tag:blogger.com,1999:blog-6289681011525270042024-03-05T16:32:57.170-08:00Alexa Scheidler's Single Subject Program BlogAlexa Scheidlerhttp://www.blogger.com/profile/17113445857534525365noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-628968101152527004.post-10675880734184664352012-11-26T21:29:00.002-08:002012-11-26T21:29:49.400-08:00Blog Post #5<b style="font-weight: normal;"><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Blog Post #5</span></b><br />
<b style="font-weight: normal;"><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"><br /></span></b>
<b id="internal-source-marker_0.21462895208969712" style="font-weight: normal;"><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">This semester, I have been surprised by the literacy levels of my students. They are able to acquire new vocabulary and use it in their speech and writing. Students have learned vocabulary through clear definitions and repeated use in their written and oral explanations of problems that they do. They have resources that they can use to help them demonstrate this knowledge, such as graphic organizers and a word wall with visual and written explanations of vocabulary terms. They are not able to only read this information and be expected to use it. They need to see what they are learning, hear it verbally and then use it. It is not possible to give them a list of vocabulary terms and expect them to use this information to understand concepts and use it on problems. </span></b><br />
<b id="internal-source-marker_0.21462895208969712" style="font-weight: normal;"><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Journal... Sept. 30, 2013</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">My literacy rich classroom looks like an environment where students are beginning to use multiple input methods to learn vocabulary in mathematics. </span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">My students are engaged in collaborative group work to practice their use of new vocabulary words before using them in their own practice and writing. </span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">They are reading basic definitions of vocabulary words.</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Journal... December 15, 2013</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">My literacy rich classroom looks like an environment where students are using multiple input methods to learn and master vocabulary in mathematics. Students are using this vocabulary daily to explain their thinking on various problems both in writing and orally. </span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">My students are engaged in a collaborative work environment where they can gather information by listening to others, sharing their thinking orally with members of their group and summarizing their thoughts by applying the vocabulary to explain their thinking. </span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">They are reading definitions of vocabulary words and they are reading word problems that apply their knowledge of vocabulary words and concepts. </span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">They are writing reflections that summarize their thinking about about problems. In these reflections and short descriptions of thinking, they use vocabulary to justify their thoughts and the steps that they took to solve problems. </span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">They are discussing their mathematical thinking with each other during collaborative group work. They use vocabulary to affirm or challenge each other’s ideas and work together to explain their thinking about a problem before applying this knowledge to individual practice. </span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Journal... May 30, 2013</span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">My literacy rich classroom looks like an environment rich in vocabulary use through multiple pathways. Students read, listen to, write about and speak using new and previously learned vocabulary. Through the repeated use of these words using these different methods, all students have access to this language. </span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">My students are engaged in lessons by interacting with me as well as other students to ask questions, affirm their understanding and explain concepts in small groups or to the whole class. They can then apply this knowledge to their own practice when they individually explain their thinking in writing of a reflection or explanation of the process needed to solve. </span><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">They are capable of independent learning in the following areas. Students are able to acquire new knowledge of vocabulary through the repeated use and application of their knowledge. This helps them in reducing the number of errors and assumptions that they make in solving problems. </span></b>Alexa Scheidlerhttp://www.blogger.com/profile/17113445857534525365noreply@blogger.com0tag:blogger.com,1999:blog-628968101152527004.post-10982740050759492172012-11-19T00:02:00.003-08:002012-11-19T00:07:27.297-08:00Unit Plan<br />
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<b>UNIT TOPIC: </b> Constructions/Extension and Application<o:p></o:p></div>
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This unit comes after a chapter on
triangles and polygons. The constructions part of the unit will involve
constructing various shapes/figures the students have been working with and
incorporates using triangle congruence to prove their constructions are valid.
The Extension and Application part of the unit provides a review of concepts
that have been previously covered in a new and challenging way. My CT developed
the plans for the constructions part of the unit and I developed the plans for
the Extension/Application part of the unit. <b><o:p></o:p></b></div>
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<h2>
UNIT CONTEXT <o:p></o:p></h2>
<h3>
Subject/Content Area <span style="font-weight: normal;">Mathematics<o:p></o:p></span></h3>
<h3>
Course <span style="font-weight: normal;">Geometry<o:p></o:p></span></h3>
<h3>
Grade Level <span style="font-weight: normal;">9-12</span> <o:p></o:p></h3>
<h3>
Length of Unit: <span style="font-weight: normal;">This unit will last one
week. There will be four class periods, three that are 55 minutes long and one
that is 115 minutes long. </span><o:p></o:p></h3>
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<br /></div>
<h2>
FACTS ABOUT THE LEARNERS
<o:p></o:p></h2>
<h3>
Whole Class Information<o:p></o:p></h3>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;"><b>Number of students in class: </b></span><span style="font-family: Arial; font-size: 10pt;">There are 36 students in period 4 and 37
students in period 5. <b><o:p></o:p></b></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;"><b>Demographic Information: </b></span><span style="font-family: Arial; font-size: 10pt;"><u>Period 4</u>: 18 girls, 18 boys.
Ethnicity-25 students “Yes, Hispanic or Latino”. English Learners-3 students at
the intermediate level, 2 students at the advanced level. 16 students in the
class who have been redesignated. Special Education-3 students with IEPs. <u>Period
5</u>: 17 girls, 20 boys. Ethnicity-20 students “Yes, Hispanic or Latino”.
English Learners- 2 students at the early advanced level, 8 students who have
been redesignated. Special Education- 5 students with IEPs.<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;"><b>Developmental Needs:</b></span><span style="font-family: Arial; font-size: 10pt;"> The students enjoy and do well in small groups
working on problems at the large whiteboards available for each group. Many of
the students play sports or are involved on campus in some way. The students
respond well to smaller group activities where they are working together,
rather than lecture based or heavy individual practice lessons.<b> </b></span><span style="font-family: Arial; font-size: 10pt;">There are many visual
learners in the classroom and students who respond better to hands-on
activities. Creating a safe environment where students feel free to share their
perspectives and ask questions without the fear of being laughed at or told
they are wrong, is important with these classes. <b><o:p></o:p></b></span></div>
<h3>
<!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></h3>
<h3>
Individual Student Information and Differentiation Strategies<o:p></o:p></h3>
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Provide the following information
for 5 specific students <o:p></o:p></div>
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<br /></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">What is the students’ name? <b>Elena</b></span><span style="font-family: Arial; font-size: 10pt;"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">What is the level of your English Learner? Early Intermediate
English Learner</span><o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Elena is a 10<sup>th</sup> grader. She is from Mexico and has a
large extended family. She moved to the U.S one and half years ago and visits
her grandparents and other family members and friends in Mexico during the
summer. <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">What are the student’s individual ed. goals? Reading, writing
& subject levels? Based on her grades, she is highly motivated to succeed,
so her individual goals are to work toward a higher level of English
proficiency, as well as continuing to develop her content knowledge.</span><o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">She is literate in Spanish and often reads Spanish literature. Her
report cards from school in Mexico indicate above average grades. She is shy
but works well in small groups. </span><o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">What can you do to differentiate each student’s </span><o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Content. I will provide her with a list of any new vocabulary
ahead of time. In our classroom, we have a word wall that includes graphics, so
this will help her with using vocabulary when doing problems in class, as well
as when she completes exit tickets and reflections. <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Process. Allow her to work with a bilingual partner. <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Product. Assess her at the i+1 level and focus on her ability to
express her understanding through reflection and answering simple questions.
(Readiness)<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Affect. Give feedback through written and oral comments to allow
her to understand and track her progress. (Readiness)<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Learning Environment. It will be best if Elena can sit next to a
bilingual student, so arranging seats in pairs and small groups will help to
(Readiness/Learning Profile)<o:p></o:p></span></div>
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<span style="font-family: Arial; font-size: 10pt;">Based on their developmental needs (<i>readiness,
interests and learning profile)</i></span><span style="font-family: Arial; font-size: 10pt;">?<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;">In
order to obtain evidence of Elena’s learning, I would choose to assess her on
the informal formative assessments in which she would have the ability to show
me what she is working on, as well as use simple communication to tell me the
process she took to get there. This would give her an opportunity to practice
her oral English, and I can adjust the way that I assess her based on her CELDT
level. <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;">Elena
is very motivated, so she will work hard to achieve success in the class. The
next steps I would take to help Elena progress would be to encourage her to
keep practicing her English while working in small groups. She tends to be a
shy person, but gets along well with others and since we have created a risk
free environment for our class, students will not criticize her if she does not
explain things correctly right away. If she starts to practice in the small
groups, she can work up the confidence to present her thinking to the class in
the future. <o:p></o:p></span></div>
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<br /></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l4 level1 lfo15; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">What is the students’ name? <b>Larissa</b></span><span style="font-family: Arial; font-size: 10pt;"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">What is the level of your English Learner? Intermediate English
Learner</span><o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Larissa is an 11<sup>th</sup> grader. She was born in the U.S and
grew up speaking Spanish with her family. Her mother speaks more English now,
so she speaks English primarily at home now. <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">She would like to do well in school and take as many classes as
possible because she would like to be a nurse and knows that she must take and
pass certain classes in order to do this.<o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l12 level1 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Readiness: </span><span style="font-family: Arial; font-size: 10.0pt;">Able to learn and communicate new
ideas and vocabulary with images and clear statements/definitions. She has
received average grades in past math classes. She has retaken Algebra, but is
confident in her ability now. She is motivated and asks many questions for
clarification. <o:p></o:p></span></div>
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<span style="font-family: Arial; font-size: 10.0pt;">Learning Profile: Visual and auditory preferences. Shy, so
prefers individual help or working in a small group, rather than speaking to
the class/asking questions. Note-taking has helped keep her organized and
allows her to have something to refer back to and understand during group and
individual practice.<o:p></o:p></span></div>
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Interest: Spending time with
friends and family. Fashion. <o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">What can you do to differentiate each student’s </span><o:p></o:p></div>
<div class="ListParagraph" style="margin-left: .75in; mso-list: l12 level2 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Content: Allow her to use notes when working on in class as well
as exit tickets and reflections. Notes really help her to organize her thoughts
and remind her of the vocabulary words used to describe certain mathematical
concepts. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .75in; mso-list: l12 level2 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Process: Larissa works well in groups, but is shy, so allowing her
to work in small groups helps her to feel more comfortable. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .75in; mso-list: l12 level2 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Product: Assess her at the i+1 level. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .75in; mso-list: l12 level2 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Affect: Larissa asks a lot of questions and seeks feedback often.
Giving her frequent oral as well as some written feedback which she can refer
back to, will be helpful in moving her toward the learning goals. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .75in; mso-list: l12 level2 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Learning Environment. She works well with others so placing her
near a student who is willing to help her is effective. Her younger sister is
in the same class, they do not work particularly well together so keeping them
apart is best. (Learning Profile)<o:p></o:p></span></div>
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<span style="font-family: Arial; font-size: 10pt;">Based on their developmental needs (<i>readiness,
interests and learning profile)</i></span><span style="font-family: Arial; font-size: 10pt;">?<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;">I
would choose the informal formative assessments to assess Larissa’s progress so
that she has the time and ability to explain her thinking to me in the best way
that she can, in a low-pressure situation. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l1 level1 lfo17; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;">Larissa
is giving a lot of effort in this class and would really like to do well,
allowing her to use notes and offering assessments other than formal written
assessments will help her to feel more comfortable and more successful. <b><o:p></o:p></b></span></div>
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<br /></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l4 level1 lfo15; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">What is the students’ name? <b>Alex</b></span><span style="font-family: Arial; font-size: 10pt;"><o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l12 level1 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">What category does the student qualify for special education
services? Specialized Learning Disability-literacy skill, including the
acquisition of sound/symbol relationships and word identification.<o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l12 level1 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Alex is a 10<sup>th</sup> grader who is<o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l12 level1 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Alex would like to improve his use of vocabulary.</span><o:p></o:p></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l12 level1 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Alex reads at the 7<sup>th</sup> grade level and struggles with
decoding words. He has asthma. He is a self-isolating person and does not
readily join group-learning situations. </span><o:p></o:p></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l12 level1 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">What can you do to differentiate each student’s </span><o:p></o:p></div>
<div class="ListParagraph" style="margin-left: .75in; mso-list: l12 level2 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Content: Provide new vocabulary ahead of time and allow Alex to
see and use the word wall with graphics for reference. Make a sheet similar to
the word wall that he can use at home as well. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .75in; mso-list: l12 level2 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Process: Since the class is group based, allow Alex to have a more
independent role in the group, suggesting he be the recorder of information.<o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .75in; mso-list: l12 level2 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Product: Encourage him to speak to you about his understanding,
and allow him to turn in his work and assess him, knowing about his learning
difficulties.<o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .75in; mso-list: l12 level2 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Affect: Written feedback will be best for Alex, as he does not
respond well to interaction.<o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l1 level1 lfo17; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;">I
would choose to assess Alex’s exit tickets and reflections since he will not
readily share his thinking orally.
