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UNIT CONTEXT Subject/Content Area Mathematics Course Geometry Grade Level 9-12 Length of Unit 9 days: 9 class periods of 55 minutes each 2. FACTS ABOUT THE LEARNERS Whole Class Information Number of students in class 42 Demographic Information: Ethnicity: Caucasian: 16, Mexican/Hispanic: 22, Chinese: 2, Filipino: 2 Gender: Male: 28 Female: 24 Free and reduced lunch: N/A ELL: 3 students, all at Intermediate level Bilingual: 5 students claim fluency in English/Spanish 504: 3 students with ADD, medication taken at home Developmental Needs: Readiness: A prerequisite for Geometry is the passing of Algebra I with a “D” or better. All students have taken and passed an Algebra I class. Interests: Students are interested in graduating from high school and pursuing various careers. While in high school, they are engaged in a constant battle of socializing and fitting in while maintaining their own individuality. Learning Profiles (learning styles/dispositions): All learning styles are present in the classroom due to the wide diversity of student base. There are visual, kinesthetic, spatial, and audio learners. Affective-Management Strategies: Group students at varying readiness levels to support peer teaching and support.

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Richard Hunsperger EDSS 511 10/29/12 Classroom Learning Environment: Clean, safe, and comfortable learning environment promotes positive interactions between students. Individual Student Information and Differentiation Strategies 1. Name: Pablo Level: Intermediate About: Pablo is an 11 grader who is retaking Geometry after failing the class in 10 grade. He is an English learner who speaks three different languages at a basic level: English, Spanish, and French. He does not receive English support at home due to a language barrier: his parents do not speak any English. Developmental Needs: Pablo needs reassurance that he can do the math that he is being taught. He also needs to see the connection between geometry and the real world to shed his viewpoint that mathematics has no practical uses. Pablo passed Algebra I with a “C”, meaning that he is prepared for the algebraic parts of the course. He is a visual learner who loves to see this drawn and presented on the whiteboard/projector. His interests include video games, technology, and music. Other students can easily distract Pablo, so one of his developmental needs is to be seated close to the front of the classroom. Differentiation - Content: For Pablo, the key to differentiating is presenting material in ways that conform to his interests. For example, an easy method to grab Pablo’s attention would be to create word problems that use video game ideas as their basis. Group work and socializing daily in class will help Pablo to develop his language skills and become a better writer. Progress-Monitoring Assessment: I will determine Pablo’s level of understanding by assessing his interactions with students during group activities. Pablo can also be assessed through the work he submits after doing group activities through questions like, “Write down three things you learned about surface area in your group today.” 2. Name: Jessica Level: Intermediate About: Jessica is a 10 grader who is taking Geometry for the first time. She has come from Algebra I last year. Jessica is an English learner at the Intermediate level. Her difficulty lies in writing English. She can speak and communicate very well with other students and with me but has trouble writing her thoughts and ideas. Jessica works at Chuck E. Cheese and likes to listen to music. She is of Mexican descent and her parents implement Mexican culture in their household. She often wears clothes that represent her Mexican heritage and culture. She is bilingual, though I have never heard her speak Spanish in the classroom. Developmental Needs: Jessica, above all, needs to practice her writing abilities. In a mathematics class, this need will require differentiation so that she is able to write in both English and math. Jessica must be challenged and scaffolded to write and reflect on the mathematics she is capable of doing so that her English writing is developed.

