Standards-Aligned Lesson Plan Template

Single Subject
Graduate Program in Education

Subject(s): Math - Geometry Grade: 10

Teacher(s): Russell Gardner Master Teacher: Stevie Bowden

School: Costa Mesa High School Lesson Time Allotment: 1 hr 20 min ___ Date:

TPE Target Skills:

1._1.3: connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support
student motivation, and allow students to extend their learning.
2._______________________________________________________________________________________
3._______________________________________________________________________________________

Part I – Goals and Standards

TPE 1.4, 1.5, 1.6, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5
1. California Learning Standard(s) Addressed: (TPE: 3.1, 3.2, 3.3, 4.4)
Math, ELA, History/Social Science, Science, Physical Education, Visual and Performing Arts or other subject?
G-SRT 1: Verify experimentally the properties of dilations given by a center and a scale factor:
a) A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line
passing through the center unchanged.
b) The dilation of a line segment is longer or shorter in the ratio given by the scale factor.

Learning goal: students will be able to demonstrate and explain how a dilation takes a segment not passing through the
center of dilation to a parallel line to a parallel line, and a line passing through the center unchanged. Students will also be
able to demonstrate and explain how a dilation creates a longer or shorter line segment by a given scale factor.

2. ELD Standard Addressed: All Content Areas (TPE 1.1, 1.6, 3.5, 4.4)
Part 1: Interacting in Meaningful Ways: A. Collaborative, B. Interpretive, C. Productive
TPE 1.A.1 Exchanging information and ideas with others through oral collaborative discussions on a range of
social and academic topics
TPE 1.A.3 Offering and justifying opinions, negotiating with and persuading others in communicative
exchanges

Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas,
C. Connecting and Condensing Ideas

TPE 2.B.4 Using nouns and noun phrases

ELD Learning Goal: English learners will be able to use nouns and noun phrases to explain how a dilation takes a line not
passing through the dilation to a parallel line, and to explain how dilations create longer or shorter segments by a given
scale factor

3. Learning Objective: What will students have mastered in terms of knowledge and/or skill as a result of this lesson?
(TPE 2.2, 2.6, 3.2)

Comprehend the terms scale factor and dilation.

Critique and create scaled drawings of figures (using words and other representations).

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template
Single Subject
Graduate Program in Education

Student-Friendly Translation: (Write this out as if you were explaining the objective of the lesson to your students in their
language: “Today, we are going to master the concept of…by creating…”)

Today we are going to master the concept of another form of transformation. We have already learned about translations,
rotations, and reflections. Now we are going to learn about a different transformation called a dilation. We will be looking
at examples of different dilations and from there we will see if we can make dilations on our own from given instructions.

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject
5. Relevance/Rationale: Why is this the right lesson for your students to learn right now in your class based on prior
lessons and formative assessments that these students have already had? How are you specifically building on prior
learning? (TPE 1.3, 2.6, 3.2)

Students have already learned about the rigid transformations of rotation, translation, and reflection. Having understood
these concepts, it now makes sense to discuss types of transformations that change the shape of a figure. This builds on
prior learning by giving students the tools to continue to analyze and create transformations of a different category.

Student-Friendly Translation: What have the students learned before that this lesson is connected to, and what can you
explain to help them connect the new lesson to what they already know?

Students have already learned about the rigid transformations of translation, rotation, and reflection, so they will be able to
use this prior knowledge to understand dilation.

6. Essential Questions: (TPE 1.5)

What is a dilation?
How does a dilation affect the shape of a figure?
What is the relationship between a dilated segment and its original segment?

7. Academic Vocabulary: (TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5)

Dilation
Scale factor
Distorted/stretched
Distance
Proportion

Part II: Demographic Profile: Class and Individual Student Information

( TPE 1.1, 3.2, 4.1, 4.2, 4.5 SSP-DAP )
Number of Students in Class Male: 12 Female: 10 Total:22

English Language Arts (ELA) Mathematics English Language Learners (ELL)

Level (Circle) Number of Level (Circle) Number of Level (Circle) Number of
students per students per students per
level level level
Beginning Beginning Emerging
Intermediate Intermediate Expanding 1
Advanced Advanced Bridging 2
Special Education Students
IEP Identification (Speech, Specific considerations for each student
hearing impaired, autism, etc.)
Deficits in ability to process auditory information
SLD

