unit plan

Unit Calendar: Building the BasicsDay 1 Day 2 Day 3 Day 4 Day 5

Content Standards 1.4GEOM:1.0Students demonstrate understanding by identifying and giving examples of undefined terms, axioms, theorems, and inductive and deductive reasoning.

1.5GEOM:4.0 Students prove basic theorems involving congruence and similarity.

1.6GEOM: 13.0Students prove relationships between angles inpolygons using properties of complementary,supplementary, vertical, and exterior angles.

1.7GEOM:16.0Students perform basic constructions with straightedgeand compass such as angle bisectors, perpendicularbisectors, and the line parallel to a given line through apoint off the line.

1.8GEOM:17.0Students prove theorems using coordinate geometry,including the midpoint of a line segment, distanceformula, and various forms of equations of lines andcircles.

Learning Objectives

Cognitive: After being introduced to the definitions, SWBT identify segments and rays as they verbally communicate their ability to recognize parallel lines and planes using objects around the room(GEOM: 1.0). This addresses Explanation as one of the Six Facets of Understanding as students need to

Cognitive: After students are introduced to the concept of distance between points(GEOM: 4.0), SWBT find the lengths of segments and demonstrate their ability to do so as they complete a Algebra Planes and Buddies. This addresses Application as one of the Six Facets of Understanding as

Psychomotor: After the teacher models how to use a protractor, SWBT find the measure of angles and identify special angle pairs(GEMO: 13.0), as both students and the teacher compare their answers to the discussed solutions projected in front of the class. This addresses Perspectives as one of the Six Facets of

Psychomotor: After the teacher models how to use a compass, SWBT use a compass and a straightedge to construct congruent segments and congruent angles(GEOM: 16.0) as they complete a drawing assignment which will be graded as a formal assignment. This addresses student’s ability to

Affective: After the teacher provides the formulas for midpoint and distance(GEOM:12.0) SWBT apply the formulas to determine unknowns within the equation. This addresses students self-knowledge as one of the Six Facets of Understanding as students need to be able to recognize

describe the understandings in relationship to their surroundings.

students solve problems and determine solutions.

Understanding as students will compare their answers to the projected solutions.

practice Interpretation as one of the Six Facets of Understanding as students illustrate their understandings using a straightedge to construct congruent segments and congruent angles.

which formula to use to determine the unknowns within the equations.

Student Activity Students will describe objects around the room and verbally defend their definition to demonstrate their understanding.

Students will complete p.33 #8-11,14,17,18,29-35 to develop their understanding of coordinates, congruent segments and midpoint.

Students will complete Chapter Relatives assignment to practice using a protractor. Students will also complete p. 40 #15-32 all, 53, 54, p. 47 #9-12all, 42-50all to develop their understanding of complementary,supplementary, vertical, and exterior angles.

Students will construct congruent segments, congruent angles and perpendicular bisectors using their compass.

Students will complete p.420 #1-6,10-17 to develop their understanding of the distance between two points and the midpoint of a segment.

Assessment Formative: Teacher will scan students papers as they write down their observations(informal)

Formative: Teacher will grade in class assignments to get a developed overview of their understanding(formal).

Formative: Teacher will assess student performance in assigning students to provide answers for students to check their

Formative: Teacher observed grouped students where they can assist one another’s understandings(informal).

Summative: Students will complete a D-Day worksheet reviewing the information discussed over the

work(informal). unit which will be graded proportionally based on their performance(formal).

Into, Through, Closure, Beyond

Into: Discuss previous understandings of a pattern in relationship to their own lives.

Through: Students draw examples of patterns.

Closure: Gallery walk to see what other peers came up with.

Beyond: Students will be expected to complete , “Measuring Segments and Friends”, and more book work, pg. 33 # 1-7 odd, 12 and 13 for homework to apply their understandings of

Into: Discuss previous night’s homework with the class as a whole.

Through: Students take notes on lesson of the concept of distance between points and the lengths of segments.

Closure: Teacher proposes discussion about direction and its magnitude in contrast to the absolute value of distance.

Beyond: Students explain in sentences what happens to negative numbers when their absolute values are found.


Through: Students take notes on lesson of the concept of complementary, supplementary, vertical and exterior angles.

Closure: Quick write about what they learned in contrast to what they didn’t know before.

Beyond: Students will be expected to complete p. 40 # 15-32, 53,54 for homework to apply their understandings of complementary,


Through: Using a large compass and a straightedge, the teacher will demonstrate on the board how to construct a segment, angle bisector, perpendicular bisector and a line perpendicular to a given line from a point.

Closure: Students participate in class discussion about how to apply the concepts of angle bisector, perpendicular bisector and a line

Into:Teacher is going to talk with the students about perimeter and area. Teacher will give them a scenario about a person walking around town and ask them to tell me how to find the total distance the man walked.

Through: Teacher will introduce the Distance Formula and Midpoint formula and give the definitions of what they are and why we would use it.

Closure: The students will have

segments, a ray, opposite rays, opposite rays, skew lines, parallel planes, and parallel lines.

supplementary, vertical and exterior angles.

perpendicular to a given line from a point in real life.

Beyond: Students will complete the Measuring Angles worksheet to illustrate their understandings using a straightedge to construct congruent segments and congruent angles.

to create their own word problem or homework, draw a picture of it, and solve it

Beyond: Students will complete p.420 #1-6,10-17 to develop their understanding of the distance between two points and the midpoint of a segment.

UNIT PLAN TEMPLATE

UNIT TOPIC: Building the Basics

1. UNIT CONTEXTSubject/Content Area: MathCourse: GeometryGrade Level: Primarily 9th and 10th gradeLength of Unit: One weekNumber of class periods and length of periods: 5 class periods. Each class period is 55 minutes long.

2. FACTS ABOUT THE LEARNERS Whole Class Information

Number of students in class: 45 students in class Demographic Information: Latino, Hispanic, Puerto Rican, America, Male, Female, one English Language Learner, many

students have 504s and IEPs. Developmental Needs: All students are at various levels of readiness. There are nine students in danger of failing the class.

The class average is a 79.18%. The students are very social and comfortable with one another. The students who are struggling are self-aware. The students know how to improve their scores and are striving to do so. This class has a variety of learning profiles; auditory, kinesthetic, visual. The class requires a fair amount of classroom management to keep students on track. This mandates a seating chart, so the teacher can regulate the proximity of social relationships.

Individual Student Information and Differentiation StrategiesEnglish Language LearnerAlexa JimezAlexa Jimez is an Intermediate English Language Learner. Her readiness profile demonstrates Early Intermediate skills She is currently in the 11th grade. Alexa is a Hispanic girl who speaks Spanish. She reflects positively on her home life and family relationships. She is currently in my Geometry class. She would like to improve her mathematical performances. Alexa aspires to go to college. Alexa’s skills are below average. As a 9th grade student, she received B’s in Algebra Readiness and in 10th grade received D’s in Algebra. She currently has a 53.73% in Geometry. She is a visual learner. She understands material best when I encourage her to draw out examples to understand the content of the question. To differentiate content, I can incorporate visual aids into my lessons. To differentiate the learning process, I can inform her tutor about material covered in class. To differentiate assessment, I can incorporate as many graphic arts as possible. I can even incorporate differentiation strategies as I provide feedback on her

assignments. My feedback can incorporate visual aids. I can implement these differentiation strategies from the beginning of the year. I can place Alexa toward the front of the class. This will enable Alexa to see visual demonstrations more clearly. Placing her in the front of the class will eliminate any visual distraction created by those around her. To monitor Alexa’s progress, I would ask her to draw pictures to demonstrate her understanding. Alexa’s pictures would allow her to understand the material being addressed and provide an intricate explanation into her perspective on the covered material. To facilitate Alexa’s learning I would continue to work with her one-on-one. I would encourage her to communicate her misconceptions to me personally. This would allow me to address her needs immediately.

