SINGLE SUBJECT DAILY LESSON DESIGN FORMAT

TITLE OF LESSON Dilations Pt. 2 including multicultural perspective

CURRICULUM AREA & GRADE LEVEL Math: Geometry, 9-12

DATE OF LESSON Week 9. October 15 . Week 1, day 2 of a 1 week unit

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CA CONTENT STANDARD(S) ADDRESSED GEOM 22.0: Students know the effect of rigid motions on figures in the coordinate plane and space, including rotations, translations, and reflections.

CA ELD STANDARD(S) ADDRESSED Grades 9-10: Bridging: Writing: Write clear and coherent summaries of (texts and) experiences using complete and concise sentences and key words. For EL Elena only: Grades 9-10: Expanding: Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers). ESSENTIAL QUESTIONS ADDRESSED How can you represent dilations using only a compass and a straightedge? What landmarks are you interested in and what cultures do they represent?

BIG IDEA ADDRESSED (Enduring Understanding: WHY this material is important; how it fits in with the unit or theme) Two figures are similar if they have the same shape, but not necessarily the same size. We are going to learn about a non-rigid transformation that will help you develop criteria to determine if two triangles are similar or congruent. The class will also develop a sense of unity in the classroom and a self-awareness of different cultures in the classroom by studying landmarks from different countries. OBJECTIVE(S) OR LEARNING GOAL(S)choose type(s) as appropriate After learning about dilations, students will be able to make scale pictures by drawing a scale model of a landmark from a country of their choosing and students will be able to explain their reasoning for choosing their landmark by writing a concise summary of their reasoning and mathematical process. Cognitive: Students demonstrate their complex thinking by answering ambiguous questions from the teacher and relating previous knowledge to new concepts. Affective: Students may decide to research a landmark from part of their heritage or a place that they want to go. Language Development: This lesson directly addresses an ELD standard for writing a summary of their reasoning.

ASSESSMENT(S)choose type(s) as appropriate Diagnostic (entry level): Students will self-assess themselves during the warm-up activity. Teacher will also informally observe the students in the warm-up. Formative (progress-monitoring): The exit activity of students independently solving two dilations on their own will let both the teachers and students know how the students are progressing on dilations. Summative (evaluative): Students will complete a scale drawing using dilations and write a concise summary of their reasoning for choosing the landmark and the mathematical process.

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions): Students may draw the lines from the point to the triangle going in the wrong direction but the formative assessment will help students and the teacher correct that misconception. Also, students may have difficulty handing the compass but they will just need more practice.

INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES

STUDENT ACTIVITES: STEPS (Fill in each box with specific information)

Anticipatory Set (Into) 1. Teacher will instruct students to begin with a warm-up on dilations, by writing and solving problems on paper. Graph MNPQ and its image MNPQ for a dilation with center (0,0) and the scale factor given. 1. 2. M (-1, 1), N (1, -2), P (1,2), Q (-1,3); scale factor 2. M (0,0,), N (4,0), P (6, -2), Q (2,2); scale factor Writing Kinesthetic We want to refresh the memory of the students from the prior days lessons. The warm up tests enlargement and reduction as well as graphing. Students can ask questions privately. The warm-up discussion will be brief because students should have got most questions answered while I walked around.

Anticipatory Set (Into) 1. Students will begin on their warm-up right away on dilations. They should be copying down the activity on their paper and attempting to solve it. The common practice with warm-ups is that they can use resources like notes, peers, and the teacher to solve. (10 minutes) Students will follow along with the discussion of the warm-up. Students will also say their definition of dilation. (4 minutes)

2.

While the students are doing the warm-up, I will be walking around the class checking for understanding. Depending on the sense of the classrooms understanding of dilations, we may need to do a short review on dilations (which they learned about the day before) before the students have the chance to really get into the warm up. (10 minutes) 2. The teacher will have a quick discussion about the warm-up activity and discuss that, yesterday we learned about dilations on a coordinate plane and today we are going to use what we learned yesterday but apply it in a new way. The teacher will also ask the students to volunteer, Who can define dilation for me? Think about it for a minute and then I will ask for volunteers.(4 minutes) Instruction (Through) 3. The teacher will tell the students the objective for the day is, After learning about dilations, students will be able to make scale pictures by drawing a scale model of a landmark from a country of their choosing. Also, students will be able to explain their reasoning for choosing their landmark by writing a concise summary of their reasoning and mathematical process. while pointing to a bulleted version of the objectives on the board. The teacher will lead a lesson on enlargement in non-coordinate dilations of a shape (in this case, a triangle) from a point. Some things to cover when teaching include: Draw lines going from the point toward and through points on the triangle. Therefore, they will have three lines extending out from the point beyond the corners of the triangle. Then, use your compass to copy a segment (a previous concept we have learned in constructions) by measuring the distance from the point to the triangle corner, making a tick mark. Next, you place your

