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Teacher Candidate Name: Nichelle Grage

Grade & Subject Area: 10-11 Geometry


Date for Planned Lesson: 2-4 days: April: 10-14th, 2017

Lesson Title Exploring Triangles and Learning to Solve Them

MN/CC State Standard(s) MN Standard: Geometry & Measurements: 9.3.3: Know and
- direct quote from MN standards apply properties of geometric figures to solve real-world and
documents mathematical problems and to logically justify results in
- if only focusing on one part of a geometry.
given standard, underline the part Benchmark 2: Know and apply properties of angles,
being focused upon including corresponding, exterior, interior, vertical,
complementary and supplementary angles, to solve problems
and logically justify results.
Benchmark 4: Apply the Pythagorean Theorem and its
converse to solve problems and logically justify results.
Benchmark 8: Know and apply properties of a circle to
solve problems and logically justify results.

MN Standard: Geometry and Measurements: 9.3.4: Solve


real-world and mathematical geometric problems using
algebraic methods.
Benchmark 2: Apply trigonometric ratios sine, cosine and
tangent to solve problems, such as determining lengths and
areas in right triangles and in figures that can be decomposed
into right triangles. Know how to use calculators, tables or
other technology to evaluate trigonometric ratios.
Benchmark 3: Use calculators, tables, or other
technologies in connection with the trigonometric ratios to find
angle measures in right triangles in various contexts.
Benchmark 4: Use coordinate geometry to represent and
analyze line segments and polygons, including determining
lengths, midpoints and slopes of line segments.

Central Focus Learn the different types of triangles, be able to use the
- derived from standard, Pythagorean theorem, trigonometry functions, and other
- communicates general goal common known methods to solve the triangles.

Learning Target for this Identify the different types of triangles, understand what
Lesson solving the triangle means, know what method will work best
- concisely says what students for solving the triangles, and be able to incorporate the
will be able to know and do Pythagorean theorem when needed. Students will also learn
- start with appropriate language the trigonometric functions and how those are useful for
function (active verb) calculating angles and side lengths. Students will also be able
to analyze real life situations and discuss what methods may
be useful in solving those situations they encounter. An
understanding for the use of this specific content outside the
math classroom will be discussed.
Academic Language (AL) a. Domain-specific academic vocabulary: Pythagorean
a. Domain-specific Acad Theorem, right triangle, acute, obtuse, isosceles, 30-60-90,
vocabulary 45-45-90, side, leg, hypotenuse, sine, cosine, tangent.
b. General Academic vocabulary
(words used in school across b. General academic vocabulary: Solve, solution, triangle,
many subject areas) negative, squared, functions, exponents, calculations,
c. Syntax Sentence Frame: multiply, divide, variable, equation, side-lengths, angles.
Example sentence that
students can use to c. Sentence Frame: Solve the triangle based on the given
accomplish target information and state what kind of triangle it is, you may use
d. Point in lesson where students the Pythagorean theorem, trig functions, or any other method
will be given opportunity to that you find fitting.
use Academic Vocabulary
(Note: It d. In Lesson Part 2 Assessment (below), students will be
is important that this appear in asked to explain what kind of triangle they are dealing with
TPA videotape segments and use specific formulas or methods to do so. There will be
plenty of practice to learn this methods.

Needed Abby: Abby is able to have tests, exams, quizzes, and other
modifications/supports materials read to her in the resource room as she needs it.
a. Identify how some form of Dillon: Dillion is allowed extra time on assessments if needed
additional support will be so he doesnt have to feel rushed. He may stay in the
provided for some aspect of classroom to test, or he may go to a different room. If the test
the lesson for given student(s) isnt finished in the allotted time, he will be allowed to come in
- visual, graphic, interactive during advisory time, or come get the test during a study hall.
- reduced text, rewritten text, fill-in
the blank notes, word banks Paul: Paul will receive extra time on tests and quizzes, and
- graphic organizers, sentence possibly shortened assignments depending on the material.
frames When it comes to tests he is also allowed to go to another
room to have help writing, paras may write for him for the sake
of time. For projects he may also receive assistance.

Samir: Samir is able to work in the language room with a


translator if the word/math problems are hard to understand.
For tests he will be allowed help translating as well, and extra
time depending on the amount that needs to be translated.
During projects, he will be paired with fluent students that will
be able to help him.

Juanita: Juanita is allowed extra time on assignments if she


cant get them done at school due to the issue that her
parents arent able to help her at home due to a language
barrier.

Daniella: Daniella will be given a list of vocab words to refer


back to rather than flipping through book pages, she will be
placed with helpful peers for projects.

