Lesson Plan for edTPA

(No more than 4 pages for each lesson)

Lesson Title: Writers Workshop

Grade Level: 9th grade

Interdisciplinary Connections: ELA

Lesson Duration: 42 minutes

Language Function: (Bloom’s Taxonomy) Apply

Syntax and Discourse Students will write sentences about their transformations by completing a station
activity.

Special Ed
Communication Needs: Since there are a few students in class that are bilingual and speak Spanish, I will
translate the materials to support their learning.

SETTING INSTRUCTIONAL OUTCOMES/ACADEMIC LANGUAGE

Central Focus/Purpose Statement: In the previous lesson, students used mathematical calculations to
find the new coordinates of their furniture after they have been transformed. In this lesson, students
will use words to describe the process. This lesson will help students prepare for the final product
because they will be able to organize their mathematical ideas by using written language

NYS Next Generation Learning Standards: (All phases) Explain how the criteria for triangle congruence
(ASA, SAS, SSS, AAS and HL (Hypotenuse Leg)) follow from the definition of congruence in terms of rigid
motions.
Special Ed: Alternate Achievement: Dynamic Learning Maps- (DLM) Use properties of geometric
shapes to describe real-life objects.

Objective(s): Students will be able to write sentences that represent the transformations they
performed.
Special Ed: IEP Goal(s) addressed: Student will be able to describe the transformations they performed.

Academic Language: Angle, Circle, Congruent, Line segment, Parallel, Perpendicular, Polygon,
Reflection, Rotation, Translation and Triangle Congruence.

MATERIALS/RESOURCES

Technologies and Other Materials/Resources: Smartboard, white board, textbooks, worksheets.

STUDENT ASSESSMENT

Before the lesson: Students prior understanding will be assessed in the beginning of the lesson. The
teacher will ask students to write the differences between the furniture on the two different
coordinate planes. The teacher will assess the student's ability to recognize that the furniture was
transformed and their ability to use the mathematical vocabulary terms associated.
During the lesson: Students ability to write sentences based on the transformations they performed
will be assessed during their teacher conference. As students are completing the station activities,
they will meet with the teacher to review the paragraphs they wrote about the transformations they
performed. The teacher will be assessing the accuracy of the sentences about the transformations
performed as well as the student’s ability to organize their ideas in a logical flow.
At the end of the lesson: At the end of the lesson, students will complete an exit ticket. The exit ticket
will ask students to transform the desk on the coordinate plane to a different area in the room.
Students will then be asked to write 2-3 sentences about the transformation performed. The teacher
will use the exit tickets to assess student’s ability to describe the transformation they performed by
using mathematical vocabulary in sentences. Specifically, the teacher will be analyzing the vocabulary
used by students and the organization of their sentences.

CONTENT AND PEDAGOGY

Anticipatory Set/Hook: Elicit Prior Knowledge (ENGAGE) Students will be asked to find the differences
between the furniture on the two different coordinate planes. Students will be asked to write these
differences in the lesson. The teacher will walk around the room to monitor student progress and assist
struggling students. The teacher will ask higher order thinking questions, such as “Based on what you know,
how would you explain the different positions of the furniture?”. After letting the students work
independently, the teacher will conduct a class discussion. The teacher will ask the students to list the
differences and prompt them to use the mathematical vocabulary terms they have learned, such as translate,
rotate and reflect. The teacher will emphasize that the students are using vocabulary terms to describe the
differences in the rooms. The teacher will now use the vocabulary terms to write sentences that describe the
transformations mentioned by students. For example, the teacher will write “I translated the bed 10 units up
and then translated it 9 units to the left.”. The teacher will write the sentences on the white board next to the
smartboard. As the teacher is writing the sentences, she will read them out loud to the class as well as
underline the vocabulary terms.

Procedures (Overview of lesson):