Oral & Auditory

The teacher is using the SDAIE strategy of explicitly linking past learning to new concepts. Reviewing old vocabulary. Instruction (Through) Auditory Written A SDAIE technique is to verbally and visually identify content and language objectives. 3. Students will take notes and follow along with the instruction by replicating the process the teacher is demonstrating on their own notes with their own tools. Students will hypothesize about the next steps in the process by volunteering answers to the teacher. Students will be able to ask questions, if necessary. (8 minutes) Students will try to figure out how to perform a reduction on their own. Somebody may be able to describe the process. (2 minutes) Students will either listen to a peers explanation or hypothesis on how to make a dilation of less than one using their compass or will listen to the teacher and follow along. (5 minutes)

Kinesthetic (doing the dilation with the teacher)

4.

Oral

This unit uses previous knowledge and enhances it by applying that knowledge to a new concept.

5.

compass on that tick mark and make a new tick mark. That would be a scale factor of 2. Ask the class, How many tick marks do you think we would have in order to get a scale factor of 4? and waits for a guess. Finish the triangle by following the same process with the other 2 points on the triangle. Ask for questions. (8 minutes) o (Resource required: Compass & straightedge)

Oral Auditory Breaking up the teacher talking by asking questions to the class. Kinesthetic Checking for any questions is important to look for any obvious misconceptions that students are willing to share. Students may already have ideas on how to do this, so the teacher should allow those advanced learners to flex their muscles here and encourage more critical thinking. Bisecting is a key vocabulary word that may need additional elaboration.

4. Ask the students if they have any ideas on how to perform a dilation that is a reduction or scale factor less than one using a compass? Give them one minute to work it out on their own before soliciting for answers. (2 minutes) 5. Instruction on reduction will vary based on the student response to the previous question. Some points to cover include: We perform reductions by bisecting an angle. o Place the point of the compass on one end of the segment (or side of the triangle) and extend your compass to about 2/3 the length of that side and make a tick mark. o Keeping your compass on the same setting, repeat that process from the other side of the segment. o Draw the bisector through the two xs that you just created. o Now, you have cut that segment in half o Repeat that process on the other sides of the triangle to create dilation of . (5 minutes)

Guided Practice (Through) 6. The teacher will do one more example with the class but will first allow the students a couple of minutes to do try out the problem on their own. (6 minutes) Independent Practice (Through) 7. The teacher will hand out a worksheet for students to practice dilations. The students have to do two dilations properly as their exit ticket for class. The teacher will be informally observing to assess students progress and offer assistance, if necessary. (Resource: Worksheet) (10 minutes) Closure (summarize; make meaning of the Kinesthetic Written Kinesthetic Auditory Written

This opportunity will give the students a chance to test out their knowledge before they begin independent practice. Students need some motivation to practice these problems on their own so we are assigning an exit task.

Guided Practice (Through) 6. Students will try to draw a dilation on their own in a low anxiety situation because the teacher will be doing the problem in a few minutes.

Independent Practice (Through) 7. Students will try to perform the dilations independently on the worksheet. (10 minutes)

Closure (summarize; make meaning of the

lesson)
8. The teacher will remind students of some of the dilations examples they suggested yesterday and ask if they have thought of anymore examples. (1 minute) 9. Teacher says, Yesterday, we learned about dilations on a coordinate plane today Oral Making meaning of the lesson Summarizing one more time to ensure

lesson)
8. 9. Students will suggest some real life examples of dilations. (1 minute) Students will listen to teacher summarize yesterdays and todays lesson. (1 minute)

we did non-coordinate dilations using constructions. (1 minute). Transfer (Beyond) (opportunities to apply the learning) 10. Teacher will hand out a paper with directions for the homework assignment & explain it to the class. Create a scale drawing of a landmark from a place of your choosing : o Place of origin o Where your parents are from o A place you have traveled to o A place you really want to go. You have to determine the scale so that your drawing fits on one sheet of 8x11 paper. Clearly show the dimensions of the original landmark and your math demonstrating what the final dimensions are on your paper. Write a clear and coherent summary of your reasoning for choosing the landmark that you did using complete and concise sentences. Then, use geometry key words to describe the steps you took to write two sentences on the math involved in the process. Show the students an example. Are there any questions? (Resource: Directions for homework) (3 minutes) Listening Reading Kinesthetic Writing

objectives have been met. Transfer (Beyond) (opportunities to apply the learning) I wanted to include multi-culturism in the lesson and include a writing prompt to meet language objectives 10. Students will listen to the directions for the landmark drawing assignment and follow along with the written directions. They will ask questions if they have them. (3 minutes)

There will also be a gallery walk after the due date of the assignment in which students read and look at the landmark reports from other students and have some students say which landmark they would like to visit the most.

