Direct Instruction Lesson Plan: Day 1-Day 2

Teachers: Subject:
Ms. Andrea Lomeli Math 200

Common Core State Standards:

• G.G-CO.A.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based
on the undefined notions of point, line, distance along a line, and distance around a circular arc.
Objectives (Explicit):
 Today I will define point, line, distance along a line, circle, distance around a circular perpendicular line,
parallel line, and line segment arc by completing a graphic organizer at 100% accuracy.

ELP Standards: Standard 1 Listening/Speaking: The student will listen actively to the ideas of others in order
to acquire new knowledge.
B-5: retelling main ideas/concepts and key points/details of presentations using complete sentences.

Standard 2 Communicating Orally: The student will express orally his or her own thinking and ideas.
LI-5: asking and responding to academic questions in complete sentences. (e.g., making comparisons,
describing events, agreeing/disagreeing with others, etc.)
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response.

See attached graphic organizer.

See attached formative assessment.

Sub-objectives, SWBAT (Sequenced from basic to complex):

 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relevant to students, their lives, and/or the real world?
 SWBAT draw and identify a point, line, and circle and describe distance in a general sense.
 SWBAT define line segment, perpendicular line, and parallel line.
 SWBAT compare perpendicular lines to parallel lines
 SWBAT understand the significance of a point as it relates to geometry.
Key vocabulary: Materials:
Point Graphic Organizer
Circle Highlighter
Line Pen
Distance Notebook
Circumference PowerPoint Presentation
Perpendicular Ribbon
Parallel
Line segment
Angle
Opening (state objectives, connect to previous learning, and make relevant to real life)
 How will you activate student interest?
 How will you connect to past learning?
 How will you present the objective in an engaging and student-friendly way?
 How will you communicate its importance and make the content relevant to your students?
Activate Student Interest: After bell work, I will start the lesson with the PowerPoint started on the
Promethean board with the first slide asking, “What is a point?”. It is a very easy question at first glance
but trying to define it or explain it is going to prove difficult.
Past Learning: I want students to think beyond the math for a bit and examine what a point means in
general. I want them to make connections across different contents and also into their personal lives.
Presenting Objective and Communicating Importance/ Relevance: Everything we know in math
starts with the notion of a point. Everything we do has humans starts at a certain point. My goal is to get
students considering the word “point” is in a broader sense than just a dot, but to view it as an abstract
concept. A point is difficult to define because it is what we call in math, an undefined notion. In other
words, it is too ambiguous (not clear). Why do we care so much about points if we can’t even define
them? For such a small symbol, it has a powerful implications across everything! Today we are to tackle
the challenge of defining a point.

To support ELL instruction, I will be writing student responses of a “point” on the board. I will also have
images imbedded into the PowerPoint to support some common ideas of a “point”.

Teacher Will: Student Will:

 How will you model/explain/demonstrate all knowledge/skills  What will students be doing to actively
required of the objective? capture and process the new material?
 What types of visuals will you use?  How will students be engaged?
 How will you address misunderstandings or common student
errors?
 How will you check for understanding?
 How will you explain and model behavioral expectations?
 Is there enough detail in this section so that another person could
teach it?

 Total Physical Response and Vocabulary Drama  Students will be defining key
 Highlight words in bold using Promethean board concepts and vocabulary
Using TPR as the instructional activity will help ELLs to gain a
deeper understanding of the subtle differences of the words related to circles by filling in
the provided vocabulary
Teacher will use a Powerpoint presentation with definitions for graphic organizer.
students to copy down onto their graphic organizer.
 Students will highlight,
Teacher will provide example of each definition with images underline and label
supplied in presentation. information gathered from
presentation in their graphic
During presentation teacher will highlight key word or concepts.
(this will help students filter through the important information) organizer.

Definitions:
Point: A point in geometry is a location. It has no size i.e. no
width, no length and no depth. A point is shown by a dot.

Line: A line is a line of points that extends in both directions.

Has one dimension, length.

Line segment: A part of a line with two endpoints.

Distance along a line: The distance between two endpoints.
In the example above, we say the line is the distance between
student A and student B.

Parallel: Lines that never intersect or meet at any point. They

continue forever in the same direction.

Perpendicular: A line meeting another at a right angle, or

90° is said to be perpendicular to it.

Circle: A circle is the locus of all points equidistant from a

central point or the origin.

Radius: distance from center of circle to any point on it.

Diameter: the longest distance from one end of a circle to the

other.

When the distance between two points on the circle is not the
longest passing through the center, we have a chord.

Chord: a line segment within a circle that touches 2 points on

the circle.

Central Angle:
A central angle is an angle with endpoint located on a circle's
circumference and vertex located at the circle's center

Arc Length: A central angle in a circle determines an arc.

