UNIT PLAN
TEMPLATE with Prompts: Save all the bold headings, but
replace the prompts in regular font with the information for your unit.
UNIT TOPIC: Geometry Parallel lines cut by a transversal.
1. UNIT CONTEXT CHAPTER
4 TRIANGLES
Subject/Content Area Mathematics
Course  Geometry
Grade Level High School
Length of Unit: This unit will take up to 6 class
periods
2. FACTS ABOUT THE
LEARNERS
Whole Class Information
·
Number of students in class 39
·
Demographic Information: Majority of my students are Hispanic, there are 19 girls and
20 boys, Most are on Free and reduced lunch, there are 5 EL’s, 30 of my
students are bilingual and there are 3 IEP students in my class.
·
Developmental Needs: There is a variety of readiness level in
this geometry class. They range
from retaking this class, passing and understanding or needing help getting motivated
to learn math. The main interest of
students in my classroom is listening to music and texting friends. There are also a lot of students
involved in extra curricular activities such as football, cheerleading, ROP and
band. The two main learning
profiles I have encountered in my classroom are hand on learning and visual
learners. AffectiveManagement strategies
for this class are from the preventative approach we had class collaboration
for setting the classroom rules.
For the supportive approach two strategies that are affective are
encouraging student involvement and recognizing student achievement. The corrective approach I take in the
classroom is to address the whole class when there is a problem so that not one
student is being singled out. I’ve
really tried to use all of the affective management strategies in order to keep
a safe learning environment for my students.
Individual Student Information and
Differentiation Strategies
ALVARO R.
·
This student is
at the Early Advanced level
·
This student is
in the 11^{th} grade, he is Hispanic and his native language is
Spanish.
·
A specific goal
of this student is to pass all of his classes. Another goal of his is to pass the reading and writing part
of the high school exit exam.
·
Differentiation.
o Process Alvaro has a struggle to stay on task and
motivated in class. When we are
doing the student activities I will make sure to keep a closer eye on them to
make sure they is staying on task.
I will go to his table group more often and checking for
understanding. I do this because
the more I keep Alvaro on track he will be motivated to do his work.
·
For progress
monitoring assessment in this unit we are having them complete a writing
response at the end of day 2. With
this writing response I will be able to check for understanding and be able to
measure if the learning goals of this unit are being met. My rationale for this writing prompt is
that first it has the students practicing putting there mathematical thoughts
into words. Also writing prompt is
a good individual assignment since a lot of the work in this unit is pairs or
groups.
·
My next steps
for Alvaro are to help him stay on track.
The day we work on the study guide in class I will be sure to answer all
his questions and ensure he is prepared to take the formal assessment chapter test.
ELENA
·
Elena is a 15 yearold 10th grader and an English
learner. She is from Mexico and both of her parents are professionals. Her
extended family includes aunts, uncles, and cousins. Her grandparents live in
Mexico and she and her family visit them in the summer. She has been in the
United States for one and a half years. She is literate in Spanish and often
reads Spanish literature. Her report cards from her school in Mexico indicate
above average grades. Elena is somewhat shy socially but is well liked and
works well in small groups. She is seldom absent from school. The CELDT results
indicate overall score in the Early Intermediate range, and she has been
identified as an English learner.
·
A specific goal
of this student is to pass all of her classes. Another goal is to pass the CAHSEE
·
Differentiation.
o Content Elena has a lot of difficulty with vocabulary
terms in all of her classes. So
when I am teaching vocabulary in our math class I will be sure to have a pre
printed version of all our vocabulary words in English and Spanish. This will help her be able to make the
connections from Spanish to English of this math vocabulary terms.
·
Progress monitoring Discussing Elena’s progress
with her and her reading responses will give me multiple sources to check for
her understanding of the content. Elena may not be able to communicate in a
