Phase II Micro Lesson 2 Part 1

1. Instructional Decisions/Teaching: 


• With these shortened lessons of our bigger lesson plan, I usually describe what their prior knowledge is as if they have been in my classroom. Then I go through and do the anticipatory set as if we were in the classroom. We then go to the first part of class where I am teaching the basic knowledge that would help them with the assessment. I skip the parts where we do the reinforcement as a class and go to the assessment so there is enough time. I walked around and made sure the students were on task and was there for them if they had questions. Alignment goals and objectives were maintained by supporting activities of the objectives (recognize and draw shapes using their specific attributes by number of angles and sides, in addition identify triangles, quadrilaterals, pentagons, hexagons, and cubes.) The students had to create, draw, and label the different types of shapes. For students who are below and ELL, my differentiated instruction will consist of a lot hands on manipulation using their vocabulary words to describe objects they cannot see as well as forming the shapes out of play-dough and working in groups. These students will also be exposed to pictures and application to real-life with the support of the power point in the beginning of class of objects consisting of things in real life that are the shapes we are talking about. In addtion, the scavenger hunt has the students looking and drawing the shapes in their own environment. Students who are ahead of the class, can look at the shapes and how they are composed of different shapes put together. For example two triangles put together make a square. They can then manipulate different shape blocks in to as many other shapes they can. If they want to share their findings with the class, they are encouraged to.

Phase I - Micro Lesson 2

1. Assessing Prior Knowledge:
   • Prior experience would be assessed by asking the students questions with a KWL chart. I would expect to learn what the students know, want to know, then what they have learned from the KWL chart. This information would be useful in the planning process to know where exactly my students are in their base of knowledge of the content I will be teaching. 
2. Plans Instruction: 
   • My goals, objectives, and outcomes are clearly stated in my lesson which follow the Arizona state standards for 2nd grade math. 
3. Designing Instruction:
   • The instructional design of my lesson is logically organized because we start with the basics of learning what each shape's characteristics, sides, angles, then to identifying, labeling, molding, then a scavenger hunt. I discussed if a student is ahead of the class, they will work on putting shapes together to form new ones, then introducing their findings to the class. Technology is utilized in this lesson with a power point to show pictures of the shapes in real life. Smart board for students to come up and label the sides, angles, and draw their own shapes. 
   • Addresses or does not address:
     • Safe, legal, and ethical use of digital information and technology
     • Does not address 
     • Digital etiquette and responsible social interactions
     • Does not address
     • Meeting diverse needs of learners through learner-centered strategies and equitable access
     • Does address
     • Global awareness and digital-age communication
     • Does not address
4. Planning Assessment: 
   • The assessments will be linked to the objectives by incorporating them with a scavenger hunt. The students will draw a shape they see in the environment that correlates with the name. They will also write an "exit ticket" at the end of class stating one or two things they learned during that lesson, and if they have a question they may write that as well. I asked a few questions as an anticipatory set asking the students, where they have seen these geometric shapes. The scavenger hunt has the students walking around and looking for the specific shapes in their environment, as well as the exit ticket at the end of class. Meeting my students needs throughout the assessments allows them to draw, write, move around, and express their answers through assessment. 

Phase II : Reflections on Micro Lessons Implementation Part 1

1. Instructional Decisions/Teaching: Discuss the implementation process and describe
• What you did and learned from the teaching/facilitating process
•  I learned from teaching and facilitating this process that it takes a lot of practice to write a lesson plan and "covering all your bases". For example making sure that the students already know how to use the applications that are in the lesson. I have also learned that I cannot assume that my students know what I am trying to say rather than making sure I thoroughly explain myself. I think that was the hardest part of teaching this lesson was finding that balance of talking to my colleges as adults, but keeping in mind that this was for a 2nd grade class.
• how alignment to goals and objectives was maintained
•  Alignment to goals and objectives were maintained by supporting the objective (SWBAT create a picture of a neighborhood using map symbols (key symbols, compass rose, title) on Kidspiration) with demonstration, class participation on a smart board, individually identifying symbols on a map, working on Kidspiration creating their own neighborhood maps, then presenting to the rest of the class.
• modifications made for individual needs
•  Modifications included students who have special needs should already have the necessary aids to help with their learning. if there is a student who is above grade level, they can name the streets and if they finish they can make a map of their room with a key.

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