STAGE

1: PLANNING
YOUR TARGET: Standard, Goals & Outcomes

Teacher: Ms. Picon Grade/Subject: 10th grade / Geometry CP

TARGET: Unpack Your Standard(s)

Part 1: My Standards, Goals and Outcomes
Academic Standards: : STATE YOUR STANDARD

CCSS.MATH.CONTENT.G.CO.10
Prove theorems about triangles.

CCSS.MATH.CONTENT.G.MG.3
Apply geometric methods to solve problems (e.g., designing an object or structure to
satisfy physical constraints or minimize cost; working with typographic grid systems
based on ratios.

*Highlight the main idea/knowledge (what) *Underline the skills/verbs (how)


Big Questions Knowledge (Concepts to Skills (what you will
(Questions to frame be understood and explicitly teach)
student learning) applied)

Students must know: Concepts & applications: Students will know how
• How to identify • Triangle Inequality to:
opposite angles from Theorem • Use the Triangle
sides and opposite • Triangle Inequalities Inequality Theorem to
sides from angles. • Triangle Relationships identify possible
• How to take triangles and prove
measurements with triangle relationships.
a ruler. • Make sense of
• How to read a problems and
map for Real-Life persevere in solving
Application them.
problems. • Reason abstractly and
quantitatively.

 Student Learning Goal: STATE YOUR GOAL FOR STUDENTS TO SHARE

Content Objectives:
Students will develop a common understanding of Triangle Inequality Theorem
while they identify possible triangles given side lengths. Students will also learn how
to find the third missing side of a triangle given the measures of the other two sides.
Language Objectives/Expectations:
During discussions and presentations, students will use academic language and
vocabulary as well as mathematical language or symbols when sharing their
knowledge and reasoning to support their answers and conclusions.
Literacy Objectives/Expectations:
Students will learn and understand academic and mathematical language while
reading, listening and speaking. Learners are expected to use grade-appropriate
grammar, vocabulary, sentence structure and spelling when writing conclusions.

Student Social-emotional Goal (LEARNER):

Throughout collaborative discussions and activities, students will develop and

improve their social skills. They will also be able to express and understand various
perspectives and will gain understanding of the academic language, applications,
concepts, methodology, solving processes and vocabulary.


Barriers to learning (LEARNER): (level of literacy; language proficiency levels;
funds of knowledge; attention span)
Students performing at the basic level, ELLs and SELLs may struggle to comprehend
concepts and procedures, understanding problems as well as with academic language
and vocabulary. Multiple means of representation and MTSS is needed to ensure that
all students will comprehend the relevant parts of the lesson. Pre-teaching academic
language, concepts and new vocabulary is a must for this lesson.
 Common Misconceptions (LEARNER & TARGET): (Subject-matter specific;
Related to academic standard; Knowledge gaps; Student confusion; multiple
meanings; cultural differences; misunderstand)
Learners may possess the following misconceptions:
• Making conjectures based on how triangles look like without using the Triangle
Inequality Theorem.
• Not knowing how to apply the theorem.
• Thinking that they have to add sides and set them equal to 180.

Part 2: My Class
My Classroom Composite: (TEACHER & LEARNER) Whole group (Broad needs
of students; observable patterns & trends; language and literacy subgroups;
digital/technology fluency; emotional regulation)

As a teacher, I will strive to:
• Establish a learning community by building meaningful relationships with
students.
• Maintain high expectations for all students.
• Prioritize social learning through collaborative activities and discussion.
• Use my knowledge of technology to facilitate learning.
• Use my knowledge to present content using multiple modes of teaching and
using several auditory kinesthetic and visual aids.
• Create an inclusive learning atmosphere by incorporating my students’
academic and cultural backgrounds.
• Be objective and become a role model for students to follow.
• To monitor time and give the necessary time for activities and discussions.
Learners:
• Broad needs: use UDL and MTSS to meet all my students’ learning styles and
needs.
• Observable patterns: read body language, use UDL to engage students in
active learning, walk around the classroom to assess students and approach
those who are disengaged in individual and group activities.
• Language and literacy: use a seating arrangement in accord to my students’
literacy level to facilitate peer teaching. Since all students are ELLs, pre-teach
vocabulary and use a vocabulary chart.
• Digital technology: teach students about digital citizenship and have
technology and assistive technology available.

