Tina Ayers EDSS
511 101712
Geometry
Unit
Unit
Context
Subject Content Area: Geometry – Relationships Within
Triangles
Course: Geometry
Grade Level: High School 910
Length of Unit: The unit will last for 5 days for 90 minutes
per day, so a total of 450 minutes. The days of the unit are in late October.
Facts
about the learners
Whole
Class Information
Number
of Students in the Class: 38 students in the class.
Demographic
Information: 22 female students and 16 male students. The
ethnic background of the students consist of 27 Caucasian, 1 Japanese, 1
Indian, 1 African American, 1 Vietnamese, 1 Korean, 1 Persian, 1 Chinese, 1 Scottish,
1 Israeli, 1 Polish, 1 South Asian
Developmental
Needs
Interests:
The students are interested in many
things. A few being: Badminton, tennis, soccer, swimming, reading, singing,
dance, clubs, martial arts, volunteering, baking, horseback riding, guitar, animals,
music, drawing, sleeping, eating, etc.
Learning
Profiles: Kinesthetic, Individual, working in groups, and visual.
Individual
Student Information
1.
Elena:
Elena is a 15 yearold female student who is an English Language Learner at the
Early Intermediate range. She is from Mexico, where she enjoys visiting her
family. Her parents are professionals and Elena is literate in Spanish. She
enjoys coming to school, and is sometimes shy, but is liked by others and works
well in groups. While in school in Mexico, she received above average grades.
Developmental
Needs
Readiness:
Elena’s
CELDT scores indicate that she is at the Early Intermediate range for reading
and writing. She will need help developing her use of the English language in
order to progress in reading and writing skills.
Interests: She
enjoys dancing and spending time with her family. She also enjoys coming to
school since she is hardly ever absent.
Learning
Profile: Elena is an independent learner as well as one who enjoys
working in groups.
Differentiation
Strategies
Process/Readiness:
Teacher
uses visual displays and lecture to give information. Teacher has students work
in pairs to support development.
Process/Readiness:
Students
work in pairs to discuss and solve problems.
Product/Learning
Profile: Students will take notes, work in pairs, and go up to the
board to explain work.
Content/Readiness:
Students
use preprinted skeleton notes to organize content.
Process/Learning
Profile: Having the students pair into partners and checking for
understanding by listening and looking at progress.
The learning goals will be assessed through formative
assessments which include homework, daily warmups, oral confirmation in class
discussion, and a test. Additional support is available on the teacher’s
website which includes videos and a key to the notes.
2.
Alex:
Alex
is a 15 yearold male in the 10^{th} grade. Alex has been diagnosed as
having a specific learning disability. He has a hard time sounding out words
and reading to comprehend. He selfisolates and doesn’t contribute to class
discussions or group work.
Developmental
Needs
Readiness:
Alex
can read at the 7^{th} grade level. Alex needs support in reading comprehension;
he also needs guidance to be able to work in groups.
Interests:
Alex
enjoys being alone.
Learning
Profile: Alex is a selfisolator and prefers to not participate in
class discussions.
Differentiation
Strategies
Process/Readiness:
Teacher
uses visual displays and lecture to give information. Teacher has students work
in pairs to support development.
Process/Readiness:
Students
work in pairs to discuss and solve problems.
Product/Learning
Profile: Students will take notes, work in pairs, and go up to the
board to explain work.
Content/Readiness:
Students
use preprinted skeleton notes to organize content.
Process/Learning
Profile: Pairing into partner and checking for understanding by
listening and looking at progress.
The learning goals will be assessed through formative
assessments which include homework, daily warmups, oral confirmation in class
discussion, and a test. Additional support is available on the teacher’s
website which includes videos and a key to the notes. Additional support will
be provided by placing students in strategic pairs. Help is available at lunch.
3.
Alyssa:
Alyssa is a 15 years old female in the10th grade. Alyssa is considered to have
a specific learning disability with significant discrepancy between ability and
achievement in the areas of reading and written language impacts progress in
classes. Alyssa has an outgoing personality and is very helpful in the
classroom. She enjoys acting.
Developmental
Needs
Readiness:
Alyssa
can read at the 7^{th} grade level. Comprehension is challenging for
her. She can write multiparagraph essays, with errors in spelling, mechanics
and sentence structure (runons). She is making good progress in mathematics.
Interests:
clubs,
painting, sleeping, dance, babysitting.
Learning
Profile: working in pairs, visual.
Differentiation
Strategies
Process/Readiness:
Teacher
