Mini-Teaching Unit

Chance Moorman

Dr. Muschaweck

Foundations in Special Education II

Georgia College and State University

3 March 2021
 Table of Contents

Description of Learners …………………………………………………………… Page 1-4

Community Considerations …………………………………………………… Page 1

School Description …………………………………………………………. Pages 1-2

Class Description …………………………………………………………… Pages 2-3

Student Profiles ………………………………………………………………… Page 4

Understanding by Design Teaching Unit Framework Form………………. Pages 5-7

UDL-inspired edTPA Lesson Plans and Assessments

Lesson Plan Day #1……………………………………………………….. Pages 8-10

Lesson Plan Day #2 ………………………………………………..…… Pages 11-13

Lesson Plan Day #3 …………………………………………………… Pages 14-16

Day #1 Materials ………………………………………………………… Pages 17-20

Day #2 Materials ………………………………………………………… Pages 21-22

Day #3 Materials ………………………………………………………… Pages 23-25

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Description of Learners
Part A: Community Considerations

Population: 21,691 (as of 2019)

Median age: 46
Poverty rate: 16%
Homeownership rate: 77.9%
Median household income: $51,245
Median property value: $165,300
Number of employees: 9,234
Largest ethnic groups:
o White (Non-Hispanic) (65.5%)
o Black or African American (Non-Hispanic) (26.2%)
o White (Hispanic) (3.47%)
o Other (Hispanic) (2.73%)
o Two+ (Non-Hispanic) (1.26%)
Putnam County school district:
o About 12,000 total students (as of 2018-2019 school year)
o 676 total teachers (Pre-K-12)
o 17.32 Student/Teacher ratio
o ELL Students: 642
o Students with IEPs: 1,755
o Total Revenue (as of 2017-2018 school year): $105,259,000

(This information was acquired via

https://nces.ed.gov/ccd/districtsearch/district_detail.asp?ID2=4703480 and
https://www.publicschoolreview.com/putnam-county-middle-school-profile )

Part B: School Description

Ranked: 411/559 of Georgia’s middle schools
Statewide rank position percentile: 26.5
Student/Teacher ratio: 14.1
Number of students: 656
Number of teachers: 46
Gender: 48% female, 52% male
Racial breakdown:
o White: 44.5%
o African American: 35.8%
o Hispanic: 14.2%
o Free/Discounted lunch recipients: 98.3%
Diversity: Among the top 20% of the most diverse public schools in Georgia
Students with disabilities: 23%
Per pupil expenditures: $10,854
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Students from low-income families: 75%

Test average score: 28.64% (2019)
38% of students are at least proficient in math and 30% in reading.
Title I status: All Putnam County schools are Title I schools
Use of technology: Each student is given a laptop for in-school use, and they also
have the option to “check out” a laptop for the entire school year
Connections Classes: Computer lab, art, P.E., music
Athletics: Baseball, competition cheerleading, cross country, football, soccer,
basketball, track
Support services and resources:
o Hospital/homebound services
o Pupil personnel services (Ensures that parents, students and schools
receive appropriate service and assistance in the placement of students
within Putnam County Charter School System.)
o Special Education, 504, Migrant and ESOL
o Guidance and counseling services
o Gifted education services
o Instructional support services: Early Intervention Program, Remedial
Education Program, Title I

(This information was acquired via

https://www.greatschools.org/georgia/eatonton/6451-Putnam-County-Middle-School/,
https://www.niche.com/k12/putnam-county-middle-school-eatonton-ga/, and
https://www.putnam.k12.ga.us/)

Part C: Class Description

Service provision: Resource
Subject: Mathematics
Disability areas served: Autism, Mild Intellectual Disability, Other Health Impairment:
ADHD
Number of students: 3
Grade: 8
Age range: 14-15
Gender: 2 females, 1 male
Race: 2 white, 1 Hispanic
Classroom environment:
Atmosphere: Open, no assigned seats, well-decorated, teacher keeps music
playing in the background to help with concentration, students are able to move around
and easily collaborate with one another.
Physical Surroundings: Vocabulary terms and content standards displayed on
the wall, snacks readily available to students at all times, desks are scattered rather
than in rows, flexible seating (rolling chairs, students are allowed to stand), there are
medium-sized dry-erase boards attached to each desk so that students are able to work
out their math problems.
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Part D: Student Profiles