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group Marceline Ovath, 10 grade. Readiness level: I know that Marceline earned a C both semesters last year in Algebra I. I think that mathematically, Marceline is smart and has been correctly placed into our geometry class. Marceline does not have a CELDT score because she has not taken the test yet but I would estimate her to be at level three (intermediate) based on her speaking, listening, writing, and reading skills that I have observed in the class through class work and conversations with myself or peers. Learning profile: strengths and challenges: She has turned in all of her work so far so she seems to be putting forth good effort. Interestsacademic and/or personal: Marceline is interested in anime. She is pretty shy in class and does not talk to many people. I do not think it is because of her language skills but just a personality trait. Previous strategies: Marceline generally does better when she is given a worksheet to practice problems with.
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INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively There is only one student with special needs. Jacob Mendoza, 11 grade Readiness level: Jacob has an overall GPA of 1.6. He is coming into geometry this year even though he got an F grade in algebra first semester and a C second semester (lots of potential here). He has always gotten Fs in English but last summer retook the classes and got Cs. He is not an English learner, though. He has passed his CAHSEE for math but not for English. Learning profile: strengths and challenges: Jacob has difficulty with attention and focus, comprehension and processing, and processing speed. Jacob does not like working in groups and usually keeps to himself during class. o With regard to processing speed, I have purposefully brought attention to key points when giving notes. For example, I cued students to, Put a box around this because it is important. Interestsacademic and/or personal: Jacob plays on the school football team and has always gotten As in that class. I also see that he has gotten better grades in history, biology and auto shop.
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Elena: 10 grade. Readiness Level: The CELDT results indicate overall score in the Early Intermediate range, and she has been identified as an English learner.

Learning profile: She is from Mexico and both of her parents are professionals. Her extended family includes aunts, uncles, and cousins. Her grandparents live in Mexico and she and her family visit them in the summer. She has been in the United States for one and a half years. Interests: Elena wants to go to college and to become proficient in English. She also wants to pass the CELDT test so that she can be a reclassified English learner. She would like to keep her grades at an above average level like she was earning in Mexico. Developmental needs (readiness, interest, & learning profile): Two specific learning goals for Elena include speaking and writing in English. Her thoughts are well formed and her report cards show that she received above average grades in Mexico which shows that she is smart but has difficulty translating her complex thoughts into English. In her writing example, she frequently mixes Spanish words into her response but knows enough English to be comprehendible. Elenas speaking skills not only need to be improved with regard to grammar but also with her confidence because she is shy. Previous strategies: Elena does better when she receives some written direction and oral directions so that she can understand more clearly.

Previous strategies: Jacob definitely does better when sat in the front of the classroom where he can be less distracted. Alex, 11 grade Reading profile: Although Alex has difficulty with language; he has been doing well with the mathematical concepts so far. Learning profile: He has had difficulty with his literary skills like sound and symbol relationships and word identification in reading and writing. He does not really like to socialize with others and is generally independent from other students. Interests: Alex enjoys playing basketball. Previous strategies: I usually prep Alex for class by letting him know what type of content we will be covering the next day so that he can prepare himself.
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DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS Process (how the material is learned): Several SDAIE types of strategies are used in this lesson to address the needs of the English learners. For example, directions are clearly written and orally discussed so that ELs can read or listen, objectives are written and discussed, and links are made to previous material. In addition, the teacher should do things not directly stated in the lesson plan such as allowing wait time when asking questions and speaking clearly. Product (how the learning is demonstrated): The standard will be evaluated at the expanding level for Elena and the bridging level for Marceline and the rest of the class. Also, I am hoping that the drawing part of the lesson will appeal more to Marceline who likes anime. RESOURCES Compass Straightedge Dilations Worksheet Landmark Drawing Directions Dilations and landmarks lesson adapted from: Bunyi, A. (n.d.). Teaching Geometry through Geography. Scholastic Teachers. Retrieved November 9, 2013, from http://www.scholastic.com/teachers/lesson-plan/teachinggeometry-through-geography.

DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS Process (how the material is learned): Since Jacob has difficulty with processing speed, the all teaching is both written and spoken. This will also help Alex since he has difficulty reading. Product (how the learning is demonstrated): I will offer Alex individual assistance with the writing assignment to help him get his process on paper. Also, I have tried to make instruction in short intervals to keep Jacobs attention. I am hoping that since he gets to draw and think of some things on his own, he will also be more focused.

