Geneva College

Beaver Falls, PA

Lesson Plan Template

Name: Amy McAfoose and Andrew Gedelian Date: April 30, 2021

Subject: Math/English Grade Level: 10th

I. Topic
 Geometrical Solids/Satire: The students will participate in two fifteen-minute stations,
both teacher-led with student participation. One will examine the relationship between
two-dimensional and three-dimensional objects. The second will discuss a satire based
on geometrical objects.

II. PA or Common Core Standards

 Standard - CC.2.3.HS.A.13
Analyze relationships between two-dimensional and three-dimensional objects.
1. Eligible Content: G.1.2.1 Recognize and/or apply properties of angles,
polygons and polyhedra.
 Standard - CC.1.3.9-10.A
Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
1. Eligible Content - L.F.1.1.1 Identify and/or analyze the author’s
intended
purpose of a text.
2. Eligible Content - L.F.1.1.2 Explain, describe, and/or analyze examples of
a text that supports the author’s intended purpose.
3. Eligible Content - L.F.1.1.3 Analyze, interpret, and evaluate how authors
use techniques and elements of fiction to effectively communicate an idea
or concept.
4. Eligible Content - L.F.2.3.4 Explain, interpret, compare, describe, analyze,
and/or evaluate theme in a variety of fiction.

III. Learning Objectives: Objectives must be written using observable verbs

1. After a teacher-led activity, the student will be able to identify the number of
sides, faces, edges, and vertices in either two-dimensional or three-dimensional
objects and relate it to Euler’s Formula by correctly answering the exit question.
2. After discussing Flatland, students will be able to provide a basic analysis of the
satirical elements in the piece.
3. After participating in both stations, students will be able to discuss geometric
figures, both two-dimensional and three-dimensional and how they may be used
in satirical writing.
IV. Materials
Station 1:
o Teacher Materials:
 Laptop:
https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/
Geometric-Solids/
 Teacher Key
o Student Materials:
 Geometric Solids Worksheet
Station 2:
o Student Materials
 “See Think Wonder” Worksheet
 Flatland- Edwin A. Abbott

V. Lesson Development
Station 1: Amy
A. Introduction (approx. 7 minutes)
- Today, we will be exploring the relationship between the sides, faces, edges,
and vertices in three-dimensional objects.
- Quickly review definitions of face, side, edge, and vertices regarding
geometrical solids. Lead a discussion with the students about what these
concepts mean, then write the definitions on the board. “What do you think of
when you hear the word “face” in a math classroom? What is the
difference between a side and an edge?”
1. Face: a flat surface that forms part of the boundary of a solid object
2. Side: the line segment that joins two vertices in two-dimensional figure
3. Edge: a line segment on the boundary joining one vertex to another
4. Vertex: a point where two or more line segments meet
- Pass out the Geometric Solids Worksheet to the students
- Open the Geometric Solids Website and Tool using the above link and project it
for all the students to be able to see it

B. Lesson development (activities, procedures) (approx. 15 minutes)

- Starting with the Tetrahedron, use this process for each Polyhedron on the
worksheet. Instruct students to write down the answers in the corresponding
blanks. Answers are on the teacher key.
1. Ask the students to identify what each face of the object is called.
“What shape is one face of a Tetrahedron?”
2. Ask the students to identify how many sides are on one face of each
polyhedron. “How many sides are on that shape?”
3. Demonstrate how to use the Geometric Solids Online Tool to find the
number of faces, vertices, and edges for the Tetrahedron. Change the
color of the highlighter between each type.
 4. Choose a different student for each polyhedron to come to the front and
work with the Geometric Solids Online Tool. Students should be writing
down the answers as their classmates find the answers. Verify the
students find the correct amounts.
5. Walk the students through completing the discussion questions together
as a class using the answer key. Allow students to discuss Question 2 in
small groups. “What makes you think this rule would apply to all
shapes?”

C. Evidence of differentiated instruction (content, process, product, or learning

environment)
- Learning Environment: Students will be put into groups with a range of
mathematic ability to allow them to learn from their peers. Students can also
receive more one-on-one help from their station teacher in these small groups.
Students who need to be closer to the projection will be given preferential
seating.
- Process: The answers will be provided visually on the projection as well as
provided in an auditory manner through the teacher. This will help with students
who have specific disabilities or for students with different learning styles.

