Standards-Aligned Lesson Plan Template

Subject(s): Mathematics Grade: 7

Teacher(s): Sharon Warden School: Mendez

Fundamental Intermediate School Date: 02/09/2017
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
7.G-5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write
and solve simple equations for an unknown angle in a figure.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.PI.A.8.4.BR: Adapting Language ChoiceAdjust language choices according to task (e.g., facilitating a science
experiment, providing peer feedback on a writing assignment), purpose, and audience.

ELD.PI.B.8.5.BR: Listening actively Demonstrate active listening in oral presentation activities by asking and
answering detailed questions, with minimal prompting and support.

4. Learning Objective: (What will students know & be able to do as a result of this STUDENT-FRIENDLY
lesson?) TRANSLATION
Students will be able to identify and differentiate between supplementary, Students will be able to identify
complementary, vertical, and adjacent angles, understand how they relate to each different kinds of angles and
other, and write equations in order to solve for unknown angles. learn how to solve for unknown
angles.

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the STUDENT-FRIENDLY
real world? Why are these outcomes essential for future learning?)(TPE1.3) TRANSLATION
Understanding angles is essential to any kind of construction, architecture, or Understanding angles is useful
navigation, and are also utilized in various sports, such as skateboarding, when you are trying to build or
basketball, and golf. It is necessary for understanding later concepts such as design anything, can be used in
radians as a way to measure angles. sports, and is necessary for
understanding more complex
concepts later in math.
6. Essential Questions (TPE1.5):
How do angles help people in everyday life?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

7. Class Information:
a. Total number 37
b. English Learners/Standard English Learners Only a few redesignated ELs; many bilingual students
c. Students with Special Needs 3
d. Academic language abilities, content knowledge and skills in content area Honors class, both an
accelerated and more in depth than a standard 7th grade math course
e. Linguistic background English & Spanish
f. Cultural background (home/family) Almost the entire class is Hispanic, only one or two Asian students;
school is in Santa Ana, so it is a lower socioeconomic area although it is a fundamental school so students
have amble resources
g. Health considerations (if any) One student has a hearing aid, but does not require any special
accommodations
h. Physical development factors that may influence instruction in this academic content area
Physical development is normal
i. Social development factors that may influence instruction in this academic content area It is an
honors course, so the students are ready and willing to learn new information and participate; a couple
students have ADHD but are on medication
j. Emotional development factors that may influence instruction in this academic content area It
is a 7th grade class, so emotional development varies from student to student
k. Interests/Aspirations (relevant to this academic area) Students want to remain in honors math and
encourage and challenge each other to get the answer correct as efficiently as possible

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs. )):
Although there are only redesginated English Learners in the class, I still need to focus on English literacy as well as
academic and content vocabulary. The only student with a disability does not require any special accommodations,
and she is well-liked by her classmates. The students with ADHD may have trouble staying on task during the group
discussion and while listening to the lecture.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs. )
I will provide a handout with the names of previously learned angles (straight, right), with the degrees (180, 90), and
with a drawing of each. I will do the same for the new angles (supplementary, complementary, vertical, and
adjacent). That way ELs know what each one looks like, the name of each, and how they relate to each other. This
handout will also help students with special needs, who need to see visuals of the information as well as a
verbal/graphic descriptions. Students will work in small groups in order to lower the affective filter and allow English
Learners and students with special needs to feel comfortable enough to share what they are thinking and to ask any
questions they have. English Learners with the same primary language will be able to discuss questions in that
primary language, but they will need to share what they discussed in English when they share it with the class.
These small groups will allow all students to use the content vocabulary from the lesson with each other, making
them more comfortable with it before having to use it in front of the whole class.
10. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson
(TPE1.5,3.3):
Communication: Students will need to communicate with each other within small groups, and then present their
thoughts and ideas with the rest of the class. Students are also expected to participate in the lesson by taking notes,
asking questions, and answering questions both verbally and in writing, numerically and with words.
Collaboration: Students will work in small groups to support and guide each other through the new material. If a
student within the group is struggling, the other students are expected to share their understanding with them and
provide guidance. After the main lesson, they will also work together to discuss the solution to a more complex
question.
Critical Thinking: Students will review each other's work, identify any mistakes or missteps, and then explain to
each other how to correct those mistakes. They will also need to think in a more in depth way in order to answer a
more complex question after the material is presented: Which of the four angles presented in the lesson are created
when any two lines intersect? Which of the angles is not?