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject
Focus Student #1 (FS1): English Learner
Student Name: Wendy, 11th grade
Special Identifications (ELL, GATE, Special Need):
Foster Program, EL
Linguistic and/or Cultural Background:
(and how these may influence instruction)
Born in Guanajuato, Mexico; Hispanic background,
which could affect her ability to listen, read, or learn
well in class
Health and/or Physical Considerations:
(and how these may influence instruction)
Her medical history lists anxiety, which could influence
her ability to learn in class or her skills in test taking.
This also appears to manifest by her not asking
questions at times unless direct eye contact is made or
unless the question is asked in a more private setting.
The student should be accommodated by being given
opportunities to ask questions privately
Assets/Funds of Knowledge:
(and how these may influence instruction)
-fluent in Spanish
-good listener, present in class
-sports medicine
-Asks questions when she has confusion
Focus Student #2 (FS2) Student with Identified Special Needs (IEP)
Student Name: Bryan Cerros, 10th grade
Special Identifications (ELL, GATE, Special Need):
Specific Learning Disability (SLD) - deficits in ability to
process auditory information
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu
Math (circle one): Beginning Intermediate Advanced
(standard not met)
Reading (circle one): Beginning Intermediate Advanced
(standard nearly met)
Family/Home Background:
(and how these may influence instruction)
Foster program entered about a year ago; she still has
her biological parents as her primary source of contact.
Foster program could be due to living expenses.
Socio-emotional Learning Considerations/Social
Development Factors:
(and how these may influence instruction)
Foster care program entered about a year ago could
impact her ability to be productive inside and outside
the classroom setting. Foster program could influence
her desire to achieve or drive in class, if other factors
are much more present and real in her everyday life.
Interests and Aspirations:
(and how these may influence instruction)
In a sports medicine class currently; possible interest in
sports medicine or nursing
Math (circle one): Beginning Intermediate Advanced
Standard not met
Reading (circle one): Beginning Intermediate Advanced
Standard not met
Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject
Linguistic and/or Cultural Background:
(and how these may influence instruction)
Hispanic Ethnicity
Primary language is Spanish, which could affect his
ability to listen, read, or learn well in class.
Health and/or Physical Considerations:
(and how these may influence instruction)
Assets/Funds of Knowledge:
(and how these may influence instruction)
“Bryan is a polite, young man. He engages in class
discussions and he is well-liked by his peers. He can
work independently or with others.”
Bryan is very talkative and amicable in class. He is funny
and pays attention most of the time. He engages
seamlessly with the teacher and with those around him
Focus Student #3 (FS3): Special Circumstances Student
Student Name: Steven, 10th grade
Special Identifications (ELL, GATE, Special Need):
Homeless; former English Learner, has since been
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu
Family/Home Background:
(and how these may influence instruction)
Of Hispanic background with a primary language of
Spanish, which could affect his ability to learn in class
Socio-emotional Learning Considerations/Social
Development Factors:
(and how these may influence instruction)
Exhibits deficits in his ability to process auditory
information which negatively impacts his academic
abilities in reading and writing. He seems to at times
have problems visualizing. He seems to understand
concepts and then at times misapply the concept in
independent practice, or explain a particular concept
poorly in writing.
Math goals: When given 10 multi-step linear equations,
Bryan will be able to determine the solution using
various steps to maintain equality of the function with
80% accuracy across charted opportunities
Interests and Aspirations:
(and how these may influence instruction)
Bryan is interested in making friends, making people
laugh, and, in general, being social. He is one of the most
sociable students in the class, and he works well in a
variety of group settings. Bryan’s desire to engage with
his classmates makes him an asset in class because he is
able to bring the best out of his classmates and allow
others to feel comfortable to engage in the class content,
even those who might previously feel uncomfortable.
Bryan can benefit from group settings because he can
get the best out of his classmates, and in turn his
classmates can provide assistance in understanding for
Bryan.
Math (circle one): Beginning Intermediate Advanced
(standard not met)
Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject
redesigned
Linguistic and/or Cultural Background:
(and how these may influence instruction)
He has a Hispanic background and has Spanish as his
first language. Technically homeless and listed as
doubled up.
Health and/or Physical Considerations:
(and how these may influence instruction)
None to note
Assets/Funds of Knowledge:
(and how these may influence instruction)
He is self advocating, caring and sincere. He does well to
pay attention and seek to understand in class.
He is attentive even when you are not sure if he is
attentive. He tends to do quite well on formal and
informal assessments. He is naturally quite smart, and is
not afraid to look smart and to ask questions, even
though he would probably consider himself a “cooler”
student
Focus Student #4 (FS4): Academically High Performing Student
Student Name: Logan, 9th grade
Special Identifications (ELL, GATE, Special Need):
Linguistic and/or Cultural Background:
(and how these may influence instruction)
Caucasian, born in Newport Beach
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu
Reading (circle one): Beginning Intermediate Advanced
(standard met)
Family/Home Background:
(and how these may influence instruction)
Recently designated homeless, which could impact his
ability to learn well in class and have the proper
materials and space for homework or studying. This
could also affect his ability to focus in class, or his
participation.
Socio-emotional Learning Considerations/Social
Development Factors:
(and how these may influence instruction)
Student occasionally does not have materials; he could
be tired due to sharing a bed. He seems to be
functioning well in class with friends in the class he gets
along with.
Interests and Aspirations:
(and how these may influence instruction)
Steven is in the engineering program, which could
indicate a possible interest in engineering. Steven also
seems to like soccer, as he and his friends talk about
soccer often in class. Steven has a small group in class
that he feels very comfortable with. Though these
students all together might prove to be a bit distracting
for the class, strategically placing one of Steven’s friends
near him might have a positive effect on making him feel
more comfortable in the class.
Math (circle one): Beginning Intermediate Advanced
(standard exceeded)
Reading (circle one): Beginning Intermediate Advanced
(standard exceeded)
Family/Home Background:
(and how these may influence instruction)
There is nothing significant to note here from his
Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject
Health and/or Physical Considerations:
(and how these may influence instruction)
He has allergies to bees. He wears glasses and has a lazy
left eye, which could affect vision in the classroom.
Assets/Funds of Knowledge:
(and how these may influence instruction)
Logan is a freshman in a class typically taken by
sophomores and is excelling in the class. He is quick to
identify concepts and accurately complete his work. He
recently received the only 100% on the first math test
for the class.
Focus Student #5 (FS5): Academically Struggling Student
Student Name: Erika
Special Identifications (ELL, GATE, Special Need):
She has ADHD
Linguistic and/or Cultural Background:
(and how these may influence instruction)
English home and communication level. This means that
she does not have any formal language barrier in the
classroom to hinder instruction.
Health and/or Physical Considerations:
(and how these may influence instruction)
She wears glasses, but other than this, nothing official to
note
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu
academic profile.
Socio-emotional Learning Considerations/Social
Development Factors:
(and how these may influence instruction)
Lives in a normal house according to information given.
Logan can be at times a little lazy with his answers,
either because he understands concepts very quickly, or
out of a lack of effort.
Interests and Aspirations:
(and how these may influence instruction)
He is in a drama class currently which could indicate an
interest in acting.
Math (circle one): Beginning Intermediate Advanced
(Not met and far below basic)
Reading (circle one): Beginning Intermediate Advanced
(Not met and far below basic)
Family/Home Background:
(and how these may influence instruction)
Primary caregivers are grandparents. She is an only
child. It is unclear why her parents are not her primary
caregivers, but this could certainly have some type of
effect on her performance in class or emotional state.
Socio-emotional Learning Considerations/Social
Development Factors:
(and how these may influence instruction)
She is worried about passing math and has reached out
to the councilor to tell her that. She needs to pass to
graduate
Has difficulty recognizing intersecting points - possible
eye sight problems or some type of dyslexia
Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject

