Vocabulary Lesson Plan Rationale Template 2016
Vocabulary Lesson Plan Rationale Template 2016
Vocabulary Lesson Plan Rationale Template 2016
Date: 3/7/16
EDSE 457
Vocabulary Lesson Plan Template
Use this form to complete Lesson Plan #1.
**Be detailed and specific about each topic.**
Your Content Area:
Describe the subject/ topic
of the unit
Geometry
The topic of the unit will look at various types of
transformations that can be applied on 2 and 3 dimensional
figures. Students will look at how to apply these transformation
on a coordinate plane.
Students may find this difficult because the topic is very
abstract. Students may have trouble visualizing how a
transformation acts on an object. The terminology may also
confuse students because theres several content vocabulary
words that they need to understand in order to develop a
better understanding of the material.
Transformation, Translation, Rotation, Reflection, Glide
Reflection, Coordinate plain, Quadrants
The lesson revolves around transformations so first students
must understand what a transformation is with respect to
geometry and how it can be applied. The next four terms are
types of transformations that can be applied to a 2 dimensional
or 3 dimensional figure. The last two terms are applications of
these transformations in coordinate geometry. Students must
be familiar with the components of the coordinate grid in order
to do the activity.
Students should be familiar with what a rotation and reflection
are. This information will be useful to connect with geometric
transformations. Students may also be familiar with what a
translation does but not with the definition of the word.
Students may also be familiar with working on the coordinate
grid since it is covered in Algebra 1.
Day #1 Activities
Describe the Day #1
learning goals
CCSS.MATH.CONTENT.HSG.CO.A.5
CCSS.ELA-LITERACY.SL.9-10.1.C
Lesson Plan
Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure
using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of
transformations that will carry a given figure onto another.
Propel conversations by posing and responding to questions that relate the current discussion to
broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify,
or challenge ideas and conclusions.
Jonathan Gonzalez
Standard
CCSS.MATH.CONTENT.HSG.CO.A.5
Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure
using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of
transformations that will carry a given figure onto another.
Objective
Students will be able to apply the various types of transformations to 2 dimensional and 3 dimensional
Materials
Standard construction tools- straightedge, compass, protractor, plastic models of 2 and 3dimensional figures, and computers with transformational geometry software and internet
access.
Activities:
Day One:
Transformations in the classroom and everyday
(Prep)
Before the class enters the classroom, the teacher must have the class
arranged for the specific lesson. The teacher makes sure a few desks are out
of place throughout the class. Each of those desks that are misplaced will
have a set of instructions in an envelope. In the front of the class, the teacher
has a desk and she awaits for all students to take their seat before introducing
the warm up.
1. The teacher begins by explaining to the class that someone came in and
rearranged some of the desks in the classroom. The teacher then tells the
class that there objective for today will be to restore the classroom to its
original order. The teacher explains to the class they will be broken into
groups and will have to work together to get their desk back to its original
spot. The teacher explains that each desk has a set of instructions that must
be followed when moving their desk. Before breaking the students into
incorporating manipulatives.
Throughout the lesson students have the opportunity to talk to
their partners and group members. I did this with the intention
to promote the discussion of mathematics in the classroom.
Only a small portion of the lesson is spent with the teacher
doing all of the talking. In addition, the activities are engaging.
Students arent forced to stay seated throughout the day but
get the chance to walk around and move things in the
classroom. The amount of time given to discuss questions is
also enough for them to bounce a few ideas off one another,
but short enough that they dont begin to carry out a side
conversation.
Day #1 student support: Be specific about how your lesson plan meets the
needs of the students in the class with additional academic needs:
4 Intermediate ELLs
The 4 intermediate ELLs are all conversational fluent,
therefore, pairing them up with a student would help them
practice their conversational fluency and incorporate academic
language in their conversation. Another reason I paired them
up with somebody is to give them the chance to bounce their
idea off someone before participating in the discussion since
they are reluctant to share. In this lesson, the teacher
incorporates the use of realia and manipulatives in order to
represent abstract concepts and help bridge their
understanding. The activity has students move objects and
apply various transformations in order to get the object from
10 below-grade level
readers (2-4 years below
grade level)
CCSS.MATH.CONTENT.HSG.CO.A.2
CCSS.ELA-LITERACY.SL.9-10.4
Lesson Plan
Represent transformations in the plane using, e.g., transparencies and geometry software;
describe transformations as functions that take points in the plane as inputs and give other points
as outputs. Compare transformations that preserve distance and angle to those that do not (e.g.,
translation versus horizontal stretch).