11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
I will show a short skateboarding video in the beginning of the lesson and another instructional video about the
application of complementary and supplementary angles within construction during the lesson. Online resources will
be available for all students listed on the worksheet, including interactive websites, online quizzes, and study tools.

Skateboarding Video:
https://www.youtube.com/watch?v=GTqg2xykCbE

Instructional Video:
https://www.youtube.com/watch?v=GO20ZgUzlc0

Online Resources:
Looking at Math from Different Angles-http://ca.pbslearningmedia.org/resource/mapt-math-ee-intangles/looking-at-
math-from-different-angles-complementary-supplementary-vertical-and-adjacent/, Angles Quiz-
http://www.mathgames.com/skill/8.85-complementary-supplementary-vertical-and-adjacent-angles, Advanced
Practice- https://www.khanacademy.org/math/basic-geo/basic-geo-angle/vert-comp-supp-angles/e/identifying-
supplementary-complementary-vertical

12. Visual and Performing Arts How will you provide the students with opportunities to access the
curriculum by incorporating the visual and performing arts? (TPE1.7)

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the
outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative:
There will be a short, informal review of prior knowledge when we review what straight and right angles are. During
the class, I will walk around while the students are working independently and in small groups to help with any
questions and assess their understanding of new concepts. After the students finish the independent practice
problems, they will support and guide each other in their small groups. When they are finished I will ask them to
informally self-assess themselves by giving me a thumbs up, thumbs down, or somewhere in between. I will do
another self-assessment thumbs up/thumbs down after I go over the second half of the lesson before the more
comprehensive assessment at the end of class.

b. Summative (if applicable):

At the end of the lesson, I will ask all the students to take out a separate piece of paper and give them one problem
to solve that they will turn in before they leave for the day. This assessment will be informal, but the students won't
know that. This will show exactly how much they individually learned during the lesson. The question will be
summative, but it will not be too difficult. I will just be looking for general understanding. My next lessons will
reinforce this lesson and build upon it.

c. (Attach rubric here, if applicable):

There will be no rubric for either of these assessments. I will go through each of their individually solved problems to
determine how well they grasped the information, and if they made a mistake, where they made it and why.

d. How do you plan to involve all students in self-assessment and reflection on their learning goals
and progress? (TPE5.3)
The self-assessment using thumbs up or thumbs down is a way for student to evaluate their understanding and
honestly share with me whether or not they need are missing something. The learning objective will be on the board
throughout the lesson, so I need to provide an environment where students feel comfortable being honest about how
they are doing with the new material in the lesson.

Part V - INSTRUCTIONAL PROCEDURE

14. Instructional Method: Circle one

Direct Instruction Inquiry Cooperative Learning

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Students will receive the worksheet from me, they have their own notebooks that they will use to record the new
content vocabulary in, I will be using two videos during class, and I will provide online resources as supplemental
support for this lesson on the worksheet.
 16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
When the students walk into class, on the board will be the lesson objective: Students will be able to identify and
differentiate between supplementary, complementary, vertical, and adjacent angles, understand how they relate to
each other, and write equations in order to solve for unknown angles. Projected on the smart board will be a list of
the content vocabulary for the unit that we've covered so far, with the content vocabulary for this lesson added and
highlighted in a different color (new content vocabulary words: supplementary angles, complementary angles,
vertical angles, adjacent angles). Each class I add the new vocabulary to the list, this way the students know exactly
what vocabulary they are responsible for knowing. Students have a space in their notebooks for unit vocabulary, so
students should copy down the new vocabulary and add it to their lists.