Erika has demonstrated a challenge producing more

basic concepts in class, such as single digit
multiplication. Because of this, though added help in
class is certainly beneficial, she might benefit from
additional help outside of class.

Erika does not regularly turn in her homework and

missed the first chapter test. She seems to get a sense of
anxiety around performance and test taking.

Assets/Funds of Knowledge: Interests and Aspirations:

(and how these may influence instruction)
She self advocates and asks many questions in class. She
is determined to figure out class concepts and try her
hardest even though this might not come easily to her.
(and how these may influence instruction)
Her current interest for the class is high school
graduation. She needs to pass the class to graduate and
is committed to doing this. Erika seems to like to laugh
and joke when appropriate with her classmates. This
could be useful, in order to help provide a safe and
positive testing environment, and eliminate any nerves
or anxiety that might accompany the learning process.

Other General Classroom Concerns

General cultural and linguistic background of students (home/family)

Many students come from Spanish speaking households, so reading or writing in English could prove to be a bit of
an obstacle for them. There are only 3 designated EL students, and all three are level 3 and above, meaning there
are not many challenges with very preliminary English. Rather, these students tend to have trouble if there are
directions given too fast, or if information is not explained thoroughly. Providing the necessary scaffolding by
taking things step-by-step and having visuals and gestures to accompany audio instructions will help.

Students come from Hispanic, Caucasian, and African American backgrounds predominantly. Given the multi-
cultural nature of the classroom, it is important to welcome, respect, and celebrate the different cultures of these
students. Fortunately, these students do well to respect each other, and there are not a large amount of
disagreements in the classroom on a student-to-student basis. As a teacher, I want to promote these different
cultures in the classroom and allow my students to feel comfortable in the classroom, regardless of their
background.

Health considerations or physical development factors (if any)

Socio-emotional developmental (SEL) factors that may influence instruction in this academic area
-Having this as the first semester after a long hiatus due to covid-19 could prove to be difficult for students socially
and emotionally, as many have had a broad spectrum of experiences due to this.
-This class tends to be a little rowdy, which is good at times because they are encouraged to collaborate, but can
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject
also be distracting at times

Interests and/or aspirations in the class (relevant to this academic area)

In general, the class likes to socialize when they have the chance. Given the recent nature of previous online classes,
students do well when given the opportunity to collaborate towards a learning goal. This will be incorporated in the
classroom by having students work together and process information. Further, I think the students in this class are
interested in solving problems on their own. They do not respond as well to direct instruction by itself. Rather,
these students tend to do well when they are given a concept and asked to utilize that concept in problem solving.
They do well to look for solutions and to help those at their table as well.

Opportunities to address challenges (such as misunderstandings or misconceptions) related to the learning

objective and lesson (using Growth Mindset Language): This section is the bridge between the concerns for
individual students identified in Section 7 and how this will play out in the context of the actual classroom setting
and the lesson plans you are currently preparing. Based on the information above, what difficulties may students
have with the content? Specify anticipated difficulties for English language learners, students with special needs, or
students with unique needs. Work to connect your information based on the student’s IEP, behavioral plan, and/or
observations by the teacher and teaching candidate. (TPE 1.4, 1.6, 2.1, 3.5, 4.4)

Students may have difficulties understanding proportions, since this is more of a concept for algebra than
geometry, and many students learned algebra during the pandemic, which might have put an added stress on their
learning environment. Proportions with scale factors might need to be explained at a slower pace and given
increased modeling for students to understand.

Further, given the challenges some students have with auditory learning, an extra emphasis on using images and
visuals in the classroom will be achieved in order to combat this obstacle. Students will be allowed to interact with
auditory promptings, but also with visual promptings on the overhead and in their workbooks.

Part III – Universal Access Lesson Adaptations

TPE 1.4, 3.5, 3.6, 4.1, 4.4, 4.5, 5.7, 5.8 SSP-ELD
9. Modifications / Accommodations: What specific modifications/accommodations will be made based on the anticipated
challenges for this set of students for this specific lesson? (TPE 1.4,
-I intend to check in on each table to assess questions and discussions, in order to cater to individual needs of students
-Dilations will most likely need to be modeled on the board for the students to visualize the process. Especially the step of
using a specific point as the center for dilation might prove difficult for students, so providing the proper scaffolding in
terms of asking appropriate questions and modeling this type of dilation will be necessary.

