INSTRUCTIONAL STRATEGY (direct instruction, cooperative groups, individual practice, whole-class discussion)

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1 Unit: Slope (Algebra 1) Grade/Class 9th Academic Content Standard(s) _8.0: Students understand the concepts of parallel lines and perpendicular lines and how their slopes are related. Students are able to find the equation of a line perpendicular to a given line that passes through a given point. DIRECTIONS: Summarize your plans for the standard/focus, instructional strategies, and assessments. LESSON PLAN STANDARD(S)/ CONCEPTS/ FOCUS/TOPIC Standard: 8.0: Students understand the concepts of parallel lines and perpendicular lines and how their slopes are related. Students are able to find the equation of a line perpendicular to a given line that passes through a given point. INSTRUCTIONAL STRATEGY (direct instruction, cooperative groups, individual practice, whole-class discussion) Direct Instruction, Whole Class Discussion, Cooperative Groups ASSESSMENT (entry-level, progress monitoring, summative) Progress monitoring, Summative Video, Lesson quiz, class work and homework problem sets Topic: Finding the slope of a line between two points.

2 DIRECTIONS: Identify the critical understandings and skills for the selected content standard(s) which you would expect students to have prior to the lesson series you are planning. Identify prior experiences students may have had with the standard(s). What prerequisite skills, concepts and knowledge will students need in order to meet the standard(s)? Information sources include classroom assessment, district assessment, and CAT6 (grades 3,7,10), STAR (grades 2-11), and CELDT. Academic Vocabulary (ie. Rate, graphs, rise, run, slope) Graphs, identifying and locating points English learners: Same as above MODIFICATIONS/ACCOMODATIONS: Spanish Dictionary Resources you might use: Academic Content Standards/Framework Teacher Resources teacher s guides, other instructional/support materials including Specially Designed Academic Instruction in English (SDAIE) materials. Student Resources student texts, charts, rubrics, activity cards, exemplars, technology applications District Curriculum Guides/ Course of Study Observations and discussions with colleagues with subject-matter expertise and//or SDAIE experience and expertise

3 DIRECTIONS: Complete one instructional plan for each lesson on Form A. If you use a district lesson plan, copy and attach. Check One: Lesson INSTRUCTION PLAN K-12 Academic Content Standard(s): Algebra 1 Standard: 8.0: Students understand the concepts of parallel lines and perpendicular lines and how their slopes are related. Students are able to find the equation of a line perpendicular to a given line that passes through a given point. What prior knowledge did your students need to meet the learning goal that you did not anticipate on Form B? Naming points What is the academic learning goal(s)? Find the slope of a line between two points and identify positive, negative, zero and undefined slopes given a graphical representation. Naming points on graphs Naming points on graphs Graphing points

4 INSTRUCTION PLAN What instructional strategies and activities will you use for this lesson? Direct Instruction, including review of academic vocabulary and explanation of Cooperative Learning video activity: students work in groups and prepare a video on one type of slope (positive, negative, zero, undefined). Presentations. Quiz. Monitoring of student class and homework. In what ways are your instructional strategies and activities effective in measuring the learning goals for this lesson? Verbal, visual, kinesthetic strategies are integrated so that all learners have access to content. Cooperative learning allows students to engage in learning and rehearse and build knowledge collectively. Students have multiple ways to demonstrate learning. Special Education Student modifications: Dependent

5 INSTRUCTIONAL PLAN PROGRESS MONITORING ASSESSMENT What evidence (student work) will you collect during this lesson that will show the extent to which students have achieved the learning goal(s)? Each group of students will produce and present a video to the class illustrating how one type of slope is calculated (positive, negative, zero, or undefined). They will take a quiz on calculating slope and identifying it as positive, negative, zero, undefined. In addition, they will complete assigned class/home work assignment. In what ways are your assessment strategies effective in measuring the learning goals for this lesson? They were effective because they measured whether or not students understood and could apply the lesson concepts in several ways. Same as above. In addition, ELLs are supported by Cooperative Learning groups. Same as above. Special Ed students are supported by Cooperative Learning groups. How might you modify assessment of the academic content standard(s)?. Special Education Student modifications: Adjusting the rigor / assessment rubrics in an appropriate manner.

6 INSTRUCTIONAL PLAN How will you group students for instruction during this lesson? (based on reading level, English learner level, etc.)? Students will be seated at desks (in assigned clusters of 4 desks) during direct instruction, out of seats during work on Triangle presentations and presentations and back in their assigned seats again for class/homework. How did you choose the group for English Language Learner? Self-selected How did you choose the group for Special Education Student? Self-selected What instructional materials and technology will you use? Holt Algebra 1 Teacher s Edition, whiteboard and markers, computers (w/ appropriate software to demo presentation, sample video, balls of string, markers, paper, posterboard. In what ways are these grouping(s) appropriate for your students? They re appropriate because they have been determined to be effective up to this point in the year. Students are comfortable working with one another. Classroom management is optimized. Paired with non-ells for support. Paired with other classmates for support. In what ways are the materials and technology effective or ineffective? Most students love working together to produce a video. It engages them in a creative approach to learning and helps them build and refine their knowledge together. In addition to being fun and creative, it is a great way to vary instruction that addresses all learning types (verbal, visual and kinesthetic). Finally, it s easy for me to monitor and assess and the result is an enjoyable experience for the whole class. Presentations give all students a chance to contribute something and develop presentation skills.. Special Education Student modifications: Same as above with increased difficulties understanding language and greater needs for varied instruction and scaffolding addressed by lesson.

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