<o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l1 level1 lfo17; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;">Encouraging
Alex to take a more active role in groups will help him move forward. We have
created a risk free environment where all students should be accepting of
others ideas. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: 0in;">
<br /></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l4 level1 lfo15; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">What is the students’ name? <b>John</b></span><span style="font-family: Arial; font-size: 10pt;"><o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l12 level1 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;">What
category does the student qualify for special education services? Special day
class<o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l12 level1 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">John is an 11<sup>th</sup> grader who is involved in a special day
class for students with severe learning disabilities. He has a supportive home
environment, in which his parents support his learning goals. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l12 level1 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">John would like to improve his understanding of geometry, and use
vocabulary to explain what he is saying. He has trouble using the words that he
would like to explain the process that he uses to solve problems. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l12 level1 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Readiness: </span><span style="font-family: Arial; font-size: 10.0pt;">Algebra
skills are sufficient to learn new concepts and apply old knowledge. He is in a
special day class.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: .25in;">
Learning Profile: Visual
preferences. Pictures and organizers are very helpful. Notes/organizers to
refer back to help to keep thoughts and new ideas organized and are helpful to
refer back to on future assignments. Does not always do well in small group
situations.<o:p></o:p></div>
<div class="MsoNormal">
Interest:<b> </b>Art, especially drawing, and reading.<o:p></o:p></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l12 level1 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">What can you do to differentiate each student’s <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .75in; mso-list: l12 level2 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Content: Giving organization to notes will help John to make sense
of concepts, and allowing him to have access to vocabulary before a lesson,
will help him. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .75in; mso-list: l12 level2 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Process: Allowing him extra time to work on things, so that he can
get help in his resources class, will help him feel the support he needs to
succeed. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .75in; mso-list: l12 level2 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">John does well on more formal tests, as he is not great at
verbalizing his understanding and is better at relating concepts on paper. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .75in; mso-list: l12 level2 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">John has a tendency to speak out in class, so keeping him close to
the front of the room, will allow the instructor to speak with him readily. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l1 level1 lfo17; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;">The
formal formative assessments will be best to display John’s progress towards
learning goals. He does not verbalize his understanding as well as he can write
it, so allowing him to display knowledge on the exit tickets and reflection,
will be best for him. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l1 level1 lfo17; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;">Making
sure that John feels comfortable and welcome in the classroom will be the best
way to ensure his success. If he feels that he is not welcome or wanted in the
class, then he will not perform. Making sure to continue the environment
created where all students have a chance to contribute, will help John feel
comfortable. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: 0in;">
<br /></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l4 level1 lfo15; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">What is the students’ name? <b>McKinley</b></span><span style="font-family: Arial; font-size: 10pt;"><o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l12 level1 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;">What
category does the student qualify for special education services? McKenna has
an IEP plan based on her Specialized Learning Disability<o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l12 level1 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Describe student’s grade level, culture, language, SES, family,
affect. McKenna is an 11<sup>th</sup> grader who speaks English only. She comes
from a large middle class family where she is always encouraged to read and do
her homework, but is rarely checked in on or receives little help with
homework. She is a social person, who is very involved on campus through
organized activities and ASB. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l12 level1 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">What are the student’s individual ed. goals? Reading, writing
& subject levels? McKenna is a very hard worker and is motivated to succeed
in all subjects. She enjoys English the most, and feels that she struggles in
math because of her past experiences. </span><o:p></o:p></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l12 level1 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Describe developmental needs (readiness, interest, & learning
profile) for each student. McKenna’s learning profile suggests that multiple
modalities will be the most successful for her. She will benefit from
directions being clarified. </span><o:p></o:p></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l12 level1 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">What can you do to differentiate each student’s </span><o:p></o:p></div>
<div class="ListParagraph" style="margin-left: .75in; mso-list: l12 level2 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Content: She has trouble relating concepts, so allowing her to use
notes on assignments is necessary. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .75in; mso-list: l12 level2 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Process: Clarifying directions is necessary for McKinley’s
success. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .75in; mso-list: l12 level2 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Product: Informal assessments are best for her. Allowing her to
work on the test in another room or have extended time is necessary. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .75in; mso-list: l12 level2 lfo16; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: 'Courier New'; font-size: 10pt;">o<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Affect: Both oral and written feedback will be best for her. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .75in;">
<span style="font-family: Arial; font-size: 10pt;">Learning Environment: Allowing McKinley to work
in groups will help her to feel comfortable with the material. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l1 level1 lfo17; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;">Informal
formative assessment will be best to check for McKinley’s understanding. She
gets anxiety with more formal tests and often seeks clarification on many
problems because she feels she cannot ask questions. Allowing her to verbalize
her understanding through these less formal assessments will be best for her. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l1 level1 lfo17; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;">McKinley
is highly motivated to succeed and will work very hard to get a good grade in
the class. Allowing her to talk through and verbalize her understanding
whenever possible and assessing her as much in this way, will help her feel
successful. </span><b><o:p></o:p></b></div>
<div class="ListParagraph" style="margin-left: 0in;">
<br /></div>
<h2>
Unit Rationale: Enduring Understandings & Essential Questions</h2>
<div class="MsoNormal">
This unit comes at a great point
in the year, as we have just finished a unit on triangle congruence, which
incorporated a lot of review from the first two units, which covered angles,
segments, properties of parallel lines and polygons. This unit combines
constructions with a review of previous concepts in a way that challenges
students to apply knowledge to more challenging problems than they have seen
before. It is important for the students to truly understand these concepts and
how they affect the real world, as they start to pick up on where they see
these concepts outside of the classroom. This unit gives use a chance to
explicitly link concepts to the student’s lives and challenges them to think
about geometry in a new way. Having students think through problems and label
their thinking by justifying their answers is a goal of the course that is
particularly important in this unit. <b><o:p></o:p></b></div>
<h3>
<!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></h3>
<h3>
Enduring Understandings (EU)</h3>
<h3>
<span style="font-weight: normal;">At the end of this unit, I hope that
students have a better understanding of the core concepts of the class by
applying their previous knowledge and thinking to solve complex problems.
Students should be able to label the steps that they took to come to the
conclusion. <o:p></o:p></span></h3>
<div class="MsoNormal">
<br /></div>
<h3>
Essential Questions</h3>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l5 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">What are the ways we apply old knowledge to new concepts?<o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l5 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Is it possible to look at a picture and answer the questions we
have by solving mathematically? <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l5 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Where in the real world do we see/notice concepts from class?<o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l5 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">How can we use real world examples of geometry to model what we
have covered in class?<o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l5 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">How can we construct what we have been learning and prove that we
know it is correct?<o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l5 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">What other shapes can we construct using knowledge of how to
construct basic figures?<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Reason for the Instructional
Strategies & Student Activities<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<h2>
STANDARDS<o:p></o:p></h2>
<h3>
Content Standards<o:p></o:p></h3>
<div class="MsoNormal">
5.0 Students prove that triangles are congruent or similar,
and they are able to use the concept of corresponding parts of congruent
triangles. <o:p></o:p></div>
<div class="MsoNormal">
7.0 Students prove and use theorems involving the properties
of parallel lines cut by a transversal, the properties of quadrilaterals, and
the properties of circles. <o:p></o:p></div>
<div class="MsoNormal">
12.0 Students find and use measures of sides and of interior
and exterior angles of triangles and polygons to classify figures and solve
problems.<o:p></o:p></div>
<div class="MsoNormal">
13.0 Students prove relationships
between angles in polygons by using properties of complementary, supplementary,
vertical, and exterior angles.<o:p></o:p></div>
<div class="MsoNormal">
16.0 Students perform basic
constructions with a straightedge and compass, such as angle bisectors,
perpendicular bisectors, and the line parallel to a given line through a point
off the line. <o:p></o:p></div>
<h3>
<!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></h3>
<h3>
ELD Standards<o:p></o:p></h3>
<div class="MsoNormal">
Listening and Speaking: Cluster 7- EA. Respond to messages
by asking questions, challenging statements, or offering examples that affirm
the message. Cluster 9-EA. Prepare and deliver brief oral presentations/reports
on historical investigations, a problem and solution, or a cause and effect. <o:p></o:p></div>
<div class="MsoNormal">
Writing Strategies and Applications: Cluster 5-EA. Write
reflective compositions that explore the significance of events.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<h2>
UNIT OBJECTIVES<o:p></o:p></h2>
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<i>Constructions:<o:p></o:p></i></div>
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1. After seeing an example
modeled, while following along, students will be able to individually construct
an equilateral triangle, copy of a segment, copy of an angle, an angle
bisector, the midpoint, a perpendicular bisector (through any point, a point on
a line, or a point not on the line) using a straight edge and compass, and will
be assessed on their ability to construct these through both formative and
summative assessments. (Standard 16.0, L&S Cluster 7) (Cognitive)<o:p></o:p></div>
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2. After the previous unit on
triangle congruence, and following along with instructor led “labeling of
thinking” students will be able to write a proof of various constructions
including, angle bisector, copying an angle and perpendicular bisector and will
be assessed on their ability to understand and apply their knowledge to
complete the proof on their own. (Standards 5.0,16.0) (Cognitive)<o:p></o:p></div>
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<i>Extension/Application:<o:p></o:p></i></div>
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3. Using previous knowledge of
theorems and properties of lines, triangles and polygons, students will discuss
with group members, and label the steps taken to solve for missing parts in complex
figures and all group members will be asked to explain their thinking to group
members or to the class, in order to assess their deeper understanding.