uses visual displays and lecture to give information. Teacher has students work
in pairs to support development.
Process/Readiness:
Students
work in pairs to discuss and solve problems.
Product/Learning
Profile: Students will take notes, work in pairs, and go up to the
board to explain work.
Content/Readiness:
Students
use preprinted skeleton notes to organize content.
Process/Learning
Profile: Pairing into partner and checking for understanding by
listening and looking at progress.
A graphic organizer is provided to support her visually. The
learning goals will be assessed through formative assessments which include
homework, daily warmups, oral confirmation in class discussion, and a test.
Additional support is available on the teacher’s website which includes videos
and a key to the notes. Additional support will be provided by placing students
in strategic pairs. Help is available at lunch. A graphic organizer is provided
to support her visually.
4.
Yusuke:
Yusuke is a 14 year old 9^{th} grade male student. He was born in
Bangkok, Thailand while his family was there for his father’s work. He moved to
Japan at age 5, and then to the U.S. at age 11 due to his father’s work. He
plays water polo on the school’s team and plays golf with his parents. He likes
to read history books written in Japanese.
Developmental
Needs
Readiness:
Yusuke
has received a CELDT score when tested at the 7^{th} grade level of 1
for reading, a 2 for writing, a 3 for listening, a 3 for speaking, a 0 for
comprehension, and a 0 for CELDT criterion.
Interests:
Yusuke
is interested in water polo and swimming. He also plays golf with his parents.
He enjoys reading books written in Japanese.
Learning
Profile: He is a visual and kinesthetic learner. He does not
speak out in class to offer contribution to class discussion. He does collaborate
in groups.
Differentiation
Strategies
Process/Readiness:
Teacher
uses visual displays and lecture to give information. Teacher has students work
in pairs to support development of the English language and math content.
Process/Readiness:
Students
work in pairs to discuss and solve problems.
Product/Learning
Profile: Students will take notes, work in pairs, and go up to the
board to explain work.
Content/Readiness:
Students
use preprinted skeleton notes to organize content.
Process/Learning
Profile: Pairing into partner and checking for understanding by
listening and looking at progress.
Key vocabulary words with definitions are provided to
support his language acquisition. The learning goals will be assessed through
formative assessments which include homework, daily warmups, oral confirmation
in class discussion, and a test. Additional support is available on the
teacher’s website which includes videos and a key to the notes. Additional
support will be provided by placing students in strategic pairs. Help is
available at lunch. Key vocabulary words with definitions are provided to
support his language acquisition.
5.
Maria:
Maria
is a 14 yearold American student in the 9^{th} grade with family
heritage from Mexico, Scotland, and Spain. She is in the fashion and optimist
club at school. She is also on the speech and debate team. She takes drawing
and design, geometry, earth/space science, and Spanish. She takes dance lessons
and art class outside of school.
Developmental
Needs
Readiness:
Maria
is a bright student who needs to be challenged.
Interests:
She
is in the fashion and optimist club at school. She is also on the speech and
debate team. She takes drawing and design, geometry, earth/space science, and
Spanish. She takes dance lessons and art class outside of school.
Learning
Profile: She is mostly a visual learner who likes to work
individually when she understands the subject.
Differentiation
Strategies
Process/Readiness:
Teacher
uses visual displays and lecture to give information. Teacher has students work
in pairs to support development of the English language and math content. She
is a bright student who needs to be challenged.
Process/Readiness:
Students
work in pairs to discuss and solve problems. Can work individually if they
choose to.
Product/Learning
Profile: Students will take notes, work in pairs, and go up to the
board to explain work.
Content/Readiness:
Students
use preprinted skeleton notes to organize content.
Process/Learning
Profile: Pairing into partner and checking for understanding by
listening and looking at progress.
Additional review problems/challenge problems are listed
on the class website for students who wish to challenge themselves. The
learning goals will be assessed through formative assessments which include
homework, daily warmups, oral confirmation in class discussion, and a test.
Additional support is available on the teacher’s website which includes videos
and a key to the notes. Additional support will be provided by placing students
in strategic pairs. Help is available at lunch. Additional review
problems/challenge problems are listed on the class website for students who
wish to challenge themselves.
