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DOMINICAN UNIVERSITY OF CALIFORNIA, UKIAH CENTER PRE-SERVICE LESSON PLAN TEMPLATE Name: Kaila Budwell

Date: November 4th, 2013

Lesson Title: The Coordinate Plane Anticipated length of time for this lesson: 1 class periods (50 minutes)

PART A: PREPARING TO PLAN THE LESSON---DESCRIBE YOUR STUDENTS Age Range of Students: 14-17___ Total Number of Students: 23____ Number of Male Students: 13_____ Number of Female Students: 10_____ Percentage of students receiving free or reduced lunch:80%__ Areas in which students live (circle all that apply) Ethnicity of students (give numbers)

Language proficiency of students (give numbers) Identified special need categories represented (give numbers)

Urban

Suburban

Rural

__2___African American or Black __1___American Indian/Alaskan Native ______ Asian or pacific Islander __14_ White __6___Hispanic or Latino ______ Other (Specify) _______________________________________________ __23__Fluent English Proficient __0___ English Learner ______ Specific learning Disability ______ Hard of Hearing ______Deaf ______ Deaf-Blind

________Speech/Language Impaired ___1___ Visually Impaired ________Orthopedically Impaired ________Emotionally Disturbed


______ Other Health Impaired ______ Multiple Disabilities ______ Brain Injury _____ Asberger’s

________Mental Retardation ________Autistic _______Established Medical Disability (0-5 years)

ENGLISH LEARNER(S): Who are the English Learners in the class? List each student by level. . Beginning: Intermediate: Advanced: FEP:

Early Intermediate: Early Advanced: English Only:

STUDENTS WITH ACADEMIC OR BEHAVIOR IEPS OR 504 PLANS: (Use initials instead of full names.) List academic/behavior performance levels. Student LS

Performance Level LS will work on working around her visual imparity. She will work with the teacher to find new ways of learning.

OTHER STUDENTS: Which students will require additional support with this lesson and why?

PART B: PLANNING THE LESSON Grade Level(s): Content Area:

9-11___ ALGEBRA _______________

Subject Matter: _Graphing Ordered Pairs_

Dominican University of California Ukiah Center

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CALIFORNIA COMMON CORE STANDARDS: Which common core standard(s) does this lesson address? CCSS.Math.Content.6.NS.C.6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. UNIT of STUDY: What is the UNIT of STUDY that addresses the standards above? Apply and extend previous understandings of numbers to the system of rational numbers. At what point in the sequence of the unit is this lesson? Check one: x

at the beginning of the unit of study between the beginning and the end of the unit of study at the end of the unit of study

LEARNING OBJECTIVES: What specifically do you expect students know and be able to do at the end of this lesson? (The students should understand what they need to know and be able to do and why it is important to them at the beginning of each lesson.) GOAL: Students will understand how to graph ordered pairs in the coordinate plane and how to identify coordinates that have already been graphed. OBJECTIVE 1: After a lesson on graphing ordered pairs, students will correctly complete 6 types of graphing problems (2 identifying coordinates and 4 plotting coordinates) with 80% accuracy. OBJECTIVE 2: After guided practice of graphing coordinates, students will be given a coordinate and correctly plot themselves onto a life-sized graph made of chalk with 100% accuracy. How will you know? What evidence will show the extent to which the students have met the objective? OUTCOME INDICATORS: The 6 types of graphing problems correctly executed during class and the accurate position of their coordinate on the life-sized graph at the end of class. LANGUAGE OBJECTIVES by LEP Level: What specific language and vocabulary will students be expected to know and use when showing mastery of this lesson’s content? After a lesson including an introduction to new vocabulary, students will correctly answer strategic questions about the vocabulary and be able to communicate with the class successfully using the new vocabulary. Dominican University of California Ukiah Center

