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# GENERIC LESSON PLAN for Ed460

INSTRUCTIONAL UNIT
TEACHER (your
name):
Ian Mc Donough

DATE:
4-28-14

Level:

LESSON TITLE:

SUBJECT (Content
Area):

LESSON OBJECTIVE:

Right angles!

Students will
identify right,
obtuse, and acute
angle using a
protractor.

Math

## LANGUAGE STANDARDS AND CONTENT OBJECTIVES

CONTENT STANDARD
-Classify two dimensional figures based
on the presence or absence of parallel or
perpendicular lines, or the presence or
absence of angles of a specified size.
Recognize right angles as a category and
identify right triangles

- Students will be using the words such
as protractor, right angle, acute angle,
and obtuse angle, straight angles which
help increase vocabulary use.

## ELD WRITING STANDARD

[Not necessary for Ed460]

## ELD LISTENING/SPEAKING STANDARD

[Not necessary for Ed460]

## COGNITIVE, AFFECTIVE, AND PSYCHOMOTOR OBJECTIVES

COGNITIVE OBJECTIVES
AFFECTIVE OBJECTIVES
-Students will identify
-Students will name and
right, acute, obtuse angels point to angles that they
using a protractor
see throughout the
classroom.

PSYCHOMOTOR
OBJECTIVES
-Students will
differentiate the types of
angels based on their
degree of measurement.

MODIFICATIONS FOR ELL
- Labeling, vocabulary
cards, working in pairs,
visual clues, hands on
activities, checking for
understanding often,
restating concepts
multiple times.

RATIONALE
-To provide opportunity for
the ELL learners to
experience the learning
through all modalities;
visual, kinesthetic, and
auditory.

REFLECTION
-Because all students
learn in different ways, by
using these strategies, the
teacher hopes to provide
the individual approach
needed for each student.

ASSESSMENT
STRATEGY FOR ASSESSMENT
The teacher will observe and will advise on the completion of task by the students.
Paper & pencil will be given at the end of the chapter.

LEARNING ENVIRONMENT
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Protractors, printed worksheets, paper, and pencils

## INTO, THROUGH, and BEYOND

INTO
-Describing what a right,
obtuse, and an acute
angle is.
-Showing students how to
use the protractor and
for understanding.

RATIONALE
-To show students that
they can distinguish the
different between the
angles. Using the
protractor as a tool to
identify angels.

REFLECTION
-This well help the
students understand that
angels are different
based on their
measurement. Also it
helps students with math
skills that they will need
for future math classes.

THROUGH
-Using the protractor, on a
piece of paper, demonstrate
how to use it to measure
angels.
-On a rectangle piece of
paper, show students where
the four right angles are in
the figure. Placing the
protractor on the a right
angle, tell the students that
these are right angle and that
they measure 90 degrees.
-Once there is an
understanding of what a right
angle is, the teacher will
demonstrate how to mesure
and acute angle and an
obtuse angle.

## different areas in the

classroom where they
might see the formation of
an angle, and ask them to
identify the angle.
-Holding the protractor
correctly, show students
how to align the
intersecting points as well
as the bottom ray to the
indicated point on the
protractor. Explain the
numbers on the protractor.
Demonstrate how acute,
right, and obtuse angles
are measured, and how to
-Right angle: 90 degrees
Acute angle: Less than 90
degrees
Obtuse angle: Greater than
90 degrees

BEYOND
-As an independent
activity (homework),
students will complete an
angle measuring
assignment.

RATIONALE
-This would be the
instructional part where
the teacher will show the
students on how to use a
protractor and
understand what is an
right, acute, and an
obtuse angle. Using the
visual and kinesthetic
aid, students will
demonstrate their ability
to properly use the tool
when measuring angels.
protractor, students are
increasing an
understanding of
number sense as related
to greater then and less
than number concepts.

REFLECTION
-By making sure that
the students understand
how to use a protractor
they will learn to
measure angles. This is
needed for basic
understanding of angles
in Geometry. By using
the hands on activities
and identifying where
they see angles in the
room, students will have
a greater understanding
of Geometry.

RATIONALE
-Students will take the
what they have learned
in class and apply this
learning to activities
outside of the classroom

REFLECTION
-As students have more
practice correctly
measuring angles, they
will have a stronger
understanding of the
concept.