Emotional regulation: teach students about self-regulation, use proactive strategies
and detect uncommon behaviors.








 Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction,
Management)

Focus Student #1: Special Needs (IEP Focus Student #2: English Language
Goals;504;SST) learner (ELL); Standard English
learner(SEL);
IEP or 504: When working with
SPED students, I will: ● Seating arrangement in accord
• Support students with MTSS & to the students’ level
UDL implementations that will descriptors to facilitate peer
lead them to success. teaching and collaboration.
• Develop and provide tools that ● Pre-teach vocabulary and
support them according to their academic language and keep a
learning style. word poster.
• Create activities that involve ● Differentiate instruction in
technology to enhance the accord to the students’ level
students’ learning. descriptors and to adjust the
• Provide students with enough difficulty levels of the rhetorical
scaffolding and resources. factors.
• Develop a two-way ● Provide several visual and
communication with the student’s kinesthetic aids, extra resources
parents and if it’s possible a and use cognates whenever is
partnership. possible.
● Provide extra time for
activities discussions and
assessments.
● Use the students’ cultural
backgrounds to make
connections between content
and the real world.

Multiple Means of How will the content be presented/shared in multiple ways to

Representation highlight critical features, represent different formats, media
(modeling & types and cultural diversity? How will you monitor and assess
practice)1 understanding of representation?
• A Gradual Release of responsibility will be used for this
lesson.
• Pre-teaching of academic and mathematical
language, vocabulary and symbols.
• Make connections between previous and new knowledge.
• Highlight patterns, procedures and relationships.
• Provide enough scaffolding and connect the
students’ background with instruction.
• Use MTSS, PBL and SFL to help students transition from
one level descriptor to the next.
• Use technology and multimedia to provide options
for perception.
Provide group and class discussions to develop a common
 understanding of academic and mathematical language,
concepts and vocabulary.

Multiple Means of How will students engage in the process of new learning? How
Engagement2 will the content become accessible, meaningful, and relevant to
the learner? How will you monitor and assess this process?
• Through group and individual activities like exercises,
word problems, reflections, discussions and
presentations.
• By encouraging collaboration among students to
establish a learning community.
• Displaying lesson objectives and their purpose and pre-
teaching academic and mathematical language and
vocabulary.
• Making content and technology accessible for all students.
• Use their academic backgrounds to connect content with
real world problems.
• Enhance autonomy and individual choice by minimizing
threats and distractions, and by providing several
options for activities and assessments.
By using several manipulatives during activities like using
tracing paper when plotting.



Multiple means of What principles of choice for the product of learning will you
Expression3 accept? How will you provide a space for communication,
(practice & creativity, critical thinking, and collaboration (4 C’s)?
Which measures will you use to assess products of learning?
assessment) • Through class and group discussions where students need
to build a common understanding of a given concept. This
will encourage students to communicate with each other,
express their perspectives and reasoning, encouraging
their creativity to create effective solving strategies and
engage them in critical thinking through collaboration by
working with their peers.
• Making content and technology accessible for all students.
Providing several options to express their knowledge and
mastery of content (e.g. warm-ups, presentations,
worksheets, complete the task forms, summary,
conclusions, reflections, quizzes, exit slips, homework and
tests).

 Managing the How will you manage the classroom/setting so students
Classroom transition successfully through instructional stages, and student
Environment groupings? How will you create an optimal learning
environment (space, time, pacing, interactions, expectations,
assessment)?
Seating arrangement will be in groups of 4 students and in
accord to their literacy and proficiency level descriptors.
Groups will be rearranged at the end of each unit or if
management becomes strained. I will also use:
• Proactive strategies.
• Praise and feedback as behavioral reinforcements.
• Create meaningful one-on-one relationships with students
and their parents.
• Rewarding system to encourage good behavior.
• Frequently revise with students the classroom rules.
Expectations
• Come to class every day, on time and prepared with all
classroom materials.
• Be respectful, courteous, and kind to the teacher and peers.
• As soon as you walk into the classroom:
o Follow directions on the screen.
o Don’t waste time
o Be at your seat when the bell rings.
• Use an appropriate voice level and only talk to your own
group members and only when appropriate.
• Listen, participate, communicate and collaborate.
Finish and turn in all assignments and homework.