Elena Elena is currently in the 10th grade. Elena is a Hispanic girl who speaks Spanish. She moved from Mexico one and a half years ago. She reflects positively on her home life and family relationships. Therefore, Elena’s learning style would benefit best by being placed with a group of peers who receive her input. The teacher should complement the students support through positive reinforcement, oral communication, and written response. Through consistent communication, the teacher can gain understanding about Elena’s progress. Elena’s readiness profile demonstrates Early Intermediate skills. She needs support as she strives toward Intermediate communication skills. The Intermediate skills she needs to acquire include, using content vocabulary and correct grammatical structures when communicating with others. To differentiate the learning process, Elena would be paired with an English Language Learner peer who is proficient in English and can assist Elena with grammatical translations from Spanish. To differentiate the content for Elena, I can provide her with grammatical graphic organizer that will help her articulate her new information in a logical manner. These adaptations enable Elena to perform well on assessments as she is supported to acquire content specific vocabulary and communicate her conceptual understandings. Through progress monitoring, I would give Elena oral feedback to correct any misconceptions. Placing Elena in a prearranged group setting addresses her learning profile as she needs a set of supportive peers. The graphic organizer will act as a progress monitoring tool as Elena demonstrates her understanding of content vocabulary. This will allow her to not be overwhelmed by the expectations in front of her. Through monitoring group collaboration, I can differentiate the acquisition process to address Elena’s readiness level. I can discuss specific definitions with Elena or provide extra examples to support Elena to gain perspective on the content addressed in the given assignment. Through proactive support, I can prevent Elena from falling behind. I can prevent her from accumulating more challenges that she will have to overcome. To continue to facilitate Elena’s English language development and readiness needs, I can integrate oral and written language activities that facilitate comprehensive language development, administer the use of visual aids, and scaffold reading material with graphic organizers.

Special NeedsMatthew HissongMathew’s skills are above average. He is currently in 9th grade. He is an athlete and has a special interest in surfing. He qualifies for an IEP. She is currently in my Geometry class. He would like to improve his mathematical performances. He has a very supportive

family. His transcripts indicate he has received B’s in all of his math classes. Mathew has average range scores in academic skills but struggles with organization and attention in the classroom. Math calculation, fluency and applied problems are in the average range. He currently has a 85.65% in Geometry. He is an auditory, visual, and kinesthetic learner. To differentiate content, I can check with Mathew throughout instruction. To differentiate the learning process, I can give him access to fidget objects. To complement the learning process, I can differentiate assessments by giving him extended time 100% for all assignments/assessments and preferential seating during assessments. I can implement these differentiation strategies from the beginning of the year. I can inform him how these differentiation strategies have been made to develop his learning. To monitor Matthew’s progress, I would complement his notes by providing supplemental information. I would also support his success by updating his online grade book. This would allow him and his resource teachers to follow the of classroom instruction.

AlexAlex, as a student with learning disabilities, has struggled with literacy developmental skills. He is currently in the 10th grade. Alex’s readiness is three grades below his grade level and indicates he might struggle with the instructional process of reading reports, documents, and articles that require him to analyze evidence or make conclusions. Alex also struggles with participating in group discussions and/or presentations. Alex needs to develop the analytical skills to decode the meanings of words. Alex also needs to collaborate with a set of peers who are supportive of his developmental outcome. Preselecting his group addresses his independent learning profile while challenging him to participate in group learning activities. To adapt Alex’s learning process, Alex would be placed into a group of supportive peers. The peers chosen will have already demonstrated care and concern of Alex’s development and understanding of the material. Alex’s learning process would be adapted as I would administer read-along recordings to all text that the students are expected to analyze. With the assistance of the read-alongs, Alex will be given resources to engage in the content covered in class. I, as a teacher, would complement the support of his group members to support Alex to complete required products such as written responses, participate in class discussions, and develop rational reflections. In our discussions, I will provide feedback as I point out any misconceptions he has with the given material. I would also provide written feedback for him after he has completed any final products. Throughout the unit, I would informally observe Alex’s note taking skills. I would also assess his ability to decipher important information within the text. I would discuss his observations with him immediately. This would provide me with the opportunity to encourage analytical thinking in regards to analytical texts. This form of process monitoring allows me to reflect on Alex’s development in relationship to his progress in understanding the unit as a whole. Grouping Alex with a set of peers who are supportive of Alex’s developmental outcome addresses his independent learning profile while challenging him to participate in group learning activities. Through the group learning activities, he will develop the skills to make connections from Mathematics to the real world and communicate analyses about given quantities, relationships, and known values in collaboration with others. It is important for Alex, as a student in Mathematics to build relationships with a core set of peers. These relationships can prevent him from becoming overwhelmed by content material because Alex and these partners can discuss the components they understands and

support each other through the information they are struggling with. This will allow Alex to access the content contained within the text without the risk of falling behind.

Other StudentKevin SamiKevin Sami is an above average student. He is currently in the 9th grade. He is a football player. He does not have an IEP. He is not an English Language Learner. He is in my Geometry class. He is a hard worker and would like to improve in his mathematical performances. His transcripts indicate he has received A’s in all of his math classes. Kevin would like to go to college. He is striving toward progressive understanding. He is also striving toward writing legibly to avoid making mistakes. Kevin is well prepared for this course. To ensure he succeeds and to differentiate the learning process, he needs to be placed away from his friends. He is a social student and a verbal learner. He therefore needs activities that allow him to express himself verbally. He does a great job of keeping track of his standing in the class through online software. To monitor his progress, I as his teacher plan to communicate with Kevin. This will allow him to articulate his understandings verbally and not make silly written mistakes due to his poor penmanship. To continue to foster Kevin’s learning, I would continue to seat him in less distracting peer environments. I would continue to require verbal performances from Kevin to demonstrate understanding.

2. UNIT RATIONALE: ENDURING UNDERSTANDINGS & ESSENTIAL QUESTIONSThis unit is important for students as they are developing their geometrical understandings. Students need the foundational definitions provided throughout this unit. Students not only need the definitions provided in this unit, they also need the foundational skills provided throughout this unit. The foundational skill such as, angle addition postulate, segment addition, and constructions are foundations for exploring interior and exterior angles of polygons.

Enduring Understandings (EU)Students will understand how to recognize segments, rays, and parallel lines in relationship to objects around the room. They will use this developed understanding in relationship to spatial understanding. Students will know how to calculate the distance between points and the angle between lines. Students will know how to use a protractor and a compass. Students will not only know how to use these tools, but they will know how to recognize when these tools are necessary to determine a solution or solve a problem.

Essential Questions Explanation

o Describe how visualization essential to the study of Geometry?

Interpretation

o How can Geometry explain the relationships of your environments?

Applicationo How can measurement tools be used most effectively to create a visual demonstration of your understanding?

Self-Knowledge o How do you identify strategies to use when solving problems?

Perspectiveo How do you know you have come to the correct solution?

Empathyo Consider your future profession, what is it’s relationship to Geometry?

3. STANDARDSContent StandardsGEOM:1.0Students demonstrate understanding by identifying and giving examples of undefined terms, axioms, theorems, and inductive and deductive reasoning. GEOM:4.0 Students prove basic theorems involving congruence and similarity.GEOM: 13.0Students prove relationships between angles in polygons using properties of complementary, supplementary, vertical, and exterior angles.GEOM:16.0Students perform basic constructions with straightedge and compass such as angle bisectors, perpendicular bisectors, and the line parallel to a given line through a point off the line.GEOM:17.0Students prove theorems using coordinate geometry, including the midpoint of a line segment, distance formula, and various forms of equations of lines and circles.