Unit vocabulary: Parallel Lines

Perpendicular Lines
Intersecting Lines
Obtuse angles
Acute angles
Right angles
Straight angles
Supplementary angles
Complementary angles
Vertical angles
Adjacent angles

0-5 min
I will begin class with a skateboarding video and then ask the student to identify different angles that they saw in the
video. I will then ask my essential question (How do angles help people in everyday life?) and have the students
discuss it.
Skateboarding video on YouTube: https://www.youtube.com/watch?v=GTqg2xykCbE

5-10 min
I will review the angles that we have already learned, particularly straight and right angles. The students will have a
handout going over both straight and right angles, including a picture of each, how many degrees they each are, and
how to identify both. I will ask the class if there are any questions before beginning the lesson to ensure everyone
has the prior knowledge necessary to comprehend the new information.
BODY:
10-20 min
Students will take notes and fill in the blanks on their worksheets while I teach the lesson using the ELMO. I will first
go over what supplementary and complementary angles are and how two angles can create each of those angles. I
will explain and model how to find an unknown angle when only one is given. I will do one or two examples of each
with the entire class, asking questions and expecting participation from all the students.

20-25 min
The students' normal seating arrangement is in groups of four, with two tables put together and all the students are
facing each other. I will ask the students to try to do the two practice problems on the worksheet on their own at
first, and I will give them 3 minutes. I will then put up the correct answers on the board. Students will have an
additional 2 minutes to ask each other questions and give feedback within their seating groups of 4.

During the independent practice and the group support time, I will be circling around the class providing any
additional support the students need and assessing their understanding of the material thus far. Before moving on to
the second part of the lesson, I will have them self-assess their understanding through the thumbs up or thumbs
down exercise. If I get a lot of iffy thumbs or thumbs down, I will explain the material further and go over more
examples as a class.

25-30 min
Once I feel like the class is comfortable with complementary and supplementary angles I will show a quick video that
shows where you can find complementary and supplementary angles on a construction site. It also gives 3 helpful
ways to remember how to differentiate between the two angles. After the video, I will ask the students what they
thought about it and whether or not they found it helpful.
Complementary & Supplementary Angles in Construction: https://www.youtube.com/watch?v=GO20ZgUzlc0

30-35 min
After the video I will move on to the second part of the lesson. Students will take notes and fill in the blanks on their
worksheets while I explain what vertical and adjacent angles are, how to identify them, and why it is important to be
able to recognize them. We will fill in all of the blanks together as a class. This should only take a few minutes. In this
lesson, they are only responsible for being able to identify and name vertical and adjacent angles. They will not need
to solve any problems containing vertical or adjacent angles yet.

35-40 min
Students will work in their seating groups of 4 to answer the group discussion question on the worksheet: Which of
the four angles presented in the lesson are created when any two lines intersect? Which of the angles is not? The
students will need to work together to figure out what the question is asking them, apply the knowledge they just
learned in class to the question, answer the question using a verbal explanation, and be able to justify their answer.
If all of the students in a group have the same primary language, they can have their discussion in their primary
language. However, this is only allowed if ALL students in that group speak that language. If they choose to share
their answer with the class, it must be in English.

During this discussion, I will be walking around the class answering any relevant questions. However, I want the
students to try to figure out what the question is asking on their own as much as possible, so I will help them along
by giving them hints or suggestions without explicitly telling them. I will ask one group to volunteer to share their
answer with the class. If they are incorrect, I will ask another group to volunteer to share their answer; if they are
correct, I may elaborate on their answer and then move on.

CLOSE:
40-50 min
I will ask each student to pull out a new piece of paper which they will turn in. I will put the assessment questions on
the board and give students the last 10 minutes of class to complete it. It will show understanding but it won't be too
difficult because I want the students to feel accomplished that they understood the lesson. I will emphasize to the
students that it is important to show all of their work so that if they make any mistakes I will know exactly what I
need to cover again before introducing new information the following day.

Part VI REFLECTION (TPE6.1)

1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, & Student with
Special Needs

2. Were the students successful at achieving the lesson objective?

a) If so, explain which areas in which students were successful, according to your data analysis.
 b) If not, explain which areas in which students were not successful, according to your data analysis. Why do
you think they were not able to achieve the lesson objective in these areas?

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific
pedagogical skills did you employ to help students be successful? (Reference TPE Part 2: Subject-Specific
Pedagogy)

4. What would you change about the lesson and why (according to your data analysis)?

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.