(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT)
STAGE 2: TEACHING
DAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION

WHAT IS MY LEARNING MAP SEQUENCE FOR DAY 1, DAY 2, DAY 3…?
Lesson plan outline
Subject
Using the Triangle Inequality Theorem to identify possible triangles.
Lesson:
Common Core Teaching – Geometry Glencoe

5-5 Triangle Inequality

Teaching approach
A gradual release of responsibility approach (GRR model) will be utilized where
learners can develop a common understanding of concepts and solving processes and
to enhance the students’ responsibility, communication, collaboration, creativity and
critical thinking within the learning process.
Lesson length
Over the course of two days, students will attain the necessary knowledge to use the
Triangle Inequality Theorem to identify possible triangles and to find the missing
third side of a triangle. On the second day, students will review 5.5 & will have a
quick 5.1 – 5.5 Test Review. On the third day, students will take their Chapter 5
Test.
3-day plan:
Day 1: 5.5 Triangle Inequality Theorem
• Youtube Video on Triangle Inequality Theorem Introduction
• Quick Kinesthetic Inquiry Activity with strings.
• Fill in the Foldable Notes
• Quizizz 5.5 Practice
• Ticket out the door
Day 2: 5.5 Practice & Test Review
• Quizlet Live
• Chapter 5 Test Review(paper)
• Students will work in groups on rotation exercises.
• Whiteboard Check for Understanding Session
o Group: discussions about concepts, approaches and solving processes.
Day 3: Assessment
• Turn In Ch. 5 Packet
• 5 Minute Review
• Chapter 5 Test
• Chapter 6 Vocabulary Crossword Puzzle

 WHAT MATERIALS WILL I USE FOR DAY 1, DAY 2, DAY 3?
• Scientific calculator.
• Strings
• Computer
• Whiteboard
• Expo Markers
• Color-coded Student Names’ Cards

HOW WILL I ASSESS STUDENT LEARNING ON DAY 1, DAY 2, DAY 3?

WHAT EVIDENCE WILL I COLLECT OVER THE COURSE OF YOUR
UNIT OF STUDY?
Students will be assessed on the following form:
Day 1
• Ask direct questions to students with cards that have their names on them.
• Foldable Problems
• Class discussion
• Quizizz Report
• Ticket out the door
Day 2
• Quizlet Live Report / Act upon evidence on the spot
• Chapter 5 Review Paper
• Whiteboard Sessions
Day 3
• Chapter 5 Test













 STAGE 3: ASSESSING/REFLECTING

WHAT INSTRUCTIONAL DECISIONS CAN I MAKE AS A RESULT OF
MY ANALYSIS OF THIS STUDENT LEARNING EVIDENCE?

The following are some of the instructional decisions I will make
as a result of my analysis of the student learning evidence.
• Seating arrangement changes
• Changes in the time spent on specific areas of the lesson
• Language and literacy development.
• Add more inquiry-based activities at the beginning of class.
• Which auditory, kinesthetic and visual aids improved student understanding.

WHAT EVIDENCE OF STUDENT LEARNING HAVE I COLLECTED ON DAY 1, DAY

2, DAY 3 FOR CONTENT AREA LEARNING, LANGUAGE EXPRESSION AND
LITERACY USE?
• 5.5 Quizizz Report
• Tickets out the door
• Quizlet Live Report
• Chapter 5 Review
• Chapter 5 Test

HOW WILL I ANALYZE THIS EVIDENCE OF STUDENT LEARNING?
For the Quizizz & Quizlet Live reports, acting upon the evidence on the spot
is crucial. Every time we completed a cycle, I paused and reviewed the report
for that session: Which was the question that was mostly missed? What
concerns were there? Are there any students with questions?

For the tickets out the door, I will spent about an hour after school reflecting
on students’ answers for the problem. I was able to separate the students
that have already mastered the topic from the ones that are really struggling
to understand it.


 STAGE 4: APPLYING(Week 4)
As I reflect about my Unit of Study…
What new information did I get about my students in relation to their
learning preferences?