ELD StandardsReading Fluency and Systematic Vocabulary Development Cluster 6 Intermediate(i+1): Students will be able to use a standard dictionary to derive the correct meaning of unknown geometric vocabulary within the topics addressed during this lesson.

4. UNIT OBJECTIVESDay 1:

Cognitive: After being introduced to the definitions, SWBT identify segments and rays as they verbally communicate their ability to recognize parallel lines and planes using objects around the room(GEOM: 1.0). This addresses Explanation as one of the Six Facets of Understanding as students need to describe the understandings in relationship to their surroundings.

Day 2: Cognitive: After students are introduced to the concept of distance between points(GEOM: 4.0), SWBT find the lengths of

segments and demonstrate their ability to do so as they complete a Worksheet, Measuring Segments and Friends. This addresses Application as one of the Six Facets of Understanding as students solve problems and determine solutions.

Day 3 Psychomotor: After the teacher models how to use a protractor, SWBT find the measure of angles and identify special

angle pairs(GEMO: 13.0), as both students and the teacher compare their answers to the discussed solutions projected in front of the class. This addresses Perspectives as one of the Six Facets of Understanding as students will compare their answers to the projected solutions.

Day 4 Psychomotor: After the teacher models how to use a compass, SWBT use a compass and a straightedge to construct

congruent segments and congruent angles(GEOM: 16.0) as they complete a drawing assignment which will be graded as a formal assignment. This addresses student’s ability to practice Interpretation as one of the Six Facets of Understanding as students illustrate their understandings using a straightedge to construct congruent segments and congruent angles.

Day 5 Affective: After the teacher provides the formulas for midpoint and distance(GEOM:12.0) SWBT apply the formulas to

determine unknowns within the equation. This addresses students self-knowledge as students need to be able to recognize which formula to use to determine the unknowns within the equations.

5. ASSESSMENT PLAN1a)Day 1: Teacher will scan students papers as they write down their observations.

Objective & Standard: Cognitive Objective: After being introduced to the definitions, SWBT identify segments and rays as they recognize parallel lines and planes using objects around the room.GEOM:1.0Students demonstrate understanding by identifying and giving examples of undefined terms, axioms, theorems, and inductive and deductive reasoning. Type: Informal, Formative, and EssayPurpose: Assess knowledge/conceptsImplementation: Paper & PencilFeedback strategies: Provided by teacher through verbal assessment.Identify how assessment informs instruction: Students will describe objects around the room and verbally defend their definition to demonstrate their understanding. Teacher will assess student understanding as they pace their instruction throughout the unit.

Day 2: Teacher will grade in class assignments to get a developed overview of their understanding.Objective & Standard: Cognitive Objective: After students are introduced to the concept of distance between points, SWBT find the lengths of segments and demonstrate their ability to do so as they complete a Worksheet, Measuring Segments and Friends.GEOM:4.0 Students prove basic theorems involving congruence and similarity.Type: Formal, Formative, Written Response Purpose: Assess skills Implementation: Paper & PencilFeedback strategies: Provided by teacher through written assessment.Identify how assessment informs instruction: Students must understand the basic definitions reviewed in previous day’s instructions.

Day 3: Teacher will assess student performance in assigning students to provide answers for students to check their work.Objective & Standard: Psychomotor Objective: After the teacher models how to use a protractor, SWBT find the measure of angles and identify special angle pairs, through comparing their answers to the discussed solutions in front on the class. GEOM: 13.0Students prove relationships between angles in polygons using properties of complementary, supplementary, vertical, and exterior angles.Type: Informal, Formative, Fill in Blank

Purpose: Assess skillsImplementation: PerformanceFeedback strategies: Provided by teacher through verbal assessment.Identify how assessment informs instruction: Teacher will listen while walking around the classroom and guide students toward understanding how to measure an angel using a protractor.

Day 4: Teacher observed grouped students where they can assist one another’s understandings.Objective & Standard: Psychomotor Objective: After the teacher models how to use a compass, SWBT use a compass and a straightedge to construct congruent segments and congruent angles as they complete a drawing assignment.GEOM:16.0Students perform basic constructions with straightedge and compass such as angle bisectors, perpendicular bisectors, and the line parallel to a given line through a point off the line.Type: Informal, Formative, PerformancePurpose: Assess skills Implementation: PerformanceFeedback strategies: Provided by teacher through verbal assessment.Identify how assessment informs instruction: Teacher will listen to groups while walking around the classroom. Students will be expected to guide their peers toward understanding how to measure an angel using a protractor to construct congruent segments and congruent angles.

Day 5: Students will complete a D-Day worksheet reviewing the information discussed over the unit which will be graded proportionally based on their performance.Objective & Standard: GEOM:17.0Students prove theorems using coordinate geometry, including the midpoint of a line segment, distance formula, and various forms of equations of lines and circles.Affective Objective: After the teacher provides the formulas, SWBT apply the formulas to determine unknowns within the equation.Type: Formal, Summative, Written ResponsePurpose: Assess skills and assess knowledge/conceptsImplementation: Paper & PencilFeedback strategies: Provided by teacher through written assessment.

Assignment Rubric

Category Exceeds 4 Meets 3 Approaching 2 Unacceptable 1

Visual representations

Draw with no inconsistency and all representational equations.

Draw with no inconsistency and few representational equations.

Draw with a few minor inconsistency to the problem.

Draw with many inconsistency to the problem.

Completeness 80-100% of questions are answered.

60-80% of questions are answered.



Answers with solutions

Solutions have no errors and are written clearly.

Solutions have no errors and are written are hard to read.

Solutions have few errors and are written poorly.

Solutions have errors and are written poorly.

Engagement Students are attentive to instruction, assist their peers and ask questions frequently.

Students are attentive to instruction and ask questions frequently.

Students are attentive to instruction.

Students are not attending to instruction, assisting their peers or asking questions

1b) Unit Assessment Reflection1. Are your assessments addressing all standards, objectives and goals? How are the assessments inherent to the learning

goals/objectives?The assessments used within this unit were developed indirect relationship to the standards and objectives. Certain standards require students to demonstrate their understanding through recognition, a written response, and performance. Therefore the assessments used require students to perform each process of demonstrating their learning.

2. How many assessments do you have? One for each day? More than one for each objective?Each day has at least one assessment. Some of the assessments are evaluated throughout the class period. This kind of formative assessment is necessary. Students need assessments to solidify their learning. The teacher also needs continuous assessment to gauge and adjust their instruction.

3. What variety are you providing for the assessments? (formality, purpose, implementation method, communication of expectations,evaluationcriteria, feedback strategies, self-assessment …)

Each of the assessments incorporates a variety of objectives, student activities, and evaluation. The objectives are cognitive, psychomotor or affective. As students complete the student activities, each learner is given the opportunity to learn. Students will be informed that the purpose of the independent practice is to give the students opportunity to demonstrate their understandings. Students are informed about the performance expectations in the syllabus. Students are expected to participate in class discussion. Students assignments will be graded based on the proportion of correct solutions out of the total. When students are shown the solutions, they are expected to evaluate their processes. The teacher will review the students’ performance and provide written feedback about their performance. When the teacher grades the assignment, students will also be given written feedback about their performances.

4. How will you know if your assessments are valid & reliable? Using multiple assessments to monitor student progress?The teacher will constantly evaluate the assessments. The teacher will provide a variety of assessments to provide opportunity for every student to succeed. The teacher will determine how much student performance a lines with the standards and objectives.

5. How are the student’s development needs (readiness levels, interests and learning profiles) integrated into the assessments? Howmany different multiple intelligences are incorporated in the unit assessments? How do students have choices in their assessments?