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject
ELL / SDAIE Strategies: (TPE 1.6, 3.5, 4.4)
 What are at least three general SDIAE strategies you will engage?
-Providing visuals on the projector to complement verbal instruction
-Anticipatory guide with an explanation of the upcoming learning goals for the lesson
-Pairs check: students willl interact and cooperate in a group setting

 How will you address the CA ELD Standards you identified at the beginning of this lesson plan?
-Students will be responsible to communicate and justify their opinions through partner/small group discussion, and use
noun phrases in a verbal setting where the stakes will be low, since they need only talk and communicate with their
tablemates and with the teacher as I go around the tables.

Differentiation for Special Needs: Tie it to the specific needs of your students. (TPE 3.5, 4.4)
-Students within the classroom at times struggle with verbal instruction when it is not tied to visualization. To
accommodate this, it will be necessary to give visuals to accompany instruction. This will be done through a slide deck
projected at the front of the class, as well as through use of the whiteboard, where I might provide some modeling to help
promote student understanding of in class directions.

Social-emotional Learning Support: https://casel.org/what-is-sel/ (TPE 2.1)

 Identify a specific SEL competency(ies) that you will focus on for the whole class (Self-awareness, Self-
management, Social awareness, Relationship Skills, Responsible Decision-making):
-Self-management will be cultivated through the assessments at the end of the lesson, whereby students must manage their
time effectively while providing an accurate representation of their skills through the assessment.

 Specific strategy that you will use to inculcate that competency:

-Time management and self-management through individual assessment.

Universal Design for Learning (whole class) Support: http://udlguidelines.cast.org

(TPE 1.4, 4.4, 4.7)

 Multiple Means of Engagement:

-Allow students to engage with visuals
-Allow students to engage with each other using conversation
-Written and verbal prompting for students

 Multiple Means of Representation:

-verbal prompting in front of class
-visual prompting on projector

 Multiple Means of Action and Expression

-Verbal discussion with classmates
-Written discussion in their workbook

Higher Order Thinking Strategies (Bloom’s, Depth of Knowledge, Hess’ Cognitive Matrix, G.A.T.E. Strategies,
Graphic Organizers, etc.). What three levels of Bloom’s will you address in this lesson to enhance the depth with which
your students will engage the lesson objective? (Remember, Understand, Apply, Analyze, Evaluate, Create) (TPE: 1.4,
4.4)
Initially, students will have to analyze different pictures and consider the ways in which these pictures are similar and
different from one another. There are a variety of analytical statements to make, Students will be expected to apply their
knowledge in their groups, as well as individually, by taking the concepts of dilations and applying it to the real world
concept of creating models (using the solar system as an example)

10. Implementation of Strategies for Enhancing Lessons:

(Please address each of these only if you plan to use them, they are NOT mandatory)
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject

21st Century Skills: Technology: Visual and Performing Arts:

Circle all that are applicable and How will technology be incorporated How will the students be provided
describe how each will be observed into the lesson? (TPE 1.2, 1.4, 3.6, with opportunities to access the
during the lesson (TPE 1.5, 3.3, 4.7) 3.7, 3.8, 4.4, 4.8 4.9, 5.4) curriculum by incorporating the visual
and performing arts? (TPE 1.4, 1.7,
Communication A slide deck will help students to 3.3, 3.6, 4.4)
Collaboration visualize class concepts and to stay on
Creativity task with the current activity
Critical Thinking

Part IV – Assessment of Student Learning

TPE 1.5,1.8, 4.4, 5.1, 5.3, 5.5
11. Assessment Criteria for Success: How will the teacher and the student know if each of the specific objectives
identified above have been successfully met?

-Informal assessment through asking questions and gauging learning individually at each table.

Formative assessments through:

-Cool down asking students to identify/analyze dilations and reproduce dilations of their own
-Worksheet allowing for further explorative questions and helping students build on their knowledge of dilations

Formative Assessments: At least two formative assessments total, at least one with a rubric (attach rubric to this template)
(TPE 1.8, 2.5, 5.1, 5.5)
Formative Assessment 1: Cool down: graded cool down to assess student understanding of dilations

Formative Assessment 2: In class worksheet: worksheet designed to continue practice in dilations, but also take their
knowledge further by allowing for further explorative questions and offering other real-world applications. For this
assessment, a rubric will be used to assess student learning, provided in the first questions of the reflection section.

Self-Assessment: How will all students be involved in self-assessment and reflection on their learning goals and progress?
If working in teams, how will they peer-assess each other and the group? Must include a rubric for either self-assessment
or team assessment that is based on achieving the objectives of the lesson, not the student’s feelings about how they did
(TPE 1.5, 5.3).

Part V – Instructional Procedure

TPE 1.4, 1.8, 2.1, 2.3,2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.4, 4.7
12. Instructional Method: (TPE 1.4, 2.1, 3.5, 3.6, 4.4, 4.7) Circle all that apply–
Direct Instruction Cooperative Learning Collaborative (Inquiry-Based) Learning

Student Centered learning

13. Prior Teaching, Prior Student Knowledge from Assessments or Student Funds of Knowledge:

-Transformations and the idea of rigid transformations

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject
-Rotations, reflections, and translations
-Measuring size with rulers and patty paper

14. Resources / Materials: What texts, digital resources and materials will be used in this lesson?

-Kendall Hunt textbook

-Overhead to project images/slides
-whiteboard

15. Procedure: Provide a detailed procedure that includes estimated times and intended questions.

Lesson Explanation: How will the lesson objectives be explained to the students? How will you communicate how it
relates to prior learning? How will you communicate your expectations for learning and behavior? How will you establish
a positive and safe learning environment? (TPE 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3)