Unit
Rational
This unit is essential to building the students’ ability
to write formal rigorous proofs, using the ideas of logic which include:
contrapositive, inverse, and indirect reasoning. This topic in math not only
enhances their mathematical minds, but it creates a student that is able to
think critically, logically, and critically.
Enduring
Understanding: The use of the mathematics in this unit is inevitable
found all around us. While constructing the Panama Canal, the engineers used
the distance formula to create paths where distances between major bodies of
water are the shortest.
Essential
Questions:
1. Why
is it important to learn about relationships within triangles? (Explanation)
2. How
can you use this knowledge to further you development as a student, as a
person? (Application)
3. What
do we know about the constructed world around us that uses these mathematical
properties? What do we know about the natural world around us that uses these mathematical
properties? (Perspective)
Standards
California
Content Standards:
•GEOM
17.0: Students prove theorems by using coordinate geometry; including: the
midpoint of a line and the distance formula.
•GEOM
2.0: Students write geometric proofs, including proofs by contradiction. 5.0
•GEOM
4.0: Students prove basic theorems involving congruence and similarity.
•GEOM
5.0 Students prove that triangles are congruent, and they are able to use the
concept of corresponding parts of congruent triangles.
•GEOM
21.0: Students prove and solve problems regarding relationships among chords,
secants, tangents, inscribed angles, and inscribed and circumscribed polygons
of circles.
•GEOM
6.0: Students know and are able to use the triangle inequality theorem.
California ELD Standards
•Listening
& Speaking Cluster 1, I – Listen attentively to stories and information and
identify important details and concepts by using both verbal and nonverbal
responses.
•Listening
& Speaking Cluster 3, I – Make oneself be understood when speaking by using
consistent standard English grammatical forms and sounds; however, some rules
may not be followed (e.g., thirdperson singular, male and female pronouns).
•Listening
& Speaking Cluster 7, I – Respond to messages by asking questions or by
briefly restating the message.
Unit Objectives (according to the day)
1.
Actively participating in taking notes, SWBAT use
properties of midsegments to solve problems.
2.
After completing an activity SWBAT prove basic theorems
and share them with the class.
3.
After reviewing appropriate vocabulary and actively
listening to guided instruction, SWBAT solve problems regarding chords,
secants, tangents, inscribed angles, and inscribed and circumscribed polygons
of circles.
4.
After listening to guided instruction and taking copious
notes, SWBAT write formal proofs using inverse, contrapositive, and indirect
reasoning.
5.
After listening to guided instruction and taking copious
notes, SWBAT prove situations in geometry using the triangle inequality
theorem.
Assessments (according to the day)
1. Formative: Walk around and check for understanding.
Students will properly apply the formulas and use them to solve problems
correctly.
2. Formative: Collect work and see if the proofs are
correct. They should use the
correct
vocabulary and the correct theorems.
3. Formative: Walk around and check for understanding.
Collect homework to solve
problems
regarding circumscribed and inscribed polygons of circles and chords.
4. Formative: Collect work and review to see that students
apply the correct theorems and terms to prove situations in geometry.
5. Summative: Collect work and review to see that
students apply the correct theorems and terms to prove situations in geometry.
A unit exam will be given on day 6.
Into: Students study
triangles to identify and apply midsegment, perpendicular bisectors to prove
relationship in triangles.
Objective/Purpose: After actively taking
notes and participating in paired activities, SWBAT write proofs justifying
certain aspects of given triangles, using appropriate logic including, inverse,
contrapositive, and indirect reasoning.
Student Activity:
• Students actively participate in
lecture notes (30 min)
•
Students partner up to discuss and practice the application (20 min)
•
Students check their work according to results given by teacher (20 min)
•
Students discuss with partners ways to improve reasoning (10 min)
•
Students prepare for homework (10 min)
Hook: Teacher introduces
lesson by relating it to interesting realworld applications, such as building
the Panama Canal.
Assessment:
Entry level – Students will be
assessed on their understanding of the material by paired and class discussion.
Formative – Students will
complete warmup and turn in homework daily.
Summative – Students will take an
end of unit exam.
Through: Students will apply
all acquired content knowledge until now to work through solving assigned
mathematical problems.
Unit Calendar:
Relationships Within Triangles