Luke: Luke will be held to the same standards as everyone


else and will be offered a weeks worth of assignments if he
would like to work ahead. He may also bring additional work
from other classes to work on if he completes the assignment
early.

Resources & materials Geometry book-Chapter 9, iPads, handouts and worksheets.


needed Teacher prepared notes on Chapter 9.

Lesson Part Activity description / teacher does Students do


Phase 1 Teacher will read the Learning Target: Students will be
State Target & Activate Understand how to solve a triangle brainstorming what
Prior Knowledge and which methods are appropriate. they know about
a) Post the learning target Students will gain an understanding triangles and
statement and indicate for what it takes to make a triangle. trigonometry. The
whether the teacher or will fill out the BDA
student(s) will read it aloud Activate Prior Knowledge (Day 1): worksheet based
b) Engage students in Brainstorm what class has heard on what they see
activity to elicit / build prior about triangles and trigonometry and from flipping
background knowledge what kind of new vocabulary they through the pages.
may encounter, they may flip through
the chapters and skim the material to
develop questions for the BDA
worksheet.

Students will share some of their


items from their BDA worksheet in a
discussion of new vocabulary done
at prior to starting the lesson.

Phase 1 Assessment Assessment: The teacher will say a Students will be


Explain the plan to capture words out loud based on the list that the writing down new
data from this phase of the class came up with and the students vocab words that
lesson will give a thumbs up/thumbs down if the teacher puts on
they know the word or dont know the the board if they
word. The teacher will mark down the didnt already have
responses in hopes to gain a better them on their list.
idea for how much time is needed to be
spent on some of the new vocabulary.

Phase 2 Teacher Input / The lesson on triangles will consist of Students will take
Inquiry - Explain four days (or less depending on pace) notes in their
procedures of lectures that will last roughly 35-40 booklets given by
- Demonstration the task minutes, the students will then get the the teacher. These
- Teacher think aloud remaining time to work on homework or booklets consist of
worksheets that will be assigned, the pictures of the
teacher has a packet of problems they different types of
will work through for this lesson, she triangles to help
will write them on the board and the guide and assist on
class will work together to solve them. organizing notes.
Day 2 Lecture: The teacher will identify
the different types of triangles: Right
triangles, 30-60-90 triangles, 45-45-90
triangles, isosceles, acute, and obtuse.
Students will be given booklets to take
notes in, this is called Special Right
Triangles Practice. The teacher will
also introduce the Pythagorean
theorem and emphasize that this only
works on right triangles and we need
different methods, which we will discuss
tomorrow. Multiple questions will be
done on the board that will entirely be
dependent upon the pace of the
students by forcing them to assist with
the answers. It will not be just a
teacher does problems as the student
watches.

Day 3 Lecture: The teacher will review


the triangles from yesterday and lead
the class into an understanding that
they need a different method to solve
the non-right triangles. The lecture on
the trigonometric functions will then
take place. Multiple examples will be
done again on the board to check for
understanding, more problems will be
done if theres a struggle.

Day 4: Workday for the worksheet


packet.

Phase 2 Assessment Assessment: The teacher will ask for a Students will
Explain the plan to check for thumbs up/ thumbs down assessment participate in the
understanding of steps / in order to see how the students are simple assessment,
procedures demonstrated following the lessons, if additional and ask any
in this phase lecture is needed an extra day may be questions that they
added. Otherwise we will move on. may have regarding
the triangles or trig
functions that were
learned for that
day.
Phase 3 Guided Practice Problems from the book will be Students will be
- Paired/collaborative assigned as well as a worksheet packet allowed to work
work that covers trigonometry and the together or
- Teacher(s) may roam & Pythagorean theorem will be given for independently
assist practice. The teacher will walk around depending on the
the room and assist on the problems mood of the
and answer questions. The student is classroom.
expected to complete the book
problems on the specific lesson each
night for the next day, and the packed
is just a guide that students can work
on throughout the lessons, the packet
will be useful as a review for quizzes or
tests.

Phase 3 Assessment The teacher will assist with questions Students will
Explain the plan to check for on the homework thats being worked actively work and
ability to apply on each day at the start of class. If make sure they
demonstrated there happens to be recurring problems circle problems that
steps/procedures during that the students are struggling with the they need help on
guided practice teacher will write down those numbers or a further
and the concepts that come with those explanation of.
problems and they will be addressed
either before the end of class, or at the
start of class the next day.

Phase 4 Independent practice Students will be expected to work on Students will


- Individual student work the remainder of the book problems complete the
from the triangles lecture on their own homework for the
either in study hall or that night as next class period.
homework, however there will be a
work day for the packet given after the
trigonometry lecture. The teacher will
be available for students to come in and
ask questions at the end of the day.