Open –
Anticipatory Set: For engaging in initial problem solving and recruiting interest
-Recall of rigid transformations
-Explanation of possible non-rigid transformations
-Anticipating that there are ways to transform shapes without keeping the same exact size, and that these can be
understood using math and applied to meaningful ways in the world

Body –
The Seven Step Lesson Plan would suggest these stages: Teach and/or Model, Check for Understanding, Guided Practice,
Independent Practice (TPE 1.8)
Teach and/or Model: since this is geared around student-centered learning, students will be given a projected image of
three hippos. One is normal sized, one is stretched wide, and one is twice as large as the first, but with the same
dimensions. Students will be given the task of noticing and wondering, to talk about what they notice with the two images,
as well as any questions they wonder.
-Any notice/wonder statements that the students choose to share will be written on the board in front of the class
-Student statements centered around the different sizes and how one shape is the same as the other only bigger will be
discussed

After this, two circles, one with twice the radius of the other, will be shown on the board, and the students can again
discuss the relationship between the circles, with an added prompt of wondering how we could make one circle line the
same size as the other.

Through modeling, the idea of dilation will be made more concrete, by showing that doubling the size of the radius of one
circle will in effect make it the same size as the other circle.

Check for Understanding: the students will be given two line segments and asked to increase one by a scale factor of 3,
and increase the other by a scale factor of ¾. They will be allowed to collaborate in groups and see if they can use their
rulers to measure the line segment length and increase or decrease according to the scale factor.

Dilations will then be applied to the idea of models, that models of things like cars or planes are really just dilations of the
real things they represent. This will help them as they continue, to realize that modeling is a real world concept seen
around them. Modeling of the solar system will be used. Here, the students will first be given the numbers of the diameters
of a few of the planets, along with the modeled diameter of 2cm for earth. Students will be asked to use this data to see if
they can make accurate, to scale models, of some of the other planets. This will take the idea of dilation and make it into a
practical concept that the students can use their knowledge, problem solving, and collaboration to figure out.

Guided practice:
Students will be given a figure representing a snowman, but made up of geometric shapes. Students will be asked to dilate
this snowman by one half. This will be led by the students, as the goal of achieving the snowman’s dilation can be done
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject
through a few different processes. Students will be encouraged to write down their own method of dilation and compare
with their classmates. Students will be encouraged to share with the class. This guided practice will ensure that the
students are aware that this type of dilation can be done with a variety of shapes, including circles, line segments, triangles,
and other geometric shapes.

Independent practice: students will be given a worksheet and a cool down to continue their understanding of dilation
through independent practice in class. This is a time where they can ask any further questions of the teacher or of their
classmates. Students will additionally be given homework problems to continue their understanding of dilations at home.

Close –
-The concept of dilation will be summarized, as well as its place as a “transformation” but not a “rigid transformation”
-Ideas about what a dilation means, summarizing the concepts the students discovered, will be discussed as a class.

Next Steps: How will next steps be communicated to the students about continuing to learn this topic after the lesson?
-Students will be informed that dilations will continue to be a topic reinforced in future class lessons, and that this
information is foundational for the rest of the unit
-Students will be encouraged to continue learning in their homework and in preparation for their upcoming quiz which will
include information on dilations.

Part VI – Reflection
TPE 3.4, 6.1, 6.5
After presenting the lesson in the classroom, review and reflect on student work related to the lesson

1. Include rubric data here:

Student Centered Lesson Rubric

1 – Beginning 2 – Developing 3 – Proficient 4 – Mastered

stage: Student stage: Student stage: student stage: student has
needs more time understands has mastered the
and practice to concept in part demonstrated concept in its
master the understanding of entirety
concept the concept

Creating dilations The student does The student The student The student
based on a center not understand partially knows how to knows how to
and a scale factor how to create an understands how create an create an accurate
accurate dilated to create an accurate dilated dilated drawing if
drawing if given accurate dilated drawing if given a given a scale
a scale factor drawing if given a scale factor and a factor and a
and a center for scale factor and a center for center for
dilation. The center for dilation. dilation, but may dilation.
student makes The student might make an error in
many errors make several the process.
regarding the errors, either
scale factor and regarding the scale
the center of factor or the center
dilation. of dilation.
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject

Understanding the The student does The student The student The student
concept of a scale not yet partially understands the understands the
factor understand the understands the concept of a concept of a scale
concept of a concept of a scale scale factor and factor and knows
scale factor or factor and knows knows how to how to apply it in
when to apply how to apply it in apply it in most all situations.
this concept. some situations. situations.

Analyzing dilations The student does The student The student The student
based on a center not yet somewhat knows knows how to knows how to
and a scale factor understand how how to calculate calculate the calculate the scale
to calculate the the scale factor or scale factor and factor and the
scale factor and the center of the center of center of dilation
the center of dilation used if dilation used if used if given a
dilation used if given a drawing. given a drawing, drawing.
given a drawing. The student might but might make
make a few errors an error in
with one these labeling, or a
concepts. small error.

Given the 19 responses for those present in class, 4 out of 19 students received a 2 or lower for multiple categories. In
general, students struggled to perform the last criterion for the rubric. A little over a third of the class failed to properly
analyze the scale factor for the third question on the worksheet, which is probably due to the scale factor being a fraction
for this problem. It is helpful to know that the concept of a scale factor is relatively understood, but calculating this scale
factor when going from a bigger image to a smaller image is more difficult. Given a line segment, almost all students were
able to produce a corresponding segment increased by a scale factor of 3. Further, most students seemed to understand the
concept of a scale factor as the number that either increases or decreases the shape, but there might still be a little more
reinforcement needed in order to solidify an understanding of whether the scale factor will increase or decrease, as well as
when to apply a scale factor. Another common mistake from the worksheet was in the description of the sequence of
transformations in number 2 of the worksheet. Many students understood the concept, but might have found it hard to
articulate the precise academic language for the transformation. I think more time is needed here to ensure that the students
understand how to articulate these transformations.