REFLECTION Students did well with the dilations learning. As I predicted, some people were uncomfortable with the compass and drew the dilations slightly wrong the first time they did independent practice. However, after receiving my assistance, they were able to correct their mistakes. I got some really interesting feedback on the landmark drawings including some reasoning. I get the impression that students really enjoyed the opportunity to exhibit some creativity in math. The students also enjoyed the gallery walk after the landmark project was turned in. In future years, I would like to experiment with randomly assigning students a country (pull out of a hat) to pick their landmark from and see how that works out.

Single Subject SDAIE / Multicultural Lesson Plan Rubric

Design Component & Criteria Title, Curriculum Area & Grade Level Approaching Meets (includes the criteria for Approaching) & addresses the unit it belongs to and in what Exceeds (includes the criteria for Approaching & Meets) & describes where it fits within a unit plan. My evidence

Provides a title that is related to the lesson

I have included all this information in the

1 point Student Information 2 points

activity Identify the names of the students that need differentiation (both EL & Students w/ Sp Ed needs) Describes the rationale for teaching this lesson (big ideas, enduring understandings, essential questions)

curriculum area and grade & describe each of the students readiness level, learning profile, interests and ELD proficiency level(s) & addresses how the instructional strategies and the student activities are suited to meet the standard and objective of the lesson and how all students have access to equitable instruction & each objective is labeled by the type (cognitive, affective, psychomotor or language) and the number of the standard it addresses and the ELD standard is based on student information (i+1) & includes prior successful differentiation strategies for each student.

Rationale 2 points

& explains how the assessment is a valid and reliable way to assess student learning.

Standards and Objectives 3 points

Both CA Content and ELD Standards are identified and each is addressed in an objective that contains a condition, verb, and criteria

& identifies which of the six facets of understanding it is designed to address.

Assessment 3 points

Provides an assessment for each objective and articulates if it is diagnostic, entry-level, formative or summative assessment

& clearly communicates to students about the expectations (rubric), are aligned to the content and ELD standards, and are accurate (equitable) for English learners (i+1)

& provides a sample of student work.

Differentiation 1 point

Describes the students differentiation strategy for the individual students

Vocabulary (Grammatical Structures optional) 2 points

Provides vocabulary (optional grammatical structures) covered in the lesson

& labels the strategy (lesson content, process or product) and the way it addresses the students identity and developmental needs (readiness, interest or learning profile) & describes how the vocabulary (optional grammatical structures) will be taught and/or reviewed

& provides how the strategy will be assessed for effectiveness and altered if needed.

beginning of the lesson plan I have included all the criteria for student information in the student information & differentiation boxes. I have discussed the rationale in multiple locations including: assessment, rationale, and differentiation. The equitable instruction is most evident in the differentiation portion. See objectives and standards. I have designed an objective specifically for Elena since she is at a lower level and an objective for the rest of the class. I am not really clear on what the six facets of learning are so I did not include that. Im not sure if the sample of student work means a sample the teacher makes for the students or evidence of what the students have done. I may or may not have met that requirement depending on the interpretation. I really tried but could not think of how my strategies will be assessed. I would like some feedback on what I could do here. I have included a small review of past vocabulary with dilations and bisect. No new vocabulary was introduced. I also have included links from past lessons and how we would generally apply the concept to todays lesson. See differentiation for how ELs have access to academic language. SDAIE strategies are discussed.

& provides description of how vocabulary (optional grammatical structures) connects to prior and future lessons

Instructional Strategies 3 points

Provides an into, through and a beyond activity for lesson

Student Activities 2 points

Describes what the students will do during the into, through and beyond activity of the lesson

& describes in detail the steps the teacher will take to implement the lesson and any need materials (i.e. graphic organizer, ppt, model, rubric), and how ELs have access to academic language & each activity is student centered with multiple opportunities for the instructor to check for

& provides script for teacher and times for each activity.

& provides times for each activity.

Yes, I have included multiple opportunities to check for understanding and times for each

Resources 1 point

All instructional materials needed to implement the lesson are listed / described.

Multicultural Resources 5 points

An APA-formatted reference is provided for each of the three multicultural resources chosen that are appropriate for the content area and English learners

understanding All instructional materials that are needed to implement the lesson are provided, such as power point, graphic organizer, sample student work, assignment rubric, quiz... & a 1-2 sentence brief description of each multicultural resource is provided AND at least one resource is clearly incorporated into the SDAIE lesson plan

& all materials listed for the unit are listed and/or provided.

activity. I have listed and provided all materials.

& the lesson delineates how the resources are used for equitable and socially just teaching

Self-Evaluation (1 point will be deducted if not included)

Provides a copy of the rubric with the lesson plan

& highlights or circles the evaluated criteria for each lesson component

& provides evidence for each criteria marked.

I have included descriptions of each resource and included one into the lesson plan. I have included 5 resources which is beyond the required amount and written about how the resources will incorporate socially just teaching. See this rubric including my evidence column