29 Oct 2012 EDSS 511 Elsbree

UNIT TOPIC: Intro to Inductive/Deductive Reasoning 1. UNIT CONTEXT Subject/Content Area: Math Course: Geometry th Grade Level: 9 - 11th Section: Chapter 2, Week 1 Year plan: 12 Chapters Total Chapter length: 7 Sections Units covered this week: 3 Number of class periods and length of periods: 5 class periods, 55 minutes each

2. FACTS ABOUT THE LEARNERS Whole Class Information  Number of students in class – 37 students  Demographic Information: o 20 male, 17 female o 45% white, 43% Latino, 10% black, 2% asian o 48% free & reduced lunch o 2 English language learners o 38% bilingual o 2 IEP Developmental Needs: Period 6 Geometry is mainly made up of freshmen and sophomores, with 2 juniors. The students are friendly, bright and social, and work well helping each other in groups. There are many students involved in volleyball, football and cheerleading, which leaves them little time for homework outside of class.

Individual Student Information and Differentiation Strategies Provide the following information for 5 specific students  2 English Language Learners (Elena and an ELL of your choice) o Elena o Vicky  2 Students with Special Education Needs (Alex and student of your choice with IEP/504) o Alex o Oggie  1 Student of your choice o Ty Address the following for each student:  What is the students’ name?  What is the level of your English Learner? Or  What category does the student qualify for special education services? (13 IDEA categories or 504)  Describe student’s grade level, culture, language, SES, family, affect …  What are the student’s individual ed. goals? Reading, writing & subject levels?  Describe developmental needs (readiness, interest, & learning profile) for each student.

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What can you do to differentiate each student’s o Content (curriculum materials) o Process (student activities) o Product (assessment) o Affect (proactive management strategies - student activities, feedback strategies…) o Learning Environment (classroom space, seating, grouping …) Based on their developmental needs (readiness, interests and learning profile)? What progress monitoring assessment would you choose to obtain evidence of the student’s progress toward a learning goal/objective? Use a rationale for your assessment choice. What would be your next steps to facilitate this student’s learning? Consider the student’s facts - identity/demographics and developmental needs (readiness, interests, learning profile). 2 English Language Learners th o Elena - English learner who is a 15 year old girl in the 10 grade. She came a year and a half ago from Mexico with her parents, who are professionals. She is literate in Spanish, enjoys Spanish literature, and has earned above average grades in Mexico. Elena is a bit shy but works well in small groups and is well liked by other students. Her CELDT results show she is at the Early Intermediate level, so I will assess her at the Intermediate level (i+1). I will differentiate by providing Elena with graphic organizers, lists of subject-specific vocabulary and pairing her with a buddy in class who is a strong, patient student that can help her understand assignments (content & process). o Vicky – 16 year-old 10 grade girl who is an English language learner at the Early Advanced CELDT level, so I will assess her at the Advanced level (i+1). Born in Mexico and speaks Spanish at home. She receives a free lunch and lives in a small apartment with much of her extended family. Vicky is gregarious and easily distracted in class. She wants to be a make up artist when she grows up. I will differentiate by allowing her to work with her friend Cassy, who is a strong student, can clarify difficult subject-specific vocabulary and is able to keep Vicky on task when she becomes distracted (process).
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2 Students with Special Education Needs th o Alex - 15-year-old boy who is in the 10 grade. His early literacy skills developed slowly and with much difficulty. Sound/symbol relationships and word identification were challenging and affected his reading and writing. He was identified as a student with specific learning disabilities in elementary school and has received special education support from a language arts resource room. He takes classes in the th general education curriculum is able to read at a 7 grade level but still struggles with decoding words. Alex takes daily medication for asthma and needs to use an inhaler at times. He is self-isolating and isn’t quick to join into class conversations or contribute to group discussions. His usually sits alone at lunch and prefers to be by himself during transitional times. He has no in-class support. I will differentiate by providing written assignments 1-2 days before they are assigned so that he has extra time to read the document and seek help from the resource room (content, product). I will also pair him with a trusted buddy who is patient and works well with him when the lesson plans involve group work (process). o Oggie – 9 grade white male who has an IEP/504 due to social difficulties. Born and raised in San Marcos and speaks English at home. Parents are educators at the college level. Oggie wants to be a video game designer when he grows up. He is very withdrawn and introverted with a blank affect, but has a surprisingly good sense of humor. I will differentiate by allowing him to work alone when the lesson plans
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involve group work and by allowing him to withdraw to a safe and quiet area if the classroom becomes too noisy or uncomfortable for him (process).  1 Student of your choice th o Ty – 11 grade black male who failed geometry as a sophomore. Moved to San Marcos from Temecula in middle school. Parents are upper middle class professionals. Tendency toward defiance and has already had 4 referrals this semester. I will differentiate by communicating weekly with Ty’s father via phone and email to make sure he is getting assistance at home to complete homework, organize due dates, and study for tests in class (content, process).