2. Student achievement of the lesson objective according to the data analysis:

Explain areas of successful achievement –
Success was achieved in dilating the given segment by a scale factor of 3. Almost every student was able to do this
accurately. Further, students did seem to understand well how a scale factor related to dilation. They were able to see that
the number for the scale factor influenced how big or small a shape became.

Explain areas of unsuccessful achievement; and why each specific student was unsuccessful –
I think that students struggled with the more advanced concepts, largely because these are a little less intuitive. There was
some dissonance in their understanding of the difference in the scale factor if a larger segment becomes smaller versus if a
small segment becomes larger. It was difficult for students to calculate the scale factor if the shape became smaller
because this requires the scale factor to be a decimal or fraction, which requires more difficult math. For example, with the
student sample of Steven, he struggled to see that the scale factor should have been smaller than 1 in order for the shape to
become smaller.

How did learning deeply about your students’ assets and learning needs
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject
a. inform and/or shape your lesson plan for the whole class?
I think in understanding the assets of my students, I was able to incorporate their strengths specifically through group
activities. Since my students tend to do well in a collaborative setting and tend to come from diverse backgrounds, I know
they can generally function well when working with each other, so this is utilized to empower students to learn from one
another and collaborate with one another in the learning process. Further, in understanding the learning needs of my
students, I think I was able in part to assist them towards the learning goals for the day. Since they had a prior
understanding of transformations, I think I did a good job of building upon prior knowledge for the lesson. However, I do
think I introduced too many concepts for these students, and in the future I would want to incorporate fewer ideas which I
can go deeper with. I think this is in part due to the nature of having a long class period, and needing to cover more topics
as a result. However, it is perhaps at times preferable to go deeper with fewer topics.

b. support student access to and engagement with the content?

In understanding those in the class who have EL designations and those who have different styles of learning, I think I was
able to provide multiple means of representation and engagement for the lesson. Directions were both given audibly and
projected visually on the board, and many concepts were reinforced both verbally and visually. Further, student
collaboration ensured that students not only had the opportunity to write down their concepts and internalize them
individually, but also to collaborate and verbally explain the concepts.

Think about your teaching practice during the learning segment and what you learned from your analysis of multiple types
of assessment about your students’ understanding of content and/or ELD learning goal(s).
a. What was most effective about your teaching or assessment in helping students achieve the content and/or ELD
learning goal(s) of the segment?

I think that I effectively allowed for students to continue to practice in new ways with the assessments. The book learning
concepts were reinforced by assessments, specifically in the worksheet, which allowed students to take these book
concepts and apply them in different types of questions. I believe the assessments not only gauged student understanding,
but also facilitated the process of learning. Further, I think that through teaching, I was able to adapt well to the students
by at times slowing down to further instill a specific concept. This was definitely needed with the scale factor and center of
dilation, to ensure students knew that the scale factor needed to be multiplied, not added, to the original segment’s length,
and that the center of dilation remained the same.

b. What was less effective about your teaching or assessment? What do you want to set as an area for growth to
increase your effectiveness as a teacher? Explain why you have chosen this professional learning goal.

I think I could have been more effective at creating something that intersected more with student interest, and I think I also
could have done a better job at having different types of assessment in different moments. It is difficult especially in
geometry to come up with interesting and novel problems for students to solve which will be engaging for them. I think I
could have done a better job to think of an activity that aligned with student interest. I also think I am good at assessing
different students on an individual basis informally as class progresses, but in the future I would like to take more
moments to stop and informally check for understanding and questions. I think at times I get too caught up with hitting all
the points for the lesson that I do not remember this crucial step.

3. What instructional strategies were used to help students achieve the lesson objective? Which subject-specific
pedagogical skills were used to help students be successful? (reference TPE SSP 1-7 Part 2: Subject-Specific Pedagogy)

Group collaborative learning, modeling, and providing multiple means of representation and engagement, were all
instructional strategies utilized in this lesson. Students were able to make sense of problems and solve them, both
individually and collaboratively. Students were also given multiple ways of approaching mathematical problems,
especially with transformations, where multiple methodologies can be utilized to obtain a similar result. Students were
further equipped to understand basic mathematical computations, as proportions and division was utilized in order to
obtain a scale factor.

a. Was your lesson plan sufficiently flexible to support all students’ learning, or did you need to incorporate specific
instructional, in-the-moment adaptations for particular students? Why or why not?

I did need to incorporate in-the-moment adaptations in order to help with the learning process. It is always unpredictable
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject
which concepts students might struggle with. In this lesson, I saw some students struggle to utilize the center of
dilation when performing this transformation. I had to adapt to this by stopping the activity and reinforcing the idea at
the front of the class that the center of dilation will stay the same, and that all other points will get farther/closer away
from this center of dilation based on the scale factor. Further, the planet activity was problematic. This activity proved
much more difficult than intended, and much of the discussion had to be minimized in order to not make things overly
complicated for the students. Given the duration of class, this activity proved to take much longer than anticipated,
given that the easier activities took quite some time. I think this was a good adaptation, but it was unfortunate that an
activity geared towards student interested had to be largely scrapped in the moment. I do think that moving forward, I
could do with being even more flexible and sensitive to students, in order to engage in practices to maximize student
learning.

b. Did your instructional approach support learning for the whole class and for each of your focus students to achieve the
content-specific learning goal(s)?