Phase 4 Assessment The next day the teacher will walk While the teacher
Explain plan to check for around and ask to see the homework walks around the
ability to apply and check off on a chart next to the students will be
demonstrated class roster if they completed it, were working on board
steps/procedures during almost done, or didnt do it at all. This problems to start
independent practice will be a completion grade, and the next class, or
students will let the teacher know working on packet
questions that they want to be done on problems that they
the board. are able to do up to
this point.

Phase 5 Restatement & Students should have an understanding Students will


Closure a) Restate of triangles and trigonometry. The prepare questions
learning target teacher will state that there will be a for the review the
b) Explain a planned review day the following day, and a next day.
opportunity for students to chapter quiz following the review.
self-assess their Students will not have a formal test on Students should
perceived level of this material, as the upcoming project self-assess by
mastery for the target. will test their knowledge of this material. looking back on
their homework and
see what problems
gave them the most
trouble.
Phase 6 Summative Next The teacher will ask the students to do The students will
Steps a 3-2-1 at the end of the class as an complete the 3-2-1
Attach a class roster (first exit ticket (Day 4). This includes 3 exit ticket.
names only) with space to things that they learned, 2 things that
indicate for each student they found interesting, and 1 question
the needed next steps of that they still have regarding triangles
instruction. and trig.

Exceptionality: OCD
Strategies Measurable Actionable Realistic Time-bound
Student: Barbie Pink

Barbie will
Tier II Intervention
Student Barbie Barbie will keep track Barbie and
Goal: Barbie Pink will
Pink (female, track all of her teachers
attempt to avoid all
16 years old, assignments assignments will keep
triggers such as:
IEP) will work in her planner on the iPad track of the
Excessive writing,
effectively on on the iPad. and be homework
stress, homework Yes. Barbie has
the iPad to made completion
overload, and loud a planner on
complete Barbie and aware of rate, and the
noises. She will her iPad to stay
work, this her teachers upcoming amount of
utilize all resources clear of too
includes note will monitor homework, OCD episodes
that are offered to much writing,
taking and her progress tests, and that take
help avoid such where she will
homework in daily, and quizzes in place
circumstances. keep track of
hopes to avoid stay in touch hopes to throughout
Accommodations are up coming
triggers and with each prevent any the first
available in case of an assignments.
frustration that other about surprises Quarter.
incident, in which then She will also be
come with what actions that may Based on the
the student and the in constant
handwriting. may cause cause results at the
teacher will work best communication
For quizzes triggers to triggers or end of 1st
to address the with her
and test she happen. The stress. Quarter to
situation. Barbie is teachers to
will be allowed 2 day Breaks will the end of 2nd
expected to complete discuss her
extra time in a extension on be given in Quarter the
80-90% of needs and
separate, quiet homework any event student and
assignments within 2 situations that
room to finish. may be of an OCD teachers will
days of the due date, may need to be
Barbie will also adjusted episode, then
and keep track of changed.
be allowed based on the and the reevaluate
them in an online
breaks to days events situation the plan and
planner on the iPad to
decompress and length of will be make any
stay organized with
from stressful the revisited needed
due dates and reduce
situations. assignments. the next modifications.
the chance of feeling
day.
rushed.

(embed this portion


specifically within your
lesson plans for the
edTPA)
Adams, G., Burke, R. (1999). Children and Adolescents with Obsessive
Research/Literature:
Compulsive Disorder. Childhood Education, 76(1).
(embed this portion in
Adams, G., Waas, G., March, J. (1994). Obsessive Compulsive Disorder in
the reflective
Children and Adolescents: The role of the school psychologist in identification,
Commentary sections
assessment, and treatment. School Psychology Quarterly, 9(4). 0274-294.
within the edTPA)
Interventions focused on keeping Barbie from getting stressed and feeling
rushed by keeping her organized and away from too much handwriting will
prevent any triggers or episodes happening in the classroom. In the event of an
episode Barbie will be allowed to leave the classroom in an effort to cause the
episode to cease. Teachers will document episodes and try to identify triggers
that may cause an OCD episode to happen. Reassurance that everything doesnt
Advocacy: need to be perfect and positive feedback on completed work will be
communicated. At the end of quarters the teachers will organize a team
(embed this portion in meeting in order to evaluate the quarter and discuss any triggers that may have
the reflective been found and identify ways to avoid them. Modifications will be done at this
Commentary sections time for the upcoming quarter if needed. Updates will be given regularly by the
within the edTPA) teacher to the other teachers, as well as administration, and Barbies parents.
Recommendations and improvement ideas will always be welcome and other
strategies will be tried. The teacher will discuss with classmates what they can
do to help fellow classmates learn effectively in hopes of helping all students
understand her, and other students, needs. The class can come up with ideas
together on the various things that students may need to get the best
educational experience possible.