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Richard Hunsperger EDSS 511 10/29/12 Differentiation - Product: To differentiate instruction for Jessica, I am prepared to implement resources and activities that require students to write in English and mathematics. One example of this could be an activity where students are required to create their own word problems for certain concepts. Another example is an end-of-theunit assignment where students are asked to write down and reflect upon three or four things they have learned during the unit. Progress-Monitoring Assessment: To monitor Jessica’s progress toward meeting writing standards, I will frequently assign informal assessments to all students that focus on writing reflections and summaries about various topics in the Geometry course. These are simple assessments that I can collect and review, allowing me to see Jessica’s writing abilities develop. 3. Name: Joseph 504: ADD – Attention Deficit Disorder About: Joseph is a 10 grader who is taking Geometry for the first time. He passed th Algebra I in 9 grade. Joseph has ADD and takes medication at home. His interests include going to church with his family and spending time with his friends. Joseph is prepared for Geometry (via his Algebra I class) but struggles to pay attention during lecture. The solution seems simple – get Joseph doing more hands-on activities and problems instead of having him sit through a lecture. Developmental Needs: Joseph needs structure and hands-on activities to learn and develop skills. In geometry this translates to having Joseph participate in group discussions with peers. Differentiation - Product: To differentiate instruction for Joseph, I would focus on having the class do group work and presentations at least once during each unit. I would probably assign the group activities toward the end of each unit so that Joseph has a chance to summarize what he has learned and review for any upcoming assessments. Progress-Monitoring Assessment: One progress-monitoring assessment for Joseph is asking thought-provoking questions during lessons to check that he is paying attention and understanding the material. If Joseph is unable to answer questions about the lesson, then I know he needs more support with regards to paying attention. 4. Name: Andreana 504: ADD – Attention Deficit Disorder About: Andreana is an 11 grader who is repeating Geometry. She, like Joseph, has ADD and takes medication at home. Andreana is shy in social settings and does participate in class discussions. She is hesitant to even talk with her partner at her desk. She is in the ROTC program and wants to join the military after high school. She is motivated to earn good grades so that she can continue to participate in ROTC. Developmental Needs: Andreana needs to develop her social skills and find a connection between academic and social conversations. She, like Joseph, needs to practice paying attention and focusing during class time.

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Richard Hunsperger EDSS 511 10/29/12 Differentiation - Product: To differentiate instruction for Andreana, I would again include more group assignments and presentations during my lessons. Throughout the unit I will implement key projects and presentations where students like Andreana can practice their social and academic skills at the same time. Progress-Monitoring Assessment: One progress-monitoring assessment for Andreana would be a group assignment where I monitor her interactions with other students. Seeing her interact with other students in an academic setting will allow gauging whether or not she has made progress toward becoming less shy and more outgoing. 5. Name: Dante About: Dante is a 9 grader who is taking Geometry for the first time. He plays on the freshman football team and is very interested in the sport of football. When he is using his iPad I often see him watching football videos involving his favorite player, Robert Griffon III. Dante is currently passing the class with a “C” and seems to do the minimal amount of effort required to do so. He and his family have a strong religious background and he carries a pocket Bible with him at school. Developmental Needs: Dante needs motivation to put forth more than just the minimum amount of effort required to pass the class. This may come from different strategies that can be implemented in the curriculum and lesson designs. Dante also needs to learn more self-discipline so that he will be able to combine whatever motivation he has with his self-discipline, allowing him to supersede the minimum expectations set forth. Differentiation - Process: To differentiate instruction for Dante, I will start to implement some aspects of football into the curriculum. This will benefit more than Dante as my Geometry class has a handful of football players. I will also try to collaborate with the freshman football coach and have him give Dante some rewards for putting forth maximal effort and getting better than “C” grades. This could be as simple as if Dante starts getting a “B” or an “A” in Geometry then he can be on the starting lineup in the next football game. Progress-Monitoring Assessment: To monitor Dante’s progress toward achieving a better sense of motivation and self-discipline, I will monitor his effort and grades through the unit. When I ask for volunteers to help guide problems, I will look at Dante to see if he is willing. I will also look at his homework and see whether or not he is going above and beyond the basic problem set. 2. UNIT RATIONALE: ENDURING UNDERSTANDINGS & ESSENTIAL QUESTIONS This unit is about spatial visualization. This unit is an introduction into polyhedra, surface area, and volume. Next semester students will review these concepts in greater detail. This introductory unit is meant to introduce students to 3-dimensional figures and the following vocabulary: polyhedron, face, vertex, and edge. Students will be able to identify the names of polyhedra and perform basic calculations that find volume and surface area. Enduring Understandings (EU) At the end of this unit, students will be able to recognize different polyhedra and compute the number of faces, vertices, and edges the polyhedra have. Students will be able to evaluate whether or not certain shapes can be classified as polyhedra and will know the Latin names of the polyhedra with 4 – 12 sides and 20 sides. 4