The student activities address all learning profiles. Students are given opportunity to participate in their learning through kinesthetic activities, auditory activities, and visual activities. Students’ interests are incorporated into the unit as assignments incorporate real world applications to baseball, interior design, and mathematical development. Students’ readiness levels are addressed as students in the class have passed the prerequisite courses. Students’ readiness levels are addressed as each of the activities provides opportunity for students to review previous content within the unit. Logic, Visual, Spatial, Intrapersonal and Interpersonal intelligences are incorporated into each activity. This will allow a variety of students the opportunity to learn.

Students do not have a choice in their form of assessment. However, the teacher will look at all the complexities of the students’ performance in order to evaluate the students’ understandings.

6. How are the criteria for the assessments communicated, modeled and supported? Students are informed about the criteria for the assessments through the syllabus. Students are encouraged to ask questions when they do not understand what as assessment question is asking and/or how to answer a question. The teacher will also model proficient understanding through instruction. Students are supported through instruction as the teacher addresses student misconceptions.

7. How will you guide students to self-assess as they complete their assignments? Have you provided an assessment rubric for theunit? Will students use it for a formal self-assessment? When?

Students are constantly encouraged toward self-assessment and self-evaluation throughout the unit. When students are able to reflect on their own performances, they are able to strive toward improved performance. Students are encouraged to do so as they are able to monitor their progress through their online grade book. The solutions will be provided the day after the assignment is due. This will allow students to self-evaluate on their performance.

8. How will you have assessment data inform your instruction? Not just at the end of the unit but along the way? The assessments have been designed to be dispersed throughout the unit. Each of the assessments provides the students with remedial problems. These remedial problems are not only for the students, but also for the teacher. The teacher can examine these results to determine students’ continual progress throughout the unit.

9. What levels of problems solving and critical thinking are implemented in the assessments?Students need to use logical thinking to complete each of the student activities. Students will use this analytical thinking to determine the correct solutions to the student activities. Specifically students will need to determine which equations to use on Day 5 and how to use them. Each equation can be used in a variety of ways and can provide a variety of answers. Students will need to evaluate the problem to determine which processes to execute.

10. Do you need more information about what the students really know and understand? Will these assessments help you identify yourstudents’ misconceptions? Will these assessments help you identify if your students are achieving the learning goals?

Teachers can always benefit from identifying what students understand. Therefore, to learn more about the students, the teacher must constantly check for understanding, through informal interactions. Through checking for understanding and continuous assessments the teacher can address students’ misconceptions. These assessments will absolutely determine if students are

achieving the learning goals. Each of the assessments ensure students demonstrate their understanding through either written solutions or student performance.

6. STEPS OF INSTRUCTION

First DayInto: The purpose of the into activity of the unit is that students begin to understand points, line, planes and their physical relationships to one another.Cognitive Objective: After being introduced to the definitions, students will be able to identify segments and rays as they recognize parallel lines and planes using objects around the room.GEOM:1.0Students demonstrate understanding by identifying and giving examples of undefined terms, axioms, theorems, and inductive and deductive reasoning. ELD Standard: Reading Fluency and Systematic Vocabulary Development Cluster 6 Intermediate(i+1): Students will be able to use a standard dictionary to derive the correct meaning of unknown geometric vocabulary within the topics addressed during this lesson.

Student Activity: Hook

o To engage the interests of students I will have fake money for the students to conceptualize the idea of points, lines and planes.

What will you do to draw on previous experience, motivating students to want to learn what’s in this unit? How will you access prior knowledge? What activities will you use to tap into prior learning and knowledge and engage ALL students?

o I will motivate students as I am making the lesson plan personal to them. The teacher will provide a fake dollar bill and coin to all the students. The dollar bill will be a visual representation of a plane. The coin will be a visual representation of a point. This accommodates visual learners. Teacher will discuss how different objects can be represented by points, line, and planes.

What are the steps to begin the activity?o Teacher will verbally provide the definitions of segments, a ray, opposite rays, opposite rays, and parallel lines.

How will you handle the room arrangement? o Students will sit in their assigned seats.

How will you handle student grouping? o Students will sit in assigned seats

How will you handle transitions and misbehavior?

o Students will be given one warning to correct misbehavior. Students will be given a second warning if misbehavior continues. Students will be sent to another classroom if misbehavior continues.

What questions will you ask to prompt learning? o Is the difference between a line segment and a represented in the real world?o How do theorems, definitions, or theorems provide absolute answers when determining aspects about a diagram?o How can we determine if opposite rays are of the same length?

Unit Preview - What will you preview of the whole unit?o I will have the weeks worth of objectives on the board. We will discuss the outline for where we are headed.

How will you connect the different activities? Transitions?o Students will be informed about transitions and how they connect to the material introduced.

Assessment: Teacher will scan students papers as they write down their observations.Type: Informal, Formative, and EssayPurpose: Assess knowledge/conceptsImplementation: Paper & PencilFeedback strategies: Provided by teacher through verbal assessment.Identify how assessment informs instruction: Students will describe objects around the room and verbally defend their definition to demonstrate their understanding. Teacher will assess student understanding as they pace their instruction throughout the unit.

Through: This lesson will enable students to given examples of undefined terms related to the standard. Students will be able to define segments, a ray, opposite rays, skew lines and parallel planes. They will also be able to identify these terms in both a written and visual manner. This lesson is designed to be accessible to many learning profiles. The open format of this lesson will provide opportunity for students to determine how much of the information they are able to understand. Students will be encouraged to participate and interact with one another. This interaction will allow students to communicate their understandings and correct their misunderstandings. Teacher will be working with the students and guiding them toward a holistic understanding.

Closure/Beyond: Closure: How will you have students summarize and make meaning of their learning?

o Teacher will ask students to complete provided assignment. Teacher will check for understanding by asking students what connections they can now make with the application of the information they have learned. Teacher will ask for any questions they might have with the new material.

Closure: What kind of “product” will students produce as a culminating demonstration of their learning?o Teacher will discuss the homework to for finishing the section. Teacher will assign a worksheet, “Measuring Segments and

Friends”, and more book work, pg. 33 # 1-7 odd, 12 and 13 and p. 25 #1-33 odd to apply their understandings of segments, a ray, opposite rays, opposite rays, skew lines, parallel planes, and parallel lines.

Beyond: How will you structure opportunities for students to continue practice and transfer learning from this unit? o I will continue to make connections throughout the unit based from previously reviewed material to new material. I will

continue to ask students to demonstrate their comprehensive understanding through cumulative worksheets. Beyond: How will you prepare students for the next unit?

o Each lesson plan gives students the foundational ideas they need to be prepared for sequential units to come. Students will need to have an understanding of segments, a ray, opposite rays, opposite rays, skew lines, parallel planes, and parallel lines to be successful in the units to come.

Objective of the closure:o The objective of the closure is for students to independently demonstrate their understandings.

Second DayInto: The purpose of the into activity of the unit is that students begin to understand the magnitude of distance.Objectives/Standards: Cognitive Objective: After being introduced to the definitions, students will be able to identify segments and rays as they recognize parallel lines and planes using objects around the room.GEOM:1.0Students demonstrate understanding by identifying and giving examples of undefined terms, axioms, theorems, and inductive and deductive reasoning. ELD STANDARD: Writing Strategies and Applications Cluster 2 Intermediate(i+1): Write a brief narrative using a few simple sentences that include setting and some detail.


o To engage the interests of students I will have them map how far they live from school. We will use a ruler and absolute value properties to determine the distance between points.


o I will motivate students as I am making the lesson plan personal to them. We will have discussed how long it takes each student to get home. We will compare time it takes to get to school vrs. distance students live away from school.

What are the steps to begin the activity?o Students will draw a map of the area around the school. I will begin to explain the importance of scale.



How will you handle transitions and misbehavior?o Students will be given one warning to correct misbehavior. Students will be given a second warning if misbehavior

continues. Students will be sent to another classroom if misbehavior continues. What questions will you ask to prompt learning?

o How long does it take you to walk/drive to school?o Who thinks you live the furthest and why?