Nathan:
Nathan is a 14-year-old white male in the eighth grade. Nathan has autism. His
IQ is 88. In the classroom, he is a high-achieving student. He is on grade level with his
math work. While Nathan does get easily side-tracked, he just needs occasional
reminders to stay on task. He also likes to be reassured by the teacher, so when he is
done working on a math problem, he will typically ask his teacher to check his work for
him.

Emma:
Emma is a 14-year-old white female in the eighth grade. Her IEP classifies her
under Other Health Impairment (ADHD). According to her teacher, although her
adaptive skills classify her Mild Intellectual Disability, her IQ is 67, which is too high for
her to be qualified under MID. Emma was in a self-contained setting last year; this year
she is in resource and inclusion. Her reading comprehension is at a 4th grade level,
which is 2 grade levels higher than last year. Her basic reading score is a 71 and her
verbal comprehension score is 55. Emma does well with following along with the
teacher in class and paying attention to the best of her ability. She also does well
staying engaged during lessons and volunteering to ask and answer questions.

Sarah:
Sarah is a 15-year-old Hispanic female in the eighth grade. She is classified
under Mild Intellectual Disability. Sarah is also an ESOL student. Her IEP states that her
working memory level is very low. In the classroom, Sarah is a low-achieving student.
She comes to class every day and says that she is going to sleep—refusing to do her
work. According to her teacher, Sarah’s laziness is what causes her to remain so far
behind academically. She is very high functioning, speaks great English, and has
wonderful social skills (when she wants to). According to her teacher, it is apparent that
Sarah has discovered that she has to do less work in a resource setting, so she
purposefully does not put in effort to do well on assignments. Sarah needs constant
prompting from the teacher in order to stay on task. She needs to be supervised by her
teacher for the majority of the time she completes an assignment; otherwise, she will
not do it.
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Understanding by Design Teaching Unit Framework Form

Title of Unit: Understanding and Proving the Pythagorean Theorem

Curriculum Area: Mathematics
Developed by: Chance Moorman
Stage 1 - Desired Results
ESTABLISHED Transfer
GOALS Students will be able to independently use their learning to
By day 3, students utilize the Pythagorean Theorem and be able to apply it to real-
will be able to prove world scenarios and more advanced (high-school-level)
the Pythagorean mathematics.
Theorem using Meaning
Starbursts and make UNDERSTANDINGS ESSENTIAL
connections to their Students will understand that… QUESTIONS
prior knowledge of The Pythagorean Theorem is How can I use the
the formula. accurate. They will not only Pythagorean Theorem?
memorize the formula, a^2 + b^2 = What does the formula
c^2, but they will also be able to mean?
prove it. Why does it work?
How can I use it in the
future?
Acquisition of knowledge and skill
Students will know… Students will be skilled
How to find the square root of a at…
number, as well as how to square a Identifying the legs and
number. the hypotenuse of a
triangle.
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
-Graded “warm-up” PERFORMANCE TASK(S):
online activity Students will take Starburst candy and use them to figure out
-“Pythagorean the area of both legs and the hypotenuse of a given triangle.
Theorem Proof” with They will see that the amount Starburst in each square show
Starburst worksheet that “a” + “b” is equal to “c.”
-Memorizing the Goal: Prove that the formula is accurate.
Pythagorean Role: Teacher explains how a and b relate to c; students use
Theorem Starbursts to show this.
-Being able to Audience: 8th grade students, host teacher
identify “a,” “b,” and Situation: It can be hard to understand the meaning behind
“c.” the Pythagorean Theorem because there is so much emphasis
on memorizing it.
Product/Performance and Purpose: To have a more in-
depth understanding of the formula and to be able to use it in
the future.
Standards for Success: Be able to prove the formula.
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OTHER EVIDENCE:
Informal Assessment: The students will be asked basic
questions to “check in” and ensure that they understand the
material on the worksheet. They will be rewarded with
Starburst when they answer questions.

