “review” first?

A good review before the start of a new lesson about volume will be of surface area and
the formula to finding the area of a space. A short review of the formula will help to
refresh the students’ memories, and then a short game of Surface Area Smackdown.
The students will have to find out the surface area for their teams block or “boxer” for
the game. The students will get into four or five small groups. They will each be given a
block (boxer) of varying size, and they will have to find out the surface area for their
block (boxer). Each group will then say their answer and how they found their answer,
and the block (boxer) with the highest surface area wins. There will be different size
blocks for each round of Surface Area Smackdown. This activity will go on long enough
for each group to have a winning block. (I will know which blocks (boxer) in each set of
blocks for each round.)
2.Establishing Set - How will you motivate/capture student interest as an introduction to this
topic?

To introduce the topic of volume, I will stand in front of the class wearing a pair of rain
boots and a rain jacket. I will have the students pass around a small jar full of M&M’s around. I
will have the students make a guess as to how many M&M’s take up the volume of the jar; they
will write down their guesses and hand them in. I will tell the students that near the end of
class I will tell them the answer and whoever is the closest will win the M&M’s. I will then go
on to ask them if they think guessing is a good way to find the volume of an object. I will have
several different sized containers paired one half full of water and the other without. As I hold
a discussion on if it is a good idea to guess the volume of a container or object. I will start to
pour one into the other and as some overflow all over the floor and others fall short, I will
introduce the concept that not all containers or objects have the same volume. I will explain
that it is important to be able to calculate the volume of a container in order to not make a
mess out of the floor, or to have enough of something so you are not without the amount you
need. I will explain to the students that we will be learning how to calculate the volume of
containers much like we learned how to calculate the Surface areas of shapes and objects.

I feel that having the induction set designed as so, I will be getting the students
interested in the lesson topic, as well as, giving a sufficient explanation of the lesson activity. I
feel that the set induction is connected to the lesson idea along with it being related to the
students’ lives and prior lesson ideas.

3. Lesson Objectives- Your goals: What do you want the students to know how to do once
they are done with this lesson.

The students will: learn that the definition of volume is the amount of space occupied by an
object. The will also learn how to calculate the volume of basic cubes, and for advanced
students the opportunity start learning how to calculate the volume of a cylinder.

4.Materials Needed- The materials needed to teach this lesson would be some manipulatives,
such as: different sized cubical containers, small blocks (used to fill the containers showing
students a visual of volume), paper, pencils, cylinder containers, and towels to dry the floor
from the induction set.
5. Give an example of clear and focused “Directions” for this lesson-

I want you to carefully pass the jar of M&M’s around the classroom. Look at the jar, but do not
open it. I would like everyone to get a chance to look at the jar. Do not try to count the
number of M&M’s, it won’t work. Once you have looked at the jar of M&M’s, I want you to
carefully pass the jar to the person next to you. Once you have passed the jar to the person
next to you, I want you to write down your guess as to how many M&M’s are in the jar on the
half sheet of paper I passed out to you. After you write down your guess, write your name at
the top of the paper. Then, I would like you to hold your paper up in the air and I will come
around and collect them.

Middle of Lesson: Pages 205-210
1. Discuss how you will plan for any of the following- pacing, transitions, task-oriented,
learning times, clarity, smooth transitions, and enthusiasm- while you teach your
lesson.

Pacing – I plan on periodically assessing my own teaching tempo by videotaping lessons. I also
Plan on monitoring students’ non-verbal cues. I will look for students to look confused or
bored. I plan on including different learning styles such as the opening of the lesson for visual
learners, and manipulatives for hands-on learners. I also plan on breaking the lesson into little
segments, such as the M&M guessing game, the visual of pouring the water into the different
containers, having students work with manipulatives for a while, and then with pen and paper
to do calculations.

Transitions – To aid in transitions I plan on posting a daily schedule, so students know what will
be done and when. I also plan on having materials ready for each lesson prior to the start of
the lessons. For instance; all of the materials needed for the lesson in volume will be set out
ahead of time. I will also have had taught students the procedures of transitions prior to
transitioning (at the beginning of the year with frequent reminders of the procedures
throughout the year.) Students will be taught that they need to listen to instructions until they
hear a designated cue word, then they will be allowed to complete the tasks in the instructions.
The cue word might be banana peels, so until the students hear that word they will sit and
listen to the directions. For example, I would give my directions from above (#5) and the
students will not do anything until I say banana peels. Then, they would proceed with the task.

Task-oriented – In order to be task-oriented I will have pre-formed lesson plans that reflect the
curriculum as with the volume lesson. I will monitor behavior and have a plan for misbehavior
and discipline that will not interrupt or affect lesson plans. I will have methods of reviewing the
students work and progress along with giving them appropriate feedback. I will walk around
the room during group and individual work to monitor comprehension and help with questions.
For example, while students are working on the assigned work for the volume lesson I will walk
around the room to assist students who need help and to make sure students comprehend the

Learning times – To assist with learning times I will monitor students’ comprehension, and
assist those who need help. I will also vary work or structure work on student’s abilities. If
students are completing too early I will have alternative assignments or have them move to
other activities. For instance, for students who are struggling during the volume lesson I will
provide extra help and for those who finish early I will have them continue on working on how
to calculate the volume of a cylinder. I will always have extra related tasks for students to do.

Clarity –

Avoiding Satiation – In order to avoid satiation I will plan to observe students reactions to
lessons, and avoid too much of a good thing. I will give them opportunities to experience
progress, by creating a progress chart. I will have the main topics of a unit posted on a chart in
the room and as they complete each topic we will mark it off of the chart, to show them what
they have completed and what they have learned, along with what they will be learning. For
example there will be a chart in the room containing surface area and volume as we complete
the topic of area and move onto volume we will check off the surface area space on the chart. I
will also make sure each student is given the appropriate degree of challenge on each topic.

Enthusiasm – I will show my enthusiasm by demonstrating interesting ways to learn the topic. I
want to teach children that learning can be fun. For example, standing in front of the classroom
in my rain boots and rain coat pouring water “all over the place” (in reality just spilling a little
out of some containers) demonstrating volume.

End of Lesson: Pages 21-212
1. Discuss how you will “provide closure”.

I will end the lesson by summarizing and reviewing the main points of the lesson: the definition
of volume, the importance of learning to calculate volume, and how to calculate volume. I will
finish by revealing how many M&M’s are in the jar, and who was the winner by guessing the
closest to the amount. I will also hand out fun-sized bags of M&M’s to the rest of the class for
doing such a good job at learning volume.

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