(Standards 7.0, 12.0, L&S Cluster 7 and 9) (Cognitive)<o:p></o:p></div>
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4. After working together in small
groups to come to conclusions about missing information using a “pass the pen”
method to allow all students to give input, students will individually display
their knowledge on a smaller version of these types of problems, indicating the
vocabulary and knowledge they needed to solve. (Standards 7.0, 12.0, 13.0,
L&S Cluster 7 and WS&A Cluster 5)<o:p></o:p></div>
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<h2>
ASSESSMENT PLAN<o:p></o:p></h2>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Name
of Assessment: </b></span><span style="font-family: Arial; font-size: 10.0pt;">Constructions
Understanding (Objectives 1 and 2)<b><o:p></o:p></b></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Formality:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Informal<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Type:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Formative<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Purpose:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> To assess student understanding and
ability to explain process. Instructors will walk around checking for
understanding by looking at student work and asking students to explain the
steps they took. <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Implementation
Method:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Written
(Constructions) and verbal (Explanations)<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Communication
of Expectations:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Modeling
by instructor to show expectation of steps, student samples to show
expectations of results.<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Evaluation
Criteria:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Correct
markings indicate steps taken to get result, formal proof indicates understanding
of thinking by whole class. <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Feedback
Strategies: </b></span><span style="font-family: Arial; font-size: 10.0pt;">Oral
feedback and supplemental instruction individually<b><o:p></o:p></b></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Student
Self-Assessments:</b></span><span style="font-family: Arial; font-size: 10.0pt;">
Students will check their construction with the student sample provided. <o:p></o:p></span></div>
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<br /></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l15 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Name
of Assessment: </b></span><span style="font-family: Arial; font-size: 10.0pt;">Constructions
Quiz<b><o:p></o:p></b></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Formality:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Formal (30 points)<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Type:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Formative<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Purpose:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> To check for student’s
understanding when doing constructions individually, and how well they can
apply knowledge of proofs to prove their construction is valid.<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Implementation
Method:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Written
(Constructions)<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Communication
of Expectations:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Modeling
and practice in class. <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Evaluation
Criteria:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Correct
markings indicate steps taken to get result, formal proof indicates
understanding of applying previous knowledge to constructions. <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Feedback
Strategies: </b></span><span style="font-family: Arial; font-size: 10.0pt;">Written
feedback on quiz to be returned to students.<b><o:p></o:p></b></span></div>
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<div class="ListParagraph" style="margin-left: .25in; mso-list: l15 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Name
of Assessment: </b></span><span style="font-family: Arial; font-size: 10.0pt;">Extension/Application
Understanding<b><o:p></o:p></b></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Formality:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Informal<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Type:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Formative<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Purpose:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Assess students on ability to
provide correct answers for missing parts as well as justifications for their
answers. Instructors will walk around to groups or individuals to check for
correctness and ask students to explain and write their thinking. If appropriate,
have students present to the class or in smaller groups to have them practice
using vocabulary.<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Implementation
Method:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Written and
verbal.<o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l15 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Communication
of Expectations:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Examples
of student work shown to model the methods of “labeling thinking”.<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Evaluation
Criteria:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Rubric
provided in resources. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l15 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Feedback
Strategies: </b></span><span style="font-family: Arial; font-size: 10.0pt;">Oral
feedback<b><o:p></o:p></b></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Student
Self-Assessments:</b></span><span style="font-family: Arial; font-size: 10.0pt;">
Rubric provided in resources. <o:p></o:p></span></div>
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<br /></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Name
of Assessment: </b></span><span style="font-family: Arial; font-size: 10.0pt;">Extension/Application
Exit Ticket<b><o:p></o:p></b></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Formality:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Formal (Credit is given on the
rubric scale)<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Type:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Formative<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Purpose:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Check for student’s use and
understanding of labeling thinking in order to justify their answers for
missing parts. <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Implementation
Method:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Written<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Communication
of Expectations:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Group
work done in class provides expectations, as well as the rubric created for the
extension/application portion of the unit. <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Evaluation
Criteria:</b></span><span style="font-family: Arial; font-size: 10.0pt;"> Rubric is
provided in resources. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l15 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Feedback
Strategies: </b></span><span style="font-family: Arial; font-size: 10.0pt;">Written
feedback on exit ticket to be returned to students.<b><o:p></o:p></b></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l15 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt;"><b>Student
Self-Assessments:</b></span><span style="font-family: Arial; font-size: 10.0pt;">
Rubric is provided in resources. <o:p></o:p></span></div>
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<span class="Heading2Char">STEPS OF INSTRUCTION</span> <a href="" name="_GoBack"></a><b><o:p></o:p></b></div>
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<b>Into: (Monday, 10/15)<o:p></o:p></b></div>
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<i>Objectives/Standards <o:p></o:p></i></div>
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Students will use prior knowledge
to look at a complicated figure and record things that they notice and things
that they wonder to get oriented with the picture and contribute to class
discussion about what students recorded, then students will work in groups to
talk through and label their thinking, providing reasons for the conclusions
they make. (Standards 7.0, 13.0, L&S Cluster 7)<o:p></o:p></div>
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<i>Student Activity</i><o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Hook: Challenge students to think about the figure (provided in
resources) mathematically, asking them to record what they notice and what they
wonder. <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">This activity will be directly related to things that they have
seen in the past. There are many connections to previous concepts that students
will notice. The notice/wonder introduction activates this prior knowledge by
giving them the freedom to recall what they want to. <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">To begin the overall into lesson, students will record what they
notice/wonder. Then, the instructor will provide numbers for five of the angles
and students will work in groups to fill in the rest of the angles. They will “pass
the pen” between group members filling in one angle at a time and writing in
their justifications in the order in which they solve. <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">The room is arranged with white boards around the room that groups
of four to six are assigned to work at for group work. Seating is changed every
two weeks, so groups are switched up regularly. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l14 level1 lfo18; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Transitions have been practiced, so students know that they have
only a certain amount of time before they will be expected to be at their boards
starting the problem. If student behavior becomes an issue, I will address it
in the small groups, so that the behavior issues do not distract other groups.
If it will help, I will rotate groups or switch members to create a more
productive environment. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l14 level1 lfo18; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Questions to prompt learning: What specifically are you struggling
with? What is the next step you should take? How do you know that (point to
something specific)? Justify your thinking, how can you explain what you have
done so far, and how can you use this information to continue.<o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l14 level1 lfo18; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">Unit Preview: A short discussion about using mathematics to prove
things that we notice about figures or things in the real world will be
conducted as a short conclusion before students are told to complete this for
homework so that we can come to final conclusions about what students were
wondering from the picture. <o:p></o:p></span></div>
<div class="MsoNormal">
<i>Assessment <o:p></o:p></i></div>
<div class="MsoNormal">
The homework will be to finish
this star problem, labeling and solving, and it will be checked for
completeness the next class. Also, a discussion about what students had
wondered will be debriefed, using the answers that they found on their
homework. <o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in;">
<br /></div>
<div class="MsoNormal">
<b>Through:<o:p></o:p></b></div>
<table border="1" cellpadding="0" cellspacing="0" style="border-collapse: collapse; border: none; margin-left: -.55in; mso-border-alt: solid black .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-table-layout-alt: fixed;">
<tbody>
<tr>
<td style="border: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="45">
<div class="MsoNormal">
<br /></div>
</td>
<td style="border-left: none; border: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 117.0pt;" valign="top" width="117">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Day 1: M (10/15)<o:p></o:p></span></div>
</td>
<td style="border-left: none; border: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 117.0pt;" valign="top" width="117">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Day 2/3: T/W (10/16 and
10/17)<o:p></o:p></span></div>
</td>
<td style="border-left: none; border: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.5in;" valign="top" width="108">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Day 4: Th (10/18) <o:p></o:p></span></div>
</td>
<td style="border-left: none; border: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 117.0pt;" valign="top" width="117">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Day 5: F (10/19)<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="45">
<div class="MsoNormal">
<span style="font-size: 7.0pt;">Content Standards<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black .5pt; border-left: none; border-right: solid black .5pt; border-top: none; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 117.0pt;" valign="top" width="117">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Geo 7.0 Students prove and
use theorems involving the properties of parallel lines cut by a transversal,
the properties of quadrilaterals, and the properties of circles.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Geo 13.0 Students prove
relationships between angles in polygons by using properties of
complementary, supplementary, vertical, and exterior angles.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Geo 16.0 Students perform
basic constructions with a straightedge and compass, such as angle bisectors,
perpendicular bisectors, and the line parallel to a given line through a
point off the line. Listening and Speaking: Cluster 7- EA. Respond to
messages by asking questions, challenging statements, or offering examples
that affirm the message.<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black .5pt; border-left: none; border-right: solid black .5pt; border-top: none; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 117.0pt;" valign="top" width="117">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Geo 7.0 Students prove and
use theorems involving the properties of parallel lines cut by a transversal,
the properties of quadrilaterals, and the properties of circles.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Geo 16.0 Students perform
basic constructions with a straightedge and compass, such as angle bisectors,
perpendicular bisectors, and the line parallel to a given line through a
point off the line. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Listening and Speaking:
Cluster 7- EA. Respond to messages by asking questions, challenging
statements, or offering examples that affirm the message.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
</td>
<td style="border-bottom: solid black .5pt; border-left: none; border-right: solid black .5pt; border-top: none; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.5in;" valign="top" width="108">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Geo 5.0 Students prove that
triangles are congruent or similar, and they are able to use the concept of
corresponding parts of congruent triangles. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Geo 16.0 Students perform
basic constructions with a straightedge and compass, such as angle bisectors,
perpendicular bisectors, and the line parallel to a given line through a
point off the line. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Listening and Speaking:
Cluster 7- EA. Respond to messages by asking questions, challenging
statements, or offering examples that affirm the message.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
</td>
<td style="border-bottom: solid black .5pt; border-left: none; border-right: solid black .5pt; border-top: none; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 117.0pt;" valign="top" width="117">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Geometry 12.0 Students find and use measures of
sides and of interior and exterior angles of triangles and polygons to
classify figures and solve problems.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Geo 16.0 Students perform
basic constructions with a straightedge and compass, such as angle bisectors,
perpendicular bisectors, and the line parallel to a given line through a
point off the line. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Listening and Speaking:
Cluster 7- EA. Respond to messages by asking questions, challenging
statements, or offering examples that affirm the message. Cluster 9- EA. Prepare and deliver brief oral
presentations/reports on historical investigations, a problem and solution,
or a cause and effect.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="45">
<div class="MsoNormal">
<span style="font-size: 7.0pt;">Learning Objectives<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black .5pt; border-left: none; border-right: solid black .5pt; border-top: none; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 117.0pt;" valign="top" width="117">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">After following along with
instructor led examples, students will be able to use a straight edge and
compass to construct an equilateral triangle and copy a segment, using notes
taken during example.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will use prior
knowledge to look at a complicated figure and record things that they notice
and things that they wonder to get oriented with the picture and contribute
to class discussion about what students recorded, then students will work in
groups to talk through and label their thinking, providing reasons for the
conclusions they make.<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black .5pt; border-left: none; border-right: solid black .5pt; border-top: none; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 117.0pt;" valign="top" width="117">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">After following along with
instructor led examples, students will be able to use a straight edge and
compass to copy and angle, construct an angle bisector and determine the
location of a midpoint, using notes taken during example. Students will also
follow along while instructor labels thinking on a proof of how we know the
methods of construction for copying an angle and constructing an angle
bisector are valid, then students will be able to individually write up their
formal proofs for this to include in their notes. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will use prior
knowledge of parallel lines and properties of a triangle to record their
observations about a complicated figure and solve for certain missing pieces
while providing justifications on their individual whiteboards while the
instructor monitors for correct answers and reasoning. <o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black .5pt; border-left: none; border-right: solid black .5pt; border-top: none; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.5in;" valign="top" width="108">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">After following along with
instructor led examples, students will be able to use a straight edge and
compass to construct a perpendicular line and perpendicular bisector, in
order to prove that their constructions are right, they will use the thinking
labeled on their board and create their own proof. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">After working in groups to
complete a problem that requires finding values of missing angles and
justifying thinking, students will be able to individually complete a similar
task as an exit ticket. <o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black .5pt; border-left: none; border-right: solid black .5pt; border-top: none; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 117.0pt;" valign="top" width="117">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">After a week of taking notes
on and practicing constructions, students will be able to complete a quiz
covering three topics they have seen previous days. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">After learning about
properties of polygons and having some time to think about and note important
aspects of the figure presented, students will be able to answer the question
”How many sides does the polygon that is cut off have?” using discussion with
peers, direct questioning and a step-by-step approach to solving.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="45">
<div class="MsoNormal">
<span style="font-size: 7.0pt;">Student Activity<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black .5pt; border-left: none; border-right: solid black .5pt; border-top: none; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 117.0pt;" valign="top" width="117">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will use the
straight edge and compass to follow along while the instructor models how to
copy a segment and construct an equilateral triangle. Then students will try
these constructions on their own.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will record what
they notice/wonder about the figure. Then, the instructor will provide
numbers for five of the angles and students will work in groups to fill in
the rest of the angles. They will “pass the pen” between group members
filling in one angle at a time and writing in their justifications in the
order in which they solve.<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black .5pt; border-left: none; border-right: solid black .5pt; border-top: none; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 117.0pt;" valign="top" width="117">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will use the
straight edge and compass to follow along while the instructor models how to
copy an angle and construct a angle bisector, and determine the location of a
midpoint. Then students will try these constructions on their own.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will briefly write
down what they notice and wonder about the figure on the board. Then, the
instructor will indicate which angle they should give the value for. Students
will write the value of this angle and how they know that the answer they
have written is true, based on information given in the figure. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
</td>
<td style="border-bottom: solid black .5pt; border-left: none; border-right: solid black .5pt; border-top: none; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.5in;" valign="top" width="108">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will use the
straight edge and compass to construct a perpendicular line after seeing an
example from the instructor. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will split up into
groups to find the missing angles of a figure given by the instructor. They
will discuss and “pass the pen” so that all members of the group have a
chance to contribute to the solution. One group will be asked to present
their findings and justify them in order to allow the whole class to assess
their knowledge as a group. Then, students will copy down a sketch of the
homework and will be told to write three mathematical facts that they know
about the shape in the picture. Finally, students will complete an exit ticket
as an assessment. <o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black .5pt; border-left: none; border-right: solid black .5pt; border-top: none; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 117.0pt;" valign="top" width="117">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will write on the
board the ideas that they came up with for homework, investigation of the
pentagon. Then students will complete a short quiz on constructions. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will write on their
papers the things that they notice and wonder about the figure that is
presented. Then, they will share some of the things that they came up with to
contribute to the class discussion. Then students will split up into groups
to answer the question, “How many sides does the cut off polygon have?” Once
students have come to a conclusion in groups, one groups will present the way
that they solved the problem.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
</td>
</tr>
<tr style="height: 50.35pt;">
<td style="border-top: none; border: solid black .5pt; height: 50.35pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="45">
<div class="MsoNormal">
<span style="font-size: 7.0pt;">Assess-ment<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black .5pt; border-left: none; border-right: solid black .5pt; border-top: none; height: 50.35pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 117.0pt;" valign="top" width="117">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">The homework will be to
finish this star problem, labeling and solving, and it will be checked for
completeness the next class. Also, a discussion about what students had
wondered will be debriefed, using the answers that they found on their
homework. (Student samples of this homework are provided in the resources,
graded with rubric)<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
</td>
<td style="border-bottom: solid black .5pt; border-left: none; border-right: solid black .5pt; border-top: none; height: 50.35pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 117.0pt;" valign="top" width="117">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Whiteboard answers will be
assessed for correctness through an informal formative assessment. Instructor
will be informed of overall understanding and misconceptions and students
will be able to self assess when correct answer is presented. Also, students
will complete an exit ticket that is a simpler version of the parallel lines
problem, in which they will solve for missing angles and “label their
thinking” using vocabulary. (graded with rubric)<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black .5pt; border-left: none; border-right: solid black .5pt; border-top: none; height: 50.35pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.5in;" valign="top" width="108">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will complete an
exit ticket in which they must solve for missing angles and justify how they
got their answer by “labeling their thinking”, using vocabulary. (graded with
rubric)<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black .5pt; border-left: none; border-right: solid black .5pt; border-top: none; height: 50.35pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 117.0pt;" valign="top" width="117">
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will reflect on the
concepts and knowledge that they needed in order to answer this question.