D. Closure (summary) (approx. 2 minutes)

- ASSESSMENT 1: Instruct students to flip their paper over to assess their
knowledge on Euler’s formula. Write a problem on the board regarding a
triangular pyramid. It has 4 faces and 4 vertices. How many edges does it have
to have? (4+4-E = 2 so E has to equal 6)
- Instruct the students to raise their papers to show their answers. Ensure that
the students have the correct answer, and mark down students who did not
write the correct response.

Station 2: Andrew

A. Introduction (approx. 5 minutes)

- Today, we will be discussing satire, and how it is used in Edwin Abbott’s
Flatland.
- Begin with introductory material, such as the definition of satire, as well as a
few notable examples of satire (Shrek, Animal Farm, etc.) Accessing prior
learning with current examples the students are already aware of is key.
- Continue by introducing the novel Flatland by introducing the author,
genre, etc.

B. Lesson development (activities, procedures) (approx. 15 minutes)

- A guided discussion will begin regarding Flatland, beginning with more general
questions that get more specific throughout the discussion. What did you notice
 as you read through Flatland? How does Abbott use shapes to aid his use
of satire?
- ASSESSMENT 1: Students will be given a “See Think Wonder” worksheet to fill
out.
- Remaining time will be spent discussing what was written on their worksheets.

C. Evidence of differentiated instruction (content, process, product, or learning

environment)
- Process: Students may be provided with a written/printed form of key vocab
words and definitions, as well as hearing them discussed in the introduction.
Auditory learners may also be provided with an audiobook version of Flatland.
- Content: Students may be permitted to write out an example of satire from the
text, stating what the story says and what it means, in place of participating in
discussion.

D. Closure (summary) (approx. 2 minutes)

- Reiterate the definition of satire and collect their worksheets (these may be used
to help influence later lessons).

VI. Assessment/evaluation
- Station 1: The students will answer a final question about Euler’s formula.
Students who do not provide the correct response will be recorded, and
reteaching will occur as needed.
- Station 2: Students will fill out a “See Think Wonder” worksheet. This is a form
of ungraded formative assessment, meant to lead the conversation on satire
forward for the remainder of the discussion.

VII. Modifications or accommodations: SLD (visual perception) and ADHD

Station 1:
Accommodations will be provided for a student with a Specific Learning Disability. The student will
be provided with a printout of each shape, for aid with perception difficulties.
Accommodations will also be provided for a student with ADHD. The student will be provided with
playdough to help with hyperactivity/fidgeting as well as allowed to stand at his seat when desired.

Station 2:
Accommodations will be made for students with a Specific Learning Disability. Students with a
visual impairment will be provided with a copy of Flatland to aid with perception difficulties.
Accommodations will also be provided to students who have ADHD. The student will be allowed to
possess fidget toys to aid with attention difficulties. They may also be provided with flexible seats
to allow them to sit more comfortably.

VIII. Self-evaluation
Rationale:
We chose to develop our lesson using station teaching to allow for more direct instruction in
smaller groups. While we found a way to incorporate both English and Mathematics content into the
same lesson, these subjects are difficult to teach alongside another teacher with different expertise.
That being said, Flatland focuses on different dimensions and shapes which aligns well with learning
about Euler’s formula and the relationship it creates.

Center 1:
Taught by Amy, Center 1 is the mathematic station that focuses on inquiry practice to discover
Euler’s formula. The students will use an online tool to help them find this relationship and see its
application to different shapes. The students will complete a worksheet as well as discuss topics in
groups to eventually come to this conclusion. The lesson focuses on helping students to understand
the relationship that Euler’s formula creates within three dimensional shapes.

Center 2:
Taught by Andrew, Center 2 is the English statements where students will be looking at
Flatland by Edwin A. Abbott. They will be looking at elements of satire present in the short story,
specifically looking at the presence of shapes and figures and how those shape meanings in the text.
Students will complete a “See Think Wonder” worksheet which will help aid discussion on Flatland as
well as future lessons on satire in literature.

Center 3: https://www.youtube.com/watch?v=MGv8MMi8QO0
Center 3 is a video entitled “Flatland: A Ted-Ed Production.” Students would be required to
watch this video before this lesson, possibly as homework from the day beforehand. It would provide
them with background knowledge about both the satirical novel as well as the mathematics involved
with different dimensions. This prior knowledge would help students to relate the Math station to the
English station and vice versa.