Академический Документы
Профессиональный Документы
Культура Документы
PROGRAM
LESSON PLAN FORMAT
With Common Core, Co-Teaching, and Technology
Revised 7.1.13
UNIT TITLE
LESSON TITLE
CANDIDATE NAME
DAY
PERIOD
ROOM
Bill Guppy
Monday
25
SCHOOL
SUBJECT
GRADE
Mathematics
8th Grade
STATION TEACHING
PARALLEL TEACHING
SUPPLEMENTAL
TEACHING
DIFFERENTIATED
TEACHING
TEAM TEACHING
NOT APPLICABLE
n/a
INSTRUCTIONAL FORMATS UTILIZED (CHECK ALL THAT APPLY; **SEE
HTTP://OLC.SPSD.SK.CA/DE/PD/INSTR/DIRECT.HTML)
DIRECT INSTRUCTION
INTERACTIVE INSTRUCTION
INDEPENDENT STUDY/PRACTICE
EXPERIENTIAL LEARNING
ENGAGEMENT
AND
MOTIVATION
SCAFFOLDING
ADAPTATION OF CONTENT
LINK TO STUDENT EXPERIENCES
LINK TO PRIOR LEARNING
IDENTIFY KEY VOCABULARY
COMMUNICATION PROCESSES
READING
WRITING
SPEAKING
LISTENING
VISUAL
DIGITAL
USE
OF
TECHNOLOGY
GROUPING
WHOLE CLASS
SMALL GROUPS
INDIVIDUAL
WRITTEN
ORAL
HANDS-ON
MEANINGFUL
LINKED TO OBJECTIVES
PROMOTES ENGAGEMENT
BY
TEACHER
USE
OF
WHOLE CLASS
SMALL GROUPS
PARTNERS
INDIVIDUAL
ASSESSMENT/FEEDBACK
TECHNOLOGY
BY
STUDENTS
(FOR AN EXPLANATION OF THESE NEW STANDARDS CLICK ON ELA AND LITERACY IN H/SS
S OR MATH)
8.G.5 2.
Use informal arguments to establish facts about the angle sum and exterior angle of
triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle
criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum
of the three angles appears to form a line, and give an argument in terms of transversals why this is so.
MP1: Make sense of problems and persevere in solving them.
MP2: Reason abstractly and quantitatively.
MP3: Construct viable arguments and critique the reasoning of others.
MP7: Look for and make use of structure.
BEHAVIORAL OBJECTIVE(S) (WHAT WILL STUDENTS KNOW AND BE ABLE TO DO? CONNECT TO STANDARDS) REMEMBER
S.W.B.A.T.
Students put into practice facts about supplementary, complementary, vertical, and adjacent angles to
find angle measures. .
LESSON INTRODUCTION/ANTICIPATORY SET/ACCESS OF PRIOR KNOWLEDGE (HOW WILL YOU ACCESS PRIOR
KNOWLEDGE AND ENGAGE STUDENTS?)
Students partner up and work on the Warmup. Whole class discussion on Warmup. Introduce objectives for
lesson. (10 minutes)
LESSON BODY (WHAT WILL TEACHER AND STUDENTS DO THROUGHOUT THE LESSON?)
TIME IN MINUTES
WHAT TEACHER(S) DO
WHAT STUDENTS ARE ACTIVELY DOING
Lecture on Angle Pair using Prezi
Students use Angle Pairs lecture notes.
10 minutes
presentation. Engage students in
Students make notes in math journals.
questions about angle pairs.
In partners, students work on Tear It Up
Teacher observes students while they
Experiment. Students make conjectures
work, answering questions, assessing the
about triangles based on the experiment.
15 minutes
progress of the pairs of students and takes Student complete the accompanying
notes on individual students progress.
worksheet. Students refer to reference
website with angle manipulative.
Teacher leads a whole class discussion
Students share what they discovered from
about the experiment. Teacher asks
10 minutes
the experiment. They indicate their
student to share what they learned and for
answers to the worksheet questions.
answers to questions on the worksheet.
Teacher observes students while they
Students work individually on Find the
work, answering questions, assessing the
Missing Angle Measures worksheet. When
10 minutes
progress of the pairs of students and takes the time is up students hand in their
notes on individual students progress
worksheet.
LESSON CLOSURE
(HOW WILL YOU HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? REMEMBER
LESSON CLOSURE IS NOT ASSIGNING HOMEWORKIT IS TYING UP YOUR LESSON.
Teacher writes on the board what we've discovered today: terms, facts about angles, notation. Student
write terms, facts, notes, in their math journals.
STUDENTS PRESENT AND LESSON ADAPTATIONS (SPECIFICALLY EXPLAIN WHICH STRATEGIES FROM THE EL
READINGS, SIOP, SPECIAL ED INFORMATION YOU USED TO ADA[PT INSTRUCTION FOR THEIR SPECIFIC NEED(S).
ENGLISH LEARNERS
STRUGGLING READERS
STUDENTS WITH SPECIAL NEEDS
GATE STUDENTS
English Learners: Think, Pair, Share. When questions are posed to the group students will be given time to
think, talk to their partner, then have an opportunity to share with the group. Teacher points out prefixes