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.