In my M.Ed. program, we spend a lot of time writing lesson plans. I’ve really enjoyed this aspect of the program and love thinking through how I can support different types of learners. Below is an example of a lesson plan I wrote in my Instructional Methods in Language Arts and Social Studies class.
Lesson Objective(s)/Performance Outcomes
I can determine and draw acute, obtuse, right, and adjacent angles with a protractor in Texas symbols.
I will be able to orally describe the different types of angles with a partner.
Assessment of Objectives (Description and Criteria)
Informal assessment can be done in whole-group settings as the teacher observes student engagement with and understanding of angles and Texas symbols. Additional assessment can be done as students work in groups to identify angles. The teacher can assess through observations as the groups work, informal conversations, and, more formally, can assess understanding by grading the finished Doceri presentation.
Once students are walked through the definitions of the different types of angles, they will have the opportunity to talk with a partner and describe their interpretation of the angles. To assess the students’ language objective, the teacher can observe the students’ interactions and discussions with their partner and step in if there is a problem. Formal assessments can be performed by grading their final presentation on the correctness of the angles.
Materials and Resources
iPads with cameras and Doceri app
Texas history realia (e.g., flag, Alamo models, bluebonnets)
Texas history books
Management of the Instructional Environment (strategies for engaging, motivating, and inspiring students)
The use of Texas realia will help give students a more dynamic and creative way of measuring angles. Starting in a whole-group setting, the teacher will draw the different angles with the students and give helpful tips and tricks to differentiate between the different angles. When the class breaks off into partners, the teacher will be hands-on throughout the entire lesson to encourage students and be available to answer questions.
After the initial whole-group introduction, the lesson will use iPads. The students will take pictures of angles found in real life and will place these pictures into a Doceri (app) presentation. Students will be allowed to use the internet for reference on angles.
A document camera will be used to model writing in the math journal.
Students will share their Doceri presentations (once exported) in Seesaw.
Language Adaptations/Modifications (for beginning, intermediate, and advanced students
According to the ELPS, advanced ELLs in the 4th grade may mispronounce words or make errors that interfere with complex grammar structures. The teacher will start the lesson defining and identifying the angles with the students. The lesson will include collaborative questioning throughout the beginning in order to ensure students understand how to pronounce and use the different angle names in sentences.
Special Needs Modifications
Visual aids will be used to ensure the comprehension of angles. There will also be a creation of an anchor chart that will include visual and verbal descriptions of the angles the students can refer back to while measuring their realia.
Activities/Procedures (Include timeline and grouping configurations)
- Teacher will share content and language objective.
- Students will sit at desks and get out math journals; teacher will open her math journal and put it on document camera.
- Students will discuss what an angle is and will come up with a definition of an angle.
- Students will discuss what a protractor is, what it measures, and how to use it. Students will practice measuring angles found in their desk area; this will be modeled by the teacher using the document camera.
- Students and teacher will then define right, acute, obtuse, and adjacent angles using collaborative questioning.
- Students will “sketch journal” a definition of each term in their math journal. They will be allowed to use a combination of pictures and words to help them remember what each term means. Students will sketch journal for ten minutes.
- Students will then turn to a partner and discuss ways that they can remember the angles and problems they think they might run into identifying the angles. Students will discuss for about five minutes.
- As a whole group, the class will develop an anchor chart to be hung in the classroom. The chart will include visual and verbal descriptions of the angles and helpful hints to remember which angle is which. These hints will be based on the feedback provided from students’ conversations about ways they can remember and problems they might have.
- Students will be split into pairs; when possible, ELLs will be paired with native English speakers.
- The teacher will explain to the group that they are to find three of each type of angle in Texas symbols. They will be allowed to use realia and other resources in the room and will also be allowed to travel in partners to other areas of the school where symbols might be found (e.g., front office, library). Students must use a protractor to measure angles in the symbols. Once they have determined that the symbol does contain one of the four types of angles, they must take a picture of the angle with the protractor using the iPad.
- Students complete assignment for the remainder of the class period. Teacher monitors for understanding and assists with any questions. Students will be permitted to finish up the assignment on the next day if they are unable to find all angles on the first day.
- Once students have found all of the angles, they will return to the classroom with the iPad and import each picture into Doceri. They will use the pen tool in Doceri to highlight the angle in each picture. Students will take about half an hour to complete this part of the assignment.
Students will export their Doceri presentation and put it in the Seesaw app for the teacher to download and assess.
(7) Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to:
(A) illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is “cut out” by the rays of the angle. Angle measures are limited to whole numbers;
(B) illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that “cuts” n/360 out of any circle whose center is at the angle’s vertex has a measure of n degrees. Angle measures are limited to whole numbers;
(C) determine the approximate measures of angles in degrees to the nearest whole number using a protractor;
(D) draw an angle with a given measure; and
(E) determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures.
16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(A) explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the San Jacinto Monument, the Alamo, and various missions
(A) distinguish sounds and intonation patterns of English with increasing ease;
(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters;
(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions;
(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;
(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language;
(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment;
(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar;
(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations; and
(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
(C) Advanced. Advanced ELLs have the ability to speak using grade-appropriate English, with second language acquisition support, in academic and social settings. These students:
(i) are able to participate comfortably in most conversations and academic discussions on familiar topics, with some pauses to restate, repeat, or search for words and phrases to clarify meaning;
(ii) discuss familiar academic topics using content-based terms and common abstract vocabulary; can usually speak in some detail on familiar topics;
(iii) have a grasp of basic grammar features, including a basic ability to narrate and describe in present, past, and future tenses; have an emerging ability to use complex sentences and complex grammar features;
(iv) make errors that interfere somewhat with communication when using complex grammar structures, long sentences, and less familiar words and expressions; and
(v) may mispronounce words, but use pronunciation that can usually be understood by people not accustomed to interacting with ELLs.