Assessment: Teacher will grade in class assignments to get a developed overview of their understanding.Type: Informal, Formative, and EssayPurpose: Assess knowledge/conceptsImplementation: Paper & PencilFeedback strategies: Provided by teacher through verbal assessment.Identify how assessment informs instruction: Students will describe objects around the room and verbally defend their definition to demonstrate their understanding. Teacher will assess student understanding as they pace their instruction throughout the unit.

Through:Teacher places giant number line in front of room with movable house image. Students come up and move the house around on the number line. Other students show on white boards the absolute value of the house each time it is placed.


o The students will display their work and discuss their findings through a Gallery Walk. Closure: What kind of “product” will students produce as a culminating demonstration of their learning?

o Students will display their understandings as the participate in placing their distance from home on a number line drawn on the board.

Beyond: How will you structure opportunities for students to continue practice and transfer learning from this unit? o I will continue to make connections throughout the unit based from previously reviewed material to new material.

Future sections within this unit will require students to demonstrate their comprehensive understanding. Beyond: How will you prepare students for the next unit?

o Each lesson plan gives students the foundational ideas they need to be prepared for sequential units to come. Students will need to have an understanding of undefined terms, axioms, theorems, and inductive and deductive reasoning to be successful with the units to come.

Objective of the closure:o The objective of the closure is for students to communicate their understandings.

Third DayInto: The purpose of the into activity of the unit is that students begin to understand the relationships between angles in polygons using properties of complementary, supplementary, vertical, and exterior angles.Psychomotor Objective: After the teacher models how to use a protractor, students will be able to find the measure of angles and identify special angle pairs, through comparing their answers to the discussed solutions in front on the class. GEOM: 13.0Students prove relationships between angles in polygons using properties of complementary, supplementary, vertical, and exterior angles.ELD STANDARD: Listening and Speaking 7 Intermediate(i+1): Respond to messages by asking simple questions or briefly restating the message.


o To engage the interests of students will complete a naming shapes worksheet. What will you do to draw on previous experience, motivating students to want to learn what’s in this unit? How will you

access prior knowledge? What activities will you use to tap into prior learning and knowledge and engage ALL students?o I will motivate students as I am making the lesson plan personal to them. Students will enjoy learning about angles and

their relationships. We will discuss the interior design applications and make connections to room organization, furniture design, and lighting.

What are the steps to begin the activity?o Teacher will provide the definitions of complementary, supplementary, vertical, and exterior angles.



How will you handle transitions and misbehavior?o Students will be given one warning to correct misbehavior. Students will be given a second warning if misbehavior

continues. Students will be sent to another classroom if misbehavior continues. What questions will you ask to prompt learning?

o How can we determine the measure of missing angles in a diagram?o How can we use the measure of a straight line?o How can we remember complementary angles vrs supplementary angles?



Assessment: Teacher will assess student performance in assigning students to provide answers for students to check their work.Type: Informal, Formative, Fill in BlankPurpose: Assess skillsImplementation: PerformanceFeedback strategies: Provided by teacher through verbal assessment.Identify how assessment informs instruction: Teacher will listen while walking around the classroom and guide students toward understanding how to measure an angel using a protractor.

Through: This lesson will focus on two pairs of angles that we have talked about before. We are going to focus on supplementary and complementary angles.


o Teacher will ask students to complete provided assignment. Teacher will check for understanding by asking students what connections they can now make with the application of the information they have learned. Teacher will ask for any questions they might have with the new material.

Closure: What kind of “product” will students produce as a culminating demonstration of their learning?o Teacher will discuss the homework to for finishing the section. Teacher will assign Chapter Relatives assignment to

practice using a protractor. Students will also complete p. 40 #15-32 all, 53, 54, p. 47 #9-12all, 42-50all to develop their understanding of complementary, supplementary, vertical, and exterior angles.

Beyond: How will you structure opportunities for students to continue practice and transfer learning from this unit? o I will continue to make connections throughout the unit based from previously reviewed material to new material.

Beyond: How will you prepare students for the next unit?o Each lesson plan gives students the foundational ideas they need to be prepared for sequential units to come. Students will

need to have an understanding of complementary, supplementary, vertical, and exterior angles to be successful with the material in the next units.

Objective of the closure:o The objective of the closure is for students to communicate their understandings.

Fourth DayInto: Students will be given a straightedge and compass to perform basic constructions, such as angle bisectors, perpendicular bisectors, and the line parallel to a given line through a point off the line.Psychomotor Objective: After the teacher models how to use a compass, students will be able to use a compass and a straightedge to construct congruent segments and congruent angles as they complete a drawing assignment which will be graded as a formal assignment. GEOM: 13.0Students prove relationships between angles in polygons using properties of complementary, supplementary, vertical, and exterior angles.ELD STANDARD: Listening and Speaking 7 Intermediate(i+1): Respond to messages by asking simple questions or briefly restating the message.


o To engage the interests of students, students will be given a compass and protractor to manipulate to gain understanding of the material.


o I will motivate students as I am making the lesson plan personal to them. Students will enjoy the beyond activity. What are the steps to begin the activity?

o Teacher will provide the definitions of complementary, supplementary, vertical, and exterior angles. How will you handle the room arrangement?

o Students will sit in their assigned seats. How will you handle student grouping?

o Students will sit in assigned seats How will you handle transitions and misbehavior?

o Students will be given one warning to correct misbehavior. Students will be given a second warning if misbehavior continues. Students will be sent to another classroom if misbehavior continues.

What questions will you ask to prompt learning? o What is the measure of a straight line?o What is the measure of a complex figure?o How can we determine the measures of angles without a protractor?

Unit Preview - What will you preview of the whole unit?o I will have the week’s worth of objectives on the board. We will discuss the outline for where we are headed.


Assessment: Teacher observed grouped students where they can assist one another’s understandings.Type: Informal, Formative, PerformancePurpose: Assess skills Implementation: PerformanceFeedback strategies: Provided by teacher through verbal assessment.Identify how assessment informs instruction: Teacher will listen to groups while walking around the classroom. Students will be expected to guide their peers toward understanding how to measure an angel using a protractor to construct congruent segments and congruent angles.

Through: Using a large compass and a straightedge, the teacher will demonstrate on the board how to construct a segment, angle bisector, perpendicular bisector and a line perpendicular to a given line from a point.


o Students participate in class discussion about how to apply the concepts of angle bisector, perpendicular bisector and a line perpendicular to a given line from a point in real life.

Closure: What kind of “product” will students produce as a culminating demonstration of their learning?o Teacher will discuss the homework to for finishing the section. Students will complete the Measuring Angles worksheet to

illustrate their understandings using a straightedge to construct congruent segments and congruent angles. Beyond: How will you structure opportunities for students to continue practice and transfer learning from this unit?

o I will continue to make connections throughout the unit based from previously reviewed material to new material. The next unit will require students to build on these basic understandings.

Beyond: How will you prepare students for the next unit?o Each lesson plan gives students the foundational ideas they need to be prepared for sequential units to come. Students will

need the skills to determine the measures of angles and the skills to construct angles to be successful in the units to come. Objective of the closure:

o The objective of the closure is for students to communicate their understandings.

Fifth DayInto: Teacher is going to talk with the students about perimeter and area. Teacher will give them a scenario about a person walking around town and ask them to tell me how to find the total distance the man walked.Affective Objective: After the teacher provides the formulas for midpoint and distance students will be able to apply the formulas to determine unknowns within the equation. GEOM:17.0Students prove theorems using coordinate geometry, including the midpoint of a line segment, distance formula, and various forms of equations of lines and circles.ELD Standard: Writing Strategies and Applications Cluster 2 Intermediate (i+1): Narrate a sequence of events and communicate their significance to the audience.

