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

Date: September 13, 2013

Lesson Title: Geometric Transformations and Sequences of Transformations Anticipated length of time for this lesson: 3 class periods (150 minutes)

PART A: PREPARING TO PLAN THE LESSON---DESCRIBE YOUR STUDENTS Age Range of Students: 16-18___ Total Number of Students: 28____ Number of Male Students: 13_____ Number of Female Students: 15_____ 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 11____Hispanic or Latino ______ Other (Specify) _______________________________________________ 26____Fluent English Proficient 2_____ English Learner ______ Specific learning Disability ______ Hard of Hearing 1_____Deaf ______ Deaf-Blind

________Speech/Language Impaired 1______ Visually Impaired ________Orthopedically Impaired ________Emotionally Disturbed


______ Other Health Impaired 1_____ Multiple Disabilities ______ Brain Injury _____ Asberger’s

________Mental Retardation ________Autistic 1_______Established Medical Disability (0-5 years)

ENGLISH LEARNER(S): Who are the English Learners in the class? List each student by level. . Beginning: Intermediate: R.L./speaking, I.S./reading and writing Advanced: FEP: 26

Early Intermediate: R.L./ reading and writing Early Advanced: I.S./ listening and speaking English Only:

STUDENTS WITH ACADEMIC OR BEHAVIOR IEPS OR 504 PLANS: (Use initials instead of full names.) List academic/behavior performance levels. Student M.B. Learning Disability Z.R. Auditory Disability (has hearing aid) H.S. Reading Disability L.S. Visual Disability

Performance Level MB demonstrates tier 3 words and perform simple operation with 50% proficiency, some questions will be modified for this student. ZR has the same performance level as other students except he writes out any speaking assignments. When the teacher speaks, student can comprehend 70%. HS focuses on developing reading skills and will achieve 40% proficiency on any reading assignment. LS types the tier 3 words, demonstrates the math operations on the computer and explains terms with 85% proficiency. LS will use a special large keyboard.

OTHER STUDENTS: Which students will require additional support with this lesson and why? All IEP students will require additional support during this lesson because it takes use of many different teaching methods. Some methods make it necessary to accommodate and/or modify the lesson to meet each IEP students’ needs. Each case is different. All students in general will require support in learning the various computer programs implemented in the lesson.

PART B: PLANNING THE LESSON Dominican University of California Ukiah Center

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Grade Level(s): Content Area:

10 GEOMETRY_________

Subject Matter: Transformations in the Plane

CALIFORNIA COMMON CORE STANDARDS: Which common core standard(s) does this lesson address? CCSS.Math.Content.HSG-CO.A.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. UNIT of STUDY: What is the UNIT of STUDY that addresses the standards above? Transformations in the Plane At what point in the sequence of the unit is this lesson? Check one: at the beginning of the unit of study between the beginning and the end of the unit of study X

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 the process of rotation, reflection and translation of any given geometric figure and be able to draw the transformed figure. They will also be able to organize a sequence of transformations in order to achieve a desired end result. OBJECTIVE 1: After an presentations of poster homework, students will pair off and use computer software to explore the different transformations. They will take turns showing their partner how to do a specific transformation correctly 3 times. OUTCOME INDICATORS: Students use 10 tier 3 vocabulary words while explaining the transformations to their partners and using the software correctly. Dominican University of California Ukiah Center

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OBJECTIVE 2: After a set of demonstrations, students will correctly perform 10 transformations (reflections, rotations, or translations) on graph paper with 100% proficiency and then create a prezi presentation describing one method of transformation with 80% proficiency based on a rubric developed together by the class. OUTCOME INDICATORS: Correct transformations of 10 shapes on graph paper and scores on the prezi presentations. OBJECTIVE 3: After a lecture, students will correctly identify the sequence of steps taken to achieve a certain transformation for 10 problems and successfully complete a unit test with 90% proficiency. OUTCOME INDICATORS: Correct identifications for the sequence of transformations required to carry a given figure onto another for 10 problems and scores on a unit test. How will you know? What evidence will show the extent to which the students have met the objective? See OUTCOME INDICATORS for each OBJECTIVE. 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? Tier 2 Vocabulary (Non-content Dependent Academic Vocabulary and multiple meaning words). Sequence, Identify, Achieve, Process, Organize, Presentation, Geometric, Explain, Software, Graph, Demonstration Tier 3 Vocabulary (Content-dependent academic vocabulary). Rotations, Reflections, Translations, Angles, Circles, Perpendicular, Parallel Lines What evidence will show that students have multiple opportunities to practice the language objective? Within the Unit there will be a lesson on the specific content vocabulary at the end of which, students will successfully complete a vocabulary quiz with 100% proficiency and a poster project with 85% proficiency based on a rubric. Students will also be heard using both tier 2 and tier 3 vocabulary correctly during discussions with their partner or the entire class. 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. How will the evidence demonstrate the extent to which the students have met the objective? During a presentation to the class of their poster projects, students will successfully communicate the term and its definition using tier 2 and tier 3 vocabulary as well as providing examples. STUDENTS WITH IEPs: Dominican University of California Ukiah Center