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Richard Hunsperger EDSS 511 10/29/12

This unit provides many opportunities to demonstrate real world examples of 3-dimensional shapes that can be analyzed. Students can compute the surface area and volume for many of these shapes and see a real world use for geometric methods. Students will understand that geometry is present in each 3-dimensional figure that exists in the world. Essential Questions How can 3-dimensional shapes be quantified and analyzed? What problems are associated with regular and non-regular 3-dimensional shapes? How do 3-dimensional surface area and volume apply to the shapes of objects that we use in everyday life? What is the origin of the concepts and vocabulary used in this unit? Can one construct regular polyhedra for any given number of faces? Are there any limits to how much surface area and volume a solid can have?

3. STANDARDS Content Standards 8.0 Students know, derive, and solve problems involving the perimeter, circumference, area, volume, lateral area, and surface area of common geometric figures. 9.0 Students compute the volumes and surface areas of prisms, pyramids, cylinders, cones, and spheres; and students commit to memory the formulas for prisms, pyramids, and cylinders. 10.0 Students compute areas of polygons, including rectangles, scalene triangles, equilateral triangles, rhombi, parallelograms, and trapezoids. ELD Standards Cluster 5, Early Advanced: Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information. Cluster 4 ES, Early Advanced: Read material and analyze how clarity is affected by patterns of organization, repetition of key ideas, syntax, and word choice. 4. UNIT OBJECTIVES i. After students review the concepts learned in Units 2 and 3 in groups through worksheets, students will be able to compute areas of polygons, including rectangles, scalene triangles, equilateral triangles, rhombi, parallelograms, and trapezoids. Cognitive (10.0) ii. After students learn about different polyhedra and their various properties through PowerPoints and the Internet, students will be able to commit to memory the formulas for prisms, pyramids, and cylinders and solve problems involving surface area of common geometric figures. Cognitive (8.0)(9.0) iii. After students complete group activities designed to demonstrate and practice the steps toward solving polyhedral problems, students will be able to compute the volumes and surface areas of prisms, pyramids, cylinders, cones, and spheres. Cognitive (9.0)

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Richard Hunsperger EDSS 511 10/29/12 5. ASSESSMENT PLAN Day 4 Vocabulary Quiz (Objective ii. Standard 9.0) Day 5 Quiz (Objective i. Standard 8.0, 9.0) Formal Summative Multiple choice and open ended questions on Moodle Day 6 U4 Standards Quiz (Objective i,ii,iii. Standard 8.0, 9.0, 10.0) Formal Summative Multiple choice questions from pre-released CST question bank Day 7 Practice Test (Objective iii. Standard 9.0) Day 9 Unit 4 Test (Objective i,ii,iii. Standard 8.0, 9.0, 10.0) Formal Summative Multiple choice and open ended questions on Moodle

Informal Formative First Component: Verbal quiz with class discussion and group work Second Component: Complete Vocabulary “Quest” Evaluation involves how well students seem to guide each problem.

Informal Formative Multiple choice and open ended questions on Moodle

Evaluation is done by Moodle. The number correct divided by the total number of questions becomes the grade.

Evaluation is based on how many are answered correctly. Students may guess, since each question has only four possible multiple choice answers. Feedback will be given by going over the standards problems. There are no reattempts or hints.

Evaluation is done by Moodle. The number correct divided by the total number of questions becomes the grade.

Evaluation is done by Moodle. The number correct divided by the total number of questions becomes the grade.

Feedback given in the form of discussion

Instant feedback available from Moodle after submission. Hints are given for some problems after submission.

Instant feedback available from Moodle after submission. Hints are given for some problems after submission.

Instant feedback available from Moodle after submission. Hints are given for some problems after submission.

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Richard Hunsperger EDSS 511 10/29/12 In addition to the above assessments, students will be informally assessed on days 1-5 of the unit, where lessons are presented via PowerPoint. The informal assessments involve the teacher observes how well the class is able to guide the solutions to each example problem given on the PowerPoint. Students as a whole will then be asked how comfortable they feel with the material and the teacher will determine whether or not to spend more time reviewing the material.