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Tier 2 Vocabulary (Non-content Dependent Academic Vocabulary and multiple meaning words). Analyze, Configure, Determine, Produce, Correlate Tier 3 Vocabulary (Content-dependent academic vocabulary). Coordinate Plane, Origin, X-axis, Y-axis, Ordered Pair What evidence will show that students have multiple opportunities to practice the language objective? During class, students will communicate about the guided practice problems using the correct tier 3 vocabulary. Strategic questions will be asked of the students to check for understanding of the new vocabulary. Students will also have a chance to practice the vocabulary when entering the new terms in their vocabulary section of their notebook. How will you differentiate for various language levels? For different language levels, I will insert the synonym or definition of a word while I am presenting the lesson. The EL students will be able to use dictionaries and thesauruses. The EL students who need extra help will be given the new vocabulary a day or two prior for them to practice. How will the evidence demonstrate the extent to which the students have met the objective? During the guided practice of the class, students will successfully communicate the process for graphing a coordinate using the correct terms. Students’ grades on their vocabulary section of their notebook will also provide evidence. STUDENTS WITH IEPs: Identify the appropriate academic and/or behavior IEP goals that you will address in this lesson for each student. LS will sit in the center of the front row for optimal vision. LS will also be given material ahead of time if she wishes to get ahead. What evidence will show that these IEP goals are integrated into your lesson? The lesson provides students with different methods for learning how to graph coordinates. This allows different types of learners to be accommodated. The lesson incorporates writing, conversation with partners, visual aids, hands-on learning, and technology. The life-sized graphing activity will be extremely beneficial to LS. Describe the accommodations and/or modifications necessary for each student to actively participate in, and achieve the desired objective for this lesson. LS will have seating accommodations for her visual imparity and will sometimes be given specialized reading material with larger fonts. LS will also receive some material ahead of time so that she may become familiarized with the content prior to the lesson. How will each student be supported during this lesson? LS will be supported through the individualized accommodations and also in a resource room outside of class. Dominican University of California Ukiah Center

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How will the evidence demonstrate the extent to which each student has met the objective? LS will show an improvement towards her specific visual IEP goals, but for the class content, LS will have the same proficiency goals as the rest of the class. MATERIALS/TECHNOLOGY/RESOURCES: What materials (supplies, equipment, teaching aids) need to be prepared and available? For this lesson, I will need a whiteboard with a document camera in order to teach the lesson. Students will need their notebooks and a pencil. I will need to have chalk in order to draw the life-sized graph outside on the sidewalk. (With more work, this could also be done on the inside of a classroom using tape on the floor and moving all of the desks.) To go with the life-sized graphing activity, I will need to prepare an organized set of coordinates for the students to graph and have each coordinate written on an index card ready to be given to a student. Lastly, there will need to be copies made of the in class guided practice assignment. How will you integrate technology? How does this lesson support the district’s technology goals? For this basic introductory lesson on graphing coordinates, I did not use a great deal of technology. What I did use was the document camera, which allowed me to project a perfect graph from the worksheet and enlarge it for everyone to see. This is very handy and saves time in having to draw your own graphs. Describe your timeline for implementation and use of materials, technology, and resources. Technology will mainly be used in the guided practice of the lesson in which I project the worksheet onto the board. I might also use the document camera during the direct instruction portion. CLASSROOM SUPPORT PERSONEL: How will paraprofessionals, volunteers, or other teachers support students during this lesson? If there were a paraprofessional or volunteer in the class, they would be assisting students who are having a hard time picking up the material or assisting any EL students experiencing a language barrier. The aid could also be of help to an IEP student with a vision disability.

PART C: TEACHING THE LESSON Think about the sequence of this lesson. Describe your plans for instruction in the order in which they will be implemented. Under “Instructional Strategies,” explain what you will do to present the content to the students. What will you do/say? Under “Student Activities,” explain what the students will do during each step of instruction. Dominican University of California Ukiah Center

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Instructional Strategies

Student Activities

(answer in box below)

LEP/PLD Level

Students w/IEPs and/or others

Hook: The colorful life-sized graph displayed on the sidewalk beneath their feet as they enter the classroom.

After we have a short conversation to take care of some class business, their interest is peeked by what could be happening outside later on.

The graph is large and colorful – LS will have no trouble seeing it.

“Today, we are going to learn how to graph ordered pairs in a coordinate plane and how to identify coordinates that have already been plotted. Other than the fabulous graph right outside, where else have you seen a graph like that before?”

Students will take out their math notebooks and be ready to start with the day’s objective and prepare to take notes on instruction and vocabulary. Students will discuss prior knowledge.

For LS – Paraprofessional Aid can assist student visually

The learning objectives will be discussed orally in previous step. “If we conquer our learning objective, we will have some time to explore plotting points on our life-sized graph!”

Listening to the sequence of events for the day and expectations for learning.

LS will be sitting in the center of the front row.

1 – Discussion of Class Business (5 min)

Students will be listening, participating during group discussions, discussing with partners at times, working individually on some assignments and then coming together at the end to complete the life-sized graphing activity.

Accommodations will be made for LS in the area of needed assistance. Some seating arrangements will be accommodating. Any and all extra equipment needed will be provided (such as the material given ahead of time).