presentation about her knowledge of the math or have the confidence to
accomplish the presentation. With giving her a chance to write down her
understanding I would be able to see if she can explain it in words.
·
My next steps
for Elena are to keep her working on groups to help her make friends and be
social at school. Also try to
incorporate dancing into our math problems to keep her interested in my class.
ALISSA R.
·
This student has Auditory Process
Disorder
·
This Student is
in the 11^{th} grade, she is a Caucasian female who speaks English, and
she has one older sister in the 12^{th} grade.
·
A specific goal
for this student is to pass the math portion of the CAHSEE
·
Differentiation
o Affect I will ensure to always give Alissa positive
recognition when she has done well on an assignment or assessment. She responds
very well to the positive reinforcement and it helps motivate her to continue
to make progress in my class.
·
For progress
monitoring assessment in this unit we are having them complete a writing
response at the end of day 2. With
this writing response I will be able to check for understanding and be able to
measure if the learning goals of this unit are being met. My rationale for this writing prompt is
that first it has the students practicing putting there mathematical thoughts
into words. Also writing prompt is
a good individual assignment since a lot of the work in this unit is pairs or
groups.
·
My next steps of
Alissa would be helping her make her own visuals when given math problems. Having her be able to epicure the
problem in her head and draw it.
ALEX
·
Alex is a 15yearold boy in the 10th grade. He
had difficulty with the development of his early literacy skills, including the
acquisition of sound/symbol relationships and word identification, demonstrated
in both his reading and writing. In the second grade, Alex was identified as a
student with specific learning disabilities. Since then, Alex has received
special education support primarily in a resource room for language arts, while
he is included in the general education curriculum. He is able to independently
read text at a 7th grade level and continues to struggle with decoding words. Alex
also has asthma for which he takes daily medication and occasionally needs to
use an inhaler. He is a selfisolating person who does not readily join into
wholeclass conversations or contribute to group learning situations. His
tendency is to sit alone at lunch and to be by himself during transitional
time. There is no inclass support for this student.
·
A specific
goal for this student is to pass
the math portion of the CAHSEE
·
Differentiation
o Process Since
Alex is a selfisolating student and does not choose to participate in class discussions;
working with others will be a difficult for him. Alex lacks social skills
due to always being by him inside and out of the classroom. Having the
confidence to work in groups is also something that Alex lacks and would have
trouble with when working with others. Alex’s low literacy and
reading level may hold him back from being able to stay up with the group while
working on the group work.
§
Even though Alex has challenges with working in
groups I would accommodate all his needs so he would still be participating in
the group work during class that day. I would strategize when choosing
student groups to put Alex with students he has worked well with before.
These students are patient and well behaved which will be helpful for
Alex. Also I would assign roles to each student in the group.
Alex’s role would be the recorder. This is so he could work
independently on writing everything down that his group is discussing but is
still part of the group. During the class period I would keep a close eye
on Alex’s group to ensure that things are working out well.
·
For progress
monitoring assessment in this
unit we are having them complete a writing response at the end of day 2. With this writing response I will be
able to check for understanding and be able to measure if the learning goals of
this unit are being met. My
rationale for this writing prompt is that first it has the students practicing
putting there mathematical thoughts into words. Also writing prompt is a good individual assignment since a
lot of the work in this unit is pairs or groups.
·
My next
steps of Alex would be continue
to encourage Alex to work in groups in order to have him build socially to have
friendships.
NIA S.
·
This student is
a main stream student in my geometry class