Day 1

Day 2

Day 3

Day 4

Day 5

Content Standards

GEOM
17.0 Students prove theorems by using coordinate geometry. Including: the
midpoint of a line and the distance formula.

GEOM:
2.0, 4.0, 5.0
Students
write geometric proofs, including proofs by contradiction. Students prove
basic theorems involving congruence and similarity. Students prove that
triangles are congruent, and they are able to use the concept of
corresponding parts of congruent triangles.

GEOM
2.0, 21.0
Students
write geometric proofs, including proofs by contradiction.
Students
prove and solve problems regarding relationships among chords, secants,
tangents, inscribed angles, and inscribed and circumscribed polygons of
circles.

GEOM
2.0 Students write geometric proofs, including proofs by contradiction.

GEOM
2.0, 6.0
Students
write geometric proofs, including proofs by contradiction.
Students
know and are able to use the triangle inequality theorem.

Learning Objectives

Cognitive:
After actively participating in taking notes, SWBAT use properties of
midsegments to solve problems.

Cognitive:
After completing an activity SWBAT prove basic theorems and share them with
the class.

Cognitive:
After reviewing appropriate vocabulary and actively listening to guided
instruction, SWBAT solve problems regarding chords, secants, tangents,
inscribed angles, and inscribed and circumscribed polygons of circles.

Cognitive:
After listening to guided instruction and taking copious notes, SWBAT write
formal proofs using inverse, contrapositive, and indirect reasoning.

Cognitive:
After listening to guided instruction and taking copious notes, SWBAT prove
situations in geometry using the triangle inequality theorem.

Student Activity

Activity
lab: Technology: Investigating midsegments. Students will practice solving
problems using midsegment and distance formula.

Students
will use properties of perpendicular bisectors and angle bisectors.

Activity lab: Technology: Special segments in
triangles. Students practice solving and proving relationships regarding
chords, secants, tangents, inscribed angles, and inscribed and circumscribed
polygons of circles.

Write
the negation of a statement and the inverse and the contrapositive of a conditional
statement. Use indirect reasoning.

Students
will understand the triangle inequality theorem and use it to prove
situations in geometry.

Assessment

Formative:
walk around and check for understanding. Students will properly apply the
formulas and use them to solve problems correctly.

Formative:
Collect
work and see if the proofs are correct. They should use the correct
vocabulary and the correct theorems.

Formative:
walk around and check for understanding.
Collect
homework to solve problems regarding circumscribed and inscribed polygons of
circles and chords.

Formative:
Collect
work and review to see that students apply the correct theorems and terms to
prove situations in geometry.

Formative/Summative:
Collect
work and review to see that students apply the correct theorems and terms to
prove situations in geometry. A unit exam will be given on day 6.

Exceptionality Strategy Matrix
Develop lifelong strategies with student to
counterbalance weaknesses of disability; Participation in cooperative
learning; Outline lesson; Different study habits & organization tools;
Frequent practice, review; Allow time for child to respond; Questions be in
written form.
Maintain high expectations.

Closure/Beyond:
Closure: Students will take a unit exam to show their
comprehension of the unit.
Beyond: Students will retain this knowledge and apply it
to upcoming scaffolded lessons.
Assessment Evaluation
1. Strength:
A strength in the assessment is having a variety of ways to assess students
learning through homework, quizzes, discussion, and exam.
2. Weakness:
A weakness in the assessment is the walk around and check for understanding. I
think sometimes a teacher may not get to hear everyone work.
3. Additional
assessments: an addition assessment for the unit could be a project based on
finding the shortest distance to a realworld object from the student’s home.
a. When:
on day 1 for homework.
b. Goal:
to assess students ability to choose which method to use, and to help them belter
understand the concept.
c. Purpose:
this will enable the teacher to see if they can apply math to a real world
problem.
d. Implementation:
on day 1 given as a homework assignment. It would be due on day 3.
e. Feedback:
feedback will be given during class discussion and the teacher will write
comments on their returned assignments.
f. Inform
instruction: The teacher will be able to note any misconceptions on the vocabulary.
This will allow for the teacher to review these areas, it will also inform if
the students are ready to move on.
Lesson 1 of Relationships Within Triangles
Unit
Lesson
Tina Ayers
Tina Ayers
1. TITLE OF THE LESSON
Midsegment and Distance Formula 
2. CURRICULUM AREA & GRADE LEVEL
High School Geometry 910 grade 
3A. STUDENT INFORMATION: EL
Yusuke

3A. STUDENT INFORMATION: SN
Alyssa

4. RATIONALE
A. Enduring Understanding Midsegments of triangles allow us to make comparison with other triangles; knowing the distance formula allows us to find lengths of segments. These aspects allow us to deduce certain properties about triangles, i.e., are they congruent? B. Essential Questions What is the difference between a midsegment and the distance formula? When do we apply the distance formula opposed to the midsegment formula and vice versa? How can we use the distance formula in our everyday life? C. Reason for Instructional Strategies and Student Activities the students need to learn this material to further their understanding of the geometry. They will get support from lectures, examples, and working in pairs. This will allow support for ELL’s and special needs students. 
5.
CONTENT STANDARD: GEOM 17.0 Students
prove theorems by using coordinate geometry. Including: the midpoint of a
line and the distance formula.