Students will use vocabulary words in their reflections. (Student samples are
provided in resources.)<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<div class="ListParagraph" style="margin-left: 0in;">
<br /></div>
<div class="MsoNormal">
<b>Closure/Beyond: <o:p></o:p></b></div>
<div class="MsoNormal">
The lesson plan provided below is
the closure/beyond lesson.<o:p></o:p></div>
<div class="MsoNormal">
The objectives, standards,
activities and assessment are presented just above here in the unit calendar,
and in more detail in the lesson plan below. <b><o:p></o:p></b></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l8 level1 lfo22; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">In this lesson students will make meaning of the concepts that
have been covered in the unit by developing their own questions about a figure,
through a notice and wonder activity, and then they will use mathematics to
answer the question that they developed. Throughout the unit students have been
using vocabulary and including this in their exit tickets, as well as
throughout the lesson by “labeling their thinking”. The quiz on constructions
will also allow students to summarize what they have learned so far and they
must include a proof in order to incorporate their prior knowledge. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l8 level1 lfo22; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">The “product” that I will collect from students as evidence of
their learning is the reflection that they write at the end of the class that
summarizes what they needed to know in order to solve the problem that they
worked on in class. For constructions, the quiz is collected, graded and
returned in order to get an idea of where students are in understanding
constructions and give them feedback about how they are meeting the
expectations of the course. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: .25in; mso-list: l8 level1 lfo22; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: Arial; font-size: 10pt;">The next unit will be on quadrilaterals. Students have been using
their knowledge and vocabulary to find the values of missing angles and label
the process that they took to get those answers by including justification.
This will carry over into the next unit, as students will be finding missing
angles and sides of quadrilaterals and will be using a similar approach. <o:p></o:p></span></div>
<div class="ListParagraph" style="margin-left: 0in;">
<span style="font-family: Arial; font-size: 10pt;"><!--[if !supportEmptyParas]--> </span>MATERIALS/RESOURCES</div>
<div class="MsoNormal">
All materials that are needed for
the unit are included. It is also necessary to have a class set of compasses as
well as rulers or some kind of straight edge. <b><o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Lesson Plan:</div>
<div class="MsoNormal">
<br /></div>
<table border="1" cellpadding="0" cellspacing="0" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; width: 482px;">
<tbody>
<tr>
<td style="border: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 239.4pt;" valign="top" width="239">
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>1. TITLE OF THE LESSON<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>Assessment of
constructions and polygon extension</b></span><span style="font-size: 8.0pt;">
as a part of a unit on constructions, and extension and application of
previously covered topics. <o:p></o:p></span></div>
</td>
<td style="border-left: none; border: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.0pt;" valign="top" width="243">
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>2. CURRICULUM AREA &
GRADE LEVEL<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Geometry, grades 9-12<o:p></o:p></span></div>
</td>
</tr>
<tr>
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<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>3A. STUDENT INFORMATION:
English Language Learners<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>Lupe<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
1.) Readiness Level: </b></span><span style="font-size: 8.0pt;">Intermediate
level.<b> </b></span><span style="font-size: 8.0pt;">11<sup>th</sup> grader. Able
to learn and communicate new ideas and vocabulary with images and clear statements/definitions.
<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
2.) Learning Profile: </b></span><span style="font-size: 8.0pt;">Visual
and auditory preferences. Shy, so prefers individual help or working in a
small group, rather than speaking to the class/asking questions. Note-taking
has helped keep her organized and allows her to have something to refer back
to and understand during group and individual practice. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
3.) Interest: </b></span><span style="font-size: 8.0pt;">Spending time
with friends, fashion. Wants to be a nurse when she is older. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>Ana <o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
1.) Readiness Level: </b></span><span style="font-size: 8.0pt;">Intermediate
level. 12<sup>th</sup> grader. She speaks Spanish at home with her family.
She has previously taken SEI classes. In 10<sup>th</sup> grade she took SEI
Algebra 1 and failed both semesters. In 11<sup>th</sup> grade she took
Algebra 1 and passed one semester and failed the other. She has the skills
necessary to pass this class, she need to focus and not get worked up when it
comes time to take a test. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
2.) Learning Profile: </b></span><span style="font-size: 8.0pt;">She is
a visual/auditory learner and works well in groups. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
3.) Interest: </b></span><span style="font-size: 8.0pt;">She spends a
lot of time with her friends and family and she would like to get a job after
she graduates so that she can pay for college. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>Melissa<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
1.) Readiness Level: </b></span><span style="font-size: 8.0pt;">Intermediate
level. 11<sup>th</sup> grader. She speaks both English and Spanish at home.
In 10<sup>th</sup> grade she took Algebra 1 and passed the first semester and
failed the second semester. This class is a challenge for her because she
doesn’t have a very strong background in Algebra, which is necessary to apply
the concepts in geometry. She will benefit from some extra Algebra help. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
2.) Learning Profile: </b></span><span style="font-size: 8.0pt;">She is
a Kinesthetic learner and prefers to have problems explained slowly while she
follows along and then trying one on her own. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
3.) Interest: </b></span><span style="font-size: 8.0pt;">She likes
spending time at the beach with her friends and she would like to go to
college for 8 years to become a dentist. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>Martin <o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
1.) Readiness Level: </b></span><span style="font-size: 8.0pt;">Early
Advanced level. 11<sup>th</sup> grader. He speaks Spanish with his family. He
passed two semesters of Algebra 1 in 8<sup>th</sup> grade, failed two
semesters of Geometry in 9<sup>th</sup> grade, and then took Algebra 1 again
in 10<sup>th</sup> grade and passed one semester and failed the other. Since
this class is a repeat of what he has seen, he will benefit from clear
definitions to reach his prior knowledge and clear explanation of
expectations so that he can be successful. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
2.) Learning Profile: </b></span><span style="font-size: 8.0pt;">Visual/auditory
learner. He will benefit from clear visuals of figures and their properties. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
3.) Interest: </b></span><span style="font-size: 8.0pt;">In his free
time he enjoys drawing and lifting weights. He would like to be a firefighter
or go into the military when he graduates from high school. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>Eduardo <o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
1.) Readiness Level: </b></span><span style="font-size: 8.0pt;">Early
Advanced level. 12<sup>th</sup> grader. Starting learning English in
preschool. Continues to speak both Spanish and English at home. In 9<sup>th</sup>
grade he took SEI Algebra and did not pass either semester. In 10<sup>th</sup>
grade he continued on to Geometry, but failed both semesters, so in 11<sup>th</sup>
grade he took Transitional/Basic math and passed both semesters. He is
passing the class so far this year, but will need to work hard to keep his
grade. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
2.) Learning Profile: </b></span><span style="font-size: 8.0pt;">He is a
visual learner, and he is motivated to do well. He works well individually,
and benefits from being able to ask clarifying questions. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
3.) Interest: </b></span><span style="font-size: 8.0pt;">After school,
he enjoys playing soccer and boxing. He is close with his family and enjoys
spending time with them.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>Christian <o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
1.) Readiness Level: </b></span><span style="font-size: 8.0pt;">Advanced
level. 12<sup>th</sup> grader. He speaks Spanish at home with his family. In
9<sup>th</sup> grade he took SEI Algebra and failed both semesters. In 10<sup>th</sup>
and 11<sup>th</sup> grade he took Algebra 1 and he passed one out of four
semesters. He seems to have developed a good understanding of Algebra through
taking those classes, and he is determined to pass this class in order to
graduate. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
2.) Learning Profile: </b></span><span style="font-size: 8.0pt;">He is a
visual learner. He works well in groups and is a good leader. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
3.) Interest: </b></span><span style="font-size: 8.0pt;">He enjoys
hanging out with his friends and is working hard to graduate at the end of
this year. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>Daniela<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
1.) Readiness Level: </b></span><span style="font-size: 8.0pt;">Advanced
level. 11<sup>th</sup> grader.
She speaks Spanish at home with her family. In 9<sup>th</sup> and 10<sup>th</sup>
grade she took Algebra 1 and failed all four semesters. She has trouble with
the Algebra concepts that are needed for this class, so she will benefit from
extra help on making sure she keeps her process of solving organized. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
2.) Learning Profile: </b></span><span style="font-size: 8.0pt;">She is
a visual learner and benefits from pictures and clear, repeated explanations.
<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
3.) Interest: </b></span><span style="font-size: 8.0pt;">She likes to
play soccer and draw in her free time and she would like to join the Navy
after high school. <b><o:p></o:p></b></span></div>
<div class="MsoNormal">
<br /></div>
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<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>3B. STUDENT INFORMATION: Students
w/ Special Needs<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>Victor<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
1.) Readiness Level:</b></span><span style="font-size: 8.0pt;"> Algebra
skills are sufficient to learn new concepts and apply old knowledge. He is in
a special day class. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
2.) Learning Profile: </b></span><span style="font-size: 8.0pt;">Visual
preferences. Pictures and organizers are very helpful. Notes/organizers to
refer back to help to keep thoughts and new ideas organized and are helpful
to refer back to on future assignments. Does not always do well in small
group situations. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b> 3.)
