Lesson Plan Template

Name:

Shannon Cowan

Grade: 8th

Lesson Geometric Thinking- Transformations

Date: 4-15-2015
Title:
CCGPS Standard(s):MCC8.G.1. Verify experimentally the congruence properties of rotations,
reflections, and translations: lines are taken to lines and line segments to line segments of the same
length; angles are taken to angles of the same measure; parallel lines are taken to parallel lines.

Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s): Higher AchievingTo exceed the standard and if time permits, explore tessalations.
ADD Student- To finish all work and understand transformations at the very least as a slide,
flip, or turn.

Learning - Focus
Essential
Question(s)
1-3 BIG ideas!
How can these
questions be used
to guide your
instruction?

Strategies
1. What happens to a polygon in each transformation?
2. What is reserved in rotations, reflections, and translations?

Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

Students will be able to explain and display each transformation.

Academic
Language
What is the key
language demand?
What Academic
Language will you
teach or develop?
What is the key
vocabulary and/or
symbols? What
opportunities will
you provide for
students to
practice content

Academic Language Demand (Identify one of the following: reading, writing,

listening/speaking, or demonstrating/performing. The demand will require more
or less scaffolding (support) depending on the needs of the students.) )
Writing

Students will be able to understand that a polygon is congruent to itselt after the
transformations rotation, reflection, and translation, whereas dilation will either
reduce or enlarge the polygon.

Language Functions (Identify the purpose for which the language is being
used, with attention to goal and audience- the one verb from the standard; ex.
demonstrate.)
Through their writing, students will verify the congruence properties of
rotation, reflection, and translation.

Language Vocabulary (Identify key words specific to the content area derived

language/vocabula
ry and develop
fluency?

from the standard- ex. drama, prose, structural elements, verse, rhythm, meter,
characters, settings, descriptions, dialogue, stage directions.)
Polygon
Congruent
Transformation- changes the position of a point or figure on a coordinate
plane
Origin- beginning point on coordinate plane
Translation- every point in a figure moves the same distance in one or two
directions within a plane. Can also be called a slide.
Rotation-Turns a figure around a point. Can also be called a turn.
Reflection- produces a mirror image of a figure by flipping it over a line.
Can also be called a flip
Dilation- changes the size of the figure, but not it shape. Can also be called
an enlargement or reduction

Remember to pay particular attention to when planning:

Language Discourse (structures of written or oral language; how participants of
the content area speak, write, and participate.) and Language Syntax (set of
conventions for organizing symbols, words, phrases into structures.)
(x,y)- direction of movement for translation
90 degrees- direction of movement for rotation
X axis, Y axis, (3x+4)- line of symmetry for reflection
2- scale factor for dilation
(x,y)- point of origin for dilation
Assessment/
Evaluation
Every standard
listed above must
be assessed and
included.
Formative and
summative
assessments
should be
considered while
planning.
Questions to
consider while
planning:
How will students
exhibit an
understanding of

Formative assessment will take place through lesson. Will include

observation and questioning techniques.
Formal assessment includes their warm up, classwork, a checklist of
student objectives and ticket out the door.
Informal assessment will include participation in the classroom, and
completion of their notes and work.
I will be looking for a deep understanding of the standard. The checklist
will be my way as an educator to know whether students meet the
standard or not. The checklist will be done last after all other forms of
assessment.
For the warm up, classwork, and ticket out the door, I will assessing the
students for the accuracy of their answers.
Feedback will be provided directly to students during observation, and
questioning. More feedback will be provided at a later time on their turned
in work.

the lessons
objectives? How
will you observe
and/or provide
feedback? What
evidence will you
collect to
demonstrate
students
understanding/mas
tery of the lessons
objective(s)?
Materials
What resources
can be used to
engage students?

Smart Board
Computer
Writing Utensils
Coloring Utensils (not required)
Worksheets
Interactive Notebook Handout
Tape
Paper Clips
Brads

Introduction to
Lesson/
Activating
Thinking
How will you
introduce the
lesson? What is
the hook for the
lesson to tap into
prior knowledge
and develop
students interests?
This should tie
directly into the
lessons objective
and standard.
***Use knowledge
of students
academic, social,
and cultural
characteristics.

Students will read the standard of the lesson. Then students will begin
their Do Now Assignment. The DNA is a short review of the lesson, with
the terminology from their prior knowledge in earlier grades. A short
Youtube video will be shown that sings about the four types of
transformations we will be exploring in class.

Body of Lesson/
Teaching
Strategies
What will you have
the students do
after you introduce
the lesson to learn
the standards?

Students will be taking short notes in their interactive notebook foldable

provided. Next, students will be drawing their own figure on the coordinate
plane to complete all four transformations using their figure. Then
students will be completing a worksheet using their notes to help them
answer.

Closure/
Summarizing
Strategies:
How will the
students prove
they know and
understand the
standard(s)? How
will you review the
standards and
close the lesson?
Modifications/
Differentiations
for Students
Individual Needs
How will you
modify or
differentiate the
experiences in
your lesson to
meet students
individual needs?

The students drawn transformations will be discussed as a class. Then students

will complete a ticket out the door, which consists of constructed responses.

Differentiation Category: Why does the student need

modifications/accommodations?
The student has been identified with ADD. The student needs the
accommodations to prevent distracting factors, and to keep the student focused
on the content.

Modification(s)/Accommodation(s):
Student will be given precut shapes.

Rationale: Why is this modification/accommodation appropriate?

Student will stay focused on notes, instead of focusing on the cutting of shapes.
This way all time spent in the classroom is instructional.

***Credit for this template belongs to Tennessee State University and Columbus State University.