·
She is in the 10^{th}
grade; she is an African American girl who speaks English only. She has 2 brothers and one sister. Both parents work.
·
Nia understand
all the material and receives a B+ in my class. She tends to make little mistakes on tests which is the only
thing stopping her from getting an A in geometry.
·
Differentiation
The one thing I could differentiate for Nia is give her extra problems to
practice in order to minimize her errors.
·
For progress monitoring assessment in this unit we
are having them complete a writing response at the end of day 2. With this writing response I will be
able to check for understanding and be able to measure if the learning goals of
this unit are being met. My
rationale for this writing prompt is that first it has the students practicing
putting there mathematical thoughts into words. Also writing prompt is a good individual assignment since a
lot of the work in this unit is pairs or groups.
·
My next steps
for Nia are to continue a lot of practice for her. The more practice she has hopefully the less little mistakes
she will make on tests.
2. Unit Rationale:
Enduring Understandings & Essential Questions
This unit is important
because it is preparing the students to begin to classify types of triangles
and when they are congruent. Also
this chapter begins to prepare students to write mathematical proofs. Overall this unit will get the students
to think critically when dealing with congruent triangles, which fits into one
of the class goals to think critically.
Enduring Understandings (EU)
• Students will understand how to Analyze geometric relationships
in order to make conjectures involving triangles.
• Students will understand how to Apply the concept of congruence
to justify properties of figures and solve problems
• Students will understand how to Use a variety of representations
to describe geometric relationships and solve problems involving triangles
• Students will be able to Analyze properties and describe
relationships in triangles
• Students will be able to Apply logical reasoning to justify and
prove mathematical statements involving triangles.
•
Essential Questions
•
How do we describe, sort, and classify shapes?
•
How are shapes related to one another?
•
How do we recognize and apply transformations of
shapes to solve problems?
•
What are the characteristics and applications of
symmetry?
Reason for the Instructional Strategies
& Student Activities
3. STANDARDS
Content Standards
• 4.0 Students
prove basic theorems involving congruence and similarity.
•
5.0 Students prove that
triangles are congruent or similar, and they are able to use the concept of
corresponding parts of congruent triangles.
ELD Standards
Listening and speaking
cluster 9
•
Prepare and
deliver short presentations on ideas, premises or images obtained from various
content standards.
•
Prepare and
deliver presentations in various content area including a purpose, point of
view, introduction, transition and appropriate conclusion. (Alvaro)
4. UNIT OBJECTIVES
•
Cognitive, Geometry 4.0 After actively taking notes on congruent triangles
student will be able to prove basic theorems involving triangle congruence such
as SAS, SSS & ASA
•
Psychomotor Geometry 4.0 After exploring congruent triangles students will be
able to mark triangles sides and angles with the appropriate congruency marks.
•
Cognitive Geometry 5.0 After proving basic triangle congruence theorems
students will be able to prove that triangles are congruent or similar, and they are able
to use the concept of corresponding parts of congruent triangles
5. ASSESSMENT PLAN
Have an assessment for every
objective and standard in unit. Crossreference the objective and standard for
each assessment. Example:
Assessment (Objective/Standard #)
Include the following
information about each assessment:
·
Name of Assessment 4.14.3 quiz
·
Formality:
informal group quiz
·
Type: Formative
·
Purpose:
knowledge
·
Implementation Method: written
·
Communication of Expectations: modeling
·
Evaluation Criteria: Students will be able to prove basic triangle
congruence theorems.
·
Feedback Strategies Quiz grade will be handed back next class
·
Name of Assessment: Partner
presentation of congruent triangles
·
Formality:
formal
·
Type:
formative
·
Purpose:
concepts
·
Implementation Method Verbal presentation
·
Communication of Expectations samples
·
Evaluation Criteria: Provide one rubric for the unit.
·
Feedback
Strategies
·
Student SelfAssessments: Provide one rubric for the unit.
6. STEPS OF INSTRUCTION