Interest: </b></span><span style="font-size: 8.0pt;">Art, especially drawing,
and reading. <b><o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>Ernesto<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
1.) Readiness Level:</b></span><span style="font-size: 8.0pt;"> He has a
bleeding heart problem in which he takes medicine for. He has trouble
focusing on the tasks that he is assigned and can often be a distraction to
himself and the other people around him. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
2.) Learning Profile: </b></span><span style="font-size: 8.0pt;">He has
visual and auditory preferences, with an emphasis on auditory, as he does
better when there is constant prompts about new vocabulary and the use of new
vocabulary in context. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
3.) Interest: </b></span><span style="font-size: 8.0pt;">He enjoys
playing baseball and hanging out with his friends. He would like to continue
school in order to become a mechanic. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>Sydney<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
1.) Readiness Level:</b></span><span style="font-size: 8.0pt;"> <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
2.) Learning Profile: </b></span><span style="font-size: 8.0pt;">She is
a visual learner as well as has a preference for hands on activities in which
she can make connections to the real world. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
3.) Interest: </b></span><span style="font-size: 8.0pt;">She is very
interested in baking and would like to go to culinary school in order to own
and run her own bakery which she would like to travel with. She enjoys
hanging out with her friends and she is also involved in the drama department
as a behind the scenes technical manager. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>Chyanne<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
1.) Readiness Level:</b></span><span style="font-size: 8.0pt;"> 10<sup>th</sup>
grader. Has severe vision problems, instead of 20/20 she has 4/4 and easily
gets dizzy when she must concentrate to read or understand something that she
cannot easily see. She will need larger print documents and may need
assistance seeing certain aspects of the lesson. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
2.) Learning Profile: </b></span><span style="font-size: 8.0pt;">She is
a kinesthetic learner and learns best when she is able to use manipulatives
and participate in hands on activities. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
3.) Interest: </b></span><span style="font-size: 8.0pt;">She enjoys
making origami and art in general. She also loves animals, especially horses.
<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>Javier <o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
1.) Readiness Level:</b></span><span style="font-size: 8.0pt;"> <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
2.) Learning Profile: </b></span><span style="font-size: 8.0pt;">He is a
visual and auditory learner and benefits from clear, repeated explanation. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
3.) Interest: </b></span><span style="font-size: 8.0pt;">In his free
time, he wrestles, runs and plays football. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>Isaac<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
1.) Readiness Level:</b></span><span style="font-size: 8.0pt;"> He is
. He has behavior issues in
other classes, so it will be best to make sure that he continues to be an
exemplary student in this class. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
2.) Learning Profile: </b></span><span style="font-size: 8.0pt;">He is
an auditory learner. He benefits from listening to others use vocabulary in
order to master it himself. He will also do well when using the vocabulary in
group situations, as he is a social person who likes to talk, but knows how
to stay on task. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>
3.) Interest: </b></span><span style="font-size: 8.0pt;">He would like
to own his own shoe company and he likes to play football and basketball in
his free time. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
</td>
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<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>4. RATIONALE<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b> A. Enduring
Understanding: </b></span><span style="font-size: 8.0pt;">Students will make
connections to previous knowledge and concepts covered in class by applying
it to a more abstract problem. Students will understand that using a
step-by-step approach, which they have used for proofs, they will be able to
solve even more challenging problems. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b> B. Essential
Questions: </b></span><span style="font-size: 8.0pt;">How can we apply our old
knowledge to new concepts? Is it possible to look at a picture and answer the
burning questions that we have by solving mathematically? How can we use real
world examples to model concepts we have covered in class?<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b> C. Reason for
Instructional Strategies and Student Activities: </b></span><span style="font-size: 8.0pt;">The unit created on constructions was only meant to
last half of each class period, so that students don’t get too overwhelmed.
The other half of each class was planned to cover previous topics. It was decided
that these “minilessons” would be a good opportunity to use some more
challenging extension problems that involve many topics we have covered, but
also get students to step back and really think about what they have learned.
By allowing the students to think about the problem during the notice and
wonder activity of this day’s lesson, students will gather their own thoughts
and ideas before splitting up in groups to work on the problem. Having them
work in groups to discuss and challenge each other’s ideas as well as
encouraging students to ask very specific questions of the instructors and
their peers, will help them to think about the challenging task. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
</td>
</tr>
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<div class="MsoNormal" style="margin-right: -8.25pt;">
<span style="font-size: 8.0pt;"><b>5.
CONTENT STANDARD(S)<o:p></o:p></b></span></div>
<div class="MsoNormal" style="margin-right: -8.25pt;">
<span style="font-size: 8.0pt;">Geometry
12.0 Students find and use
measures of sides and of interior and exterior angles of triangles and
polygons to classify figures and solve problems.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Geo 16.0 Students perform
basic constructions with a straightedge and compass, such as angle bisectors,
perpendicular bisectors, and the line parallel to a given line through a
point off the line. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-right: -8.25pt;">
<br /></div>
<div class="MsoNormal" style="margin-right: -8.25pt;">
<br /></div>
</td>
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<div class="MsoNormal" style="margin-right: -8.25pt;">
<span style="font-size: 8.0pt;"><b>6.
ELD STANDARD(S)<o:p></o:p></b></span></div>
<div class="MsoNormal" style="margin-right: -8.25pt;">
<span style="font-size: 8.0pt;">Listening
and Speaking: Cluster 7- EA. Respond to messages by asking questions,
challenging statements, or offering examples that affirm the message.
Cluster 9- EA. Prepare and
deliver brief oral presentations/reports on historical investigations, a
problem and solution, or a cause and effect. <o:p></o:p></span></div>
</td>
</tr>
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<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>7. LEARNING GOAL(S) -
OBJECTIVE(S) <o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b> A. Cognitive<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">After learning about
properties of polygons and having some time to think about and note important
aspects of the figure presented, students will be able to answer the question
”How many sides does the polygon that is cut off have?” using discussion with
peers, direct questioning and a step-by-step approach to solving. <o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext .5pt; border-left: none; border-right: solid windowtext .5pt; border-top: none; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.0pt;" valign="top" width="243">
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>8. ASSESSMENT(S) </b></span><span style="font-size: 8.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b> A. Diagnostic/Entry
Level: </b></span><span style="font-size: 8.0pt;">A class discussion/debrief
about the homework assigned for the previous night, an investigation of what
is known about the pentagon, will give a good idea of what students were able
to recall about polygons and the measures of their angles. <b><o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b> B.
Formative-Progress Monitoring: </b></span><span style="font-size: 8.0pt;">As
students are working on the problem, we will monitor their conversations and
the questions they are asking in order to get an idea of what they understand
and what they still need work on. <b><o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b> C. Summative: </b></span><span style="font-size: 8.0pt;">A final class discussion will determine if students
were able to solve the problem. Also, individual reflections on what was
needed to solve this problem will be collected. These will both give a good
idea of the understanding of the whole class.<o:p></o:p></span></div>
</td>
</tr>
<tr>
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<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>9A. EXPLANATION OF
DIFFERENTIATION FOR <o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>ENGLISH LANGUAGE LEARNERS<o:p></o:p></b></span></div>
<div class="MsoNormal" style="margin-left: 39.0pt; mso-list: l5 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Comic Sans MS"; font-size: 8.0pt;"><b>1.)<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;"> </span></b></span><!--[endif]--><span style="font-size: 8.0pt;"><b>Content/Based on Readiness, Learning Profile or
Interest <o:p></o:p></b></span></div>
<div class="MsoNormal" style="margin-left: 21.0pt;">
<span style="font-size: 8.0pt;">This
student works well in groups. She is shy, but she benefits from hearing what others
have to say and asking questions in order to clarify concepts. Having the
students work in groups to solve this difficult problem, will be a helpful
differentiation strategy for her. <b><o:p></o:p></b></span></div>
</td>
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<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>9B. EXPLANATION OF
DIFFERENTIATION FOR <o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>STUDENTS WITH SPECIAL
NEEDS<o:p></o:p></b></span></div>
<div class="MsoNormal" style="margin-left: 38.0pt; mso-list: l2 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 8.0pt;"><b>1.)<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;"> </span></b></span><!--[endif]--><span style="font-size: 8.0pt;"><b>Content/Based on Readiness, Learning Profile or
Interest <o:p></o:p></b></span></div>
<div class="MsoNormal" style="margin-left: 20.0pt;">
<span style="font-size: 8.0pt;">This
student tends to want to do his own thing when he is in a group setting. He
will have difficulty with the complexity of this problem. By encouraging all
students to record what they know about the figure beforehand and then
suggesting they focus on one aspect at a time, will help him to focus energy
and knowledge. I will also keep a close eye on his group during this activity
in order to make sure he is on task and not getting too overwhelmed. I will
have hints to give him when he is able to tell me what he is stuck on, or I
will allow him to quickly “spy” on another group. <b><o:p></o:p></b></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 239.4pt;" valign="top" width="239">
<div class="Hangingindent" style="margin-left: 0in; text-indent: 0in;">
<span style="font-family: Arial; font-size: 8.0pt;"><b>10. INSTRUCTIONAL STRATEGIES <o:p></o:p></b></span></div>
<div class="Hangingindent" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="Hangingindent" style="margin-left: 0in; text-indent: 0in;">
<span style="font-family: Arial; font-size: 8.0pt;"><i>Constructions:<o:p></o:p></i></span></div>
<div class="Hangingindent" style="margin-left: 33.0pt; mso-list: l3 level1 lfo4; tab-stops: list 33.0pt; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial; font-size: 8.0pt;"><b>A.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;">
</span></b></span><!--[endif]--><span style="font-family: Arial; font-size: 8.0pt;"><b>Anticipatory
Set/Into<o:p></o:p></b></span></div>
<div class="Hangingindent" style="margin-left: 0in; text-indent: 0in;">
<span style="font-family: Arial; font-size: 8.0pt;">As students are walking in, ask
them to write some of the mathematical things that they noticed about the
pentagon investigation that they did for homework the previous night.
(included in the resources) Pass out materials needed for constructions while
students are putting their work on the boards. <b>(3-5 minutes)</b></span><span style="font-family: Arial; font-size: 8.0pt;"><o:p></o:p></span></div>
<div class="Hangingindent" style="margin-left: 33.0pt; mso-list: l3 level1 lfo4; tab-stops: list 33.0pt; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial; font-size: 8.0pt;"><b>B.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;">
</span></b></span><!--[endif]--><span style="font-family: Arial; font-size: 8.0pt;"><b> Independent Practice/Through<o:p></o:p></b></span></div>
<div class="Hangingindent" style="margin-left: 0in; text-indent: 0in;">
<span style="font-family: Arial; font-size: 8.0pt;">Instruct students to use the
straight edge and compass to complete the quiz. (included in the resources)
Tell students who finish early to write down more things that they know about
pentagons on the back of their quiz. <b>(10 minutes)</b></span><span style="font-family: Arial; font-size: 8.0pt;"><o:p></o:p></span></div>
<div class="Hangingindent">
<br /></div>
<div class="Hangingindent">
<span style="font-family: Arial; font-size: 8.0pt;"><i>Extension
and Application:<o:p></o:p></i></span></div>
<div class="Hangingindent" style="margin-left: 0in; text-indent: 0in;">
<span style="font-family: Arial; font-size: 7.0pt;"> <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 33.0pt; mso-list: l0 level1 lfo5; tab-stops: list 33.0pt; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 8.0pt;"><b>A.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;">
</span></b></span><!--[endif]--><span style="font-size: 8.0pt;"><b>Anticipatory
Set/Into<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">a. As a class, debrief the
information that students have put up on the board. Specifically focus on the
mathematical things that were noticed by students. Lead this short discussion
to offer a short background relating to the next problem. <b>(3-5 minutes)</b></span><span style="font-size: 8.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">b. Put up the problem
(provided in the resources) on the document camera for students to make sense
of. Say nothing except “What do you notice? What do you wonder?” Allow them a
short time to write down these things <b>(3 minutes)</b></span><span style="font-size: 8.0pt;">
<b><o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b> B. Instruction/Through<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Conduct a short discussion
to highlight some of the main points that were noticed about the figure.