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Richard Hunsperger EDSS 511 10/29/12 Assessment Rubric Vocabulary Quiz Rubric Component Verbal Participation A Student participates verbally in the class discussion and in his/her group. Student takes lead on two or more problems. Student writes, summarizes, and reflects upon what is talked about during group work and class discussion. Student completes a writing prompt entitled “What I learned” and provides valuable information and reflection. B Student participates verbally in the class discussion and in his/her group. Student takes lead on one problem. Student writes and summarizes what is talked about during group work and class discussion. Student completes a writing prompt entitled “What I learned” and provides valuable information. C Student participates verbally in the class discussion and in his/her group. D Student does not participate in the class discussion but adds value to group. F Student does not participate.

Written Participation

Student writes what is talked about during group work and class discussion.

Student writes unnecessary information that has no value.

Student does not produce any selfwritten material.

Prompt

Student completes a writing prompt entitled “What I learned.”

Student completes a different writing prompt OR the information provided for the prompt “What I learned” is insufficient.

Student does not complete the prompt.

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Richard Hunsperger EDSS 511 10/29/12

6. STEPS OF INSTRUCTION Into: First Day Objectives/Standards 8.0 Students know, derive, and solve problems involving the perimeter, circumference, area, volume, lateral area, and surface area of common geometric figures. 10.0 Students compute areas of polygons, including rectangles, scalene triangles, equilateral triangles, rhombi, parallelograms, and trapezoids. Objective: After being introduced to the Zero Product Property and subsequently taking notes on the process of graphing non-linear inequalities and quadratics, students will be able to complete example problems in groups that reinforce the ideas in their notes. Cognitive (8.0, 10.0) Student Activities Hook – Students will be hooked through various anticipatory strategies like thoughtprovoking questions and a hands-on activity involving graphing non-linear inequalities. Students complete diagnostic bell work problems on Moodle. (5 minutes) After students are finished, go over the problems with the teacher and guide the solutions. (5 minutes) Students take notes and participate in an interactive PowerPoint lesson, where they are required to solve each problem. (15 minutes) Students do a group problem discussion where they are required to come up with 3 examples of non-linear inequalities and provide solutions and graphs for each. (15 minutes) Students individually write and reflect what they learned during the group discussion and how it applies to what they learned thus far in the course. (15 minutes)

Assessment Name of Assessment: Group-problem discussion Formality: informal Purpose: formative Implementation Method: Students will be required to work in groups and come up with 3 examples of non-linear inequalities and provide graphs and solutions for each. I will walk around and observe progress while recording notes on how many inequalities each group has come up with. I will collect the reflection at the end of the period.

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Richard Hunsperger EDSS 511 10/29/12 Through: Unit Calendar Day 1 8.0 Students know, derive, and solve problems involving the perimeter, circumference, area, volume, lateral area, and surface area of common geometric figures. 10.0 Students compute areas of polygons, including rectangles, scalene triangles, equilateral triangles, rhombi, parallelograms , and trapezoids. Day 2 8.0 Students know, derive, and solve problems involving the perimeter, circumference , area, volume, lateral area, and surface area of common geometric figures. Day 3 8.0 Students know, derive, and solve problems involving the perimeter, circumference , area, volume, lateral area, and surface area of common geometric figures. 9.0 Students compute the volumes and surface areas of prisms, pyramids, cylinders, cones, and spheres; and students commit to memory the formulas for prisms, pyramids, and cylinders. Polyhedra Pyramids and Prisms Volume Day 4 8.0 Students know, derive, and solve problems involving the perimeter, circumference , area, volume, lateral area, and surface area of common geometric figures. 9.0 Students compute the volumes and surface areas of prisms, pyramids, cylinders, cones, and spheres; and students commit to memory the formulas for prisms, pyramids, and cylinders. Surface Area Day 5 8.0 Students know, derive, and solve problems involving the perimeter, circumference , area, volume, lateral area, and surface area of common geometric figures. 9.0 Students compute the volumes and surface areas of prisms, pyramids, cylinders, cones, and spheres; and students commit to memory the formulas for prisms, pyramids, and cylinders. Surface Area and Volume Retake Day Practice Test on Moodle Review Day for Test Unit 4 Test Day Day 6 None Day 7 None Day 8 None Day 9 None

