TITLE OF LESSON: Proof Word Sort

CURRICULUM AREA & GRADE LEVEL: Geometry, 10th grade. Small Vocab review lesson of a 2 week long unit on geometrical proofs

DATE OF LESSON 9/19 9/20

CA CONTENT STANDARD(S) ADDRESSED Geometry Standard 1.0 Students demonstrate understanding by identifying and giving examples of undefined terms, axioms, theorems, and inductive and deductive reasoning.

CA ELD STANDARD(S) ADDRESSED Grade 9-10 Expanding: Selecting Language Resources part a) Students will use an increasing variety of grade-appropriate general academic words accurately and appropriately when producing increasingly complex written and spoken texts. ESSENTIAL QUESTIONS ADDRESSED 1. Which key vocab words or phrases from unit 2 are properties, definitions, and postulates? 2. How do students use these to add reasons and rationales in their proofs?

BIG IDEA ADDRESSED: Knowing how to recognize key vocab words and phrases in this unit as either a property, definition or postulate will help students to be more prepared for this challenging unit of proving geometrical statements by helping them to organize their thoughts when proving geometrical statements by dividing the reasons and rationales into these three categories. OBJECTIVE(S) OR LEARNING GOAL(S): Cognitive, Affective After completing the word sort activity by working with their peers as well as through teacher guidance, students will be able to know which key geometrical vocab words and phrases are properties, definitions and postulates, as well as be able to decipher between them, which will help clarify for students which reasons and rationales to use when writing geometrical proofs in this challenging unit. English Language Objective: Students will classify all 20 vocabulary words and phrases into the correct categories by working with peers, and then be able to use 10 15 words or phrases appropriately as justification in a formal written or

ASSESSMENT Formative Students will receive a stamp on their notes with the completed chart and correct answers. This will count as part of their end of the chapter notes. Summative Students will receive a completion grade for notes in their notebooks including this word sort at the end of the chapter

verbal proof. PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL Students will have trouble with the word postulate as they have not seen it since the beginning of chapter 1 To address this confusion, the teacher will tell the students that they have the definition in their notes and to go and find it if they need clarification Students may wait until the end when the teacher goes over the answers to write them all down To make sure students are participating, teacher will be walking around the room checking for understanding and directing students to be actively involved in the activity STUDENT ACTIVITIES:
REASONS / RATIONALES STEPS LEARNING STYLE(S) ADDRESSED REASONS / RATIONALES

INSTRUCTIONAL STRATEGIES:
STEPS LEARNING STYLE(S) ADDRESSED

Anticipatory Set: Teacher will make a poster with 3 columns stating: properties, definitions, and postulates for a word sort activity and clip it up to the white board. Teacher will also write pre-determined key vocab words for this chapter on sentence tape and place them off to the side of the poster. Teacher will read each vocab word out loud to students (5min) Instruction: 1. Teacher will instruct students to get with 2 people around them and put the given vocab

Visual Auditory

To get students thinking about the vocab words they need to be familiar with in order to succeed in proofs

Anticipatory Set: Students will copy down the word sort table in their notebooks and listen as the teacher reads the words out loud (5 min)

Visual Auditory

To read and listen to the words they should be familiar with to prepare them for proofs

Instruction: 1. Students will get with 2 people around them and sort the given vocab words into the correct columns in their

Intrapersonal

Working in groups will help clear up misunderstand ings

words in the correct columns 2. Teacher will walk around the room to make sure students are on task and to assist students. . (15 min) Guided Practice: Visual 3. After giving Auditory students time to place each vocab word in the correct column, the teacher will gather students attention to the front. 4. Teacher will ask students to verbally call out which words go in the first column and physically move the corresponding words on sentence paper to that column on the poster. 5. This process will be repeated for each of the three columns until each of the vocab words are placed correctly. (20 min) Independent Practice: Auditory 6. Teacher will tell Intrapersonal students to check their columns in their notebooks and make sure that they have each vocab word in the correct column and to make corrections as

notebooks (15 min) To check for understanding

To show students the correct columns for each vocab word and fix any under misunderstand ings

Guided Practice: 3. Students will finish up their group conversations and give their attention to the teacher. 4. Students will verbally call out which words they placed in the first column of their word sort diagram. 5. The students will continue to shout out words as directed by the teacher until each vocab word had been correctly placed in a column on the diagram in their notebooks. (20 min)