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016
This project has opened my eyes about how important it is to not just stand in front of the

classroom and teach one particular way, but to make sure we remain open to several teaching

strategies and understand that all of our students have unique ways of learning. As a teacher, its

our job to make sure we address all of our students needs individually, the ultimate goal is for

them to succeed. I will admit that this will get exhausting making sure that each student has

what they need to be successful, especially in a room full of kids with various IEPs or 504s, but

in the end the feeling you get when the students walk out of your room with their heads held high

and proud of themselves for accomplishing something is all worth it.

Using research based supports is a great idea when it comes to helping students. There is

so much information out there that is created to help, support, and give teachers ideas when it

comes to the diverse classroom that you will have. Much like this RTI plan that we created I

think its a great idea to make sure we understand each of the students needs. Many of us

teachers have never encountered a student with OCD, autism, or any other learning disability so

it may be hard to relate to and understand what they need to be successful in the classroom.

Starting out I think its important to look at what the kind of exceptionality the student has and

do research on that specifically. We may have heard about these, but we need to dig deeper and

gain a better understanding, we need to do some work to understand each of our students in order

to find out how we can help them. Once we do this and look at some research articles we will

more than likely find ourselves coming across ideas on how to teach these students with

exceptionalities. For example, my exceptionality was OCD, and I thought I knew what it was,

but its actually so much more than just doing things in a repetitive manner. I also would have

never guessed that a certain place in the room can help prevent triggers that may cause a student

to have an OCD episode. As a teacher I want to have a chance to look at the IEPs and 504s
before I start teaching for the school year because I think you need to address these things right

away, you cant wait and put it off because then by the time you would change a teaching style,

the student will already be that far behind.

The research I have found will hopefully tie right into the learning objectives due to the

fact that technology is such a huge part of classrooms these days. For a student with OCD they

can be perfectionists when it comes to writing. So making sure that the students do work on the

iPads and try to take notes on there, or type their notes will help eliminate the trigger that comes

with trying to write all the time. Much like the student with OCD, the technology will benefit all

students in the class. Its important to know how to perform math calculations on paper, as well

as utilize the technology resources that are available to help solve more complex, difficult

problems. You can also do some amazing things with technology in math, and this is something

that all students should encounter and see, not just the student that needs the iPad for writing

purposes. When you look at it this way it also doesnt make one student stand out when it comes

to the class. They could have the option of taking notes in a notebook or on paper, that way all

students get the chance to choose their preference. Of course, this is much more easy to do in a

school that has a 1-1 iPad distribution.

While its important to be aware of your students with exceptionalities, its also important

to be aware of the students with different cultures in your classroom. This can also play a role in

your teaching style. The class has really also made me aware of the several issues that can

appear in the classroom. I really enjoyed the book we read because it can be very difficult to

teach students who are not like you due to the fact you feel like you dont relate to them as much

as students who do look like you. This is why I think we need to take the first few weeks to get

to know our students instead of jumping right into the teaching. We need to understand our
students before we know how we can teach them. We all know that one teaching style isnt

going to teach the whole class, and if it does, there is probably a few students who are struggling

and not saying that they need extra help, or need something differently. We need to be in tune,

and constantly aware that what we may be doing may not work, and then of course, be okay with

changing something. I think its very hard to criticize ourselves sometimes and say that what we

are doing isnt working and come up with something different. We need to be honest with

ourselves and constantly self-assessing. As teachers, we are learning as much as our students.

As stated before, this class has been very eye opening. As teachers who may have not

grown up with exceptionalities, or encountered someone with one we are slightly blind to what is

out there. We need to know where our students may be headed or want to be headed and help

them get there. I found it very fascinating that many of the people working at the places we

visited say they have an exceptionality, but if they never would have told us, we wouldnt have

known. For me, this showed me that you never know who may need extra help, that even if they

dont have a visible, or physical exceptionality that it doesnt mean that they dont need

additional help. As a teacher I think I will always be willing to give extra help even if they dont

have IEPs or 504s. I also learned how hard it may be for students to ask for help, so we need to

make sure we are checking in with each student individually. Theres so much that comes with

teaching, and I feel like the more experience I get the more I learn that there is to do. To some

teachers, this all may build up and seem like a lot of work, but to me, I look at it as a challenge,

each year will be different, your students are always changing, and you never know what may

happen each year. The one thing that remains the same each year is that you always get the

chance to impact a students life in a positive way, you always get to be a role model and pass on

your knowledge to your students. I strongly think that when you become a teacher youre not
just a lecturer, you are a guide, a parent, an influence, a coach, and so much more. The more I

learn about teaching the more confident I am that this is the profession for me.