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Teacher Candidate Name: Nichelle Grage

Grade & Subject Area: 9-11th Integrated Geometry


Date for Planned Lesson: 10/03/16-10/4/16
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave
them intact.
Lesson Title Segment Bisectors 2.1
MN/CC State Standard(s) MN Standard: Geometry.9.3.3: Know and apply properties of
- direct quote from MN standards geometric figures to solve real-world and mathematical problems and
documents to logically justify results in geometry.
- if only focusing on one part of a
given standard, underline the part Benchmark 1: Know and apply properties of parallel and
being focused upon perpendicular lines, including properties of angles formed by a
transversal, to solve problems and logically justify results.
Benchmark 6: Know and apply properties of congruent and similar
figures to solve problems and logically justify results.
MN Standard: Geometry.9.3.4: Solve real-world and mathematical
problems using algebraic methods.
Benchmark 4: Use coordinate geometry to represent and analyze
line segments and polygons, including determining lengths, midpoints
and slopes of line segments.
Central Focus Students will know and apply properties of geometric figures such as
- derived from standard, angles and segments, setting the foundation and the basics of logical
- communicates general goal thinking in order to prepare for proofs using if-then statements and
properties of congruency.
Learning Target for this Analyze segment bisectors by being able to explain what bisect
Lesson means, identify the coordinates of the midpoint of a segment and
- concisely says what students will justify how to be confident that a point is the midpoint. Students will
be able to know and do also compare and contrast segments and interpret if they are
- start with appropriate language congruent, as well as identify segments in nature.
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary: Midpoint, segment,
a. Domain-specific Academic segment bisector, bisect, ray, line, coordinates, lengths, variable,
vocabulary congruent, value, expressions.
b. General Academic vocabulary
(words used in school across b. General academic vocabulary: Name, determine, find, recognize,
many subject areas) diagram, classify, visualize, solve, evaluate.
c. Syntax Sentence Frame: c. Sentence Frame: Determine if M is the midpoint of segment AB,
Example sentence that explain your reasoning. Find the coordinates of the midpoint of
students can use to
accomplish target segment XY. Name the segment bisector of segment AB.
d. Point in lesson where students d. Lesson Part 2 Assessment (below), students will be given an
will be given opportunity to opportunity to collaborate and discuss with partners what the
use Academic Vocabulary definition of midpoint is using at least 2 of the following words:
(Note: It
is important that this appear in
midpoint, bisector, segments, coordinates, formula. If students have
TPA videotape segments a hard time discussing they will be able to write down their
definition.
Needed -In order accomplish the learning target and to provide more accurate
modifications/supports graphing, students with difficulty writing will be provided graph paper
a. Identify how some form of to work with. They will also be given copies of the notes printed from
additional support will be the SMART board at the end of class or delivered to them in the
provided for some aspect of
the lesson for given student(s) study hall. They will also have a paraprofessional that will be in class
- visual, graphic, interactive that is also available to help with note taking and provide them
- reduced text, rewritten text, fill-in copies. If helpful, these students may take notes on the iPads in the
the blank notes, word banks Notability application. The paraprofessional is also allowed to take
- graphic organizers, sentence
frames
those students out of class to work independently with them on
assignments, quizzes, etc. as needed.
-Students with vision difficulties will be allowed to choose seats at the
front of the class in order to see better, when it comes to graphing
and angles its important to see the minor details for understanding
they will also be given tests printed in a larger text in order to see it
better.
-Shortened assignments will be given to students who have a hard
time with writing and processing, however they need to be able to
demonstrate that they know and understand the class goals and
learning target before getting reduced assignments.
-Students with processing difficulty will be given a list of definitions
from the chapter, specifically focusing on bisect, segment, midpoint,
and angles in order to help aid them on homework and tests in hopes
of accomplishing the learning target for this section. The midpoint
formula will also be provided on tests and quizzes in order to
eliminate the common errors that come with memorization. Extra time
will also be allowed on quizzes and tests, given that they finish them
within 2 days of the date the test was given.
-Students who struggle with writing may take pictures of all handouts
and upload them to notability on their iPads in order to make writing
easier.
-Students will be asked to describe vocabulary words to the teacher
or the paraprofessional to make sure they have a deep
understanding for the new words. Specific students will be asked to
complete problems on midpoints in front of the teacher in order to
demonstrate that they know the steps needed. If they struggle they
may be given additional problems to work on in study hall with the
paraprofessional.
Resources & materials The students will need: Geometry Concepts and Skills, McDougal
needed Littell/Houghton Mifflin Company, 2005 textbook chapter 2, pp. 50-
101 posted on Schoology on iPads, KWL chart handout, 3 questions
handout, notebooks, graph paper, pencil, and calculator.