Also, allow students to share what they are wondering about the picture. If
the discussion does not naturally progress to students talking about how many
sides the cut-off polygon has, then prompt this discussion. The goal is to
end with directing them to work in groups to find the answer to the question “How
many sides does the cut off polygon have” and provide concrete justification
for their conclusion. <b>(5 minutes) </b></span><span style="font-size: 8.0pt;"> <b><o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b> C. Guided Practice/Through<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Before allowing them to
start, emphasize the importance of following the step-by-step approach that
we have been using in order to keep track of thinking and make the problem
more manageable. Tell them to start with what they know, or noticed in the
figure. Monitor groups while they are working on this question, making sure
they “pass the pen” and encouraging them to ask specific questions when they
get stuck. If students feel that they don’t know how to proceed with the
problem, they can send a “spy” to one of the other groups to just take a look
and see if they can add anything that might help them. These “spies” cannot
bring a paper or pencil and they must be able to justify any information that
they gather. Tell students about this option only if they seem that they need
it. <b>(10-15 minutes)</b></span><span style="font-size: 8.0pt;">
<b><o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b> D.
Closure<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Debrief the polygon problem
as a whole class in order to develop certainty as a group about the number of
sides that the cut-off polygon has. <b>(8 minutes)</b></span><span style="font-size: 8.0pt;"> <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"> <b>E. Beyond</b></span><span style="font-size: 8.0pt;">
<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Have students write a
reflection including three things that they needed to know to answer the
question that was posed today. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Collect these responses to
get an idea of the concepts students connected to the problem. <b>(3
minutes)
<o:p></o:p></b></span></div>
<div class="MsoNormal">
<br /></div>
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<div class="Hangingindent" style="margin-left: 0in; text-indent: 0in;">
<span style="font-family: Arial; font-size: 8.0pt;"><b>11. STUDENT ACTIVITIES <o:p></o:p></b></span></div>
<div class="Hangingindent" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="Hangingindent" style="margin-left: 0in; text-indent: 0in;">
<span style="font-family: Arial; font-size: 8.0pt;"><i>Constructions:<o:p></o:p></i></span></div>
<div class="MsoNormal" style="margin-left: 33.0pt; mso-list: l4 level1 lfo6; tab-stops: list 33.0pt; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 8.0pt;"><b>A.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;">
</span></b></span><!--[endif]--><span style="font-size: 8.0pt;"><b>Anticipatory
Set/Into<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will put their
findings from the previous night’s homework on the board as they come into
class. <b>(3-5 minutes)</b></span><span style="font-size: 8.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 33.0pt; mso-list: l4 level1 lfo6; tab-stops: list 33.0pt; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 8.0pt;"><b>B.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;">
</span></b></span><!--[endif]--><span style="font-size: 8.0pt;"><b>Independent
Practice/Through<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will use straight
edge and compass to complete the quiz. When they are finished they will write
down more things that they know about pentagons on the back of their paper. <b>(10
minutes)</b></span><span style="font-size: 8.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><i>Extension and
Application: <o:p></o:p></i></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"> <b>A. Anticipatory Set/Into<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">a. Students will listen and
contribute to a conversation about what they wrote about the pentagon
picture. <b>(3-5 minutes)</b></span><span style="font-size: 8.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">b. Students will write down
things that they notice and things that they wonder about the figure that is
put up on the document camera. <b>(3 minutes)</b></span><span style="font-size: 8.0pt;">
<b><o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b> B.
Instruction/Through<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will contribute to
the class discussion about things that they noticed about the figure that was
presented. They will also share what they are wondering about the picture as
well. <b>(5 minutes)</b></span><span style="font-size: 8.0pt;">
<b><o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b> C.
Guided Practice/Through<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will work in groups
by discussing and “passing the pen” to answer the question of the day that is
a result of the class discussion. If they are stuck, they will need to ask
their peers or the instructors, very specific questions. The students may
send a “spy” from their group if prompted to get more information. The spy
must not bring a pencil or paper. Students must have justification for all
claims made to get their final answer. <b>(10-15 minutes)</b></span><span style="font-size: 8.0pt;">
<b><o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b> D.
Closure<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students in each group will
share what they got for their final answer with a short justification of how
they know it is true. The class will agree on a conclusion for the number of
sides that the cut off polygon has. <b>(8 minutes)</b></span><span style="font-size: 8.0pt;">
<b><o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b> F.
Beyond <o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will write a
reflection in which they write three things that they needed to know in order
to answer the question that was investigated in class. <b>(3 minutes)</b></span><span style="font-size: 8.0pt;"><o:p></o:p></span></div>
</td>
</tr>
<tr>
<td colspan="2" style="border-top: none; border: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 6.7in;" valign="top" width="482">
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><b>12. RESOURCES<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><i>Constructions:</i></span><span style="font-size: 8.0pt;"> Compass, Ruler, Plain Paper<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Extension and Application: <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Previous night’s homework-
Pentagon investigation (First picture below), Polygon Problem (Second picture
below)<o:p></o:p></span></div>
<div class="MsoNormal">
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<div class="MsoNormal">
<br /></div>
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<div class="MsoNormal">
<span style="font-size: 8.0pt;">
<b><o:p></o:p></b></span></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<!--EndFragment--><br />
<!--EndFragment--><br />
<!--EndFragment-->Alexa Scheidlerhttp://www.blogger.com/profile/17113445857534525365noreply@blogger.com0tag:blogger.com,1999:blog-628968101152527004.post-20927544181716164712012-11-09T21:35:00.002-08:002012-11-10T10:08:33.276-08:00Project Tomorrow Exploration Reflection<br />
<div class="MsoNormal">
<u>Speak Up Report<o:p></o:p></u></div>
<div class="MsoNormal" style="text-indent: .5in;">
After reading the Speak Up report,
“Connecting in the 21<sup>st</sup> Century: Parents and Administrators Speak Up
About Effective School To Home Communications”, I have gotten a better
understanding of the current methods and expectations that are used for home
communication in schools. This report covered six questions on this topic and
used data from the Speak Up survey to answer these questions about the use of
technology for communication in today’s society. There was a lot of interesting
data presented that gave a good idea of how schools are using technology to
communicate with parents and students, and where the limitations are in this
effort to shift focus to this type instantaneous connection between the schools
and homes. <o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
There were a few findings that I
found surprising, the first being, “The least likely group of teachers to use
these tools (email, IM or text messaging) for student interactions, are
teachers with lesson that 3 years of experience.” The Speak Up data reported
that only 9 percent of these teachers used the tools, while 37 percent of
veteran teachers were using them. I found this surprising because I would have
thought that more experienced teachers would have been less likely to change
their current methods of communication, while newer teachers are still trying
to develop their methods of communication, so they would be more likely to
incorporate new technology. This information, as well as other information
presented in this report, encourages me to use these tools to communicate with
students as well as parents in order to keep them updated and informed about
overall classroom news, as well as personalized information about each student
as often as possible. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<u>Speak Up Video<o:p></o:p></u></div>
<div class="MsoNormal" style="text-indent: .5in;">
After viewing the video “Is ANYONE
listening to students? Students Speak Up About Education Technology”, I have to
agree with the student’s point that technology does have a place in the
classroom. Technology is very relevant to student’s lives outside of school and
if, as educators, we are trying to incorporate and connect with their
interests, this is a good way to do that. I was impressed with the student’s
arguments. One that stood out to me was when the boy in the video described the
time when he had a question about something, was able to look this up
immediately, and his question was answered in the moment so he was able to
store that knowledge. I was surprised by the last student’s point that having
cell phones available in the classroom can distract many students. I think that
this is a definite concern for educators, to allow these devices and have it
hinder student progress. However, I think that there are ways to avoid this,
and at some point, it may just be that the benefits outweigh the potential for
distraction. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<u>YouthTEACH2Learn program<o:p></o:p></u></div>
<div class="MsoNormal">
In
order to start a club at the school site I am at, I would need to have a
teacher willing to help start and manage the new club, as well as at least five
students who would be interested in joining. It is necessary to then bring this
information about what the club is and who is interested to ASB and they will
help complete the final process to get the club started. It is a great idea to
have a club for future teachers on high school campuses. At my school site now,
students have figured out that I am a student teacher and have been asking me a
lot of questions about why I would like to be a teacher and why I chose the
credential program that I did. Based on the amount of questions and interest
that I see from students, I think that many of them would be interested in
finding out more about the profession and this type of club would be the
perfect way to help them get their questions answered and meet other students
who are also interested. In today’s society, it is very important to network and
connect with other educators, and if these habits can start early in future
educator’s, this can be very effective in helping develop the next generation
of teachers. Also in this program, students can talk about changes that they
would like to make as future educators, which can inform current school staff
about the changes that students would like to see in their own education. </div>
<!--EndFragment--><br />
<!--EndFragment-->Alexa Scheidlerhttp://www.blogger.com/profile/17113445857534525365noreply@blogger.com2tag:blogger.com,1999:blog-628968101152527004.post-24109070528122038702012-11-05T16:41:00.001-08:002012-11-05T16:41:43.301-08:00Collaborating to Support Creativity using Multiple Literacies
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Creativity in the classroom is an
essential part of engaging students and allowing their ideas to be accepted and
enhanced through exploration and working with others. In my geometry classroom
it is important for students to make connections between topics as well as
connections to what they see in their real world. Students in my class
communicate and collaborate with others to solve problems and communicate their
thoughts using precise language and thinking. Working with others and
collaborating enhances individual thinking and allows students a chance to
communicate their thoughts and ideas. Students in my class work in groups to
solve complex problems, using the large whiteboards available for each group,
as a way to share their knowledge with members of the group as well as between
groups. In my class, we value student thinking a lot and want to make sure that
their thinking is what they focus on and they have the freedom to demonstrate
this in a more formal way using the thinking that they have recorded on the
boards or through exploration activities. <o:p></o:p></div>
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<br /></div>
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Through the
structure of the class, students are able to process different types of
information and record them. They are getting information from the instructor,
their peers, as well as their previous knowledge and using this to think
critically. Students label the origin of information, noting that the
instructor gave it or that they knew it prior to being given the task, so they
are utilizing their information literacy to understand that information comes
from a variety of sources. We also discuss the validity of informational
resources, as geometry has a big focus on proofs, we encourage students to ask,
“How do we know?”. We want students to question the origin of information to
support their ability to challenge ideas and think about their knowledge in a
way that might allow them to prove many things using mathematics. <o:p></o:p></div>
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<br /></div>
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In order to
help students understand the connections they can make between content and the
world around them, I created an assignment using the popular social media tool,
instagram. I provided a short introduction to how the tool will be used to
demonstrate their understanding of concepts from class and how they apply to
things they see outside of school. Students were able to see the benefits and
drawbacks of this type of media tool, and since some students don’t have access
to this application, I allowed them to bring in a picture of their
interpretation of class content in the real world and bring in the same
rationale or justification of thinking that I required of students on
instagram. Using the posts that students provided, I created practice and
review problems for students to prove that these concepts do translate to the
examples that they brought in. <o:p></o:p></div>
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<br /></div>
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Students
need time to reflect and work independently in order to direct their thinking
in a positive direction. Students in my class often have a chance to reflect on
the concepts that they needed to know in order to solve a particular problem
that they did in groups. Sometimes students will work on a similar problem
independently in order to see how they are able to translate their group
thinking into enduring individual understanding. Combining these two elements
of reflection and individual practice seems to be the most effective way for
students to make sense of the new concepts that they learn. Working in groups,
as well as independently, allows students to use multiple forms of
communication to practice with and demonstrate their knowledge of vocabulary.