2. UNIT RATIONALE: ENDURING UNDERSTANDINGS & ESSENTIAL QUESTIONS This unit introduces inductive and deductive reasoning, which is the logic that leads into proofs. Proofs play a large role in the content standards of Geometry and are essential as students progress to higher levels of math. Enduring Understandings (EU) Students will understand that they can use deductive reasoning to prove statements mathematical concepts. Students will understand that converse statements invert the “if…then…” structure of a statement. Essential Questions What is the next item in a pattern? What can I logically deduce from a given statement? How can I use given information and axioms to prove a statement or mathematical concept?

Write the question based on the Six Facets of Understanding (See Wiggins & McTighe’s Understanding by Design for prompts):  Interpretation (critique, illustrate, judge, translate, provide metaphors)  Explanation (describe, express, justify, predict, synthesize)  Application (build, create, design, perform, solve.  Empathy (assume role of, consider, imagine, relate, role-play)  Self-Knowledge (be aware of, realize, recognize, reflect, self-assess)  Perspective (analyze, argue, compare, contrast, infer) Reason for the Instructional Strategies & Student Activities 3. STANDARDS Content Standards CA Standard 1.0: “Students demonstrate understanding by identifying and giving examples of undefined terms, axioms, theorems, and inductive and deductive reasoning.” CA Standard 3.0: “Students construct and judge the validity of a logical argument and give counterexamples to disprove a statement.” ELD Standards I (Elena): Listening & Speaking Cluster 3-I & Cluster 5-I A (Vicky): Listening & Speaking Cluster 3-A & Cluster 5-A I (Elena): Writing Strategies and applications Cluster 7 ES-I A (Vicky): Reading Word Analysis Cluster 3-A

I (Elena): Reading Fluency & Systematic Vocabulary Development Cluster 4-I A (Vicky): Reading Fluency & Systematic Vocabulary Development Cluster 4-A 4. UNIT OBJECTIVES After guided practice, students will be able to identify hypotheses and conclusions, create converse statements, and use implement deductive reasoning in order to create their own conditional statements. 5. ASSESSMENT PLAN Have an assessment for every objective and standard in unit. Cross-reference the objective and standard for each assessment. Example: Assessment (Objective/Standard #) 6. STEPS OF INSTRUCTION Provide the into, through and closure/beyond for the unit as well as the lesson designs for each day with all needed materials (ppts, graphic organizers, rubrics…).

WEEK OF LESSON PLANS Day 1 1 Period 50 min Geom 2-1: Students are introduced to inductive reasoning. They recognize conjectures and make their own. CA Standard 1.0: “Students demonstrate understandin g by identifying and giving examples of undefined terms, axioms, theorems, and inductive and deductive reasoning.” (Also covered: 3.0) ELD Day 2 1 Period 50 min Geom 2-1: Students know what inductive reasoning and a conjecture is. They are introduced to counterexampl es and must find counterexampl es to the conjectures they create. Day 3 1 Period 50 min Geom 2.2: Students are introduced to conditional statements (“if p then q”). They identify the hypothesis and conclusion in a given conditional statement and are able to create a venn diagram showing the relationship between p and q. CA Standard 3.0: “Students construct and judge the validity of a logical argument and give counterexample s to disprove a statement.” Day 4 1 Period 50 min Geom 2.2: Students can identify the hypothesis and conclusion of a conditional statement and are introduced to the notions of a statement’s converse (if q then p), inverse (if ~p then ~q) and contrapositive (if ~q then ~p) conditionals. Day 5 1 Period 50 min Geom 2-3: Students know what inductive reasoning is and are introduced to deductive reasoning to verify conjectures, including law of detachment and law of syllogism. CA Standard 1.0: “Students demonstrate understandi ng by identifying and giving examples of undefined terms, axioms, theorems, and inductive

Content Standards

CA Standard 1.0: “Students demonstrate understanding by identifying and giving examples of undefined terms, axioms, theorems, and inductive and deductive reasoning” (Also covered: 3.0)

Standards: I (Elena): A (Vicky):

and deductive reasoning.”

Learning Objectives

Cognitive: After doing guided practice together, SWBAT identify patterns (numerical, pictorial, etc.) and make a conjecture about the next item in the series.

Cognitive: After completing a worksheet in pairs in class, SWBAT find counterexampl es that disprove conjectures.

Cognitive: After guided practice, SWBAT identify the hypothesis and conclusion of a conditional statement. They will also be able to demonstrate the statement’s truth value (t or f).

Student Activity

Into: Teacher models the next step in a pictorial series and introduces the concept of conjectures. Students make a conjecture about and illustrate the next item in a pictorial series on their own. Through: Students complete a worksheet where they will need to make a conjecture about the next item in a series.