Lesson Part Activity description / teacher does Students do


Phase 1 a) Learning Target: Teacher will have on the board at Students will be
State Target & the beginning of class and read: Analyze segment handed an empty
Activate Prior bisectors by being able to explain what bisect means, KWL chart and work
Knowledge identify the coordinates of the midpoint of a segment to brainstorm what
a) Post the learning and justify how to be confident that a point is the they have heard and
target statement and midpoint. Students will also compare and contrast already know about
indicate whether the
teacher or student(s) segments and interpret if they are congruent, as well segments. After
will read it aloud as identify segments in nature. roughly 10 minutes
b) Engage students b) Activate prior knowledge: The teacher will explain the class will join
in activity to elicit / what a KWL chart is and show an example. The topic together to share
build prior
background
for the KWL chart is: Brainstorm, and recall what you ideas in a short
knowledge already know and have heard about segments. discussion.
Students should refer back to chapter 1 notes and
recall information that was previously learned.
Phase 1 Assessment: The teacher will collect the KWL charts Students will hand in
Assessment to look over them and assess previous knowledge their KWL charts and
Explain the plan to about segments and what students would like to get out their
capture data from know. This will be noted on the side of the class notebook and be
this phase of the
lesson roster giving the students a score of 3-students have ready to start taking
significant background knowledge, 2- students have notes on section 2.1.
average knowledge, 1- students have minimum to no
knowledge in order to identify which students may
need additional help with the new topics. Note: This
may affect the pacing of the lesson, if this is a fairly
new topic for all students the pace will be slowed and
an extra day may need to be added.
Phase 2 Teacher The teacher will define key definitions, expressing Students will take
Input / Inquiry what terms will need to be memorized and understood notes in their
- Explain procedures in depth for the test, demonstrate how to draw and notebooks and ask
- Demonstration the identify bisectors and explain the process of solving questions as they
task
- Teacher think for the midpoint by going through notes and examples think of them by
aloud and using what the students already know as a guide raising their hands.
through the lesson. Students with
-Notes for 2.1 on attached sheet (they will be split into difficulty in note
two days) and attached definition sheet for the whole taking will listen
chapter for certain students. If students struggle with attentively and pay
the introduction to chapter two the class will the attention while the
review key concepts form chapter 1. paraprofessional
takes notes for them.
Students should
answer questions
and make
connections to
previous knowledge
and try to understand
how chapter 1
material lead us into
this chapter.
Phase 2 Assessment Assessment: The teacher will work through a few Students will be
Explain the plan to check examples on the board and call on students to answer active learners and
for understanding of the questions. The teacher will also allow time to raise hands when
steps / procedures
demonstrated in this discuss the definition of Midpoint with partners, forcing they know answers
phase them to use key definitions and terms that were taught when asked. They
in class. The teacher will make note of who is still will also be asked to
having a hard time on the given problems and on define Midpoint in
which concepts. their own words to
their partners.
Phase 3 Guided The teacher will give the students a hand out with 3 Students will be
Practice questions on it that relates to the lesson, they work in given half a sheet of
Paired/collaborative partners the teacher will walk around and assist with paper with 3
work questions and observe some of the students working. problems on it based
- Teacher(s) may roam &
assist Students can learn a lot from each other due to the on what was covered
various developmental stages, collaboration and in class, they will be
discussion between classmates will allow them to expected to discuss
learn from each other instead of always directly from and complete the
the teacher. (Bandura Research) If students cant problems with their
handle collaboration and arent getting anything done, partners. Students
they can be asked to work independently. are allowed to ask
questions and hints
on the problems.

Phase 3 Assessment Assessment: The teacher will be walking around and


Explain the plan to check making note of problems that students are having in
for ability to apply order to address them to the whole class and make
demonstrated
steps/procedures during note of misconceptions and common mistakes that
guided practice are being made in the pairs. If any steps are being
missed the teacher will address these steps to the
whole class and reteach if needed.
Phase 4 Teacher will give the students an assignment: 2.1: 1- Students will work
Independent 5, 11-24 individually for any
practice 2.1B: #6-10, 26, 29, 30-36, 42 time remaining and
- Individual student stop roughly 5
work The teacher will walk around and assist with minutes before the
homework problems as needed making note of any class ends.
common problems that have a lot of questions. These Students who need
questions can be addressed at the beginning of the to go to a quieter
next class period. environment to work
may leave the room
with the
paraprofessional.
Phase 4 Assessment: The teacher will let the students know Students will
Assessment that the assignment needs to be completed for the complete the rest of
Explain plan to check for next day and it will be corrected and gone over in the assignment that
ability to apply class, questions on the assignment will also be taken night and bring it to
demonstrated
steps/procedures during at the beginning of class the next day. class the next day.
independent practice If the teacher and
paraprofessional
decide the
assignment is too
long for some
students it will be
reduced for them.
Phase 5 Assessment: Students will give a
Restatement & The teacher will bring up the learning target on the thumbs-up if they feel
Closure SMART board again. confident with the
a) Restate learning a) Analyze segment bisectors by being able to material they covered
target explain what bisect means, identify the coordinates of in section 2.1, they
b) Explain a planned
opportunity for students the midpoint of a segment and justify how to be will give a side-
to self-assess their confident that a point is the midpoint. Students will thumbs if they kind of
perceived level of also compare and contrast segments and interpret if feel confident but
mastery for the target. they are congruent, as well as identify segments in may need more
nature. practice, and a
b) The teacher will review a few key concepts with the thumbs-down if they
class in the form of questions. Students will be dont feel confident at
expected to raise their hands to answer the questions. all, and would like
At the end of questions students will be given a self- more practice or
assessment by giving a thumbs-up, thumbs-down, or additional help on the
side-thumbs. material.

Phase 6 Assessment: Based on the participation in class, the


Summative KWL charts, the 3 questions done with the partners
Next Steps and how they do on the assignment the teacher will
Attach a class roster (first have 3 columns on a class roster and write in the
names only) with space to following for the given lesson: 1-Reteach, 2-Extend
indicate for each student
the needed next steps of Slightly, 3-Transfer to new situation/topic.
instruction.

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory video to the
basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016