Assessment:Students will complete a D-Day worksheet reviewing the information discussed over the unit which will be graded proportionally based on their performance.Type: Formal, Summative, Written ResponsePurpose: Assess skills and assess knowledge/conceptsImplementation: Paper & Pencil

Feedback strategies: Provided by teacher through written assessment.

Through:Teacher will introduce the Distance Formula and Midpoint formula and give the definitions of what they are and why we would use it.


o Students will have to create their own word problem or homework, draw a picture of it, and solve it Closure: What kind of “product” will students produce as a culminating demonstration of their learning?

o Students will complete p.420 #1-6,10-17 to develop their understanding of the distance between two points and the midpoint of a segment.

Beyond: How will you structure opportunities for students to continue practice and transfer learning from this unit? o I will continue to make connections throughout the unit based from previously reviewed material to new material. I will

continue to ask students to demonstrate their comprehensive understanding through cumulative worksheets. Beyond: How will you prepare students for the next unit?

o Each lesson plan gives students the foundational ideas they need to be prepared for sequential units to come. Students will need the skills to apply the Distance Formula and Midpoint formula to be successful in the units to come.

Objective of the closure:o The objective of the closure is for students to communicate their understandings in a personal and creative way.

Day 11. TITLE OF LESSON: Defining Excellence

2. CURRICULUM AREA & GRADE LEVEL: Geometry Grades 9-12 3. STUDENT INFORMATIONClass Durration 55 minsELLAlexa JimezReadiness Level: Alexa’s skills are below average. As a 9th grade student, she received B’s in Algebra Readiness and D’s in Algebra. She currently has a 53.73%Learning Profile: Alexa is a visual learner. She understands material best when I encourage her to draw out examples to understand the content of the question.

Interest: Alexa likes to spend time with friends and family. Prior Successful Differentiation Strategies: Frequent checks for understanding and extended time 50% for all tests, quizzes and standardizedassessments.ElenaReadiness Level: Elena’s skills are above average. As a 10th grade student, she received above average grades on her transcipts from Mexico. Learning Profile: Alexa is a visual learner. She understands material best when I encourage her to draw out examples to understand the content of the question. Elena, as an English Language Learner, is a shy girl who needs to feel supported by both her peers and her teacher.Interest: Alexa likes to spend time with friends and family.

Special NeedsMatthew HissongReadiness Level:Mathew’s skills are above average. He is currently in 9th grage. His transcripts indicate he has received B’s in all of his math classes. Mathew has average range scores in academic skills but struggles with organization and attention in the classroom. Math calculation, fluency and applied problems are in the average range. He currently has a 85.65%.Learning Profile: Auditory, Visual, and Kinesthetic Learning Preference. Prior Successful Differentiation Strategies: Frequent checks for understanding, access to fidget object, copies of notes to supplement student notes, extended time >100% for all assignments/assessments and preferential seating with left ear close to source of instruction.Interests: He is an athlete and has a special interest in surfing.Prior Successful Differentiation Strategies: Frequent checks for understanding, access to fidget object, copies of notes to supplement student notes, extended time >100% for all assignments/assessments and preferential seating with left ear close to source of instruction.Alex Readiness Level: Alex’s readiness is three grades below his grade level and indicates he might struggle with the instructional process of reading reports, documents, and articles that require him to analyze evidence or make conclusions. Learning Profile: Alex is an auditory learner. Interest: Alex likes to spend time by himself.

4. RATIONALE

A. Enduring Understanding: Students will be able to understand geometric figures as they grow their cognitive ability to visually determine elements of an object.

B. Essential Questions1.) Is the difference between a line segment and a represented in the real world?2.) How do theorems, definitions, or theorems provide absolute answers when determining aspects about a diagram?3.) How can we determine if opposite rays are of the same length? C. Reason For Instructional Strategies & Student ActivitiesThis lesson will enable students to given examples of undefined terms related to the standard. Students will be able to define segments, a ray, opposite rays, skew lines and parallel planes. They will also be able to identify these terms in both a written and visual manner. This lesson is designed to be accessible to many learning profiles. The open format of this lesson will provide opportunity for students to determine how much of the information they are able to understand. Students will be encouraged to participate and interact with one another. This interaction will allow students to communicate their understandings and correct their misunderstandings. Teacher will be working with the students and guiding them toward a holistic understanding.

Instructional Strategies: This lesson has been defined in a 10:2 format. Teacher will provide information in 10 minute segments. After ten minutes of instruction, Teacher will give students time to interact with the given information. This will give them time to process and apply the newly introduced concepts. Teacher will use these two minutes to visually observe what students understand. Observations can guide teacher to adjust lesson accordingly.

Student Activities: Teacher will provide opportunities for students to show what they know on the board by answering questions about the lesson’s material at their readiness level. Students’ auditory, kinesthetic and visual learning profiles will be addressed through activities such as drawing segments, lines and rays. Some students will be graphing dots to draw these objects.

5. CONTENT STANDARD: Cognitive, Affective, Psychomotor Geometry 1.0 Students demonstrate understanding by identifying and giving examples of undefined terms, axioms, theorems, and inductive and deductive reasoning.This standard was designed to used explanations as a facet of understanding. These definitions are provided through thorough and justifiable facts. This fits within the unit. The unit discusses the tools of geometry. The previous sections have already discusses the foundation this section is based upon. The first section discussed Patterns and Inductive Reasoning. The second section discussed Points, Lines and Planes. This section builds upon the first two previous sections as it discusses Segments, Rays, Parallel Lines and Planes. This section also build a foundation for the sections to come. The definitions and concepts in this section are the beginning development of Measuring Segments, Measuring Angles, Basic Constructions, ect.

6. ELD STANDARD: Language(i+1): Students will be able to use a standard dictionary to derive the correct meaning of unknown geometric vocabulary within the topics addressed during this lesson. 7. LEARNING GOAL(S) - OBJECTIVESAffective: After reviewing new terms, students will be able to communicate their previous definitions of points, lines and planes to form a basis for determining the definitions of rays, line segments and parallel planes.

8. ASSESSMENT(S) :Entry level Informal: Student will be assessed on their understandings of points, lines and plans as they are verbally asked to confirm definitions through objects in the room.

Formative Assessment Informal: Every ten minutes Teacher will give the students two minutes to understand and apply information provided throughout the lesson. Teacher will ask students to answer questions through a written explanation, visual representation, or verbal explanation. Teacher will also scan their notes as Teacher walks around the room to check for understanding.

Summative Assessment Formal: Students will be assigned three homework assignments. The homework assignments will assess students’ understandings of the new definitions. The homework will come from their California Geometry book Section 1.4 p. 25 #1-33 odd, p. 33 #1-7odd 12 and 13 and the worksheet Measuring Segments and Friends. My self and the Co-teacher are available before school, during lunch and after school to provide assistance and tutor student understanding. Students will grade their own homework during the next class session. Students will grade homework based on the provided solutions. Students will be given credit in proportion to the number of questions they answered correctly.

9. EXPLANATION OF DIFFERENTIATION FOR ELL & STS W/ SP ED NEEDSA. English Language Learners1.) Content/Based on Readiness, Learning Profile or Interest: Students will listen and write down to the definition of rays, line segments and parallel planes. These students have passed the prerequisite and are at the correct readiness level to begin introduction into these definitions. Students will be able to follow drawn examples. The drawn examples will be a visual definition for rays, line segments and parallel planes. This will allow students with visual and auditory learning profiles the opportunity to learn. To provide differentiation and to prevent students from not following the definitions, pre-typed notes will be handed out to students in need, such as Kelia Atempa . 2.) Process/Based on Readiness, Learning Profile or Interest:

Students will be introduced to the definition of rays, line segments and parallel planes. Each definition will have a drawn figure for a visual explanation. To provide differentiation and to prevent visual students from not following the definitions and coordinating figures, pre-typed notes will be handed out to students.

