Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions

Teacher(s)
Name Liza Burnsed

Position Severe and Profound Self Contained Special Education Teacher

School/District Clarke County School District

E-mail lburnsed@students.kennesaw.edu

Phone 770-378-9720

Grade Level(s) 9-12

Content Area Math

Time line 2 days

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
MCC9-12.G.CO.6: Use geometric descriptions of rigid motions to transform
figures and to predict the effect of a given rigid motion on a given figure; given
two figures, use the definition of congruence in terms of rigid motions to decide if
they are congruent.

Students will be able to compare congruent images using reflection, rotation and
translation. Students will show how to complete a reflection, rotation and
Content Standards translation with a two-dimensional figure using a coordinate plane.

Empowered Learner:

1c: Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.

NETS*S Students will show their knowledge by using collaborative tools such as the
Standards: RealtimeBoard and Google docs.

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Overview (a short summary of the lesson or unit including assignment or expected or possible products)

The lesson will be introduced with the use of a visual learning tool, YouTube. A short video will be
shown in order to express the information in a visual and engaging format to attract the students
attention. The video will be reinforced with visuals that represent reflections, rotations and translations.
Concluding the video we will practice making our own transformations with the use of an online
whiteboard. This will allow students to practice using technology and having visual guides.
Following the RealtimeBoard activity, we will review previous information that the students have
already seen. This is with the use of an adapted PowerPoint that has modified the information and allows
for a formative assessment concluding the lesson. The students will listen and watch the various aspects
embedded in the lesson. They will then be required to complete the assessment by using the smart board
to move the two-dimensional figure into its correct transformation. This will show the students
knowledge of the essential question of how to represent a transformation using a coordinate plane.
Homework will be assigned in which the students will utilize a collaborative document, Google docs, to
show students transformations that they see in their environment. Students will upload pictures
throughout the weekend so that they can see what their peers are doing and experiencing. This is an
activity to involve parents as well so that they will know what they are learning about, and guide the
students in their use of technology.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

EQ: How do you represent a transformation using a coordinate plane?

EQ: What do transformations look like in real world context?

Students will bring prior knowledge of understanding what transformation means and the visuals that
represent translation, reflection and rotation. The students will have this background knowledge because
they will have already been introduced to it in a previous lesson.

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

Students will express their knowledge using the smartboard to turn a two-dimensional image into its
correct transformation. I will know students are progressing by using a rubric. The rubric I will use to
assess my students growth will be with the use of system of prompts. The system of prompts is
applicable for my students ability level. Students will show their progression by completing the
assessment with as much independence as possible, moving along the scale of prompts needed.

Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or

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explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

Technology supports students in a variety of ways. The technology pieces I am using in this lesson are
all web 2.0 tools. Web 2.0 tools give students ways to contribute to their education not just receive it
(Brantley-Dias, 2017). Specifically the use of the collaborative online white board is a web 2.0 tool that
allows them to see learning as an adventure with the use of a tool that sparks creativity, makes them
curious and improve their learning outcomes (Solomon, & Schrum, 2014).
In order to use the technology in this lesson the students will need to know how to activate the touch
screen smartboard and their parents will need to have background knowledge on word documents.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

My students in my classroom are all served on tier 3 of the RTI model in a self-contained classroom. Due
to the low level of cognitive ability my curriculum is very adapted in which I instruct based on alternate
achievement standards which are the same grade level standards but expectation differs in complexity
(Towles-Reeves, Kleinert, & Muhomba, 2009). The students require individualized instruction in
functional and daily living skills. They need a small group setting that provides structure and routine and
frequent opportunities to practice skills. With this foundation I wanted to create a lesson that was engaging
and hands on.
As this was a lesson performed later in the unit I knew that the students knew the basics of transformations.
They were aware what the visuals meant to help assist them complete the correct transformation. I also
used two-dimensional images that were from our adapted story we were reading for our ELA unit.
I knew that students would have difficulty with their motor skills so completing the movement of the
figures would not be exact. I planned for this discrepancy and did not count that towards their success.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

The lesson will be held as a group lesson so when the student uses the technology I will be there to guide
them as they use it. I will manage the classroom by using surface management techniques in which I will
be proactive in addressing minor student behavior with nonintrusive techniques such as: use of humor,
planned ignoring, redirecting and hurdle help (The IRIS Center, 2012).

My plans for trouble shooting begins during the planning process so that I am prepared with back up
plans for every aspect of the lesson. I had the YouTube video saved in case the internet showed any
problems. If the student were not able to make adequate process and visualize the transformation with
the use of technology I was going to allow them to complete the transformation on a table with the use
of manipulatives. Lastly, in case parents can not reach the google doc they would be allowed to text me
the pictures and I could assist them in uploading. My lesson included technology that was more simple
in nature so no problems happened to occur.