Into: Teacher reviews the concept of conjectures and provides a couple examples of pictorial series for the students to decide on the next 1, 2, or 3 items in the series. Then teacher introduces the concept of counterexampl es and demonstrates several on the board while students take notes. Through: Teacher assigns worksheet on counterexampl es to be completed in

Into: Teacher reviews conjectures and counterexample s, then introduces conditional statements with several examples on the board. Through: A list of conditional statements will be projected on the board and individual students will identify the hypothesis and conclusion of each statement using different dry erase colors. Teacher provides graphic organizer on conditional

Cognitive: After reviewing conditional tables & their truth values together as guided practice, SWBAT identify and create their own conditional statements as well as identify the truth values of those statements. Into: Teacher reviews conditional statements and has students respond to several examples on their personal white boards to check for understanding . Through: Worksheets in small groups on conditional statements. Individual exit quiz with 4 questions is given to gauge students’ comprehensio n.

Cognitive: After guided practice, SWBAT apply deductive reasoning to draw conclusions.

Into: Teacher passes back and reviews quiz questions that students struggled with. Through: Students will create 5 statements of their own in pairs using deductive reasoning. Each group will write one statement on the board and the class will suggest conclusions that can be drawn from the statement.

Assessme nt

Formative: Teacher will circulate throughout the room and monitor students’ comprehensi on (informal). Exit task will be a brief “quiz” done in pairs where students will identify the next 1,2 or 3 items in a pattern (formal).

pairs. Students state or draw counterexampl es of conjectures. Formative: Inclass worksheet is collected to gauge comprehension of counterexampl es (formal).

statements, inductive & deductive reasoning. Formative: Teacher will assess the student answers on the board (formal) and monitor practice of homework started in class (informal). Formative: Inclass worksheet (formal) and exit quiz with 4 questions (formal). Formative: Teacher will monitor statements written on the board and facilitate class discussions about the conclusions (informal).

ELD Standards: I (Elena): Listening & Speaking Cluster 3-I & Cluster 5-I A (Vicky): Listening & Speaking Cluster 3-A & Cluster 5-A

ELD Standards: I (Elena): Writing Strategies and applications Cluster 7 ES-I A (Vicky): Reading Word Analysis Cluster 3-A

ELD Standards: I (Elena): Listening & Speaking Cluster 3-I A (Vicky): Listening & Speaking Cluster 3-A

ELD Standards: I (Elena): Reading Fluency & Systematic Vocabulary Development Cluster 4-I A (Vicky): Reading Fluency & Systematic Vocabulary Development Cluster 4-A

ELD Standards: I (Elena): Listening & Speaking Cluster 3-I A (Vicky): Listening & Speaking Cluster 3-A

7. MATERIALS/RESOURCES

8. REFLECTION
This is based on a weeklong plan that we used during Chapter 2 for our geometry students. I added the quizzes as formal assessments after the fact because I feel we need to do more progress monitoring in the classes. Too often do we wait several weeks between tests and not able to gauge where the students lie in their comprehension of the material. I think this lesson plan is a bit challenging for English learners because of the complex sentence structures and subtle nuances of the conditional statements. I would like to complete more differentiation strategies to help scaffold this material for these students. Something I would keep in mind for the next lesson is to have students work more with converse statements, as they are easily confused on this topic when completing proofs. I think I accomplished a mixture of Approaching, Meets & Exceeds criteria. There are several areas where I could have provided more information in order to reach the Exceeds category, such as rationale. Overall, I think I’ve reached the Meets level on average for the different categories.

9. RUBRIC WITH SELF-ASSESSMENT  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.

UNIT RUBRIC
Design Component & Criteria Unit Context 1 point Student Facts 2 points Approaching

20 POINTS
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 (lesson 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 … 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.

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 articulates …

& each objective is labeled by the type (cognitive, affective, psychomotor or language) and number of the standard it addresses…

& identify which of the six facets of understanding it is designed to address.

& identify the formality, purpose, implementation method and evaluation criteria.

& provide description of how you will communicate of expectations, selfassessment process and provide a sample of student work.

Into 1 point

Provide an into, activity for unit …

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 script for teacher and times for each activity. & provide instructional materials for each lesson plan.

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

3-5 lesson plans are provided … Describe all the materials needed to implement the lesson/unit… Address all the reflection prompts about differentiation, strengths and limits of the lesson, & effectiveness of lesson … Provide a copy of the rubric with the unit plan…

& 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)… & each lesson meets all the requirements specified in their perspective rubrics including all the instructional materials … & the materials address a range of student needs and variety of interests and learning profiles… & describe what you learned about yourself and your students…

& provide script for teacher and times for each activity. & A full scripted Lesson is provided for each day of the week. & the materials display the candidates imagination and creativity. & identify what you would keep in mind for the next lesson.

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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