Content Standards

Learning Objectives

Zero Product Property and Graphing

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Richard Hunsperger EDSS 511 10/29/12 quadratics and non-linear inequalities Take notes on PowerPoint slides using iPads. Learn about the Zero Product Property and review the graphic of quadratic equations. Work collaboratively through example problems given by teacher throughout the PowerPoint. Complete problems in the book as a homework assignment. If time permits, students work together on the homework assignment. Reinforce Ideas Take notes on PowerPoint slides using iPads.Learn about the various types of polyhedra and how to classify a figure as being a polyhedron. Work collaboratively through example problems given by teacher throughout the PowerPoint. Complete problems in the book as a homework assignment. If time permits, students work together on the homework assignment. Take notes on PowerPoint slides using iPads.Learn about classifying polyhedra as pyramids and prisms. Become familiar with the concept of volume. Work collaboratively through example problems given by teacher throughout the PowerPoint. Complete problems in the book as a homework assignment. If time permits, students work together on the homework assignment. Take notes on PowerPoint slides using iPads.Learn about the concept of surface area and how to calculate it for various polyhedra. Work collaboratively through example problems given by teacher throughout the PowerPoint. Complete problems in the book as a homework assignment. If time permits, students work together on the homework assignment. Take notes on PowerPoint slides using iPads.Review problems involving surface area and volume to reinforce concepts. Work collaboratively through example problems given by teacher throughout the PowerPoint. Complete Quiz (8 questions) on Moodle after lesson. Students may reattempt the quiz as many times as they would like. Take the U4 Standards Quiz (16 multiple choice questions) Work collaborativel y with teacher to go over the answers to the quiz. Retake any assessment to boost score. Students have until the end of the period. Take the Practice Test for Unit 4 on Moodle. Students may not collaborate with each other while taking the practice test. Students can seek help from teacher and other students in between attempts. Come up with questions as a group to ask the teacher. Teacher answers all questions with thorough explanatio n on projector. Take the Unit 4 Test on Moodle. Students are allowed a maximum of three attempts, in which their scores are averaged for the final grade.

Student Activities

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Richard Hunsperger EDSS 511 10/29/12 Assessmen t Formative: Teacher observes how well students are able to work collaboratively through the example problems on the PowerPoint. Formative: SV 4, 5, 10-12 Formative: Teacher observes how well students are able to work collaboratively through the example problems on the PowerPoint. Formative: SV 79-82, 8489 Formative: Teacher observes how well students are able to work collaboratively through the example problems on the PowerPoint. Formative: SV 91-93, 96100 Formative: Teacher observes how well students are able to work collaboratively through the example problems on the PowerPoint. Formative: SV 101, 103108 Formative: Worksheet STT Teacher can assess how well students understand the material via the worksheet. Summative: Vocabulary Quiz Summative: Quiz Formative: Worksheet U4D6 Summative: U4 Standards Quiz Summative: Practice Test Teacher can assess how well students are prepared for the test via the Practice Test. Formative: Review WS U4D8 Teacher can assess how well students are prepared for the test via the worksheet. Summative: Unit 4 Test Algebra Review Worksheet U4D9

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Richard Hunsperger EDSS 511 10/29/12