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction
Learning Events:
Where the Activity is Headed and Why: Students will prove that a^2 + b^2 = c^2 so
that
they will be able to visualize how it works.
They will be prepared to use this formula and apply it to future mathematics courses.
Hook/Hold: Warm-up activity to activate prior knowledge, introduce Starburst activity
to capture students’ attention
Equip Learners with the Necessary Means to Meet Performance Goals: We will
complete the worksheet as a class so that no student is left behind. Students will be
given enough Starbursts to fill all the squares. Students will be able to use calculators
if needed.
[Opportunities to] Rethink, Reflect, Revise: The worksheet will be done gradually; I
will go over one section before beginning the next section so that students are able to
correct their answers and understand why they missed a question if they missed any.
Once the worksheet is completed, there will be a “wrap-up” discussion so that
students understand what they just did to prove how the formula works.
[Opportunities to] Evaluate and Self-assess: Students will be asked to PREDICT
(individually) what they think the area of the hypotenuse will be. They will have to use
their knowledge of how to find length and area and apply it by counting how many
Starbursts there are.
Tailored to Reflect Individual Interests and Talents: Students will all be able to
contribute to the discussion in class and will be able to build off of each other’s
knowledge of the Pythagorean Theorem. Students will also be allowed to use a
calculator if they need one. All of these students love candy, which is why a Starburst-
themed lesson was chosen.
Organized to Optimize Deep Understanding: Students will learn what the
Pythagorean Theorem is and how to use it and identify missing parts when given a
word problem. The formula is going to be physically proven with tangible objects so
that they will be able to visualize the Pythagorean Theorem.
Before completing a hands-on activity to prove the Pythagorean Theorem, students
will complete a warm-up activity to activate prior knowledge (students will be able to
ask questions if needed).
Students will then complete a guided worksheet and use Starbursts to prove that a^2
+ b^2 = c^2. The worksheet will also require them to identify the lengths of the legs
and hypotenuse, as well as the area of each side. Seeing that (a) Starbursts and (b)
Starbursts are the same amount of (c) Starbursts, students will see HOW the formula
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is true. They will gain a deeper understanding of the formula since it will be physically
proven through a hands-on activity.
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Lesson Plan Day #1

Name: Chance Moorman Grade: 8th Subject: Mathematics

Lesson Title: What is the Pythagorean Theorem? Date: N/A

Unit Level Learning Goals: I can identify a^2, b^2, and c^2
I can use the Pythagorean Theorem to understand what the legs and the hypotenuse
of a triangle is

State Mandated Standard(s): CCS8G7: Apply the Pythagorean Theorem to

determine unknown side lengths in real-world and mathematical problems in two and
three dimensions

IEP Goals to be Addressed in Lesson: Students will be asked “check-in” questions

to ensure that they are staying on track; students can be given access to teacher’s
notes from the lesson if they need them.

Lesson Objectives: Assessment(s): Planned Feedback:

Students will be able to
identify the legs and
hypotenuse when asked
Students will be able to “plug
in” a given set of numbers to
the Pythagorean Theorem
Formal: There will be no Making a point to
true formal assessment comment on student
on day 1, since the topic EFFORT
is being introduced to the Encourage group
class discussion
Informal: Class-wide
questions will be asked all
throughout the lesson to
ensure that students are
understanding the
material