Arc length is denoted by the endpoints.

Circumference: Perimeter around the circle.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

One Teach, One Assist : Mentor teacher will direct and lead the presentation while co-teacher will walk
around helping students make proper annotation in their graphic organizer. Co-teacher will also help make
sure all students have necessary materials to highlight key
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

Visual Vocabulary definitions will be displayed through Promethean board. Highlighting and underlining
will be demonstrated to students.
Auditory Vocabulary will be read out loud to students with emphasis made on key words.

Research shows students with learning disabilities or ELL students struggle with encoding and processing
information. I will be using techniques to help students who struggle with organizational skills and note-
taking. By providing a graphic organizer and demonstrating how to effectively take notes and how to
decipher key information, students will more likely understand the information being presented. Reading
the definitions aloud will help both my ELL students and those with disabilities by hearing how to
pronounce the words correctly, hear how to use the vocabulary but also focus on understanding how they
fit into our objective. I will also be pausing periodically (after every 2-3 words) to chunk information and
give students enough time to fill in their graphic organizer. This activity will help students practice effective
note-taking strategies.

For the students who may need additional challenge, I will be asking them to provide personal examples or
references as it relates to the topic. This personal connection will promote critical thinking.

Universal Design for Learning Strategies

 Multiple means of representation: Oral and written direction
 Multiple means of engagement TPR as described above
 Multiple mean of expression Kinesthetic and oral representation of understanding

Teacher Will: Student Will:

 How will you ensure that all students have multiple  How will students practice all
opportunities to practice new content and skills? knowledge/skills required of the objective,
 What types of questions can you ask students as you are with your support, such that they continue to
observing them practice? internalize the sub-objectives?  How
 How/when will you check for understanding? will students be engaged?
 How will you provide guidance to all students as they  How will you elicit student-to-student
practice? interaction?
 How will you explain and model behavioral expectations?  How are students practicing in ways that
 Is there enough detail in this section so that another person align to independent practice?
could facilitate this practice?

 Total Physical Response and Vocabulary  Students will be participating in the

Drama TPR as described in the “Teacher Will”
 Highlight words in bold using Promethean section.
board
Powerpoint will have definitions for students to copy down  Students will be de actively defining
into their notes. the words previously learned in the
PowerPoint by forming a circle and
Definitions: parts of a circle.
Point: A point in geometry is a location. It has no size i.e.  Students will be reading the
no width, no length and no depth. A point is shown by a
definitions as they participate in the
dot.
activity and “perform” each word.
Have 5 students stand up and ask them to represent
“points” around the class. If we were to take a picture from
an aerial view, the top of the heads would be just these
round dots. Draw a diagram on board to illustrate this
concept.

Line: A line is a line of points that extends in both

directions. Has one dimension, length.

Have the five students that represented “points” line up to

create a line. Emphasis extend in both directions.

Line segment: A part of a line with two endpoints.

A line could continue forever, but when we have a set
length, in this case, 5 students, we have a line segment
Student A at the beginning and student B at the end define
the line segment.

Distance along a line: The distance between two

endpoints.

In the example above, we say the line is the distance

between student A and student B.

Parallel: Lines that never intersect or meet at any point

Form two lines with students to demonstrate parallel lines.

Lines should be divided between half the class.

Perpendicular: A line meeting another at a right angle,

or 90° is said to be perpendicular to it.

From the 2 lines that were previously formed, have

them intersect to form 90 degree angle. OR break
them up into 4 lines and create 2 intersections.

Circle: A circle is the locus of all points equidistant from a

central point.

Suppose we take a single point, Student A, and we take a

line segment and begin to make it curve Student A. What if
every point on the line segment was an equal distance
from the center of Student A?...

One student represents the center and the other students

form a circle around them using the ribbon to represent the
equal distance.

We would form a circle with a center of Student A.

Radius: distance from center of circle to any point on it.

Give one student a different color ribbon to represent the

radius. Indicate how each of them could have been a radius
because they are all equidistant from the center.

Diameter: the longest distance from one end of a circle to

the other.

Give two students who are opposite from each other a

different color ribbon to represent the diameter.
Explain how they have to be the longest distance passing
through the center.

When the distance between two points on the circle is not

the longest passing through the center, we have a chord.

Chord: a line segment within a circle that touches 2 points

on the circle.

Give students another color of ribbon to form a chord on the

circle.

Central Angle:
A central angle is an angle with endpoint located on a
circle's circumference and vertex located at the circle's
center

Form a central angle from two students who are the radii.

Arc Length: A central angle in a circle determines an

arc. Arc length is denoted by the endpoints.

Students holding radii to form central angle are also the

ones that form the arc length around the circumference.

Circumference: Perimeter around the circle.