6. ELD STANDARD (S)
READING Fluency &
Systematic Vocabulary Development: Cluster 2. I
Apply knowledge of text connections to make inferences. Use decoding skills and knowledge of both academic and social vocabulary to achieve independent reading. 
7. LEARNING GOAL (S)  OBJECTIVE (S) Cognitive  After actively participating in taking notes, SWBAT use properties of midsegments and the distance formula to solve problems accurately and rigorously
Language Development After reading the
instructions and problems in the textbook independently, each student will be
able to work through the problems effectively and in a timely manner (finish
by the end of the period).

8. ASSESSMENT (S) Assessing EL at (i+1), i.e., teacher will listen for students use of academic and communicative use of the English language while he is working with his partner. The teacher will be assessing the appropriate use of grammar and vocabulary when reviewing the assignments that the student has submitted. C. Formative Students will complete and in class worksheet in order to assess what they have learned about the midsegment and distance formula. The teacher will review the assignment; look for the appropriate use of the English language by checking for comprehension. This will show if the student was or was not able to use decoding skills from the lecture in order to write out his/her proofs. While working with a partner to solve problems, the teacher can walk around and listen in on the conversation. The teacher will be able to tell if the student is picking up on the social vocabulary by listening to his responses and questions to his partner. The teacher will look at work and check for understanding. 
9A. EXPLANATION OF IFFERENTIATION
FOR
ENGLISH LANGUAGE LEARNERS 1.) Content/Based on Readiness, Learning Profile or Interest  Students were able to write down and reflect on lesson for the day in order to communicate with their peers in order to clarify their understanding. Having things written down helps support ELLs visually. 2.) Process/Based on Readiness, Learning Profile or Interest Walking around the class when students are working independently or with a partner in order to clarify what each student or students need based on their level. Working with a partner helps the ELL by talking and getting feedback in an informal setting. 3.) Product/Based on Readiness, Learning Profile or Interest Students will be able to collaborate with their partner in order to discuss the topic and help each other. By reviewing trhe handedin assignments I will be able to see if the student was able to read the textbook and work with a partner to answer the questions correctly. 
9B. EXPLANATION OF
DIFFERENTIATION FOR
STUDENTS WITH SPECIAL NEEDS 1.) Content/Based on Readiness, Learning Profile or Interest  Students were able to use take notes that were on the board and ask questions if they did not understand. If they are hesitant to ask questions we will walk around and make sure everyone understands. 2.) Process/Based on Readiness, Learning Profile or Interest when walking around we will make sure these students understand or able to give them more examples to practice. 3.) Product/Based on Readiness, Learning Profile or Interest Students will be able to collaborate with their partner in order to discuss the topic and help each other. 
10. INSTRUCTIONAL STRATEGIES
A. Anticipatory Set/Into Students will be introduced to midsegment and the distance formula. Knowing these terms will help students be able to complete problems on homework. As the students come in the warm up exercise will be on the board. The teacher will read the vocabulary words out loud while the students copy them down. The teacher will collect the homework and pass back graded work. (15min) B. Instruction/Through Teacher will write definitions, examples on the board and play a video from YouTube. The teacher will explain in detail the steps necessary to working through these problems. Any questions/class discussion can take place. (25min) C. Guided Practice/Through After the teacher is done filling in the notes, the students will instruct the students to work in pairs to solve the remaining examples in book. Do problems 1 – 39 odds; pages 262 – 265. (20min) D. Independent Practice/Through Teacher will make sure students are on task while completing their problems and help the student’s when/if they run into any confusion. Teacher can tell if ELL comprehends by checking the students work. (20min) E. Closure the teacher collects their work in order to close the day with some fun and candy! This helps the kids leave the classroom on a happy note and leave with a smile wanting to come back.(10min) F. Beyond Students are told if they have questions on homework please come to at lunch. 
11. STUDENT ACTIVITIES
A. Anticipatory Set/Into Students will take out their notebooks and copy down the vocab list from the board. The use of visual vocabulary will allow the ELL to see and hear the words at the same time. B. Instruction/Through Students will actively listen to the teacher instruct them on how to complete problems. C. Guided Practice/Through Students will copy definitions, examples from the board and watch a video from YouTube. The teacher will explain in detail the steps necessary to working through these problems. Any questions/class discussion can take place. D. Independent Practice/Through While working with a partner, students complete problems in book. E. Closure Students submit completed worksheet. F. Beyond Complete homework 
•textbook

*Note  Highlighted areas suggest SDAIE
strategies and strategies for special needs.