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
Jonathan Gonzalez
Standard
CCSS.MATH.CONTENT.HSG.CO.A.2
Represent transformations in the plane using, e.g., transparencies and geometry software;
describe transformations as functions that take points in the plane as inputs and give other points
as outputs. Compare transformations that preserve distance and angle to those that do not (e.g.,
translation versus horizontal stretch).
Objective
Students will be able to apply the various types of transformations to 2 dimensional and 3 dimensional
figures. Students will use various formats to represent a transformation acting on a plane figure.
Prerequisite Knowledge
Students should have a better understanding of
transformations such as rotations, reflections, and
translations. Students should also have seen the
coordinate plane and should know how to plot points on
a coordinate plane.
Coordinate plane
Quadrant
Students will learn to apply
the transformations that have
been taught on a coordinate
plane.
Activities:
Day 2
Transformations in a coordinate plane
The exit slip is reviewed. During this time, the teacher clarifies any misconceptions
that the students may have.
1. The teacher hands back the exit slips from the previous lesson. The teacher
then proceeds to put each student in groups of four based on yesterdays exit
slip. A group formed will consist of a high achieving student, two mid-level
students, followed by a struggling student or an EL. The teacher then explains
to the class that they will have to work on a project today.
2. The teacher begins to lecture, introducing figures on a coordinate plane and
applying the effects of a transformation on each figure. The teacher models
for the class, the procedure for a transformation of a figure using computer
software. After, the teacher gives the class a worksheet regarding
transformation on a plane. The purpose of the worksheet is to predict
Materials
Standard construction tools- straightedge, compass, protractor, plastic models of 2 and 3dimensional figures, and computers with transformational geometry software and internet
access.
Day #2 teaching context: Be specific about how your lesson plan meets the
developmental needs of the class:
The class is interested in
The previous lesson plan was used to develop their
your content area and
understanding of transformations, to lay out a foundation for
they learn well when they
nd
nd
can apply their knowledge the 2 lesson. In the 2 lesson, students will apply their new
in a concrete manner.
acquired knowledge in a group assignment. They will work
together in order to apply a set of transformations to move an
object from quadrant to quadrant. Students are now applying
their knowledge in a mathematical setting. This was done,
because I believe that students need to have an understanding
on how the mathematics can apply to real life situations, so
that they feel motivated to learn it.
They can be talkative and
Most of the time in the class will be spent working in groups. I
unfocused, but they are
expect the students to converse and discuss mathematics.
respectful and respond
During this time, the teacher will roam around to ask each
group questions and to clarify any instructions. Additionally,
the teacher can use this opportunity to make sure students are
on task and to redirect them if they are not.
Day #2 student support: Be specific about how your lesson plan meets the
needs of the students in the class with additional academic needs:
4 Intermediate ELLs
In this lesson, the teacher will group students based on their
level of understanding. This is done so that students can assist
one another as they go work on the group project. Students
are working in groups which will promote the discussion of
mathematics. Students will once again be given manipulatives
to clarify any misconceptions on how a transformation acts on
an object. In addition, students will get to use geometry
software to verify that they are applying the right
transformation to get a desired a result. Yet again, students will
be given a graphic organizer discussing the components of a
coordinate plane and summing up how to plot points. In
addition, students will present their findings to the classroom.
Ideally, the teacher should have each member in the group
discuss a part of the project. This will reinforce their
conversational fluency.
4 IEP students (2 ADHD; 2
Similarly to the last class, students will be put to work on the
high-functioning ASD)
project in groups based on their level of understanding. These
students will receive a graphic organizer on the components of
the coordinate plane and how to plot points. These students
10 below-grade level
readers (2-4 years below
grade level)