All the students around the center represent the
circumference or the perimeter of the circle. Give students
a ribbon to represent the circumference

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
One Teach, One Assist: To begin the activity, the mentor teacher will lead the first 6 words (point, line, line
segment, parallel lines, perpendicular lines). The co-teacher will help will guide and clarify concepts to
students who become lost in the activity. Co-teacher will also be responsible for changing the slides on the
Promethean board.
Parallel Teaching: During the formation of the circle and defining its parts, the co-teacher will be presenting
the same information to half of the formed circle (since the entire class will be arranged in a circle). This way
all students have access to the same information despite it being a large crowd.
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
 How can you utilize grouping strategies?

Grouping Strategies: The class will be divided by knowledge level. The students will who struggle with
vocabulary comprehension will form one half of the circle while the other students will form the other half.
Visual and Written Directions: The directions for the TPR will verbally said and displayed on the
Promethean board for students to follow along
Color coding: Different color of ribbon will be used to represent the different part of the circle as they relate
to one another. The colors of the ribbon “key” will be displayed on the board as well for students to
reference.

For my ELL students, using grouping will promote conversation and dialogue among themselves in a non-
threating environment. This will allow them the opportunity to practice conveying their ideas and justifying
their rationale. They will also have references to be able to communicate effectively

Since many students with disabilities become passive learners, they need activities that will help students
monitor their own learning and understanding. Research suggests using color and kinesthetic activities help
exceptional learners make personal connections to the content being presented. This activity allows for
students to be an active participate when defining and understand the various parts of a circle and how they
relate to one another.
Universal Design for Learning
 Multiple means of representation: Activity is presented visually, orally, through auditory channels and
through a physical activity.
 Multiple means of engagement: Students senses are activated through the use manipulatives,
collaboration among peers, and physical representation.
 Multiple means of expression. Students will demonstrate their understanding kinesthetically and
orally as they create concrete examples of the parts of a circle.
Teacher Will:
 How will you plan to coach and correct during this
practice?
 How will you provide opportunities for remediation and
extension?
 How will you clearly state and model academic and
behavioral expectations?
 Did you provide enough detail so that another person
could facilitate the practice?
 Assist students in completing their
graphic organizer
 Clear up any misconceptions individual
students may have
 Walk around asking probing questions
such as:
1. How does the radius relate to the
diameter?
2. How does the radius relate to the
central angle?
3. What are some examples around the
classroom that reflect some of these
parts of the circle?
Student Will:
 How will students independently practice the knowledge and
skills required by the objective?
 How will students be engaged?
 How are students practicing in ways that align to
assessment?
 How are students using self-assessment to guide their own
learning?
 How are you supporting students giving feedback to one
another?
 After completing TPR activity, students will
complete filling in the last portion of their
graphic organizer.
 Think-pair-share. Students will discuss parts of
circle with a partner before completing
graphic organizer.
 They will create their own examples. Examples
can be written or drawn.
 Students will write a short reflection (2-3)
sentences over the content learned in the
lesson using 2-3 words from the lesson
learned.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
One Teach, One Observe During the last part of the lesson, students will be completing the graphic
organizer. Mentor and co-teacher will walk around observing students and checking for understanding.
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
Multiple means of expression Students will be given the opportunity to expression their definitions of the
vocabulary learned through writing or drawing on their graphic organizer
Collaboration Students will share ideas with a partner to discuss understanding of the definitions
According to research, students are able to synthesize information when they are given the opportunity to
say it in their own words. Allowing students to choose between writing or drawing gives them the
opportunity to take the learning into their own hands. It is also a better indicator for the teacher to assess
what the student understands. Collaboration encourages the flow of ideas and allows students to refine
their thoughts. When we give students time to share with others, they have time to process the information
first before coming to a conclusion and they can discuss their ideas in a non-threatening setting between
peers.

Universal Design for Learning

 Multiple means of representation Directions for how to fill out graphic organizer are provide orally
and written. Sometimes students need to hear directions in more than one way. I will also ensure I
have everyone’s attention before giving directions. I will also provide an example on how the graphic
organizer should be filled.
 Multiple means of engagement Students are engaged by providing a graphic organizer to complete
to help organize thoughts.
  Multiple means of expression Students have the option to write, draw, or any combination of both
to complete their graphic organizer where they provide their “personal connection”. This will allow
students to convey their understanding through their choice of expression.

Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
Closing: Defining a point is tricky and hard work. We had to use so many examples to try to explain it and then, we
still had lots of different definitions. But we did understand what a point is and today we learned how it makes up
lines, which make up line segments which make up shapes which from then we calculate distance. Everything
depends on a single point. As we move onto the next lesson I want you guys to really think about how each of the
words we defined today correlate to each other.
Student Reflection: Students will write a short reflection on what they learned using 3 words from the key
vocabulary learned today on their graphic organizer.