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Identify the appropriate academic and/or behavior IEP goals that you will address in this lesson for each student. MB will be focusing on learning the names of shapes and how to demonstrate rotations, reflections, and translations on the computer while improving their proficiency level from 50% to 55%. ZR will have the same goals as the rest of the class with the exception being for any oral assignments, he will write them. HS will focus on learning the tier 3 words by pointing to and reading the words in the textbook. LS will have an aid to help her with her visual disability and will use a specialized keyboard with large letters to type up her assignments and projects. Tests and worksheets will be provided to her via her computer. What evidence will show that these IEP goals are integrated into your lesson? There are plenty of computer-based learning activities to accommodate ZR and LS. Describe the accommodations and/or modifications necessary for each student to actively participate in, and achieve the desired objective for this lesson. ZR is accommodated during any oral presentation assignments – he is allowed to write out his presentation instead of giving it orally. Some quiz/test questions will be modified for MB. LS will be accommodated with a special computer and keyboard along with brail materials when available. How will each student be supported during this lesson? Each student will receive aid from a paraprofessional or classroom volunteer for portions of the lesson. How will the evidence demonstrate the extent to which each student has met the objective? The evidence will be collected via scores, responses during discussion, presentations, etc. The scores will show an improvement towards their goals. MATERIALS/TECHNOLOGY/RESOURCES: What materials (supplies, equipment, teaching aids) need to be prepared and available? I will need to have enough computers for my class to use. We will either need to go to the computer lab or we will need a set of laptops. If need be, I can alter the lesson plan and have the students pair up to work on a project together. How will you integrate technology? How does this lesson support the district’s technology goals? I will be using computer software that will allow them to explore the different types of transformations. They will also be creating a prezi project that will give them valuable life skills with technology. Describe your timeline for implementation and use of materials, technology, and resources. Computers will be used on the first two days of the 3 day lesson. Dominican University of California Ukiah Center

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CLASSROOM SUPPORT PERSONEL: How will paraprofessionals, volunteers, or other teachers support students during this lesson? A paraprofessional will be walking around to all the computers making sure that each student is on task and helping with any technology difficulties. There will also be an Aid to help 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. Instructional Strategies

Student Activities

LEP/PLD Level

(answer in box below) Hook: “Take out your beautiful, award-winning, masterpiece posters that you completed last night because we are going to turn this classroom into an art gallery!”

“Based on these fabulous poster projects you have all just presented, it is clear we are ready for the next step, which is to learn how to perform these transformations. By the end of this class, you will…” Dominican University of California Ukiah Center

Students will present their poster homework assignment and be giving their own real life experiences of transformations.

For EL students, some words will be accompanied by synonyms and/or definitions during the discussion.

After this, they will hang their poster up somewhere in the room.

“gallery, which is a collection of things for viewing”

The presentation of the poster homework will facilitate tying the lesson to the previous lesson. Group discussion: “Which poster is the best and why?” “Which poster has the best art work?” “Which poster has the best description? How?”

For EL students, some words will be accompanied by synonyms and/or definitions during the discussion

“completed, or finished”

“perform, or do”

Students w/IEPs and/or others For MB – Paraprofessional Aid For ZR – Hearing Aid- can have written presentation. For HS – can have notecards to help her present her poster For LS – Paraprofessional Aid can describe posters to them. For MB – Paraprofessional Aid – some questions will be modified. For ZR – Hearing Aid – can write out responses during discussion

“presented, or shown”

For HS – student is able to participate normally

“fabulous, or excellent”

For LS – Paraprofessional Aid Lesson Plan Template page 6


can assist student visually The Learning Objectives will be communicated after the poster presentations. “Over the next 3 days, you will be transforming figures in many different ways, teaching others how to do different transformations, and also working backwards to find a sequence of transformations that took place.”

Listening to plan for the next three days and expectations for learning.

1 – Present Homework

Students will be listening, participating during group discussions, discussing with partners at times, working individually on some assignments and tests, working on the computer to explore transformation software, enhancing technology skills by creating a Prezi, enhancing presentation skills via presentations to the class, etc.

For EL students, some words will be accompanied by synonyms and/or definitions during the discussion and presentations.

Students will be able to have full access to the content material due to the range of modalities incorporated throughout the lesson.

