Saint Francis University Loretto, PA 15940 Education Department Lesson Plan Format

1/29/19 & 2/1/19
SAINT FRANCIS UNIVERSITY

Loretto, PA 15940
EDUCATION DEPARTMENT
LESSON PLAN Format
Student Teacher Arlan Zelenky Grade 10

Subject Regular Geometry _
Time Needed for Lesson 65 minutes Lesson Concept 6-2: Altitudes and Perpendicular Bisectors
PA STANDARD(S) (Write out standards):
2.9.8.A : Name, describe and apply geometric relations for 1-dimensional shapes and 2- dimensional shapes and 3-
dimensional solids.
2.9.11.A.: Create justifications for arguments related to geometric relations.

.
BIG IDEAS/ESSENTIAL QUESTIONS:
How can we identify perpendicular bisectors and altitudes in triangles?
ELIGIBLE CONTENT:
M11.C.1.2.1: Identify and/or use properties of triangles (e.g., medians, altitudes, angle bisectors, side/angle
relationships, Triangle Inequality Theorem).
OBJECTIVE(S) (Be sure to include all four parts):
The student will write whether or not the red line in a triangle is the altitude on the notes sheet with 80% accuracy.
The student will write whether or not the red line in a triangle is the perpendicular bisector on the notes sheet with
80% accuracy.
The student will analyze the relationship between altitudes and perpendicular bisectors in triangles on the notes sheet
with 80% accuracy.
MATERIALS:
Section 6.2 Notes
Pencil
Paper Airplane
Textbook
Smartboard
iPad
Stylus
ACTIVITIES (There are three sections here):
OPENING (Introduction, purpose, hook)

 The teacher will have students throw their paper airplanes in the middle of the classroom
 The teacher will ask students how many of them have ever been on an airplane
 The teacher will ask students which word: altitude or bisector does a pilot typically use?
 The teacher will introduce the lesson objectives by writing that we will talk about how to find the altitude and
perpendicular bisector of triangles as well as make one possible conclusion about altitudes and perpendicular
bisectors.
BODY (Bulleted step by step/differentiation must be included)

 The teacher will ask students to describe other words for “altitude”
 Depending on student answers, the teacher will suggest “height” as one possible idea
 The teacher will have a student stand up and walk over towards the cabinet. The teacher will say that I can
measure the height of this student and that height will represent his/her altitude.
 The teacher will go on to define altitude as “a perpendicular segment with one endpoint at a vertex and the other
endpoint on the side opposite that vertex”
 The teacher will go on to define perpendicular bisector as “A perpendicular line or segment that bisects a side of a
triangle”
 The teacher will then work through example 1 on the notes sheet with the students
 The teacher will then have students work on examples 2 and 3 on the notes sheet for sixty seconds.
 The teacher will then call on non-volunteers to provide answers for examples 2 and 3
 The teacher will ask students to show “thumbs up” or “thumbs down” to indicate that they understand examples
1-3
 The teacher will remind students that we are looking for a line that is perpendicular to the side length of a triangle
that bisects the side length in half for example 4.
 The teacher will work on example 4 with students
 The teacher will have students work on examples 5 and 6 for sixty seconds.
 The teacher will then ask two non-volunteers to provide answers for examples 5 and 6
 The teacher will then ask students the question “Can the perpendicular bisector and the altitude of a triangle be the
same segment?”
 The teacher will ask students to show their hands if they think the answer is “No”.
 Depending on the student response, the teacher will say “The answer is ‘Yes’. Look at example 4. The red line
segment is the altitude and it is also the perpendicular bisector.
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
 The teacher will restate the 3 major objectives that were written by the students on their notes sheets
 The teacher will say that we identified the altitude and the perpendicular bisector of a triangle and we discussed
how the altitude can also be the perpendicular bisector
 The teacher will mention the homework assignment at the end of the notes
o See reduced homework assignment for Student 2
ACCOMMODATIONS/MODIFICATIONS:
 Student 1
o Will receive a copy of the completed Teacher’s notes for this section at the end of the lesson
 Student 2
o Will received reduced homework assignment (Pg. 237-8 #7-16) instead of (Pg. 237-8 #7-19)
ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative
assessment measures for all levels of differentiation.
 The student will master the objective of identifying the altitude of a triangle by indicating thumbs up or thumbs
down to indicate that they agree or disagree with the teacher’s answer
 The student will master the objective of identifying the perpendicular bisector of a triangle by either copying
what the teacher wrote on the board or come up with their own idea of what the picture should look like and draw
it on the notes sheet
 The student will master the objective of analyzing the relationship between altitudes and perpendicular
bisectors by not raising their hand when asked the question “Who thinks the answer is no to that question?”
SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical
placement):
For my first formal observation lesson, I thought that I did a really good job overall. I was able to engage each one of my
students in a way that forced them to become familiar with the concepts of altitudes and perpendicular bisectors. I liked the use
of my paper airplane assignment to start the lesson. The students really seemed to be interested in where we were going with the
lesson as far as I could tell.
I also liked how my preparation and my ability to teach was demonstrated. I was prepared for an issue that no one could have
seen coming: students who wanted to take notes on paper instead of on their computers. I was able to keep the pace of my
lesson the same regardless of what method my students wanted to take their notes. There is nothing I hate more than losing
valuable academic learning time because of technical difficulties. I was very happy that I was able to keep the time devoted to
getting access to notes in some form to a minimum in this way.
I also really liked my timing on this particular lesson. I felt that I did a good job at using Wait Time I and Wait Time II when
asking students questions and getting responses from students. The lesson lasted exactly 39 minutes out of 40 minutes in the
period. This is exactly where I would want to be in a particular lesson as far as time is concerned. I always try to leave one
minute at the end of class so students have time to pack up their Chromebooks, notebooks, and other class materials so that they
will not be late for their next class. I also liked how my use of proximity alone was enough to have a student remove their feet
from another chair in the classroom.
I feel that I could have done some things better in this lesson, however. I felt that I could have done better at making the
students sit up while taking notes. Two of the students in the back of the room were slouching a little bit in their chair and I
think I should have prompted them to sit up. I also felt that I could have done better with my delivery of notes on the iPad. I am
not used to using a stylus on an iPad to deliver notes so my handwriting is not nearly as good as it could look. The quality of my
handwriting on paper or on a whiteboard is ten times better than it appeared on the iPad screen.
I also feel that I could have done better at providing more examples for my students to see the concepts or only planned for this
lesson to take 40 minutes. I anticipated this lesson to take two class periods because there were two different concepts, and it
will for the most part. Since I was able to get through each of the two different example types and answer the big key idea
question with my students all in one period, I will be able to use the extra period as a homework review session. (The students
had another homework assignment from earlier in the week so I will review both assignments with them during the extra period
on Friday which is only 25 minutes instead of 40 minutes).

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1/29/19 & 2/1/19

SAINT FRANCIS UNIVERSITY

LESSON PLAN Format

Student Teacher Arlan Zelenky Grade 10

PA STANDARD(S) (Write out standards):

2.9.11.A.: Create justifications for arguments related to geometric relations.

How can we identify perpendicular bisectors and altitudes in triangles?

OBJECTIVE(S) (Be sure to include all four parts):

OPENING (Introduction, purpose, hook)

BODY (Bulleted step by step/differentiation must be included)

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