I think that my instructional approach for both the whole class and for my focus students was moderately effective. It is a
very difficult balance to need to cater to the needs of the class as a whole, but also help give extra assistance to FS2 and
FS5, who do require quite a bit of extra attention. Given that FS5 was not in class on this day, it was somewhat easier to
cater to the needs of less students. However, I do think I need to work on obtaining this balance, as I do think that at times,
students are not given enough time to understand and comprehend, and I would like to spend more time to help support
these students, while still not compromising the learning of the class as a whole. I do think that collaborative learning and
table groups greatly help in this process, as students can help one another, but I still think more work on my end is needed
to ensure understanding.

4. According to the data analysis, what changes could be made to the lesson and why? Please use specific examples from
your student samples or note other specific evidence.

In the given student examples, Sa’Nai and Steven are two examples of a common phenomenon for the lesson in which
students struggled to calculate scale factors when the figure became smaller. In light of this, I would want to limit the
amount of activities, and add further depth into a smaller number of activities. By doing this, I could spend a larger amount
of time on reinforcing the concept of a scale factor, so that students could improve their ability to calculate this whether
the scale factor caused the image to grow larger or smaller.

c. If you were to develop and teach this lesson again, what would you do the same or differently to improve deep
learning of content and academic language for the whole class of students and why?

If I were to teach this lesson again, I would focus on fewer activities to improve understanding. I think I could also
improve deep learning by having students engage in evaluation through categorization. I think the idea of a scale factor
lends well to categorization, as students could take different scale factors or different dilations and categorize them based
on the scale factor size and whether the resulting image became larger or smaller. This would help them engage in deeper
learning while simultaneously allowing students to understand scale factors to a greater degree.

5. What should be done next to teach the students who were not successful in grasping the lesson? Explain what you
would do next to advance the learning of the whole class of students. How could it be re-taught if given the
opportunity?

a. Do you need to reteach any part of the lesson? Explain why or why not.

I think I need to reteach scale factors simply to reiterate how to find the scale factor, and to reinforce the idea that a scale
factor greater than 1 increases size, whereas a scale factor less than one decreases size. These are vital concepts for the unit
and were not totally understood in the lesson. Therefore, reteaching is needed for this section.

b. Based on what the whole class of students learned about the content you were teaching, what will you teach next?

Students will build upon their knowledge of scale factors to dive deeper into the concept of similar figures. Students will
be taught about the properties of similar figures, including their proportional sides and congruent angles. This concept
builds directly on the lesson that I taught, and will utilize the understanding of dilations and scale factors to consider entire
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject
shapes, especially triangles, rather than just segments.

6. Personal Reflection: What did you learn about yourself as a teacher, and how you want to teach in the future?

I think I learned that I actually can adapt to in-the-moment situations better than I would have expected. I am certainly far
from perfect here, but I was able to address concepts students misunderstood, and cater towards both the class as a whole
and individuals when needed. I did this better than I had anticipated, though there is still a lot of room for growth. Further,
for the future, I think I want to develop better strategies to manage the class in the moment, as I do struggle at times to
collect class attention when it is needed. I would like to focus on strategies to do this while still engaging student interest
and not necessarily having to suddenly become a disciplinarian.

Part VII – Student Samples

Make copies or take clear pictures of student work for each level (high, middle, low, ELL and special needs students).
Write comments on the copies. Include scores according to the formative assessment rubric that you created. Also include
information about how and what was communicated to the students regarding their work.

Given time constraints, not many students were able to work on the second page of this worksheet, or if they did so, it was
done in a rush. Therefore, only the first page was used in assessment.

This student was on the lower end of the assessment, as the transformation description is inaccurate and she fails to give a
number as the scale factor for number 3. She does well to produce a dilation for number one, but could be assisted by a
deeper conversation concerning the scale factor and how it is obtained. This student received a 3/2/2 on the rubric, as she
at least has some understanding for the concept of a scale factor and analysis of a scale factor, but does make several errors
in the process.

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject

This below student is designated as an EL 3. He received a 3/4/3 for this assignment. He

accurately completes numbers 1 and 3, without much of an issue. The only mistake comes with
the answer for number 2, which is not quite specific enough. Further, he does not provide a
scale factor for number 2. However, he still very accurately understands that there needs to be a
translation followed by a dilation.

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject

This student below is FS2. As seen, he does a very good job throughout the front page of the
worksheet, and as a result received a 3/4/4 for this worksheet. Bryan had enough time to
complete the back as well, and did a good job for number 4. Even though number 5 proved to be
a challenge, this was the hardest problem on the worksheet.

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject

This student is FS4, who is a high achieving student. This student received a 4/4/4 for this
assignment. He does well throughout and even completes the final two problems on the back.
This student’s only mistake comes with being not quite specific enough for number 2, though
even here, this is enough to earn the majority of credit for the answer.

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject

This student below is FS3. FS3 received a 3/3/2 for this assignment. Since the back page was
not taken into account for points against, FS3 received a 3 for the first part of the rubric, though
it is clear that further explanation for the center of dilation would be helpful here to ensure his
understanding. He does well for both number 1 and number 2, only having an error in number 3
for calculating the scale factor. This student did not quite take into account the measurements
given to see that the resulting length of 6 was shorter than the initial length of 8, resulting in a
scale factor of ¾.