Students will then be given the opportunity to contribute a drawn representation of rays, line segments and parallel planes on the board. This will allow kinesthetic students, such as Kelia Atema the opportunity to learn. To provide differentiation, students who need visual assistance will have the opportunity to draw on their own papers. If students are struggling with information, geometric objects will be handed out.

Students will collect in small groups and collect a list of 10 items that represent a rays, line segments and parallel plane. Students will then be encouraged to share the items they found that correlate to each definition. This will allow auditory students the opportunity to learn. If students are struggling with information, they will have the opportunity to verbally share their findings. 3.) Product/Based on Readiness, Learning Profile or InterestTeacher will provide correct answers when asking students to verbally respond. Teacher will also provide correct drawn examples. This will allow students to solidify their understandings. To provide differentiation for the students, the teacher will hand out visual examples. If students cannot grasp the physical concepts, the class will use their own personal objects for visual explanations to given words. A. Students with Special Education Needs

1.) Content/Based on Readiness, Learning Profile or InterestStudents will listen and write down to the definition of rays, line segments and parallel planes. These students have passed the prerequisite and are at the correct readiness level to begin introduction into these definitions. Students will be able to follow drawn examples. The drawn examples will be a visual definition for rays, line segments and parallel planes. This will allow students with visual and auditory learning profiles, such as Sophie Graves and Mathew Hissong, the opportunity to learn. To provide differentiation and to prevent students from not following the definitions pre-typed notes will be handed out to students in need.

2.) Process/Based on Readiness, Learning Profile or InterestStudents will be introduced to the definition of rays, line segments and parallel planes. Each definition will have a drawn figure for a visual explanation. To provide differentiation and to prevent visual students from not following the definitions and coordinating figures, pre-typed notes will be handed out to students such as Mathew Hissong and Sophie Graves.

Students will then be given the opportunity to contribute a drawn representation of rays, line segments and parallel planes on the board. This will allow kinesthetic students, such as Kirk Wildermuth and Sophie Graves, the opportunity to learn. To provide differentiation students will also have the opportunity to draw on their own papers. If students are struggling with information, geometric objects will be handed out as well.

Students will collect in small groups and collect a list of 10 items that represent a rays, line segments and parallel plane. Students will then be encouraged to share the items they found that correlate to each definition. This will allow auditory students, such as Sophie Graves and Mathew Hissong, the opportunity to learn. If students are struggling with information, they will have the opportunity to verbally share their findings. 3.) Product/Based on Readiness, Learning Profile or InterestTeacher will provide correct answers when asking students to verbally respond. Teacher will also provide correct drawn examples. This will allow students to solidify their understandings. To provide differentiation for the students, the teacher will hand out visual examples. If students cannot grasp the physical concepts, the class will use their own personal objects for visual explanations to given words. 10. INSTRUCTIONAL STRATEGIES Materials: Geometric Objects, Fake Money, Graphic Organizer, Measuring Segments and Friends, Expo Markers, Projector, and California Geometry book.

A. Hook/Into(5mins)The teacher will provide a fake dollar bill and coin to all the students. The dollar bill will be a visual representation of a plane. The coin will be a visual representation of a point. This accommodates visual learners. Teacher will discuss how different objects can be represented by points, line, and planes. B. Instruction/Through(20 mins)Teacher will verbally provide the definitions of segments, a ray, opposite rays, opposite rays, and parallel lines.(pg. 23-24). Segment: The part of a line consisting of two endpoints and all points between them.Ray: The part of a line consisting of one end point and all the points of the lone on one side of the endpoint.Opposite rays: Two collinear rays with the same endpoint. Parallel lines: Coplanar lines that do not intersect.Teacher will provide drawn examples of these definitions. Teacher will check for understanding by asking students to identify various drawn objects. This accommodates auditory learners. Teacher will also discuss some of the examples around the classroom. To

provide differentiation and to prevent students from not following the definitions pre-typed notes will be handed out to students in need. Teacher will also provide a graphic organizer to students in need.

Teacher will provide the definitions to skew lines and parallel planes(pg. 24-25). Teacher will provide drawn examples of these definitions. This provides opportunity to kinesthetic learners. Teacher will check for understanding by asking students to identify various geometric objects. Teacher will discuss some of the examples around the classroom.Skew Lines: A set of lines that are non-coplanar, not parallel and do not intersect.Parallel plane: Planes that do not intersect.

C. Guided Practice/Through(10 mins)Teacher will project Example 1 from the book onto the screen(pg. 23). Example 1 addresses segments and rays. Teacher will provide two minutes for students to answer questions related to Example 1. These questions are in the book on pg. 24. Students are expected to name the segments and rays in the figure. Acceptable answers will vary: Segments include LP, PQ, and LQ. Rays include LP,PQ, PL, and QP or QL. Teacher will then check for understanding by asking students to provide answers both written and verbally.

Teacher will project Example 2 and Example 3 from the book onto the screen(pg. 23-24). Example 2 addresses skew lines. Example 3 addresses parallel plans. Teacher will provide two minutes for students to answer questions. Teacher will then check for understanding by asking students to provide answers both written and verbally. D. Independent Practice/Through(15 mins)Teacher will assign in class work; pg. 25 # 1-33 odd for students to apply their understandings of segments, a ray, opposite rays, opposite rays, skew lines, parallel planes, and parallel lines. Teacher will walk around room to assess student understanding. When students are misunderstanding information, teacher will guide them toward the definitions. Teacher will check for understanding by asking students to answer questions by verbal and written communication. Teacher will also ask students to point out examples around the classroom. E. Closure(5 mins)Teacher will ask students to complete provided assignment. Teacher will check for understanding by asking students what connections they can now make with the application of the information they have learned. Teacher will ask for any questions they might have with the new material. F. Beyond

Teacher will discuss the homework to for finishing the section. Teacher will assign a worksheet, “Measuring Segments and Friends”, and more book work, pg. 33 # 1-7 odd, 12 and 13 and p. 25 #1-33 odd to apply their understandings of segments, a ray, opposite rays, opposite rays, skew lines, parallel planes, and parallel lines. 11. STUDENT ACTIVITIES A. Hook/Into(5 mins)Students will be provided with a fake dollar bill and coin to all the students. The dollar bill will be a visual representation of a plane. The coin will be a visual representation of a point. Students will have the opportunity to make the connection that different objects can be represented by points, line, and planes. B. Instruction/Through(20 mins)Students will sit in assigned seats. Students will take out their note taking resources. Students will take out the class Geometry book to follow along while teacher lectures. Students who need differentiation will fill in the notes handed out and/graphic organizers. C. Guided Practice/Through(10mins)Students will work on Example 1 from the book(pg. 23-24). Example 1 addresses segments and rays. Students will have two minutes to answer and discuss questions with one another. Students will be expected to provide answers both written and verbally. Students are expected to name the segments and rays in the figure. Acceptable answers will vary: Segments include LP, PQ, and LQ. Rays include LP,PQ, PL, and QP or QL. Teacher will then check for understanding by asking students to provide answers both written and verbally. Students will also be expected to point out examples around the room.

Students will work on Example 2 and Example 3 from the book(pg. 23-24). Example 2 addresses skew lines. Example 3 addresses parallel plans. Students will have two minutes to answer and discuss questions with one another. Students will be expected to provide answers both written and verbally. Students will also be expected to point out examples around the room. D. Independent Practice/Through(15 mins)Students will work on in class work; pg. 25 # 1-33 odd to apply their understandings of segments, a ray, opposite rays, opposite rays, skew lines, parallel planes, and parallel lines. Students will work with teacher and peers to check for understanding. When students are misunderstanding information, teacher will guide them toward the definitions. Students will answer questions by verbal and written communication. Students will also point out examples around the classroom.