Closure/Beyond: Unit Closure To summarize and make meaning of their learning, students will participate in a class discussion that focuses on what was learned in Unit 4 and how it applies to everyday life. Students will take the Unit 4 Test to demonstrate their skills. If students wish to continue practicing this unit after we finish, they will always have the opportunity to revisit, review, and retake quizzes, practice tests, and tests on Moodle. They may come in during lunch any day to do this or they may go to the computer lab after school on Tuesday and Thursday. Unit Transition Activities To transition to Unit 5, which is entitled Congruence and Triangles, I will have students do an activity where they apply their knowledge of angles and triangles to figure out whether some triangles may be equal to others. The activity will be a group project where students are asked a thought-provoking, open-ended question: “Are some triangles the same as others? How does one tell if any two given triangles are the same or different?” Lesson Design for Day 2 (Polyhedra) 1. TITLE OF THE LESSON Unit 4 Lesson Plan: Introduction to Polyhedra 3A. STUDENT INFORMATION: English Language Learners 1.) Readiness Level Jessica is Early Advanced. Andres is Intermediate. Pablo is Intermediate. 2.) Learning Profile Jessica is a visual learner and can read well independently. Andres is a visual / auditory learner and has trouble writing in English. Pablo is a visual learner and has trouble writing in English. 3.) Interest 3.) Interest Jessica works at Chuck E. Cheese.Andres likes to listen to music. Pablo has a keen interest in technology and gadgets. 4. RATIONALE A. Enduring Understanding Recognize basic types of [polyhedral. 13 All have a variety of interests ranging from ROTC to music to sports. 2. CURRICULUM AREA & GRADE LEVEL Geometry Grades 9 - 12 3B. STUDENT INFORMATION: Students w/ Special Needs 1.) Readiness Level Joseph, Brandon, Emanuel, Aeris, Andreana, and Edwin have ADD. Most take medication at home. 2.) Learning Profile Joseph, Andreana, and Edwin are visual learners and have difficulty with auditory. Aeris needs to write to learn and keep him busy. Brandon is a visual / kinesthetic learner and tries to be the class clown. Emanuel is auditory.

Richard Hunsperger EDSS 511 10/29/12

Recognize and apply characteristics of basic angle relationships (supplementary, linear pair, complementary) to solve angle problems. Recognize and apply characteristics of polyhedra and derive formulas for volume and area. B. Essential Questions How can 3-dimensional shapes be quantified and analyzed? What problems are associated with regular and non-regular 3-dimensional shapes? How do 3-dimensional surface area and volume apply to the shapes of objects that we use in everyday life? C. Reason for Instructional Strategies and Student Activities Students will be given a “hook” into 3-dimensional shapes by passing around dice with various numbers of sides. Students will then come up with their questions about the dice and engage in a class discussion. Students will then be put into groups to come up with their own polyhedra and write reflections and summaries about what they learned. The polyhedra they come up with must satisfy all the requirements that they learn about during PowerPoint lecture. 5. CONTENT STANDARD(S) Cognitive: 8.0 Students know, derive, and solve problems involving the perimeter, circumference, area, volume, lateral area, and surface area of common geometric figures. 9.0 Students compute the volumes and surface areas of prisms, pyramids, cylinders, cones, and spheres; and students commit to memory the formulas for prisms, pyramids, and cylinders. 6. ELD STANDARD(S) Collaborative: 5, Early Advanced. Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information. Productive: 4 ES, Early Advanced. Read material and analyze how clarity is affected by patterns of organization, repetition of key ideas, syntax, and word choice. 8. ASSESSMENT(S) A. Diagnostic/Entry Level Bell work on Moodle and class group work will be used to diagnose what the students already know and do not know. Since the bell work is on Moodle, results can be grabbed and analyzed as soon as students finish. B. Formative-Progress Monitoring Informally, teacher walks around room as group work is being conducted. Any students having trouble will be supported. 14

7. LEARNING GOAL(S) - OBJECTIVE(S) A. Cognitive After students learn about different polyhedra and their various properties through PowerPoints, the Internet, and group work, students will be able to commit to memory the formulas for prisms, pyramids, and cylinders and solve problems involving surface area of common geometric figures. Cognitive (8.0)(9.0)