Key Communication Skills Vocabulary to be Use of Vocabulary

Required: Taught: and/or Communication
Responding to questions, Pythagorean Theorem Skill in the Lesson
asking questions, Hypotenuse Students will learn about
communication with Leg each vocabulary term
classmates Area being introduced
Length
Instructional Resources & Use of Technology: Assistive Technologies:
Materials: PowerPoint presentation Content will be repeated if
PowerPoint will be given on the Smart needed
Board Students who need notes
will be given notes written
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by either another student

or the teacher
Planned Supports: Flexible seating for students who struggle to stay still
or pay attention during class
Brief “brain breaks” will be allowed when students
seem to be getting restless (if they have been on task
for the majority of the lesson); students will be able to
have time to walk around the classroom, eat a snack,
etc.
Differentiated Instruction Teacher will show students culturally relevant
Strategies: examples of the Pythagorean Theorem in real life
Lesson will be taught at a slow pace in a resource
setting; no students will have opportunities to be left
behind in the material
Students will all be able to answer basic questions
about the formula by the end of the presentation
Planned Collaboration The host teacher and I will give a PowerPoint
with Others: presentation, we will both manage the class and
address behaviors
Management Outside conversation among students may need to be
Considerations: addressed

Introduction to Hook: PowerPoint Presentation (45 min)

Lesson/Activate Thinking:

Connection to Background Knowledge or Previous

Learning:
Students will already have prior knowledge of angles,
square and square root, triangles, area, and length.
Basic questions about this content will be asked to
introduce the presentation. (5 min)
Body of Lesson/Step-by- Introduce and Model New Knowledge: What is the
Step Procedures/Teaching Pythagorean Theorem? (Presentation: 45 mins)
Strategies

Guided Practice: Students will be asked, as a class,

to identify the parts of a triangle and the formula. (10
min total)

Independent Practice: There will be no true

independent practice on day one; this is solely the
introduction of the material. Students will be required
to activate their individual prior knowledge to
understand the material being introduced.
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Lesson Closure: Review Standard/Summarize Learning: Re-iterate

the main ideas of the lesson and ask students basic
questions to ensure understanding

Connection to Tomorrow’s Lesson: Students will

learn more about applying the formula on Day 2 of the
lesson.
Notes: N/A
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Lesson Plan Day # 2

Name: Chance Moorman Grade: 8th Subject: Mathematics

Lesson Title: Applying the Pythagorean Theorem to Date: N/A

Real-World Scenarios
Unit Level Learning Goals: I can apply the Pythagorean Theorem in word problems.
I can identify on my own which part of the triangle is a, b, or c.

State Mandated Standard(s): CCS8G7: Apply the Pythagorean Theorem to

determine unknown side lengths in real-world and mathematical problems in two and
three dimensions

IEP Goals to be Addressed in Lesson: Instrumental music will be playing in the

background during the independent practice to help with student concentration.

Lesson Objectives: Assessment(s): Planned Feedback:

Students will show their
knowledge of the
Pythagorean Theorem by
completing an individual
worksheet
Students will be able to
determine how to plug in the
formula to a problem without
a, b, and c being given to
them.
Key Communication Skills
Required:
Responding to questions
Requesting assistance from
the teacher
Formal: Worksheet Students will receive
submitted for a grade verbal feedback during
both the warm-up and the
Informal: Students will hook of the lesson. Since
answer questions during it is only the second day
the review session of learning this standard,
they are expected to have
questions for the teacher.
The teacher will help
them by guiding them to
plug in the numbers
correctly and apply the
Pythagorean Theorem.
Vocabulary to be Use of Vocabulary
Taught: and/or Communication
Pythagorean Theorem Skill in the Lesson
Hypotenuse Students will have to
Leg apply the Pythagorean
Area Theorem to word
Length problems.
Square They will have to identify
Square Root different parts of a
triangle (leg, area)
They will have to find both
the squares and square
roots of numbers to solve
these problems.
They will use both length
and area to identify
missing parts.
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Instructional Resources & Use of Technology: Assistive Technologies:

Materials: Teacher may utilize the Pencil grips may be used
PowerPoint presentation, SmartBoard during the for writing responses on
worksheet, calculator review to show the parts the worksheet
of a triangle The responses may be
Calculators will be used typed if needed, but
on the worksheet students will still be
required to show all of
their work on scratch
paper.
Planned Supports: Teachers will walk around the room to offer one-on-
one assistance to students who need it. Teachers will
make commentary that helps guide students toward
finding the correct answer. Teachers will be sure to
check in with students regularly as they complete the
individual worksheet to ensure that everyone is
staying on task and understands the material.
Differentiated Instruction The word problems will be applicable to real-world
Strategies: scenarios that students can relate to. The teacher will
also differentiate instruction by giving individualized
help to students based on their learning styles/needs.
Planned Collaboration with Offering any additional commentary/assistance
Others:
Management Outside chatter will need to be addressed, students
Considerations: will need reminders to stay on task.
Calling out answers may need to be addressed.

Introduction to Hook: Students will have a brief review of what they

Lesson/Activate Thinking: learned they day prior. (15-20 min)
Students will complete a worksheet individually that
includes real-world mathematical scenarios in the
form of word problems. (25 min)

Connection to Background Knowledge or

Previous Learning: The students learned how to
complete the worksheet the day before.
Body of Lesson/Step-by- Introduce and Model New Knowledge: Review
Step Procedures/Teaching session about the Pythagorean Theorem. The
Strategies worksheet will be introduced to the students, and they
will have to apply what they have learned to new
types of problems. (15-20 min)

Guided Practice: Review session before the

worksheet is given will activate prior knowledge. (15-
20 min)
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Independent Practice: Word Problem worksheet (25

min)

Lesson Closure: Review Standard/Summarize Learning: Teacher

will go over the worksheet with the class and work out
each problem to show the class how it should have
been solved. (20 min)

Connection to Tomorrow’s Lesson: Students will

again learn to apply the formula in a different way.
They will use their background knowledge to help
them.
Notes: N/A
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Lesson Plan Day # 3

Name: Chance Moorman Grade: 8th Subject: Mathematics

Lesson Title: Proving the Pythagorean Theorem with Date: 2-22-2021

Starbursts
Unit Level Learning Goals: I can prove the Pythagorean Theorem
I can identify the missing part(s) of a triangle using the Pythagorean Theorem

State Mandated Standard(s): CCS8G7: Apply the Pythagorean Theorem to

determine unknown side lengths in real-world and mathematical problems in two and
three dimensions

IEP Goals to be Addressed in Lesson: Ask questions throughout the lesson to

ensure that students are staying engaged with the material, repeat questions if
needed, re-state main ideas if needed.

Lesson Objectives: Assessment(s): Planned Feedback:

Students will be able to prove
the Pythagorean Theorem
Students will be able to
identify the missing side of a
triangle
Key Communication Skills
Required:
Explaining the Pythagorean
Theorem and how it works
Requesting assistance with
the warm-up or the
worksheet
Answering questions
Instructional Resources &
Materials:
Smart Board
Worksheet
Formal: Grade on warm- Students will receive a
up assignment, score on their online
worksheet will be “warm-up”
submitted for a grade They will also be asked to
answer questions as a
Informal: Ask students class as we are going
questions at the over the worksheet
beginning AND the end of together.
the lesson to assess their At the end of the lesson,
knowledge. “wrap-up” questions will
be asked to ensure that
students understand the
deeper meaning of the
Pythagorean Theorem.
They will be rewarded
with a Starburst candy.
Vocabulary to be Use of Vocabulary
Taught: and/or Communication
Pythagorean Theorem Skill in the Lesson
Hypotenuse Students will identify parts
Leg of a triangle
Area Students will prove the
Length Pythagorean Theorem
Square
Square Root
Use of Technology: Assistive Technologies:
Warm-up activity will be Calculators may be used
completed on laptops if needed
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Starburst Host teacher will display

Laptops the worksheet on the
SmartBoard and fill in the
answers as the
worksheet is completed.