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
 Standards-Aligned Lesson Plan Template / Multiple Subject

Graduate Education Lesson Plan Rubric

Insufficient Poor Satisfactory Good Excellent Total
11.9 and below 12-13.9 14-15.9 16-17.9 18-20
Part 1: Failure to align Inadequate choices Adequate choices Strong choices and Excellent choices and
standards and and alignment of and alignment of alignment of standards alignment of
Goals and objective and a lack standards and standards and and objective with standards and
Standards of rationale and objective with poor objective with basic clear, robust rationale objective with clear,
essential questions. rationale and rationale and and essential insightfully robust
essential questions. essential questions. questions. rationale and
essential questions.
Part 2: Failure to develop Minimally helpful Moderately Good demographic Robust demographic
demographic profile demographic profile appropriate profile and adaptations profile and
Demo- and adaptations that and adaptations that demographic profile that will potentially adaptations that will
graphic provoke diversified will not likely and adaptations that provoke significant, potentially excel at
Profile learning or engage provoke significant, will likely provoke diversified learning provoking
and 21st Century diversified learning significant, that engage 21st significant,
Learning, the Arts, and only vaguely diversified learning Century Learning, the diversified learning
Lesson and/or technology. engage 21st Century that engage 21st Arts, and/or that engage 21st
Adaptatio Learning, the Arts, Century Learning, technology. Century Learning,
ns for and/or technology. the Arts, and/or the Arts, and/or
specific technology. technology.
students
Part 3: Failure to provide Inadequate Adequate Strong demonstration Excellent, robust
Universal Design demonstration of demonstration of of multiple means of demonstration of
Universal for Learning. multiple means of multiple means of instruction that are multiple means of
Design for instruction that are instruction that are likely to provide instruction that are
Learning not likely to provide somewhat likely to engaging Universal highly likely to
engaging Universal provide engaging Access for all learners. provide engaging
Access for most Universal Access Universal Access for
learners. for most learners. all learners.
Part 4: Minimally useful Minimally useful Moderately useful Very clear, useful Outstanding,
formative formative formative formative assessments powerfully useful
Assessmen assessments and assessments and assessments and and purposeful rubric formative
t Plan rubric that will not rubric that will not purposeful rubric that will enable assessments and
enable some enable some that will enable meaningful assessment purposeful rubric that
meaningful meaningful some meaningful for every student. will enable
assessment for most assessment for most assessment, but not meaningful
students. students. likely for every assessment for every
student. student.
Part 5: Failure to create a Poor plan that will Adequate plan that Strong plan that will Excellent plan that
meaningful student do little to empower will empower empower students to will empower
Peer and self-assessment students to students to reflect critically reflect on students to critically
Student genuinely reflect on on their learning their learning and gain reflect on their
Self- their learning or and gain some good insights learning and gain
Assessmen gain personal insights significant insights
insight
t Plan
59.9 and below 60-69.9 70-79.9 80-89.9 90-100

Part 6: Failed to create Developed Developed Developed strong, Developed extremely

meaningful plans minimally thought- adequately realistic, realistic, and well strong, realistic, and
Instructio out plans without and well thought thought out plans with well thought out
nal potential to create a out plans with potential to create a plans with potential
Procedure well- structured potential to create a, thriving, well- to create a thriving,
classroom well-structured structured classroom well- structured
classroom where where students classroom where
students might understand the students understand
understand the boundaries and can the boundaries and
boundaries work well within them. can work well within
them.
Point Final Score:
Chart:
180-200 A
160-179 B
140-159 C
120-139 D
119 and
below:
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21
Failed
 Standards-Aligned Lesson Plan Template / Multiple Subject

All Components Lesson Plan Rubric

Insufficient Poor Satisfactory Good Excellent Total
7.4 and below 7.5-8.74 8.75-9.9 10-11.24 11.25-12.5
Student Failure to include Submission of two Submission of three Submission of five Submission of five
student samples on to three samples to five samples samples representing samples representing
Work a meaningful level little diversity in some diversity in ample diversity in a wide range of
Sample abilities and needs abilities and needs abilities and needs with diverse abilities and
Submission and/or lacking with appropriate strong, useful comments needs with excellent,
appropriate comments and and grades clarifying comments
comments and grades and grades
grades

Lesson
Observatio The LOP was submitted to Canvas in a timely manner and in readable form.
n Protocol (If an LOP is not turned in, this assignment will not be graded and will result in the loss of all points for this assignment
(LOP) and may affect being allowed to go on to the next stage of the Grad Ed Program).
Submission
14.9 and below 15-17.4 17.5-19.9 20-22.4 22.5-25
Teaching Failed to reflect on Minimal reflection Adequate reflection Strong reflection on Superb reflection on
the lesson in a on lesson and on lesson and lesson and specific lesson and specific
Candidate pedagogically specific assessments specific assessments assessments showing assessments showing
Reflection meaningful way showing poor showing some good analysis into the robust analysis into
on Lesson analysis into the analysis into the strengths and the strengths and
strengths and strengths and weaknesses of the weaknesses of the
weaknesses of the weaknesses of the instructional method instructional method
instructional instructional and process, and process,
method and process, method and process, adaptations, and levels adaptations, and
adaptations, and adaptations, and of inclusion and levels of inclusion
levels of inclusion levels of inclusion engagement for both the and engagement for
and engagement for and engagement for whole class and both the whole class
both the whole class both the whole class individual needs with and individual needs
and individual and individual sound consideration of with excellent
needs with needs with next steps consideration of next
inadequate satisfactory steps
consideration of consideration of
next steps next steps
Point Final Score:
Chart:
45-50 A
40-44.5 B
35-39.9 C
30-34.5 D
29 and
below:
NOT YET

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – JH 09/09/21