Richard Hunsperger EDSS 511 10/29/12 Teacher makes point to visit the desks of English learners and special needs students to make sure they were able to comprehend the directions. C. Summative A vocabulary “quest” will be given at the end of class. 9A. EXPLANATION OF DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS 1.) Content/Based on Readiness, Learning Profile or Interest 2.) Process/Based on Readiness, Learning Profile or Interest Students are required to work in groups and discuss their thoughts and what they have learned about polyhedra. This provides an opportunity for English learners to practice their communication skills – I will place Jessica and Pablo with students who are bilingual in Spanish so they may translate and help develop language. Students are required to write a reflection and summary about their group work, which provides an opportunity for Jessica and Pablo to practice their writing abilities. 3.) Product/Based on Readiness, Learning Profile or Interest 10. INSTRUCTIONAL STRATEGIES A. Anticipatory Set/Into Teacher introduces bell work problems while taking attendance. (5 minutes) Script: “Please complete the bell work either individually or with your partner, if you have any questions let me know while I take attendance. We will go over these problems in a few minutes, remember that you may use your iPads.” Teacher goes over bell work and lets 11. STUDENT ACTIVITIES A. Anticipatory Set/Into Students complete diagnostic bell work problems on Moodle. (5 minutes) After students are finished, go over the problems with the teacher and guide the solutions. (5 minutes) B. Instruction/Through Students take notes and participate in an interactive PowerPoint lesson, where they 9B. EXPLANATION OF DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS 1.) Content/Based on Readiness, Learning Profile or Interest 2.) Process/Based on Readiness, Learning Profile or Interest Joseph, Brandon, Emanuel, Aeris, Andreana, and Edwin will benefit from observing the dice and coming up with questions. The dice allow them to see actual 3-dimensional polyhedra and become interested in the different shapes, allowing them to pay more attention in class. 3.) Product/Based on Readiness, Learning Profile or Interest

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Richard Hunsperger EDSS 511 10/29/12 students guide the solutions to each problem. (5 minutes) B. Instruction/Through Summary: Teacher gives lecture by presenting PowerPoint. Throughout the PowerPoint, students will be required to guide the solutions to various problems. While lecturing/discussion is occurring, teacher instructs students that they will pass around the dice and come up with a few questions they have about them. Teacher tells students that the dice represent real world examples of what they are learning. C. Guided Practice/Through Teacher instructs students to get into groups and start working on coming up with 5 various polyhedra. Teacher explains that each polyhedra must be justified to meet all criteria. When students finish, teacher examines their work and asks for corrections if necessary. Teacher then instructs students to write a reflection and summary on what they have learned in their groups. (15 minutes) D. Independent Practice/Through Teacher passes out Vocabulary “quest” and asks students to individually complete the sheet. Teacher then collects the sheet after time is up. (15 minutes) Teacher instructs students that they may work on the homework assignment if they finish early. Teacher assigns the homework: SV 79-82, 84-89 E. Closure Teacher asks for final questions and encourages students to do their homework, 16 Students work at home on their assignments and formulate questions to ask the teacher. Students examine the dice and come up with any questions they have about the structure of the dice. (1 - 2 minutes DURING note-taking) are required to solve each problem. While students are taking notes and participating, teacher passing around different dice, each of which having a different number of faces. (15 minutes)

C. Guided Practice/Through Students do a group problem discussion with their classmates where they are required to come up with different shapes and describe their various properties (15 minutes) D. Independent Practice/Through Students individually complete the Vocabulary Quest sheet. (15 minutes) If students finish early, they may begin working on their homework. E. Closure Students ask any questions they have and are dismissed from class when the bell rings. (3 minutes) F. Beyond

Richard Hunsperger EDSS 511 10/29/12 learn the material, and prepare for the Unit 3 practice test. (3 Minutes) F. Beyond Teacher prepares problems for the quiz and pre-test based on how students performed during this lesson. Teacher allocates additional time if necessary to review any parts of the lesson with which students seemed to struggle. 12. RESOURCES iPads located at students desks PowerPoint presentation (attached) Vocabulary “quest” (attached) 7. MATERIALS/RESOURCES 5 PowerPoints, 1 for each lesson Vocuabulary “Quest” Unit 4 Standards Quiz Worksheet STT Worksheet U4D6 Worksheet Review U4D8 Unit 4 Test Algebra Review WS U4D9

Note: Practice tests are located on Moodle and have randomization so they cannot be attached. Homework is located in the book and cannot be attached. 8. REFLECTION My instruction is differentiated for English learners, special needs students, and high achievers. English learners are given the support they need through scaffolding activities like group work and class discussions. Writing assignments are also useful connectors for ELs to practice language. Special needs students are supported through activities like group work and passing around the dice. The group work allows my special needs students to practice their social skills and receive academic support from peers while the dice activity helps them to see value in the material. My high achievers have the opportunity to finish their homework should they finish with the instruction early. My plan’s strengths lie in the differentiation strategies I have discussed above. Possible limitations include a lack of time to cover all of the material and an overload of formal assessments. From this unit I would collect and keep all assignments that are meant to be turned in. I will analyze these as data to gauge student success and understanding. The effectiveness of the unit will be judged based on whether or not the majority of students (including ELs and special needs) have acquired the concepts necessary to make progress toward the CA state standards. I have learned that differentiation strategies can be as simple and the dice passing activity and as complicated as having a bilingual student peer teach and support an English learner. I am excited to implement more differentiation strategies into my next unit. I now know how important it is to 17

