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SINGLE SUBJECT CREDENTIAL

PROGRAM
LESSON PLAN FORMAT
With Common Core, Co-Teaching, and Technology

Revised 7.1.13

UNIT TITLE

LESSON TITLE

Lines, Angles, and Triangles

Angles and Triangles

CANDIDATE NAME

DAY

PERIOD

ROOM

Bill Guppy

Monday

25

SCHOOL

SUBJECT

GRADE

Orange Country Middle School

Mathematics

8th Grade

EQUIPMENT AND RESOURCES


Projector for lecture presentation
Source material: MathLinks: Grade 8, Center for Math and Teaching
CO-TEACHING STRATEGIES/SUMMARY **VIEW THE ATTACHMENT FOR DEFINITIONS
THAT

AND EXAMPLES (CHECK ALL

APPLY AND SUMMARIZE WHO WILL DO WHAT)

Microsoft Word 97 2003 Document

ONE TEACH, ONE


OBSERVE
ONE TEACH, ONE ASSIST

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

EXAMPLES AND DEFINITIONS AT

INDEPENDENT STUDY/PRACTICE

EXPERIENTIAL LEARNING
ENGAGEMENT

AND

SIOP STRATEGIES UTILIZED

(SIOP MODEL STRATEGIES

INCORPORATED FROM THE SIOP INSTITUTE,

PEARSON ACHIEVEMENT SOLUTIONS, 2005)

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

MODELING IN MULTIPLE WAYS


USE OF WAIT TIME
COMPREHENSIBLE INPUT
APPLICATION/REPRESENTATION

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

Prezi presentation: Angle Pairs.


Presentation is posted to teacher website for
student reference.
CA CONTENT STANDARD (CLICK STANDARDS AND

Students makes use of this website for referencing


and further understanding angle properties:
http://mathopenref.com/angle.html
SELECT YOUR CONTENT AREA)

(see common core standards)


COMMON CORE STANDARD
AND

(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

such as "tri" in triangle and their meaning.


Struggling Readers: When students are asked to read independently, they'll be paired with a partner so
that they can ask for clarification from their partner. When text is presented from teacher, the teacher will
read it aloud. Hand Signals: Teacher may prompt students to respond to a question or provide meaningful
feedback using gestures with their hands. The teacher may ask a true/false question and prompt for
thumbs up or thumbs down. Teacher may also present a problem and then ask students what strategy is
needed to solve the problem, giving numbered options. Students could then respond with a number hand
gesture.
Students with Special Needs: Teacher will provide support and adaptation during partner work time.
Student will be paired with a partner where their would be a mutual benefit to them working together.
GATE Students: Students Questions. The teacher provides opportunities for students to develop questions
they have about the topic the class is exploring. He could then ask the students at various points in the
lesson what questions they have. The students could then write these questions in their math journals and
could be referenced throughout the unit. If a student found an answer to their question, then they could
present the answer to the class.
ASSESSMENT STRATEGIES
TYPE
DESCRIPTION
PURPOSE
USE TO INFORM RE-TEACHING
Informs how quickly to
Warmup: students work on
ENTRY-LEVEL
Shows prior knowledge.
proceed through the
warmup worksheet.
teacher lecture.
Teacher could choose to do
PROGRESS
Observe students working. Indicates how they're
a mini-lesson on a topic
MONITORING
Teacher takes notes.
engaging with the content. that students are
struggling with.
If students are struggling
Indicates that they've
Exit slip: students write a
to write a fact, then this
EXIT OR SUMMATIVE
retained a fact about
fact about angles.
will inform the review for
angles.
the next day's lesson.
FOLLOW UP ON ASSIGNMENTS/LINK TO NEXT LESSON
To link to the next lesson: the teacher may introduce the concepts of parallel lines and the possibilities that
follow from these concepts. When a parallel line is mentioned in the lecture or in a student comment, then
some thought can be given to the inplications of a parallel line, but ultimately any thorough discussion
should be reserved for the next lesson.
CONTINGENCY PLANS
The student activity working on the Find the Missing Angle Measures worksheet
HOW TO SHORTEN
will be omitted. The lesson will stop at the Tear It Up Experiment discussion and
LESSON
will transistion to the lesson closure.
There will be an additional worksheet available (Skill Builder 1) that can be utilized
HOW TO LENGTHEN
to lengthen the lesson. Skill Builder 1 will review concept previously learned and
LESSON
provide a formative assessment to the teacher if there is need to reteach any of
these concepts.

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