For EL students, some types of learning will be emphasized, such as auditory to improve language skills.

2 – Discussion 3 – Computer Exploration 4 – Transformation Instructions 5 – Transformations Assignment 6 – Create Prezi on 1 Transformation 7 – Present Prezi’s 8 – Sequences of Transformations Instruction

For EL students, some words will be accompanied by synonyms and/or definitions during the discussion.

For MB – Paraprofessional Aid

For example:

For LS – student is listening

For ZR – Hearing Aid For HS – student is listening

“sequence, or the order of steps”

EL students will also have their own dictionary and thesaurus to use for the year.

Accommodations will be made for each IEP student in the area of needed assistance. Some questions will be modified. Some seating arrangements will be accommodating. Any and all extra equipment needed will be provided (such as the specialized computer keyboard).

9 – Sequences of Transformations Assignment 10 – Unit Test Students will engage in tactile, auditory, and visual learning. Some assignments are even designed to incorporate more than one or all modalities. Dominican University of California Ukiah Center

For MB – Paraprofessional Aid For ZR – Hearing Aid – they will have a stronger visual mode For HS – Visual learning may Lesson Plan Template page 7


require assistance. For LS – Paraprofessional Aid – they will have a stronger auditory and tactile mode Knowledge – What is a transformation? Comprehension – Can you explain what is happening in this transformation? Application – What would result if I rotated this figure? Analysis – What transformation can you do to this figure to get that result? Synthesis – List the sequence of transformations required to get the figure from point A to point B.

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.

For EL students, some words will be accompanied by synonyms and/or definitions during the discussion.

Students will listen to these interesting fun facts and will be able to add on to them with experiences from their own life.

For EL students, some words will be accompanied by synonyms and/or definitions during the discussion.

For MB – Knowledge Questions For ZR – Hearing Aid – Can have all levels of Bloom’s questions For HS – Comprehension Questions For LS – Can have all levels of Bloom’s questions

Evaluation – How could you use your knowledge of transformations to create a house out of one figure? Moments during instruction will include relationships of the math content to the real world, one example can be with Architecture and I will demonstrate the usefulness of transformations in AutoCad.

Dominican University of California Ukiah Center

For MB – Paraprofessional Aid For ZR – Hearing Aid- can have written responses. For HS – Developmentally appropriate for participation For LS – Paraprofessional Aid can describe visual effects. Lesson Plan Template page 8


Evidence that the learning objective has been met will be collected via: the Unit Test, Assignments of Problems, Projects and Presentations, and Progress Monitoring during Discussions.

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

EL students will need to meet their own specified proficiency levels in areas that they need to improve in.

IEP students will need to meet their own specified proficiency levels in areas that they need to improve. They will also aim to reach or exceed their goal proficiency level.

“Now that you are all masters of transformation, you are now trasformers!”

Listening.

For EL students, some words will be accompanied by synonyms and/or definitions during the discussion.

For MB – Paraprofessional Aid For ZR – Hearing Aid For HS – Listening For LS – Paraprofessional Aid can describe visual effects.

“The next step on your journey to saving the world will be to connect your knowledge of how transformations work to identify congruent figures as a result of rigid motions!”

Students will be listening and participating in discussion.

For EL students, some words will be accompanied by synonyms and/or definitions during the discussion. “journey, or adventure or trip” “rigid, or stiff or firm”

For MB – Paraprofessional Aid For ZR – Hearing Aid- can have written questions. For HS – can participate normally For LS – Paraprofessional Aid

PART D: REFLECTION If you have taught this lesson: 1. What were the actual outcomes? (provide specific evidence) 2. To what extent did students meet learning objectives(s)? 3. Does this lesson plan need to be modified for future use? If so, how? Dominican University of California Ukiah Center

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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? o I think difficulty will arise while teaching students how to find the sequence of transformations that occurred to take a figure from one location to another. We will be working backwards from the previous lesson and trying to figure out what had happened. I expect this type of thinking to be difficult for some students.

What other potential “trouble spots” are you anticipating? o I also expect trouble spots to occur with my IEP students with working with the different computer software. PART E: APPLICATION

If you have taught this lesson: What will you need to re-teach from this lesson? How will you apply what you learned from teaching this lesson when you plan instruction for this class in the future? What have you learned about the needs of all students by teaching this lesson? How can you apply this knowledge to other lessons? If you have not taught this lesson: 

How might the structure of this lesson inform the development of future lessons? o

Depending on how well the use of the computers goes, this lesson will inform me of how to better use computers or technology in the future.

Dominican University of California Ukiah Center

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Dominican University of California Ukiah Center

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Transformatiosn in the plane lesson plan 2