Planning+and+Preparation

According to Charlotte Danielson, the elements of mastery of Domain 1 include:
 * Demonstrating Knowledge of Content and Pedagogy
 * Demonstrating Knowledge of Students
 * Setting Instructional Outcomes
 * Demonstrating Knowledge of Resources
 * Designing Coherent Instruction
 * Designing Student Assessments

This lesson plan is designed to help students learn about polyhedra through the use of stations. Students will use a variety of resources that address multiple learning styles to maximize the learning for all students.
 * Artifact 1: Lesson Plan**


 * Topic:** Polyhedra


 * Duration:** 1.5 class periods


 * Learning Goals:** Students will be able to draw three dimensional shapes in two dimensions; students will construct three dimensional figures; students will think of and list various polyhedra used outside of the classroom


 * Who will work at the centers:** All students will be responsible for completing each station. Each station, however, will have a varying number of “substations”—which enable the class to be broken up into smaller groups. I will choose the students to work together based on their readiness levels and subject comfortability.

__Polyhedra Drawing Center__
 * Center will address:** Learning Style
 * Center will be:** Portable


 * Preassessment Plans:** At the beginning of the unit on polyhedra, I will show students examples of various three dimensional objects. Students will pick out the differences between these shapes which will lead to the definition of polyhedra. Students will receive facts and names of various polyhedra during discussion. I will draw a few examples of polyhedra and show them constructed polyhedra as well.


 * Materials Necessary:** Students will need pencils—paper and worksheets will be provided.


 * Storing the center:** The materials will be kept in a folder. Desks will be grouped together


 * Directions for the center itself:** Both groups at this center will do the same activities, but the specific polyhedra will differ. Students will first take a worksheet with a few examples already drawn on it to use as a model. Next, the students will use the worksheet to draw the figures—it is similar to a connect-the-dots worksheet. Once students can visualize polyhedra out of a collection of points, they will create their own various polyhedra. Students will be required to finish all the figures on the worksheet and draw four on their own—two pyramids and two prisms.


 * How students will get directions:** Before the students go to the stations, I will explain the directions for each station. They will be required to take notes and explain to the class what they will do at the stations.


 * Working guidelines for students:** The students will record their work on the paper given to them. That paper will be submitted and graded. If a group finishes before other groups, they can continue to create more polyhedra of their own design. Their goal should be to accurately draw more complicated polyhedra, that is, ones with more sides.


 * How students will be aware of the guidelines:** This will be explained to them with the directions.


 * Introducing the center to students:** When directions are explained, each center will briefly be introduced to all of the students. Once they are at their center and working with the worksheet, there will be specific directions for them to follow on the worksheet.


 * Assigning students to the center and specific tasks at the center:** Students are grouped according to their readiness levels, and because of that they will be placed at the appropriate centers. All of the students are required to complete everything at each station.


 * Criteria for grading center work:** The worksheets for this center will be graded based on correctness. The dot-drawn polyhedra must be correct, and there cannot be any duplication of polyhedra when they draw their own. At the completion of the station students will submit their work for grading.

**Monitoring student work and progress:** I will constantly be walking between the stations and giving students feedback and ensuring they are on task.

I give this worksheet to the students on the first day of class. It gives me great insight into the interests, strengths, weaknesses, and learning styles of all of my students.
 * Artifact 2: Student Information Sheet**

Name:________________________________

Date of birth:

Two words that describe you:

Favorite movie(s) and/or TV show(s):

Favorite type of music:

Favorite subject:

Favorite something else:

Something you would like me to know about you:

Academic Strength:

Academic Weakness:

What are 2 goals you hope to achieve by the end of the semester?

What is 1 goal you hope to achieve by high school graduation?

What is 1 goal you hope to achieve in the next ten years?

List as many words as you can to describe qualities of a good student:

List as many words as you can to describe qualities of a good teacher:

Complete the following sentences:

If you only knew me, you would know….

Some things that may impact my learning…

Something you ought to know…

Write down an interesting fact about yourself that you would not mind sharing with the class

Do you have any questions or concerns for this class? If so, you can write them below, or you are welcome to chat with me about questions/concerns at any time.

The following are a brief collection of journal prompts I give to my students throughout the semester. I use these at different times during class--as a warm-up activity, mid-lesson, or as closure at the conclusion of a lesson. This assessment of student learning helps me understand how my students are doing with a particular topic and helps me guide my instruction.
 * Artifact 3: Journal Prompts**

1. Solve for x in the equation 6 - (2x + 7) - 4x = 5 + 2(3 - 7x). Explain what types of problem solving skills used to simplify and solve this equation.

2. Think of when you might encounter a transformation outside of school. Describe the transformation and how it is used.

3. List the 5 congruence theorems and draw examples of each--compare and contrast

4. Contrast the ‘C’ angles: congruent, complimentary, corresponding, and consecutive. Describe how and when they are used and how some may be related to another. For example, can corresponding angles also be consecutive, or can complimentary angles also be congruent?

5. Create a “real life” situation in which tangent must be used to solve the problem.

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