2/6/19

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Arlan Zelenky Grade 10

Subject Geometry _
Time Needed for Lesson 40 minutes Lesson Concept 6.1-6.3 Quiz

PA STANDARD(S) (Write out standards):

2.9.8.A : Name, describe and apply geometric relations for 1-dimensional shapes and 2- dimensional shapes and 3-
dimensional solids.

.
BIG IDEAS/ESSENTIAL QUESTIONS:

How can one use algebra to verify that a segment is bisecting an angle?
What are the different types of algebraic methods that we can use to solve for x?
How do medians, altitudes, and angle bisectors relate to other properties of triangles?

ELIGIBLE CONTENT:

M11.C.1.2.1: Identify and/or use properties of triangles (e.g., medians, altitudes, angle bisectors, side/angle
relationships, Triangle Inequality Theorem).

OBJECTIVE(S) (Be sure to include all four parts):

The student will take the Quiz on Section 6.1-6.3 and correctly answer all questions with 82.5% accuracy (33/40 points).

MATERIALS:
6.1-6.3 Quiz
Pencil
Paper
TI-84 Calculator
ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

 The teacher will ask students to grab a TI-84 calculator
 The teacher will ask students to put away all electronic devices and class materials except a pen or a pencil
 The teacher will then pass out the Quiz on Section 6.1-6.3 to students

BODY (Bulleted step by step/differentiation must be included)

 The teacher will walk around the room to ensure that all students are focusing on their own quiz
 The teacher will inform students when they have 10 minutes remaining followed by 5 minutes remaining as
appropriate
 If a student is lost, they may purchase a hint from Mr. Zelenky for 1 point in order to gain some credit for
knowledge understood
 Students may stay after class to complete the quiz if necessary, but they cannot leave and come back and take it
later.

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
 The teacher will ask all students to put their pencils down and turn in their quiz.
 The teacher will inform students that we will start Section 6.4: Isosceles Triangles tomorrow.
 The teacher will mention that there is no homework tonight !

ACCOMMODATIONS/MODIFICATIONS:
 Modified Test A
o Reduced Multiple Choice Options
o Matching Reduced (no more than 5)
o Word bank for Fill-in-the-Blank
 Modified Test B
o Same as regular test
o 80 minutes to complete instead of 40 minutes

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative
assessment measures for all levels of differentiation.
 The student will master the objective of taking the quiz on Section 6.1-6.2 by scoring at least 82.5% (33/40
points)

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical
placement):
After grading the quiz, I realized that my first quiz for the regular geometry class was probably too hard. The average was
73.7% (C) after all quizzes were graded. The lowest score was 30.0% (F) and the highest score was 107.5% (A+). I
decided to implement a square root curve to indicate to students that I take some responsibility for their scores on the quiz
in addition to holding them accountable for their learning at the same time. The class average jumped to 85.9% (B) after
the curve.

I should mention that the average on the math problems was above 85.0% (before the curve) which was really good to see.
It seemed that the vocabulary section as well as the multiple choice section really stumped a lot of my students.

I plan on emphasizing the concepts more so that they can do well on a vocabulary matching section. I still believe that
there is some value in knowing definitions to simple concepts in Geometry because they will need to have an
understanding of them later in life after high school.