When working in groups, they can listen to others use the vocabulary and also
speak using the vocabulary themselves, and then when they practice on their own
and reflect they include justifications for their answers, writing out
vocabulary. These group settings are very effective in allowing students to
practice vocabulary, understand content material, challenge each other’s ideas
and learn how to work with different groups of people in order to get
productive and positive results. Understanding that each group is not going to
always work effectively together and developing strategies for how to overcome
this, is an important life skill so it is important that this is supported and
practiced in the classroom. These groups that we use in the class change every
two weeks so students are getting to work with a variety of different
individuals with diverse learning profiles and personalities. <o:p></o:p></div>
<!--EndFragment-->Alexa Scheidlerhttp://www.blogger.com/profile/17113445857534525365noreply@blogger.com0tag:blogger.com,1999:blog-628968101152527004.post-75476237418765524382012-10-21T22:39:00.003-07:002012-10-21T22:39:33.600-07:00Sociocultural Aspects of Schooling for ELsSociocultural Aspects of Schooling for ELs<br />
High school English learners face challenges in many aspects of their schooling. Making school a place students feel they belong and feel comfortable being themselves is a challenge that is not easy to overcome alone. This is something that many high school students face, but can be even harder for students who are learning the language that many of their peers already feel comfortable with. In order to help English learners feel that they belong, it is importnat to help them find ways to be involved on campus that can allow them to express themselves and make friends with similar interests. As a teacher, it is very beneficial to get to know these students so that they will share their interests with you and you can suggest clubs or organizations that they can get involved in to find a smaller group on campus to be a part of. When English learners have the support of their teachers, as well as their peers, they will have a greater opportunity to be successful. If students feel that they belong, they will be more motivated to attend school and will feel more comfortable. Making the classroom an inviting and accepting environment where all students are valued and have a place in the class, will also help students feel that they belong. Giving students roles in the classroom that they can focus on, can help to create this accepting and inclusive environment.Alexa Scheidlerhttp://www.blogger.com/profile/17113445857534525365noreply@blogger.com0tag:blogger.com,1999:blog-628968101152527004.post-47094176614477396122012-10-15T18:20:00.001-07:002012-10-15T18:20:33.715-07:00Lesson Planning <style>
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While designing and planning lessons to implement in the
classroom, I always consider how students will think about and respond to the
activities and problems that I have planned. It can be difficult to predict
their thoughts, but I am usually able to get an idea of the questions that they
will have so that I can develop strategies to help them overcome struggles that
they face when learning the new concepts. I understand the developmental stage
that the adolescent brain is in, so I try to think about ways that I can help
them develop meaningful connections to the content material whenever possible.
I know that students learn best when different types of long-term memory are accessed
through various activities in the classroom. Peer interaction and group
discussions about topics can be great ways for students to repeat concepts through
listening and speaking to others as well as developing access to other student’s
perspectives, which is an important part of adolescent growth. This provides an
interesting and engaging way for students to discuss and repeat concepts in
order to make connections and learn from each other. </div>
Alexa Scheidlerhttp://www.blogger.com/profile/17113445857534525365noreply@blogger.com0tag:blogger.com,1999:blog-628968101152527004.post-785516400742951292012-10-11T12:33:00.001-07:002012-10-11T12:33:22.130-07:00Classroom Management Plan<span style="text-align: center;">Classroom Management
Plan</span><br />
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<b>Introduction<o:p></o:p></b></div>
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My classroom management plan will
focus on preventive and supportive approaches, to avoid unwanted behaviors and
corrective strategies to handle situations that arise. These approaches compliment
the educational philosophies that I have identified most closely with, the
experimentalism and essentialism educational philosophies, with an emphasis on
experimentalism. Using these philosophies to establish a student-centered
classroom where students are encouraged to develop their critical thinking
skills while also increasing their knowledge and learning to work with others.
According to the experimentalism philosophy, for each student to be successful
they need to learn how to think effectively and analyze and suggest ideas for
solutions to problems. By making this a part of the classroom environment, they
will see how problems can be solved through a collaborative and supportive
environment. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Preventive Approach <o:p></o:p></b></div>
<div class="MsoNormal" style="text-indent: .5in;">
Preventative management approaches
are going to be the most important to me in order to avoid disruptive behaviors
before they even start. Using a variety of ideas from existing approaches, I
will use a combination that will be most effective for my classroom. <o:p></o:p></div>
<ol start="1" style="margin-top: 0in;" type="1">
<li class="MsoNormal">Students
must find value in what they learn, so the curriculum must be revised so
it consists only of learnings that students find enjoyable and useful.
(Glasser, 1985)I have identified with the essentialism philosophy, as I do
believe that it is important to have a structure and curriculum to follow
to some degree. However, it is important that I preview the curriculum
that I will use and determine an appropriate order in which to present
information and cut out anything that is not necessary, giving students
the freedom to choose the order when appropriate. It also means I must
choose homework problems wisely and make sure they are relevant to the
lesson or unit, so that students see the value in the extra practice. If I
assign loads of homework that I have not previewed, students will not
benefit from it because their attitudes will change about the subject and
class. <o:p></o:p></li>
<li class="MsoNormal">Teachers
motivate students to produce energy and excitement, which will reduce the
causes of classroom misbehavior. (Charles, 2000) I plan to make lessons
very interactive and interesting for students. I hope to establish a
classroom environment where collaboration and interaction are important
for learning, but with a strong emphasis on productive use of class time.
I want to motivate my students to be excited about math and create a fun
environment where students are interacting and learning math, but this
will only be able to happen if students are well behaved, which will be
emphasized throughout collaborative work. In the experimentalism
philosophy, “the curriculum is based on student interest and a good deal
of time is devoted to ‘learning by doing’ through discovery and
experimentation”. (Grant and Gillette, 2006) I will do what I can to allow
students to learn math by “doing” and allow them to work in groups to
discover and solve interesting and complex problems that include the
basics of the material that they should understand. <o:p></o:p></li>
<li class="MsoNormal">Success
in school produces a sense of self worth and an ability to cope, which
reduces the likelihood of deviant behavior. (Glasser, 1985) I will do
everything that I can to provide my students with what they need to
succeed. Some of it they will have to seek out themselves, such as after
school or lunch tutoring to catch up or go over a concept again. This is
something that I will encourage all of my students to do if they are
having trouble. By providing the tools and resources needed, as well as
paying attention to certain individuals or concepts that need more
attention and providing extra help in class, I hope to avoid students feeling
like they aren’t succeeding. By creating an environment where students
feel they can succeed, they will be less likely to have behavior issues. <o:p></o:p></li>
<li class="MsoNormal">Include
students in decision-making and problem solving. (Kohn, 1996) As a way to
prevent students from disagreeing with the rules and consequences set in
the classroom, I will have students be a part of creating the rules, which
I will call expectations, for the classroom, as well as the consequences
that they will face if these are not met. By involving and including the
students in the decision-making of the classroom, I hope to make them feel
like they are a valuable part of the classroom processes, and therefore
will be less likely to disrupt or not meet the expectations that they set.
Another idea that Kohn included in his approach is to have class meetings,
which is a great way to bring up issues that are going on in the classroom
and find out where the students are struggling. <o:p></o:p></li>
<li class="MsoNormal">Something
that I have learned through my participation in the credential program is
that the use of directorships is a good way to establish responsibility in
the classroom. This is another way for students to be involved in the
classroom and will give them a responsibility to focus on. Making each
person feel like a valuable part of the classroom by giving them a
specific role will decrease the likelihood that they will have behavior
problems. <o:p></o:p></li>
<li class="MsoNormal">Creating
an environment where the teacher is working with students rather than
telling or doing something to them. (Kohn, 1996) This is an important part
of making students feel like they are an important part of the class and
activities that are done in class. When students feel that the teacher is
working with them to help them be successful, they will be less likely to
disrupt the cooperative relationships that are formed between classmates
and the teacher. By making sure students understand that I would like to
work with them in solving problems, rather than just telling them what to
do, they will be more motivated to learn and be successful, which leaves
no room for behavior problems. <o:p></o:p></li>
</ol>
<div class="MsoNormal" style="margin-left: .25in;">
<br /></div>
<div class="MsoNormal">
<b>Supportive Approach<o:p></o:p></b></div>
<div class="MsoNormal">
The
supportive approach to classroom management is also going to be an important
aspect of my overall plan. It is important for me to allow students to feel
comfortable in my classroom and feel their ideas and needs are accepted and
will help them toward success. In order to do this, I must support the positive
behaviors that I see and encourage students to behave in appropriate ways. <o:p></o:p></div>
<ol start="1" style="margin-top: 0in;" type="1">
<li class="MsoNormal">Educators
and students can work cooperatively to create positive community for
teaching and learning. (Albert, 1996) Part of this approach was to “notice
appropriate behavior”. By creating this positive community where good
behavior is noticed just as much, even more, than bad behavior will
encourage students to act in ways that attract positive attention. <o:p></o:p></li>
<li class="MsoNormal">Developing
caring, supportive classrooms where students fully participate in solving
problems, including behavior problems. (Kohn, 1996) The experimentalism
philosophy focuses on students and the need for them to be problem solvers
and critical thinkers. By modeling and encouraging students to use
positive ways to solve problems they have in the classroom, I will support
students in their efforts to solve their own problems before creating
larger problems. Encouraging and supporting this positive behavior of
identifying and working toward a solution to a problem will help classroom
behavior problems minimal.<o:p></o:p></li>
<li class="MsoNormal">Demonstrate
how to clarify problems, determine ownership, and deal with the problems.
(Gordon, 1989) Support students by helping them to identify the problems
they are experiencing in the classroom. Part of this approach was to place
responsibility for different types of problems on different people and
then figure out how to proceed. Deciding whether the student, teacher, or
administrator should address the problem helps students to make sure they
are taking responsibility for problems that they need to handle on their
own. Supporting this behavior by recognizing when a student has made a
positive change in their behavior, will encourage students to handle their
own small behavior problems before the teacher needs to get involved. <o:p></o:p></li>
<li class="MsoNormal">The
focus on meeting students’ basic needs as the key element in teaching and
discipline. (Glasser, 1985) Paying attention to student’s basic needs will
help them to feel that they are important and have support in the
classroom. Glasser describes the basic needs as “survival, belonging,
power, fun and freedom”. If these needs are not being met, students will
be more likely to act out and cause behavior problems in the classroom.
Part of meeting these needs is recognizing when students are engaging in
positive behavior so that they feel they are doing well, are a part of the
class, and it will help them to have more fun. By correlating positive
behavior with more freedom and power for the students in the classroom,
this will help their basic needs be met if they cooperate with the need
for a positive class environment with little behavior problems. <o:p></o:p></li>
<li class="MsoNormal">Start
where your students are. (Jackson, 2010) This is the idea of using
currencies as motivation for students. Currencies can be many things and
differ between people. Discovering students’ currencies and nursing those
instead of the ones you think they should be worried about, will show that
you support their positive behaviors in the classroom. For example, if
students are not motivated by getting good grades, and are more worried
about how their friends perceive them, then it will be better to focus on
students challenging and pushing each other to perform. This will still
allow them to be successful, but changing the focus to something they care
more about, will help to support the desired behavior.<o:p></o:p></li>
</ol>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Corrective Approach<o:p></o:p></b></div>
<div class="MsoNormal">
The
corrective approach to classroom management is also important because no
environment can be perfect for every student and there are other factors
contributing to student misbehavior. Aspects of the corrective approach will
help me in having a system for recognizing and handling inappropriate behavior.
<o:p></o:p></div>
<ol start="1" style="margin-top: 0in;" type="1">
<li class="MsoNormal">Redirect
students who are misbehaving. Indicate politely what you want from a
student. (Mendler, 1983) Acknowledging students who are misbehaving and
letting them know how you would like them to be doing is a great and easy
way to correct behavior problems. If these problems are noticed and
addressed at the time of the incident, students will be more likely to
change the behavior on the spot. The earlier a problem can be noticed and
a student confronted with a polite prompt in the right direction, the
faster the problem will be handled. <o:p></o:p></li>
<li class="MsoNormal">Correcting
misbehavior that does occur by dealing with its cause. (Charles, 2000) I
tend to believe that students do not just act out and misbehave for no
reason. By asking students who are misbehaving to share the cause, will
help me to understand why they are acting the way they are. If the reason
is something that I can fix in my own classroom to accommodate their
needs, I will be happy to make the environment better for this student so
that they will not cause further problems. If it is something bigger than
I can change in my classroom, I will note what the student is going
through and refer them to others if it is necessary and they are willing
to talk further about it. By showing students that I care about them and
what is causing them to misbehave in class, will help both of us achieve
the goal of positive behavior in the classroom. <o:p></o:p></li>
<li class="MsoNormal">Need
concrete suggestions, instead of abstract when dealing with violence and
other major problems. (Mendler, 1983) When students are misbehaving in the
classroom and causing problems in classroom focus, I believe it is
necessary to give them solid suggestions about how to fix their problem,
rather than just telling them that I am not happy with their behavior.