All my students were engaged and understood the material. The Youtube
video and the visuals that it provided enhanced students’ learning because
I heard many conversations where students were mentioning parts of the
material that was given. My auditory and visual students seemed to
understand the material quickly because of the video. During discussions
and the Quizizz activity, students preferred to work with the people
around them. My ELLs were catching on throughout the video. I feel that
the Youtube video and the visuals that I provided really helped them
understand the lesson. The foldable notes are made to help all of my
students organize their thoughts and notes.

What new information did I get about effective teaching practices for the
whole class, small groups and/or individual students?
For the whole class:
• I need to change the timing of the activities in class. I was not able to
use the kinesthetic activity, where students would measure strings to
determine if the sides would make up a triangle. I felt like I was going
to need about 20-25 minutes on that activity.
• I need to create an anchor chart that students can use as reference
when working in groups or individually that will help them with
academic language.
• More group discussions.
For small groups:
• To help ELLs with their language and literacy development, I will
collaborate with ESL teachers by providing to them a list of the academic
language and vocabulary so that they can teach it as well.
• Collaborate with SPED teachers and staff to improve comprehension in
students with IEPs or 504 plans.
For individual students:
• Provide more options for students to express their knowledge and
comprehension.
• I need to create a fun project where students can be creative and use the
Triangle Inequality Theorem in their own way.

How was the student learning data collected in alignment to content area
standards for this grade level?
Quizizz & Quizlet Live reports were collected. The Chapter 5 Review was
collected from students on Day 3 before the test. Tickets out the door were
collected and given back to them with feedback on the next day.
Furthermore, each assignment was developed in accord to the objectives and
expectations of their corresponding CCSS.

 How were the language and literacy scaffolds effective for student learning
given language diversity in the classroom?
This is an area that I feel that I need to improve. While there was some
scaffolding in my lesson, it would definitely benefit students to have more
scaffolding activities that can help them express their knowledge by
incorporating their academic language, key words, and mathematical
symbols during the discussions.

How will I use this information to plan my future instruction?
I will use this information to determine which strategies and activities I will use,
how I will modify or replace those ineffective and what areas I need to reteach.
I think that next year I will provide a Youtube Video Quiz and have them watch
the video in pairs in order to answer their quiz. I will make time for inquiry-
based activities, such as the one I wanted to with them. I will use the data I
gathered throughout all of my geometry classes in order to determine the pace at
which students need to advance and if I will need additional resources to
improve their understanding.

How effective were my practices? What will I keep, what will I improve and
what will I discard?

Based on my students’ performance on their Quizizz & Quizlet Live reports, I
believe that my practices are very effective. The class average was 84% on
Quizizz. As I monitored while students were working on Quizizz, I was able to
answer many doubts and misconceptions that the students had. I was a
facilitator throughout most of the class. My ELL’s and SPED students were able
to express themselves with the mathematical academic language and
vocabulary. Something I would take away from the first day is the ticket out the
door. While I do get a lot of insight on them, I consider that having a 5 minute
whiteboard session with them would be more effective because I will be able to
provide feedback quickly to each individual student. I will be able to know who’s
got it and who doesn’t.

What new understanding do I have about my own teaching practices?
I need to work on my pacing. In other words, I feel that I need to be more patient as
I’m teaching. Whenever it is a new lesson, I have to keep reminding myself that
they’ve never seen this material. Everything is new to them and therefore, will
need time to process the new information. I had planned to call on students’ names
as we were filling in the foldable notes, but at times I forgot. I feel that it goes back
to patience.
What have I learned about myself as a teacher?
I’ve learned more about the importance of my facilitator role. It is important for me
to be patient and not give my students the answers to their questions. I was able to
provide them with leading questions that would guide their thinking to finally
reaching the correct answer. Watching myself in the video really made me think
about the way that I speak, how fast or slow I’m going. I can see the reactions of
students towards the lesson that I’m teaching.

 As a professional learner where do I need to continue to grow and strive for?
I need to learn more about Real-Life applications. How can I engage
my students with something that is relevant to them? I’m looking
forward to learning more about Common Core practices that will
make my lesson more effective and where my students will benefit
more from it.