E. Closure(5 mins)

Students will be expected to complete provided assignment. Students will be asked what connections they can now make with the application of the information they have learned. Students will have the opportunity to discuss any problems they might have with the new material. F. BeyondStudents will understand the requirements for finishing the section. Students will be expected to complete , “Measuring Segments and Friends”, and more book work, pg. 33 # 1-7 odd, 12 and 13 for homework to apply their understandings of segments, a ray, opposite rays, opposite rays, skew lines, parallel planes, and parallel lines.

12. RESOURCES Attached Measuring Segments and Friends, graphic organizer and notes.

7. MATERIALS/RESOURCESWhite Board, fake money, worksheets and notes attached

8. REFLECTION In what ways have you differentiated instruction to meet the varying needs of your students including your high achievers?I have differentiated instruction to meet the needs of all students. The material is fairly heavy in nature. Therefore high achieving students will be challenges naturally. Each lesson of instruction provides scaffolding material to support special needs students and English Language Learners. What strengths and possible limitations do you see in your plan?

The student activities described in my unit plan provide opportunity for students with a different learning profile the opportunity to apply themselves. Day 1 allowed auditory learners to communicate with the class as a whole and therefor listen to what others had to say pertaining to curriculum content. Day 2 allows kinesthetic learners to construct angles and determine their measures. Day 3 allows students to observe the teacher apply new equations; this activity provides visual learners with the opportunity to learn. Therefore through this unit, each student is given the opportunity to learn.

This unit could use an additional formative assessment. This unit could use a quiz. A quiz, would provide an opportunity for students to perform on a formal assessment. This assessment would also provide feedback for the teacher. Through this feedback, the teacher could determine the students’ levels of understanding. The teacher could use the results to adjust curriculum accordingly. What forms of data/evidence might you collect from this unit to measure its effectiveness - gauged by actual student learning?I plan to collect the results of student assessments to measure the effectiveness of this unit. What have you learned about yourself, students, your unit plan topic, and/or planning in general as a result of designing this unit

plan?

To fix the weakness in this unit plan, the teacher could provide a quiz daily on the material covered two days prior. This would provide opportunity for students to become exposed to the material and discusses any questions they might have. Providing a quiz provides opportunity for students to solidify their understandings and/or identify their misconceptions. The teacher would implement the additional assessment daily. The assessment would be succinct and therefore students would not feel overwhelmed by the process. The quiz would assess the objectives and standards from the material covered two days prior would be covered through this additional assessment. This would be a formal, formative performance based assessment. The purpose of the assessment would be to assess skills and assess knowledge/concepts. The assessment would be based on individual performance with paper and pencil. Feedback would be provided by the teacher through written assessment. The results of the assessment would inform instruction as the teacher can evaluate what students are comprehending and what areas they are struggling with.

Using the additional assessment provides feedback for students throughout the unit. Students are able to determine what information they have mastered and what information they need extra support to master. The teacher can use the results to make adjustments to the instructional pace throughout the remained of the unit.

In addition to what I learned about myself and my students, I have room for improvement in my next lesson plans. I learned the need to initiate student discussion. Students need to have opportunity to engage with text. I also learned students need more time to work in groups and collaborate with one another. What do you know now that you didn’t know at the start of this unit or program?After working through this unit, I am now aware how much time it takes to develop a unit plan.

UNIT RUBRIC 20 POINTS

9. RUBRIC WITH SELF-ASSESSMENTDesign

Component& Criteria

Approaching Meets(Including the criteria for Approaching &

Meets)

Exceeds(Including the criteria for Approaching, Meets &

Exceeds)Unit Context

1 pointDescribes the subject/content area, curse, grade level & …

& describes the length of unit, number of class periods and lengths of periods.

& describe where it fits within the year plan. This is described under Unit Rational: Enduring Understanding and Essential Questions. p.8

Student Facts

2 points

Provide information the whole class (demographics, readiness, interests, learning profile) …

& describe 5 individual students (2 ELL, 2 Special Ed and another student of your choice). Include the student’s name, label, grade level, culture, language, SES, family, affect, individual ed goals, readiness (reading, writing and subject area level), interests, & learning profile …

& include information about students’ affects and needs for their learning environment. This is described under Facts About Learners. p.5

Different-iation

3 points

Describe the differentiation strategy(ies) for the 5 individual students…

& label the strategy (lesson content, process or product) and the way it addresses the students identity and developmental needs (readiness, interest or learning profile)…

& provide how the strategy will be assessed for effectiveness and altered if needed. This is addressed under Individual Student Information and Differentiation Strategies. p.5

Unit Rationale

1 point

Explain the importance of unit in the student’s big picture of learning & describes the enduring understandings - what student’s will know and be able to do at the end of the unit …

& articulate what essential questions you will use to frame the unit …

& label the questions based on the Six Facets of Understanding. This is described under Unit Rational: Enduring Understanding and Essential Questions. p.8

Standards and

Objectives1 point

Both CA Content and ELD Standards are identified and each is addressed in an objective that contains a condition, verb, and criteria …

& each objective is labeled by the type (cognitive, affective, psychomotor or language) and number of the standard it addresses…

& identify which of the six facets of understanding it is designed to address. This is addressed under the Unit Calendar. p.1

Assessment2 points

Provide an assessment for each objective and articulates …

& identify the formality, purpose, implementation method and evaluation criteria.

& provide description of how you will communicate of expectations, self-assessment process and provide a sample of student work. This is under Assessment Plan.

Student work is attached separately.

Into1 point

Provide an into, activity for unit …

& describe in detail the steps the teacher will take to implement the into lesson and any need materials (i.e. graphic organizer, ppt, model, rubric)…

& provide script for teacher and times for each activity.This is done under Steps of Instruction on. p.16

Through2 points

Provide a unit calendar outlining what is addressed each day (objectives, standards, student activity and assessment) …

& each activity is student centered with multiple opportunities for the instructor to check for understanding…

& provide instructional materials for each lesson plan.This is done under Steps of Instruction on. p.16

Beyond1 point

Provide a beyond activity for unit …

& describe in detail the steps the teacher will take to implement the beyond activities and any need materials (i.e. graphic organizer, ppt, model, rubric)…

& provide script for teacher and times for each activity.This is done under Steps of Instruction on. p.16

Lesson Plans

4 points

3-5 lesson plans are provided …

& each lesson meets all the requirements specified in their perspective rubrics including all the instructional materials …

& A full scripted Lesson is provided for each day of the week. These are attached.

Materials & Resources

1 point

Describe all the materials needed to implement the lesson/unit…

& the materials address a range of student needs and variety of interests and learning profiles…

& the materials display the candidates imagination and creativity.These are attached.

Reflection1 point

Address all the reflection prompts about differentiation, strengths and limits of the lesson, & effectiveness of lesson …

& describe what you learned about yourself and your students…

& identify what you would keep in mind for the next lesson.This is done under Reflection. p. 33

Self-Evaluation1 point will be deducted if not

included

Provide a copy of the rubric with the unit plan…

& highlight the criteria for each component…

& provide hand written evidence for each criteria marked and identify what page for each item.Complete

Peer Feedback:I thought the unit plan was extremely thought out and explicitly described each detail of the objectives and rationale. What I thought was the strength of the plan is that students with different learning profiles (including those with special needs, but also gen ed students) are able to learn the material in a variety of ways. By modeling the new concepts to appeal to visual learners, auditory learners, kinesthetic learners..etc, all students are able to work with what best suits them but are also being pushed to learn outside of their comfort zone. In a perfect world each lesson contains all elements, but by containing them within the unit, I feel all learners are addressed.

unit plan

Documents

left ear close

unknown geometric

assess knowledgeconcepts

previously

pencil feedback

fake dollar

extended time

segments include