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Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

Within this lesson we focus heavily on visuals. For example, graphics representing the key words will be
utilized to add relevant visual representations which can lead to better understanding (Pashler, Bain,
Bottge, Graesser, Koedinger, McDaniel, & Metcalfe, 2007). Every tool used in the lesson is of visual
nature. Youtube video is a visual learning tool that allows students to obtain knowledge visually (Solomon,
& Schrum, 2014). Before watching the video I will ask students to look for translations, reflections and
rotations. Asking a question like this will help them with their analytical skills (Solomon, & Schrum,
2014). RealtimeBoard is an online whiteboard which allows student to create images and is also used a
collaborative piece. This allows students to work from anywhere while they produce more authentic work
and increase their high level thinking skills because they have an audience (Solomon, & Schrum, 2014).
Lastly, Google docs was utilized as a productivity tool. Productivity tools are a variety of tools that help us
do our everyday tasks, specifically on a virtual hard drive that allows students to work from anywhere with
security and collaborate simultaneously (Solomon, & Schrum, 2014).

In regards to Blooms Taxonomy the students were able to use YouTube for analyzing, RealtimeBoard for
application and Google docs for remembering. YouTube allowed students to analyze by examining and
investigating the information provided (Langwitches, 2012). RealtimeBoard was a way for students to
apply their knowledge by showing and illustrating it using the interactive online whiteboard (Langwitches,
2012). Google docs was for remembering, a way of recalling the basic concepts of the previously learned
materials (Langwitches, 2012). However, it also allowed them to be creative by choosing the pictures they
wanted to share.

My students have very limited language or are non-verbal, so using google docs to share pictures is a
perfect way to communicate and collaborate as they are all able to use pictures as a communication piece. I
will facilitate this collaboration by giving exact directions while supplying an example and working with
their families.

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Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

I will differentiate content by combining graphics and verbal descriptions which helps to facilitate
learning (Pashler, Bain, Bottge, Graesser, Koedinger, McDaniel, & Metcalfe, 2007). The information
is presented with the use of the smart board and visual representations. The students will be engaged
with the use relevant information and a variety of activities. There will also be shortened questions,
comments and directions, with extended time to complete tasks. The lesson will be set in a controlled
environment to minimize opportunities for behaviors to occur. Extensions will be provided with the
use of homework in which students will have an opportunity to enrich their knowledge by reaching the
essential question of how transformations look in a real world context. The lesson is also differentiated
by allowing some students to respond with an adapted stick to help facilitate use of the board more.
Students will use the smartboard as a piece of assistive technology to express their knowledge.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)

I plan to use the homework assignment as the reflection piece. This will allow students to think back
on their work that they completed while they were at home and working with parents. It will allow
them to make the connection between home and school, uniting us as continual entity. In order to
know if the lesson was meaningful I will be able to tell by the students excitement to show me their
work, and if it was actually completed. I will know if the lesson was effective by reviewing their
images and having them identify which type of transformation they took a picture of.
Overall, I think the lesson went very well. The students enjoyed taking turns at the smart board using
RealtimeBoard to show their transformation. They particularly liked the lines that appeared to show
them where to guide the image. It was a great additional visual. I know this because they were excited
to raise their hands and ask for turns. When at the board they paid special attention to the lines and
tried following them. If I were to change something it would be the video I played at the beginning.
The students were engaged in the video but could not recall any information. I think it would be better
used as a review after the information was presented. The next time I teach this lesson I will add in the
use of manipulatives as another layer to the lesson. I think this will be a great supplement to the
technology, allowing more options for the students to express their knowledge. I enjoyed teaching the
lesson as much as the students did. Technology allows for more engaging lessons.

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Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.

For my first technology based lesson I wanted to play it safe as far as difficulty level of technology tools. I
wanted to see what my students could do and wanted to ensure I did not overwhelm them. After this
course I feel more confident in my ability to increase rigor and experiment with different technology tools.
I enjoyed seeing my students seem more engaged with the use of new technology. I could physically see
them paying attention more, raising their hands and smiling while completing the work. This allowed me
to know that it was a successful lesson. Due to my students ability level we utilize repeated practice often
which leads us to not expanding our instructional outlets to new horizons. After this lesson I see the
importance of trying new outlets. It gave the students new ways to obtain their knowledge, which engaged
and challenged them.
I felt confident in what I was introducing to them so it made them more confident as well. I think the more
I can grow in my knowledge and expertise of various tools, the more I know then the more I can offer my
students. Web 2.0 will support students with diverse learning needs because it will allow them to “easily
participate and to customize their online experiences” (Brantley-Dias, 2017). I need to remember this and
allow myself to give more tools a chance.

References:

Brantley-Dias, L. (2017). Part 1: Web 2.0. Retrieved from

https://kennesaw.view.usg.edu/d2l/le/content/1441110/viewContent/22162671/View?ou=1441110

The IRIS Center. (2012). Classroom management (Part 1): Learning the components of a

comprehensive behavior management plan. Retrieved from

http://iris.peabody.vanderbilt.edu/module/beh1/

Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007).

Organizing Instruction and Study to Improve Student Learning. National Center for Education

Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from

http://ncer.ed.gov.

Langwitches (2012, March). iPad Apps and Bloom’s Taxonomy. Retrieved from

http://langwitches.org/blog/2012/03/31/ipad-apps-and-blooms-taxonomy/

Solomon, G. & Schrum, L. (2014). Web 2.0: How-to for educators. Eugene, OR: ISTE.

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