Planned Supports: The worksheet will be GUIDED/completed together as

a class
Questions will be asked between each step of the
worksheet to keep students engaged and ensure
understanding
Students are also not disciplined for standing/getting
out of their seat during class as long as they are not
being disruptive. The teacher recognizes that it can be
difficult to sit in one place for a long period of time and
focus on material.
Differentiated Instruction The worksheet will be given as more of a group-
Strategies: oriented assignment; students will be able to freely
ask questions to the teachers or to peers so that none
of them will be able to fall behind or not understand
something.
Candy will be used because all students in my class
love candy.
The topic is relevant to what the students have been
learning in mathematics
Planned Collaboration with Host teacher will go over the answers to the warmup
Others: and add additional commentary/assistance during the
hook of the lesson
Management Outside conversation among students may need to be
Considerations: addressed, calling out answers may need to be
addressed
Introduction to Hook: Starburst Proof Activity (15 min)
Lesson/Activate Thinking: -Students will be excited when they learn that candy
will be involved in the activity.
-Students will use prior knowledge of the Pythagorean
Theorem to complete the activity

Connection to Background Knowledge or

Previous Learning: Warm-up activity is a review of
what students have been learning (10 min)
Body of Lesson/Step-by- Introduce and Model New Knowledge: PROVING
Step Procedures/Teaching the Pythagorean Theorem and physically counting the
Strategies squares that make up the area of each side
(Worksheet: 15 min)
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Guided Practice: Students will be free to ask

questions; the worksheet will be discussed as a class
so that students can go off of each other’s knowledge
of the Pythagorean Theorem. (Worksheet: 15 min)

Independent Practice: Students will complete an

individual warm-up activity. (10 min)
Students will also be asked to individually predict
what they think the area of side “c” will be. (1 min)

Lesson Closure: Review Standard/Summarize Learning: “Wrap-up”

questions to ensure understanding and review (5 min)

Connection to Tomorrow’s Lesson: Students will

continue to learn about the Pythagorean Theorem and
will be asked to apply it to word problems
Notes: Should have been clearer about counting each
individual Starburst to prove the formula
Behaviors should have been addressed more
frequently
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Day #1: “What is the Pythagorean Theorem?”

PowerPoint
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Day #2: Applying the Pythagorean Theorem to

Real-World Scenarios Handout

Name:______________________ The Pythagorean Theorem: in Real Life!

Instructions: Look at the word problems and drawings to figure out how to apply the
Pythagorean Theorem. Remember: a and b are interchangeable, but c is always the hypotenuse.

1) I want to build a fence around my yard. My rectangular yard is 24 x 45 feet, and I

want the fence to run diagonally from one corner to the other.
How many yards of fencing will I need?

24
? ft ft

45 ft
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2) A ladder is leaning against a 30 ft tree. The total distance from the bottom of the
tree to the end of the ladder is 10 ft.
Using this information, what is the length of the ladder?

3) Find the size of a computer screen that is 30 x 40 cm long.

? cm 30
cm

40
cm
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Day #3: Proving the Pythagorean Theorem with

Starbursts Handout

Pythagorean Theorem Proof

Name: ___________________________

Look at the triangle.

a and b are the _____________ while c is the ______________________________.

Use Starbursts to fill in squares a and b.

How many Starbursts long is leg a? ______
What is the area of leg a? ______________
How many Starbursts long is leg b? _______
What is the area of leg b? _____________

Think: How many Starbursts do you think will be needed to fill in square c?

Use Starbursts to fill in square c.

What is the area of square c? _______
How many Starbursts long is the hypotenuse? ____________

This model proves that that when we combine the area of sides a and b, it will be
equal to the area of c.
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Pythagorean Theorem Proof

Name: KEY

Look at the triangle.

a and b are the legs while c is the hypotenuse

Use Starbursts to fill in squares a and b.

How many Starbursts long is leg a? 3
What is the area of leg a? 9
How many Starbursts long is leg b? 4
What is the area of leg b? 16

Think: How many Starbursts do you think will be needed to fill in square c?

Use Starbursts to fill in square c.

What is the area of square c? 25
How many Starbursts long is the hypotenuse? 5

This model proves that that when we combine the area of sides a and b, it will be
equal to the area of c.