Mendler talks about this specifically with violent behaviors and major
problems, however I think that this can also be effective when dealing
with any behavior problems that arise. If I am able to help students come
to a solution by suggesting specific options for correction of their
behavior, it will be easier to fix the problem that is occurring. <o:p></o:p></li>
<li class="MsoNormal">Explain
why rules are needed, provide an escape mechanism for students who are
upset and want to talk about what happened. (Canter, 1976) Part of the
essentialism philosophy is that there is a curriculum that I do believe
needs to be addressed and covered throughout the year. In order to
accomplish this, I need to make sure that we are moving at a pace that
allows us to cover material, but in a fun and interesting way. This leaves
little room for behavior problems, so if I am able to communicate this to
my students and give them substantial reasons why I have to have
consequences for disruptive and negative behavior, will help them to
understand why there are rules that need to be followed. If a student misbehaves
and I need to remind them of this fact, this will help them to correct
their behavior because they will know why they have been asked to stop it.
Also, by providing a way for students to discuss what happened outside of
class, students would be able to voice their opinion about what happened
and we can have this discussion about why we need rules and how we will
fix the behavior for the future. <o:p></o:p></li>
<li class="MsoNormal">Give
signals developed in class to signal inappropriate behavior. (Albert,
1996) Establishing non-verbal cues to address students who are misbehaving
in class, will help to not distract the whole class when one student is
acting out. By signaling this behavior subtly, students will not feel
encouraged by the attention they receive for misbehaving and the rest of
the class will not be affected. <o:p></o:p></li>
</ol>
<div class="MsoNormal" style="margin-left: .25in; tab-stops: 138.0pt;">
<br /></div>
<div class="MsoNormal">
<b>Conclusion<o:p></o:p></b></div>
<span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;"> It
is important to have a plan for handling situations of student misbehavior in
the classroom, as it can be disruptive to the student, teacher, and entire
class. In order for all students to be successful, it is important to me to
have a solid plan in which all three categories of approaches are included, so
that student’s are involved in the process of creating rules, following them
and giving me feedback as to why the rules were broken. By using a variety of
approaches and combining them into a unique blend for my classroom, I hope it
will compliment my personality and teaching style, creating a positive learning
environment with little interruption due to misb</span><!--EndFragment-->
Alexa Scheidlerhttp://www.blogger.com/profile/17113445857534525365noreply@blogger.com0tag:blogger.com,1999:blog-628968101152527004.post-3460585468786863212012-10-03T22:53:00.004-07:002012-10-03T22:53:58.943-07:00SDAIE Lesson Design Assessment<div class="separator" style="clear: both; text-align: left;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjC9q_H2b1jdPZlrP71FKQHj7ALsKOMCAOUEONHzgJS-URvpB9OEsjXPbdDxyZJgmSkpAojoo65Av2qp-YeqNPwQwk_5twzhWMiFwdHbIWSiSn9PmhH_rbzG8zYSXK5ekZyFP4dJxgSEceh/s1600/photo-12.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="190" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjC9q_H2b1jdPZlrP71FKQHj7ALsKOMCAOUEONHzgJS-URvpB9OEsjXPbdDxyZJgmSkpAojoo65Av2qp-YeqNPwQwk_5twzhWMiFwdHbIWSiSn9PmhH_rbzG8zYSXK5ekZyFP4dJxgSEceh/s400/photo-12.jpg" width="400" /></a>This assessment is an informal summative assessment that is a check for understanding after a lesson on SSS and SAS. After learning these triangle congruence properties and practicing in groups, pairs and individually, this will check to see who is understanding and who is making mistakes and where. This problem has a nice image and the directions are simple and clear, for all students. For students learning English, if I feel that they need it, I can provide them with the two column table that is common for these types of proofs, or I can scaffold the problem by adding some of the steps of the proof. Many will be able to complete the proof without the steps after practicing many in small groups and with a partner. By having them talk through many problems before this and developing a way to set it up in a two column format while working with others, students should have the necessary tools to complete the proof. </div>
<br />
<br />
<br />Alexa Scheidlerhttp://www.blogger.com/profile/17113445857534525365noreply@blogger.com0tag:blogger.com,1999:blog-628968101152527004.post-67227100560809773452012-09-23T18:55:00.000-07:002012-09-23T18:56:10.888-07:00SDAIE StrategyA successful SDAIE strategy that I have seen implemented in the classroom that I am in, as well as have seen in other classrooms I have observed, is the use of a word wall for explicit vocabulary development. Just having the word wall up with new vocabulary words and pictures is one way, however the way that I have seen it most successful is when these vocabulary words are constantly referred to during lessons, and students direct their attention over to the wall so that they know where the resource is when they need it. Having this as a constant reference during lessons, relates topics from lesson to lesson and reinforces new words so that students can understand and use them.<br />
<br />
Another successful strategy that has been used in my classroom as well as other classrooms I have observed, is the use of think-pair-share activities. This has been particularly good because students who are native English speakers can help those students who are learning English to understand new concepts that they might be struggling to understand. Allowing the students to discuss and make sense of concepts together, and then encouraging them to share, either in a class discussion or through a demonstration of understanding by doing a problem, helps them to understand and apply concepts.Alexa Scheidlerhttp://www.blogger.com/profile/17113445857534525365noreply@blogger.com0tag:blogger.com,1999:blog-628968101152527004.post-27463389398978636022012-09-07T17:02:00.001-07:002012-09-23T18:56:20.093-07:00Student Literacy SurveyIn order to gather information about the students in my classroom, I conducted a short survey to collect information about their attitudes toward literacy and their preferred learning styles. I have provided the questions that I asked the students, as well was the average score of answers given. Many of the averages suggest neutral feelings about the statements, however I also have individual data that I have recorded and can look back on throughout the year. Many of the averages were similar between the classes for each of the statements, which helps me to understand the overall group and how I can structure my lessons to accomodate for their preferences and knowledge.<br />
<br />
Student Survey:<br />
1-Strongly Disagree<br />
2-Disagree<br />
3-Agree<br />
4-Strongly Agree<br />
<br />
1. Reading is something I enjoy.<br />
Averages:<br />
Period 4 - 2.14<br />
Period 5 - 2.15<br />
<br />
2. I like to read for fun.<br />
<br />
Averages:<br />
Period 4 - 2.21<br />
Period 5 - 2.38<br />
<br />
3. I feel confident in my reading ability.<br />
<br />
Averages:<br />
Period 4 - 2.93<br />
Period 5 - 3.07<br />
<br />
4. Reading is not important for math<br />
<br />
Averages:<br />
Period 4 - 2.03<br />
Period 5 - 2.24<br />
<br />
5. It is possible to solve any math problem without being able to read.<br />
<br />
Averages:<br />
Period 4 - 2.15<br />
Period 5 - 2.19<br />
<br />
6. I learn best by reading information and answering questions.<br />
<br />
Averages:<br />
Period 4 - 2.75<br />
Period 5 - 2.74<br />
<br />
7. I learn best by doing and solving (hands-on).<br />
<br />
Averages:<br />
Period 4 - 3.24<br />
Period 5 - 3.31<br />
<br />
8. I learn best by seeing and visualizing.<br />
<br />
Averages:<br />
Period 4 - 3.21<br />
Period 5 - 3.12<br />
<br />
9. I learn best by listening.<br />
<br />
Averages:<br />
Period 4 - 2.74<br />
Period 5 -2.72 <br />
<br />
10. I work best in groups.<br />
<br />
Averages:<br />
Period 4 - 3.06<br />
Period 5 - 2.78<br />
<br />
11. I work best alone.<br />
<br />
Averages:<br />
Period 4 - 2.44<br />
Period 5 - 2.79Alexa Scheidlerhttp://www.blogger.com/profile/17113445857534525365noreply@blogger.com0tag:blogger.com,1999:blog-628968101152527004.post-28315039283160186072012-09-06T22:48:00.001-07:002012-09-23T18:56:30.811-07:00Picture <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiph1RbvzCi8L-_GbOqz4_fwUYmZS_b-whFm-R2TD7uf9jfd4XdoBSfAUI24jTi9bgq6PB1HTmjhyphenhyphenDigvjnWU80BZ1T71Q6NrseYeB1F_miILp98wRytcuAAKUxAHNiG4m7cppyCMolWC51/s1600/injustice+photo.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiph1RbvzCi8L-_GbOqz4_fwUYmZS_b-whFm-R2TD7uf9jfd4XdoBSfAUI24jTi9bgq6PB1HTmjhyphenhyphenDigvjnWU80BZ1T71Q6NrseYeB1F_miILp98wRytcuAAKUxAHNiG4m7cppyCMolWC51/s320/injustice+photo.jpg" width="320" /></a></div>
Where is the problem? This is a photo of a whiteboard in the classroom. It is very difficult to see what the actual problem is because of boards that don't erase well, and pens that are running out of ink.Alexa Scheidlerhttp://www.blogger.com/profile/17113445857534525365noreply@blogger.com3tag:blogger.com,1999:blog-628968101152527004.post-4952650982143266642012-08-26T18:17:00.002-07:002012-09-23T18:56:41.159-07:00My Name My first name, Alexa, was chosen by my parents because I am the first child and they had thought about what they would like to name a girl if they had one. My name is a short version of the popular name, Alexandra, meaning helper, defender, or protector of mankind. People often think my real name is Alexandra and Alexa is just a nickname, however this is not the case. My parents knew that if they named me Alexandra that they would end up calling me Alexa since my last name, Scheidler, is relatively long, so they decided to make my name shorter. I have always loved my name and thought that it suited me well, however it is can sometimes be irritating when people call me Alexis, which is possibly the more popular form of a nickname for Alexandra. I do not mind correcting people once or twice, since it doesn't happen very often, however once in a while it sticks with certain people and it feels uncomfortable correcting people over and over, since they always seem to remember that I have told them before. My last name can be rather difficult to pronounce as well, but this doesn't bother me as much since many german last names have a similar sound. Some of the common ones that I hear people call me often are "Schneidler" and "Schindler" both with very similar letters, however, my last name doesn't have an "n" which people often miss. Once people hear me say it a few times, they always seem to be able to pronounce it, and it never seems to give people trouble anymore.<br />
It can be frustrating when people have trouble addressing you by the right name, but I always try to put myself it their shoes and understand how difficult it is to learn other people's names. As Xiong discussed in her article, <i>Good Stuff: What's in a name?</i>, it's important to share with others who you are and accept others for who they are as well. By helping others call me by the right name, and making sure to address them correctly as well, we can develop a respect for and get to know each other in a new way. The way that Xiong discussed her use of this activity of sharing the story of the Korean girl and encouraging students to share their own name stories, creates a great introduction for the students and allows them to get to know each other from the very beginning of the year.<br />
<a href="http://www.blogger.com/goog_705876664"><br /></a>
<span style="color: black;"><span style="font-family: arial, helvetica, sans-serif; font-size: x-small;"><span style="background-color: white;">Xiong, K. (2011). Good Stuff: What’s in a Name?, Rethinking Schools, 25(4).</span></span><span style="background-color: white; font-family: arial, helvetica, sans-serif; font-size: x-small;"> </span><span style="font-family: arial, helvetica, sans-serif; font-size: x-small;"><span style="background-color: white;">http://www.rethinkingschools.org/restrict.asp?path=archive/25_04/25_04_xiong.shtml</span></span><span style="background-color: white; font-family: arial, helvetica, sans-serif; font-size: x-small;"> </span></span>Alexa Scheidlerhttp://www.blogger.com/profile/17113445857534525365noreply@blogger.com0