Day 1
Body of the Lesson Plan-Day One (60-minutes total)
Teacher Talk: Introduction to Lesson (10 minutes)
“Now that we have covered and discussed the different types of geometric figures in our class, we can now start to explore ways to manipulate and work with these shapes. Can anyone remind us of different geometric figures we have covered this year?” As students raise their hands and begin to list different geometric figures, write them on the board. “Now that we have reminded ourselves of the figures we have covered, can anyone tell me what they think has happened to this shape?” Show students on board an equilateral triangle and the same triangle rotated (example shown at the end of lesson plan). As the raise their hands and begin answering accept descriptions of what occurred to the triangle and have the class discuss and come to one agreement on what they believe happened. “This is an example of what we are going to begin covering today, what we call transformations. But before we begin reading the chapter, let’s go over some vocabulary first.” Project vocabulary and definitions on the board and begin the Before Reading Literacy Strategy Possible Sentences.
Before Reading Activity: Introduction to Key Vocabulary Possible Sentences (15 minutes)
- Before starting the Possible Sentences worksheet, the Chapter 4.8 printout will be handed out and the vocabulary and definitions will be projected, the students will add the vocabulary and the definitions to their math glossaries.
- Once this has been done the students will find a partner and will use the Possible Sentences worksheet and their glossaries to complete the worksheet as a pair.
- Once the worksheets have been completed, the pairs will share some of their sentences with the rest of the class.
Accommodations for ELLs: For this activity, Xiaodu will have an assigned partner of a fluent English speaker that has worked with her for the past 3 months. Xiaodu is shy, so having an assigned partner for her allows her to become comfortable with one person that she can work with on her speaking and listening. Because Xiaodu has a higher reading and writing WIDA score writing the sentences and reading the definitions will be easier for her. To support her listening and speaking, pairing her with a fluent English speaker that she feels comfortable around should help support her own listening and speaking. In addition to this, working with me after school and having her begin to talk to me. Her favorite subject is math so by taking time after school to discuss what she likes about math can help her relate her experiences and find something she would feel more comfortable talking about. Directions will be typed into the worksheet and read aloud for Xiaodu. I will also pass by their pairing often, to let Xiaodu see that if I am needed, I will be able to help. She will also have access to an English to Chinese dictionary.
During Reading Activity: Structured Notetaking (30 minutes)
“Now that we have gone over vocabulary for this chapter, we are going to move into reading the chapter. You all have the chapter 4.8 print out in front of you, keep your glossaries and possible sentences worksheets out just in case you need them while reading. Now we will read the chapter with the same partners we had for our previous activity. Each one will read one paragraph then switch off, alternating between each paragraph. Pay attention to the different types of transformations you will read about and how they occur. Once you finish reading, use the Structured Notetaking worksheet that I will pass out and using the text and each other, fill out the worksheet.” Pass out Structured Notetaking worksheet found at the end of the document. Give students 20 minutes to work on reading the chapter, pg. 272-275. Once 20 minutes has passed or once they have all finished the worksheet, get their attention. “Now that we have finished our notes, let's go over them as a class. If you missed an answer or didn’t find the right answer, now is the time to correct your notes based on our discussion.” Go over the worksheet, asking students for what they put and encouraging discussions if there are any disagreements, steer students in the right direction for finding the answer.
Accommodations for ELLs: For Xiaodu, she will once again be with her assigned partner, who is a fluent English speaker that Xiaodu feels comfortable with. Because Xiaodu has lower WIDA scores in listening and speaking, by still having the text in front of her she will be able to follow along as her partner reads aloud. Her partner will know to not read too fast, but to read at a pace in which Xiaodu can follow along comfortably. The reading will be something I would have already introduced to Xiaodu and begun working on reading aloud with her, in order for her to hear me read and for me to hear her read. This will allow me to see where in her speaking she needs more work in. She will have the glossary and the possible sentences worksheet with her and will still have access to a dictionary.
After Reading Activity: Exit Slips (5 minutes)
“Good, now that everyone has their notes filled out with the right answers, we are getting ready to wrap up today. Before we leave, come get an index card from the front and answer the questions I am about to write on the board. The questions must be answered before you leave class, as they are your exit slips today. Once you finish and turn them in, you are free to leave. Thank you!” Write questions on board:
1) Describe the following transformation:
2) What do you still have questions about or are confused about?
3) What did you like about the activity today?
Accommodations for ELLs: Since Xiaodu can answer wh- questions, she should be able to accomplish this task on her own, if she needs any support, she can use her dictionary or ask for clarification.