Visual Auditory

To share with the teacher what they know about the vocab words

To allow students time to fix and learn from their mistakes

Independent Practice: Auditory 6. Students will make Intrapersonal necessary changes to their chart in their own notebook so that each vocab word is correctly placed in a column (5 min)

To allow time for them to fix mistakes and gain a complete understanding

necessary. (quick: 5 min) 7. Teacher will walk around the classroom to make sure all students are making necessary changes and to check for individual understanding Auditory To show students how knowing this will help in the future Closure: Students will learn that that it is important to know these specific vocab words because they will be using these exact words to help them prove statements in the upcoming chapter Transfer: Students will be using these words in proofs, worksheets and homework throughout the chapter Students will be able to reference the word sort chart throughout the chapter as it will be left up on the board for them to use. Auditory To understand that knowing these vocab words will help them in the future

Closure: Teacher will tell students that it is important to understand these particular vocab words because they will use these exact words in their geometrical proofs in the upcoming chapter Transfer: Teacher will format proofs, worksheets and homework to be centered on these vocab words so that the students will use this word chart help make their work easier. Teacher will also leave the poster up in the classroom for students to reference throughout the chapter

To give students an opportunity to show what they learned

To have an opportunity to show what they learned in the activity

INFO ABOUT ENGLISH LANGUAGE LEARNERS: See attached class profile

INFO ABOUT STUDENTS W/ SPECIAL NEEDS See attached class profile

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS Content: All EL students will learn the same vocabulary and do the same amount of work as class Process: Vocab words are spoken out loud for whole class slowly and correctly for our student with low English language skills. Seeing and hearing the word simultaneously will help in his understanding. All students are also encouraged to work with their peers as well as their notes to clear up any misunderstandings with vocab definitions Product: EL students will turn in the same notes in their notebooks, but because of those with difficulty with English reading/writing spelling will be forgiven

DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS Content: All special needs students will learn the same vocabulary and do the same amount of work as class

Process: For students with ADD/ADHD talking with their peers is allowed, yet monitored to make sure it is appropriate and not excessive or distracting. To refocus students with ADD the teacher will gather class at the end and go over the correct placement and be sure that the students are on task and have all words written in in their notebook. Product: Special Needs students will turn in the same notes in their notebooks at the end of the chapter.

REFLECTION RESOURCES: Chart that was made is hanging in the classroom for students to use as a resource for the entire This word sort activity has been extremely helpful in the chapter. classroom while writing proofs because it has given the students something concrete to look at as a resource for finding justification for proofs. The students are showing me that this is working because I always see them looking over to the chart that I made. Students still struggle with knowing which category to pick words from. We can try to combat that with repeating what the different categories are and their differences are all well. If I teach this lesson again, I will be sure to make the definitions clear for the three categories before they start the activity.

Properties Addition Subtraction Multiplication Division Transitive Substitution Reflexive Symmetric Distribution

Definitions Linear Pair Complememtary Angles Supplementary Angles Right Angles Midpoint Angle Bisector Congruent Vertical Angles

Postulates Segment Addition Angle Addition Linear Pair

Score/Level

Structural Organization

Categorize 1-4 of the given vocab words for proofs correctly into one of the corresponding categories Correctly categorizes 5 vocab words for written proofs Identifies when in an actual proof they would use 14 of the given vocab words for proofs

Categorize 5-9 of the given vocab words for proofs correctly into one of the corresponding categories Correctly categorizes 10 vocab words for written proofs Identifies when in an actual proof they would use 59 of the given vocab words for proofs Uses moderate amount of geometrical vocab words appropriately when writing proofs

Categorize 10-14 of the given vocab words for proofs correctly into one of the corresponding categories Correctly categorizes 15 vocab words for written proofs Identifies when in an actual proof they would use 10-14 of the given vocab words for proofs Uses a wide variety vocabulary of geometrical vocab words appropriately when writing proofs

Categorize 15-20 given vocab words for proofs correctly into one of the corresponding categories Correctly categorizes all 20 words for written proofs Identifies when in an actual proof they would use 15-20 of the given vocab words for proofs

Mechanics

EL Written Proofs

Justification in Proofs (Language Development)

Uses few geometrical vocab words appropriately when writing proofs

Uses diverse geometrical vocab words appropriately when writing proofs