Time Instructional Strategies/THE FIVE E’S

# minutes 1. Connection: The teacher will connect to the previous lesson referencing the work the
students have already completed. The teacher will state “Yesterday we complete the
input/output tables of our transformed rooms. Today we will be taking the
mathematical transformations from the input/output table and turning them into
words”.
2. Teaching: The teacher will explain to the students that today they will begin the
writing process for their final project. In addition, the teacher will explain that the
students will be completing a variety of stations in order to help them prepare to
write various sentences to describe their actions by using mathematical vocabulary.
To begin, the teacher will display an input/output table of transformations along side
steps to turn these calculations into a mathematical sentence. The teacher will select
student volunteers to read each step outloud. The steps are as follows : “1)
Determine what transformation were first performed on the shape. 2) Determine
what it means to perform that transformation (flip, slide, turn). 3) Determine the
measurement and direction in which the transformation occurred (moved up 3 units,
flipped over the y-axis). 4) Use the information from steps 1 to 3 to create a sentence
describing the first transformation performed to the shape. 5) Repeat steps 1-4 for
the next transformation”.
3. Active: The teacher will remind students of the definition of transformation by
stating “A transformation is a function that moves or changes a figure in some way to
produce a new figure.”The teacher will explain and demonstrate each station by
completing the station log that will be given to students. She will reference the
materials provided to students at each station during her explanation. For example,
she will reference the station 1 resource by reading the part of the paper that says
“adding to the x-coordinate is a translation”. She will then write translation on the
station log. She will repeat this process as she demonstrates how to complete the
station log. 
4. Engage: The teacher will engage the students by asking them to describe the steps
they are doing at each station in their own words.
5. Status: The teacher will ask students to raise their hands if they finished completing
their input/output tables from the previous class. The teacher will encourage
students that did not finish that assignment to finish before going on to the station
activity. The teacher will encourage students who did finish to complete the stations
in order.
6. Writing: Students will complete the following stations in order. The room will be split
in half and have two different rotations of stations so there will be less students at
each station. Students will be given the following sentence starters to use as they
work “First I _______ then I_________. By doing ________ I was able to ______.”
Emerging bilingual students will be given all the materials in english and their native
language. They will be encouraged to answer in whichever language they feel most
comfortable. If students choose to answer in their native language, they will be given
time later to translate it.
a. Station 1: Students will attend the station called “Transformation
performed”. At this station, students will be asked to use their input/output
tables to complete the first column of their station log titled “Transformation
performed”. Students will be provided with a chart of mathematical
transformations and the term they translate to. Students will be encouraged
to write the vocabulary term on their station log, in the order they were
completed.
b. Station 2: Students will attend the station called “What the transformation
means”. At this station, students will use the information they recorded from
station 1 to determine the meaning of their transformation. Students will be
provided a resource that describes the meaning of each vocabulary term.
These definitions include key words students were taught to remember the
vocabulary term. The definitions are as follows: “Translation: slide shape ___
units to the left/right/up/down. Reflection: flip the shape over the x-axis, y-
axis. Rotation: turn the shape 90/180 degrees”. Students will log these
definitions in column 2 of their station log next to each term.
c. Station 3: Students will attend the station called “Measurement and
direction of the transformation”. At this station, students will follow two
steps to determine the direction and distance of each of their
transformation. Step 1 is to determine the direction in which the shape was
transformed. Students will be provided a table with a list of mathematical
computations and the transformation associated with each. Step 2 is to
determine the measurement of each transformation. Students will be
provided with a table with a list of mathematical computations and the
measurement of the transformation that is associated. Students will be
encouraged to write the corresponding information in their station log under
the third column.
d. Station 4: Students will attend the station called “Sentence creation”. At this
station, students will be prompted to use the information from the previous
 stations to create a complete sentence about their transformation. Students
will be provided with the following formula to create their sentences. The
formula is “I insert transformation performed (station 1) the shape
insert measurement/direction (station 3) units/degrees.” Students will be
encouraged to write these sentences under the fourth column of their
station log.
e. Station 5: Teacher conference. Students that have completed all the previous
stations and feel they have created a product that displays their ability will
meet with the teacher. The teacher will use the written instructions from
station 3 and the students original room design to provide feedback for the
student. The teacher will ask the student what aspect of their writing they
feel confident in and what aspect of their project they need they want to
improve upon. The teacher will write these on the teacher conference sheet.
She will then look at each aspect of the project that the student mentioned
and give them feedback. The teacher will model how the student can
improve and the prompt the student to utilize this skill in another area of the
project. The teacher will also encouarage the student to make these
modifications to the rest of the project on their own.
7. Sharing: Students will go back to their seats. Students will show their progress to
their elbow partner. Each student will discuss their strengths and weaknesses from
each station with their elbow partner.
8. At the end of the lesson students will be asked to complete an exit ticket. On this exit
ticket, students will be given a picture of a desk on a coordinate plane. They will be
asked to transform the object to another part of the room and write 2-3 sentences
describing the actions they performed. By doing this, the teacher will be able to
assess students ability to perform the action and describe it.

Differentiation : This lesson can be differentiated to meet the needs of all students. For example, all the
resources can be provided to students in a digital format and students can submit a digital version of the
assignment. In addition, the size of the font can be made larger or translated into a students native language.
For example, the sentence formula can say “ Inserto la transformación realizada (estación 1) la medida /
dirección de inserción de forma (estación 3) unidades / grados.”

Specially and Culturally Designed Instruction (e.g. Students with IEPs, 504s, ELLs etc.): Since many of the
students in the class have IEPs, the teacher will read all the instructions for the stations out loud to the entire
class before the students begin. This will allow the teacher to meet the needs of the students with IEPs
without singling them out.

Closure: At the end of the lesson, students will complete an exit ticket. This assignment will ask them to
transform the desk on the coordinate plane to another area of the room. Students will then be asked to write
2-3 sentences about the transformations they performed. This activity will allow students to apply the skills
they developed in the station activity. This will relate to the Essential question “how can a shape be
transformed in multiple ways to look different?”.