Reflection
After completing this assignment, I can see how important
it is to get to know your students. It will create a better learning environment
if the students are treated as individuals with individual needs. Being
especially aware of ELL’s is important to me because they needed extra special support
or else they will be lost and may feel hopeless. For the next time that I use
this unit I will incorporate something that has to do with cultural heritage or
the students interests. This will engage the students and make the learning activities
a lot more fun.
UNIT RUBRIC 20
points

Design Component
& Criteria

Approaching

Meets
(Including the criteria for
Approaching & Meets)

Exceeds
(Including the criteria for
Approaching, Meets & Exceeds)

Unit Context
1 point

Describes
the subject/content area, curse, grade level & …

&
describes the length of unit, number of class periods and lengths of periods.

&
describe where it fits within the year plan.

Student Facts
2 points

Provide
information the whole class (demographics, readiness, interests, learning
profile) …

&
describe 5 individual students (2 ELL, 2 Special Ed and another student of
your choice). Include the student’s name, label,
grade level, culture, language, SES, family, affect, individual ed goals,
readiness (reading, writing and subject area level), interests, &
learning profile …

&
include information about students’ affects and needs for their learning
environment.

Differentiation
3 points

Describe
the differentiation strategy(ies) for the 5 individual students…

& label
the strategy (content, process or
product) and the way it addresses the students identity and developmental
needs (readiness, interest or learning
profile)…

&
provide how the strategy will be assessed for effectiveness and altered if
needed.

Unit Rationale
1 point

Explain the
importance of unit in the student’s big picture of learning & describes
the enduring understandings  what
student’s will know and be able to do at the end of the unit …

&
articulate what essential questions
you will use to frame the unit and an
explanation of how the instruction and activities are appropriate for
students developmental needs (readiness, interests & learning profile)…

& label
the questions based on the Six Facets
of Understanding from Wiggins & McTighe’s Understanding By Design.

Standards and Objectives
1 point

Both CA
Content and ELD Standards are identified and each is addressed in an
objective that contains a condition, verb, and criteria …

& each
objective is labeled by the type (cognitive,
affective, psychomotor or language) and number of the standard it
addresses…

&
identify which of the Six Facets of Understanding it is designed to address.

Assessment
2 points

Provide an
assessment for each objective and articulate type, formality, purpose, &
implementation …

& provides
a rubric ...

&
provide description of how you will communicate expectations i.e. a
selfassessment process or a sample of
student work.

Into
1 point

Provide an into, activity for unit …

&
describe in detail the steps the teacher will take to implement the into
lesson and any need materials (i.e. graphic organizer, ppt, model, rubric)…

&
provide script for teacher and times for each activity.

Through
2 points

Provide a
unit calendar outlining what is addressed each day (objectives, standards,
student activity and assessment) …

& each
activity is student centered with multiple opportunities for the instructor
to check for understanding…

&
provide ELD Standard(s) and objective(s) specific to the language development.

Beyond
1 point

Provide a beyond activity for unit …

&
describe in detail the steps the teacher will take to implement the beyond
activities and any need materials (i.e. graphic organizer, ppt, model,
rubric)…

&
provide script for teacher and times for each activity.

Lesson Plans
4 points

Lesson
plan(s) and materials provided …

& 1
lesson meets all the components for the Single Subject Lesson Design Format including
all the instructional materials …

& a
full scripted lesson is provided for each day of the week.

Materials & Resources
1 point

Describe
all the materials needed to implement the lesson/unit…

Provide all
the materials and resources needed to teach the unit…

& provide
assignment samples to model expectations.

Reflection
1 point

Address all
the reflection prompts about differentiation, strengths and limits of the
lesson, & effectiveness of lesson …

&
describe what you learned about yourself and your students…

&
identify what you would keep in mind for the next lesson.

SelfEvaluation
1 point will be deducted if not
included

Provide a
copy of the rubric with the unit plan…

&
highlight the criteria for each component…

&
provide hand written evidence for each criteria marked and identify what page
for each item.

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