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

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1 Unit: Right Triangles and Introduction to Trigonometry Grade/ Geometry Academic Content Standard(s) 14.0 and 15.0 DIRECTIONS: Summarize your plans for the standard/focus, instructional strategies, and assessments. STANDARD(S)/ CONCEPTS/ FOCUS/TOPIC INSTRUCTIONAL STRATEGY (direct instruction, cooperative groups, individual practice, whole-class discussion) ASSESSMENT (entry-level, progress monitoring, summative) LESSON PLAN The Pythagorean Theorem The converse of the Pythagorean Theorem Motivate Lesson Direct Instruction Explain and prove the theorem Partners Students will explain to each other the theorem and when they can use it Cooperative groups work on problems from book They will grade each other on how well they explained it The worksheet will be collected at the end of period and graded Online Reflection

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. Students will know the definition of a right triangle. They will know how to prove basic concepts using theorems and postulates. They will have the ability to work cooperatively. English learners: They should have a found understanding of all past and new vocabulary MODIFICATIONS/ACCOMODATIONS: 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. INSTRUCTION PLAN K-12 Academic Content Standard(s): MODIFICATIONS/ACCOMODATIONS: Geometry 14.0 and 15.0 What is the academic learning goal(s)? Students will be able to prove the Pythagorean Theorem and use the theorem to determine distance and find the missing side length of a right triangle

4 INSTRUCTION PLAN What instructional strategies and activities will you use for this lesson? Direct instruction will prove and explain the Pythagorean Theorem In what ways are your instructional strategies and activities effective in measuring the learning goals for this lesson? Students will work with a partner to reiterate the proof and explain to each other when the theorem is applicable Students will work cooperatively in groups to solve problems assigned from the textbook English Language Learner modifications: They will have simplified word problems and the opportunity to continue their class work at home Special Education Student modifications: Will have the opportunity to continue class work at home

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)? In what ways are your assessment strategies effective in measuring the learning goals for this lesson? Class work and peer grades on how well they explained the proof to each other Online Reflection will require them to post a link to there favorite fact about the Pythagorean Theorem and they will have to explain why English Language Learner modifications: Will stamp the completed problems and allow students to take the rest home if needed How might you modify assessment of the academic content standard(s)? Special Education Student modifications: Will stamp the completed problems and allow students to take the rest home if needed

6 INSTRUCTIONAL PLAN How will you group students for instruction during this lesson? (based on reading level, English learner level, etc.)? In what ways are these grouping(s) appropriate for your students? Self-selected to ensure that students are comfortable with their partner How did you choose the group for English Language Learner? Self-select How did you choose the group for Special Education Student? Self-select What instructional materials and technology will you use? Whiteboard with different colored dry erase markers and textbook In what ways are the materials and technology effective? English Language Learner modifications: Special Education Student modifications: