Running head: PLANNING, PREPARATION, INSTRUCTION, ASSESSMENT 1

Planning, Preparation, Instruction, and Assessment of Learners

Lisa Crider

Regent University

In partial fulfillment of requirements of UED 496, Fall 2020

PLANNING, PREPARATION, INSTRUCTION, ASSESSMENT 2

Introduction

Two critical components of effective teaching are preparation and planning. During

instructional planning, accommodations, strategies, and resources are chosen to address each

students' diverse needs (Vontz, 2020). A variety of assessments, aligned to learning objectives,

are used to determine what the students know and what they can do. Using assessment data,

teachers can effectively plan and adjust instruction to support every student in meeting their

learning goals.

The Rationale for Selection of Artifacts

The first artifact I choose to use was a standard-based exit ticket. The informal

assessment was designed to assess students' ability to classify right, acute, obtuse, and straight

angles (VA SOL 5.12). Using an assessment log (artifact 3), I tracked the assessment result by

first recording the specific SOL objective and then using a four-point scale to record students'

progress. Driven by the data, students were placed in homogenous groups (low, middle, high)

and rotated through learning stations where specialized instruction was prepared and

implemented using independent practice and teacher-led small group activities.

I chose a geometry lesson plan as my second artifact, which focused on classifying and

measuring angles. The lesson plan contained student-centered instruction, formal and informal

assessments, and allowed the content to be differentiated for students of all learning styles and

abilities. To create a visual representation, students worked with partners to draw and measure

angles on tracing paper. For a review, students used their bodies to demonstrate their

understanding of aright, obtuse, straight, and acute angles. For the students who grasped the

concept, I included an extension activity. During the extension, students were challenged to draw

and label their name using angles and a protractor. Students who needed more personalized
PLANNING, PREPARATION, INSTRUCTION, ASSESSMENT 3

instruction were grouped for a teacher-led small group learning activity. Before administering

the formal assessment for VA SOL 5.12a (artifact 4), I used a game of Showdown to assess

students informally and to address the common misconceptions students held about the

classification of angles.

Reflection on Theory and Practice

According to the Interstate Teacher Assessment and Support Consortium (InTASC),

effective teachers " understand and use multiple methods of assessment to engage learners in

their growth, to monitor learner progress, and to guide the teacher's and learner's decision

making " (Council of Chief State School Officers, 2013). Based on this standard, the educator

designs instruction to meet students' needs across multiple learning opportunities. Purposeful and

effective instructional design requires teachers to first think about the specific learning goals and

objectives and the evidence of that learning, before thinking about what as a teacher, we will do

or provide in teaching and learning activities" (Wiggins & McTighe, 2005, p.34).

As an educator, my first goal is to construct well-planned, standards-aligned instruction

that includes differentiation and gradual release methods, or scaffolded instruction. Therefore,

planning and preparation should be driven by student achievement data. I have found it valuable

to consistently embed assessments into morning meetings, exit tickets and allow students to

assess each other while playing games or using task cards.

Assessments effectively monitor students' progress and help them maximize their

learning. Using informal assessments, I can effectively individualize or differentiate instruction

and learning opportunities for diverse students. Before, during, and after each lesson, I record

and analyze student performance relative to learning objectives. Using the data, I tailor my

instruction to meet the specific needs of the learner. This data is especially valuable in a
PLANNING, PREPARATION, INSTRUCTION, ASSESSMENT 4

classroom with a wide range of learning abilities and ESL students. According to Wiggins and

McTighe (2005), "once an assessment is designed to be educative, it is no longer separate from

instruction; it is a major, essential, and integrated part of teaching and learning" (p.32). The

evaluation, therefore, becomes the foundation for what teachers want students to know and be

able to do. Through careful planning, assessing, and flexible grouping, educators can maximize

learning and provide a supportive and engaging learning environment.

References
PLANNING, PREPARATION, INSTRUCTION, ASSESSMENT 5

Chubb, M. (2018, March 8). What does "Assessment Drives Learning" mean to you? Thinking

Mathematically. https://buildingmathematicians.wordpress.com/2016/07/21/what-does-

assessment-drives-learning-mean-to-you/

Council of Chief State School Officers. (2013, April). InTASC model core teaching standards

and learning progressions for teachers 1.0: A resource for ongoing teacher development.

Retrieved from https://ccsso.org/sites/default/files/2017-

12/2013_INTASC_Learning_Progressions_for_Teachers.pdf

Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded 2nd edition).

Alexandria, VA: ASCD.

Vontz, T. (2020, June 8). Module 6: Curriculum Planning Curriculum, Instruction, and

Assessment. Pressbooks. https://kstatelibraries.pressbooks.pub/EDCI702/chapter/module-

6-curriculum-planning/
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Artifact 1: Assessment -Exit Ticket: Types of Angles

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Artifact #2: Angles Lesson Plan

Teacher Education Lesson Plan Template

Teacher: Lisa Crider Date: October 28, 2020

Title of Lesson: Intro to Geometry: Cooperating Teacher: Julie Bryan

Identify Angles

Core Components
Subject, Content Area, or Topic
Math
Student Population
5th grade inclusion class- 3 SPED, 1-2e, 1- gifted; 11 boys, 8 girls
5-virtual students; 14 face-to-face students
Learning Objectives
The student will classify angles as right, acute, obtuse or straight.
The student will identify the appropriate tools (e.g., protractor and straightedge or angle ruler
as well as available software) used to measure and draw angles.
The student will measure right, acute, obtuse and straight angles, using appropriate tools, and
identify their measures in degrees.

Virginia Essential Knowledge and Skills (SOL)

MA 5.12a– The student will classify right, acute, obtuse and straight angles. (VBO 5.4.1)
MA 5.12b– The student will measure right, acute, obtuse and straight angles. (VBO 5.3.7)
VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
Go Math Workbook
Index Cards
Document Camera
Promethean Board
Protractors
Chromebooks
Slates/Markers
Wax Paper
Powerpoint: Classify Angles
VA SOL Success 11.0a
Mega Math: Angles and Types of Angles 
Student_MA.5.3.7 Angle Sort
Common Assessment MA.5.4.1
Online Protractor and Angle Maker
Flipchart-Measure Angles
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Video: How to Measure with a Protractor 

High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
X Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
Discussion 50%
X Demonstration 30%
X Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
Process Components
(min.)
*Anticipatory Set
Begin by asking, "What is an angle?" Allow students to share their ideas. Have
students form angles with their arms.
Discussion should lead to a formal definition of an angle
they may recall from Grade 4: two rays that share a common endpoint called the
vertex form an angle. Angles are also found wherever lines or line segments
intersect.
*State the Objectives (grade-level terms)
 I can identify angles.
 I can classify angles based on their measurement (e.g., right acute, obtuse,
straight).
*Instructional Input or Procedure
TSW use a Frayer Model to classify the four types of angles.

Identify right angles around the classroom. Ask, "What do you know about right
angles?" Students should be able to share that right angles look like the corner of a
square or a piece of paper. They may recall from Grade 4 that perpendicular lines
cross to form four right angles.
Have students coach you to draw a pair of perpendicular lines on the board using a
PLANNING, PREPARATION, INSTRUCTION, ASSESSMENT 9

straightedge. Identify the right angles formed by the lines. Ask, "Does anyone know
the measure of a right angle?" Some students may know the answer is 90 degrees.

Introduce protractors or angle rulers to the students. Demonstrate how to measure one
of the angles formed by the perpendicular lines.
a. Place the center of the protractor or angle ruler at the vertex.
b. Line up the bottom edge of the protractor or bottom angle ruler along one of the
angle's rays.
c. Note where the second ray crosses the protractor, or where the second ray meets
the center of the second ruler of the angle ruler. Notice that the angle is at the 90 ark.

Have students draw a 90-degree angle on their papers using straightedges. Allow
elbow partners to take turns measuring the angles their partners have drawn. Students
can
make adjustments when necessary in order to create an accurate 90° angle. The
teacher should circulate around the room, observing and assisting if needed.

6. Direct students to notice the degree markings on their protractors or angle rulers.
Ask, "What is the smallest degree you see on your protractor/angle ruler?" "What is
the largest degree you see on your protractor/angle ruler?" (Note: Some protractors
and angle rulers may not have zero or 180 written on them; however, it can be
implied by the other markings that zero is the smallest degree and 180 is the largest
degree on each measurement tool.)
Explain to the class that some angles may measure between zero and 90 degrees, and
these are called acute angles. Other angles may measure between 90 and 180 degrees,
and these are called obtuse angles.

Draw two angles on the board using a straightedge, deliberately drawing one acute
and one obtuse angle. Ask, "What type of angle did I draw here? How do you know?"
Allow students to share their ideas, guiding them to compare each angle to a right
angle. "Does this angle appear to be larger or smaller than a right angle?" Use a
protractor/angle ruler to verify each angle measure in order to categorize each as
acute or obtuse.
8. Draw a straight angle on the board, and ask, "What do you think the measure of
this angle is? How do you know?" Students should recognize on their
protractors/angle rulers that this angle measures 180 degrees, which the teacher can
define as a straight angle.

*Modeling
TTW model how to use a protractor to measure angles
TTW model how to complete a Frayer Model

*Check for Understanding

TTW use a game of Showdown to check student's understanding and ability to
identify angles
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As students are working, the teacher should circulate around the room to observe and
assist when needed.

*Guided Practice
1. Distribute a piece of wax paper (or tracing paper or patty paper), a protractor, and a
permanent marker to each student.
2. Have students draw a straight line on the wax paper with their permanent marker.
The line should be 5 to 6 inches in length.
3. Direct the students to place their protractor so that both ends of the line are on the
0° marks, and have them mark a point at the center mark, the 45° mark, the 90° mark,
and the 135° mark.
4. Have students connect each point to the center point with a straight line. (See
drawing on next page.) This creates a "guideline protractor" marked in intervals of
45°—a great tool for estimating the measurement of angles.
5. Direct students to label the guideline protractor with the inside and outside
measurements so that it looks like a regular protractor.
6. Explain to students how they can use their guideline protractor just like a regular
protractor as a tool to estimate angles. Students place the guideline protractor on top
of the angle they want to measure, making sure that the center is on the vertex and
one ray is on the 0° mark of the protractor. They then estimate the measurement of
the angle by seeing between which two measurements the angle lies.

Have students draw an acute angle, an obtuse angle, and a straight angle on their
papers using straightedges. Have students switch papers with an elbow partner, and
have them measure and record the degrees of each angle and identify each angle as
obtuse, acute, or right.
Students who have difficulty using the protractor will watch: Video: How to Measure
with a Protractor 

*Independent Practice
Go Math! Workbook VA SOL Success 11.0a
Student_MA.5.3.7 Angle Sort
Mega Math: Angles and Types of Angles 

Assessment
TTW use exit ticket as informal assessment

TTW walk around to assess who needs additional help and those who understand.

*Closure
TTW call for a game of Showdown: as the teacher calls out a name of angle, the
student will write it on a slate and flash their answer when the teacher calls
"showdown"
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TTW review types of angles by forming angles with arms and having students
verbally identify the type of angle and the characteristics of each angle.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning

style).
Extend:
Using pipe cleaners, make each of the angles (acute, obtuse, right, and straight), and glue them
to a piece of paper. Label each of the angles and include the measure of each angle.
Differentiation Students need to be engaged in measuring, discussing, and exploring angles in
various shapes and real-world objects. Use a graphic organizer for students to organize the
many terms they must know. As new terms and symbols are introduced, the students can add
the information.

Extension: Students may complete Name Activity

Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature

Artifact 3: Anecdotal Notes-Angles Unit

PLANNING, PREPARATION, INSTRUCTION, ASSESSMENT 12

Artifact 4: Final Assessment: Measure and Classify Angles

PLANNING, PREPARATION, INSTRUCTION, ASSESSMENT 13