Day 1 Tuesday

Day 2 Thursday

Content Standards

Geometry 4.0
Students prove basic theorems involving congruence and
similarity.

Geometry 5.0
Students prove that triangles are congruent or similar, and they
are able to use the concept of corresponding parts of congruent triangles.

Learning Objectives

Cognitive, Geometry 4.0
After actively taking notes
on congruent triangles student will be able to prove basic theorems involving
triangle congruence such as SAS, SSS & ASA

Psychomotor Geometry 4.0
After exploring congruent
triangles students will be able to mark triangles sides and angles with the
appropriate congruency marks.

Student Activity

Students will take out a clean piece of paper and
independently complete the quick write prompt.

Students will come up to the projector and show
the class the pairs of congruent triangles they found. They must prove
why they found these congruent and name the triangles in the correct way.

Assessment

Diagnostic Students will quick write
about congruent triangles.

Formative Progress monitoring I will
assess the student’s knowledge of congruent triangles during their
presentations at the beginning of class. Also I will collect their
quick writes in order to assess if they are able to put their mathematical
thoughts down in words.

Into:
·
The
purpose of the into activity is to try and get the students to think of
previous knowledge they had of triangles before this geometry class.
Student Activity
· Hook – I will have students bring in pictures of
triangles they found in the real world or in their homes.
· In this unit I will try to do many group project and explorations
to keep the students engaged. They
have learned about triangles before so we will include activities that will
draw on previous knowledge the students have.
· The steps to begin the activity are to
have a class discussion on what we know about congruent triangles
· Room arrangement students are in table groups of 4
· Student grouping students will work in there table groups or
partner sitting next to them
· What questions will you ask to prompt learning I will always go around asking
the students WHY? They may know the content but I want them to be able to
explain to me.
Through: Unit Calendar
Closure/Beyond: Label Unit Closure and Unit Transition
Activities
In addition to
the calendar information Obj., Stand, Activity, Assess.) Address the following:
· Closure: At the end of every lessons I will have the students summarize
on their notes what they have learned for the day. On review day I will have students share out from each day
what they have learned in this unit.
· Closure: We will have a unit exam
· Beyond: Students will be able to do test corrections if they feel
they want a better grade on this test.
Also every unit test has some questions from the previous unit’s so
there will always be questions about congruent triangles on tests following
· Beyond: Having students find quadrilaterals in the real world or
their home and bringing in pictures.
WEEK OF LESSON PLANS
Attached
7.
MATERIALS/RESOURCES
Attached
8. REFLECTION
·
In
what ways have you differentiated instruction to meet the varying needs of your
students including your high achievers?
o I have provided vocab words in English
and Spanish
o I will help certain students stay
motivated by staying on top of there work and progress in class
o I will include group work in this unit
o I will give positive reinforcement so
students can stay positive in class
o I will provide extra problems for high
achievers to continue to be challenged
·
What
strengths and possible limitations do you see in your plan?
o Strengths are the different types of
assessment
o Limitations is my resources I would like
to use more
·
What
forms of data/evidence might you collect from this unit to measure its
effectiveness  gauged by actual student learning?
o I will collect students quick write and
also self assessment rubric for group presentation
·
What
have you learned about yourself, students, your unit plan topic, and/or
planning in general as a result of designing this unit plan?
o I found out that I did better at planning
a unit then I expected. I have
never planned a unit before and was pleased with my outcome.
·
What
do you know now that you didn’t know at the start of this unit or program?
o How important rubric’s are for students
AND the teacher
9. RUBRIC WITH
SELFASSESSMENT
·
Highlight the
criteria on the unit plan rubric that you believe best describes your unit
plan.
·
Turn in your
highlighted scoring guide as an attachment to your unit plan.
·
If you did this
unit plan with a partner, you should each score yourselves individually. You
should also include at the bottom of the scoring guide an evaluation of how you
and your partner worked together.

Approaching

Meets

Exceeds

Content

Can name two triangles
congruent on the given worksheet

Can name two congruent
triangles and prove why (translation, reflection or rotation)

Can name two congruent triangles,
prove why (translation, reflection or rotation) and name the triangles
correctly

Questions during
presentation

Can answer 1 question
correctly given by me

Can answer 2 questions
correctly given by me

Can answer 3 or more
questions correctly given by me

Presentation

Can show knowledge of
content

Can show knowledge of
content and prove triangles congruent

Can show knowledge of
content, prove multiple triangles congruent

Working with partner

Needs assistance when
working with a partner

Works well with a partner
but still needs assistance

Worked
great with partner and needed no assistance.


Day 1 Tuesday

Day 2 Thursday

Content Standards

Geometry 4.0
Students prove basic theorems involving congruence and
similarity.

Geometry 5.0
Students prove that triangles are congruent or similar, and they
are able to use the concept of corresponding parts of congruent triangles.

Learning Objectives

Cognitive, Geometry 4.0
After actively taking notes
on congruent triangles student will be able to prove basic theorems involving
triangle congruence such as SAS, SSS & ASA

Psychomotor Geometry 4.0
After exploring congruent
triangles students will be able to mark triangles sides and angles with the
appropriate congruency marks.

Student Activity

Students will take out a clean piece of paper and
independently complete the quick write prompt.

Students will come up to the projector and show
the class the pairs of congruent triangles they found. They must prove
why they found these congruent and name the triangles in the correct way.

Assessment

Diagnostic Students will quick write
about congruent triangles.

Formative Progress monitoring I will
assess the student’s knowledge of congruent triangles during their
presentations at the beginning of class. Also I will collect their
quick writes in order to assess if they are able to put their mathematical
thoughts down in words.

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