2 – Direct Instruction (15 min) 3 – Guided Practice (10 min) 4 – Independent Practice (5 min) 5 – Life-Sized Graphing Activity (15 min) Dominican University of California Ukiah Center

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Students will engage in tactile, auditory, and visual learning. Some assignments are even designed to incorporate more than one or all modalities.

Students will be able to have full access to the content material due to the range of modalities incorporated throughout the lesson. The life-sized graph is a perfect way to incorporate all modalities, especially tactile.

LS will be slightly stronger in auditory and tactile modes.

Knowledge – What is a coordinate?

Based on progress monitoring for each student, appropriate levels of questions would be given to each student. For example, I would give a comprehension question to someone still struggling to connect the concepts and I would give a Synthesis question to someone who seems to have mastered the concepts and doesn’t know how much farther they can take them. I would ask these questions of students while they are working on the in class graphing assignment.

LS can have all levels of Bloom’s questions.

The beginning discussion will connect with their prior knowledge and real life situations. The riddle will bring some interest to the topic.

Students will listen to the discussion and will be able to add their own experiences, interests, and questions.

LS will be able to participate in the discussion normally.

Evidence that the learning objective has been met will be collected via: the in class assignment, the answers to strategic questions, and the life-

Students will need to meet specified proficiency levels in order to meet the learning objectives. Each type of evidence has a different level of

LS has the same goal for proficiency as the rest of the class.

Comprehension – Can find the coordinate of this point? Application – How would you graph this set of coordinates? Analysis – What coordinate would be the reflection of this point over the y-axis? Synthesis – Create a square using coordinates. Evaluation – How could you use your knowledge of coordinates in a plane to create a shape that is equal parts of each quadrant?

Dominican University of California Ukiah Center

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sized graphing activity.

importance and therefore a different level of proficiency.

At the end of class, there will be a life-sized graphing activity in which each student will receive a coordinate in which they must plot their bodies.

Students will be working together to plot themselves and solve the riddle by stringing together the letters of their coordinates, giving them the answer to the riddle.

LS will be able to participate normally in this activity. The graph is large enough for her to see and navigate.

To transition to the next lesson, students will find out about the next topic in the coordinate plane: midpoint and distance.

Students will be listening and participating in discussion.

LS will be sitting in the center of the front row.

PART D: REFLECTION If you have taught this lesson: 1. What were the actual outcomes? (provide specific evidence) The students were picking up the material pretty well. They were able to ask questions and found corrections to their tiny mistakes. The students successfully solved the life-sized graphing riddle. 2. To what extent did students meet learning objectives(s)? Students met the learning objectives with 100% proficiency. Students finished the in class assignment with 80% proficiency (which was the goal) and the life-sized graphing activity with 100% proficiency (again this was the goal). 3. Does this lesson plan need to be modified for future use? If so, how? I would modify the life-sized graphing exercise slightly so that there would be a more coherent system in the discovery of the answer to the riddle. This would mean changing the outcome of the graph by changing the coordinates. If you have not taught the lesson: 

What difficulties do you anticipate that students may have with the lesson content? Why do you think these will be areas of difficulty?

Dominican University of California Ukiah Center

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I think there might be some difficulty in identifying coordinates. I also expect some students to mix up the x and y of the ordered pairs. Getting these ordered pairs in the wrong order is a common mistake. 

What other potential “trouble spots” are you anticipating? I can see a trouble spot occurring during the outside graphing activity that I have planned. There might be some students who are less motivated and less willing to participate, especially in the cold morning. PART E: APPLICATION

If you have taught this lesson: What will you need to re-teach from this lesson? I might need to re-teach the idea of alphabetical order when graphing (x first, then y). A few students were mixing up the x and the y in the ordered pairs, especially when a 0 was involved. How will you apply what you learned from teaching this lesson when you plan instruction for this class in the future? I will expand a bit on identifying coordinates that have already been plotted. In the future, I would like my students to work a bit more on practicing plotting coordinates (they only had 6 types of these problems). What have you learned about the needs of all students by teaching this lesson? I have learned to pay more attention to the faces of all of the students to see if they are getting it. I spent too much time facing the board and not enough time engaging the students and asking questions. I have also learned that not everyone will see the problem in the same way, so it is important to give different methods for success. How can you apply this knowledge to other lessons? In future lessons, I will focus my attention on the students to make sure everyone is on the same page. If you have not taught this lesson: 

How might the structure of this lesson inform the development of future lessons? I would like to be consistent in the way that I structure my classes. Therefore, all future classes should follow a similar format of: introduction discussion, direct instruction, guided practice, independent practice, and a closing activity.

Dominican University of California Ukiah Center

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