Richard Hunsperger EDSS 511 10/29/12 differentiate and come up with ideas and plans to support each student. After identifying two ELs and two special needs students and going into detail about them, I realize that they need much more support than they are getting in high school. 9. RUBRIC WITH SELF-ASSESSMENT

Design Component & Criteria Unit Context 1 point Student Facts 2 points Approaching Meets (Including the criteria for Approaching & Meets) &describes the length of unit, number of class periods and lengths of periods. &describe 5 individual students (2 ELL, 2 Special Ed and another student of your choice). Include the student’s name, label, grade level, culture, language, SES, family, affect, individual ed goals, readiness (reading, writing and subject area level), interests, & learning profile … &label the strategy (content, process or product) and the way it addresses the students identity and developmental needs (readiness, interest or learning profile)… &articulate what essential questions you will use to frame the unit and an explanation of how the instruction and activities are appropriate for students developmental needs (readiness, interests & learning profile)… &each objective is labeled by the type (cognitive, affective, psychomotor or language) and number of the standard it addresses… Exceeds (Including the criteria for Approaching, Meets & Exceeds) &describe where it fits within the year plan. &include information about students’ affects and needs for their learning environment.

Describes the subject/content area, curse, grade level & … Provide information the whole class (demographics, readiness, interests, learning profile) …

Differentiation 3 points

Describe the differentiation strategy(ies) for the 5 individual students…

&provide how the strategy will be assessed for effectiveness and altered if needed. &label the questions based on the Six Facets of Understanding from Wiggins &McTighe’s Understanding By Design.

Unit Rationale 1 point

Standards and Objectives 1 point

Assessment 2 points

Explain the importance of unit in the student’s big picture of learning & describes the enduring understandings what student’s will know and be able to do at the end of the unit … Both CA Content and ELD Standards are identified and each is addressed in an objective that contains a condition, verb, and criteria … Provide an assessment for each objective and articulatetype, formality, purpose, & implementation … Provide an into, activity for unit …

&identify which of the Six Facets of Understanding it is designed to address.

&provides a rubric ...

Into 1 point

Through 2 points

Beyond 1 point

Provide a unit calendar outlining what is addressed each day (objectives, standards, student activity and assessment) … Provide a beyond activity for unit …

&describe in detail the steps the teacher will take to implement the into lesson and any need materials (i.e. graphic organizer, ppt, model, rubric)… &each activity is student centered with multiple opportunities for the instructor to check for understanding…

&provide description of how you will communicate expectations i.e. a selfassessment process or a sample of student work. &provide script for teacher and times for each activity. &provideELD Standard(s) and objective(s) specific to the language development. &provide script for teacher and times for each activity. &a full scripted lesson is provided for each day of the week. &provide assignment samples to model expectations. &identify what you would keep in mind for the next lesson.

Lesson Plans 4 points Materials & Resources 1 point Reflection 1 point

Lesson plan(s) and materialsprovided … Describe all the materials needed to implement the lesson/unit… Address all the reflection prompts about differentiation, strengths and limits of the

&describe in detail the steps the teacher will take to implement the beyond activities and any need materials (i.e. graphic organizer, ppt, model, rubric)… &1 lesson meets all the components for the Single Subject Lesson Design Format including all the instructional materials … Provide all the materials and resources needed to teach the unit… &describe what you learned about yourself and your students…

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**Richard Hunsperger EDSS 511 10/29/12
**

lesson, & effectiveness of lesson … Provide a copy of the rubric with the unit plan…

SelfEvaluation

1 point will be deducted if not included

&highlight the criteria for each component…

&provide hand written evidence for each criteria marked and identify what page for each item.

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