TED 623 Lesson Plan Analysis

Rogelio Reynoso-Guzman
ID #: 023822157
National University
07/22/2016

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LESSON PLAN
LESSON DESCRIPTION
Content Area: Geometry
Title: General Geometry Lesson Plan
Grade Level: 9-12 (secondary)
Author: Rogelio Reynoso, Rancho High School, Las Vegas, Nevada
Rationale: Probability plays a huge part in our everyday lives, and is one of the most
important topics covered in geometry.
GOALS & OBJECTIVES
Goals: Students will become familiar with the basic concepts of probability and statistics.
Objectives: As a result of these activities, students will be able to:

Meet Standards: Students will demonstrate the understanding of

probability and statistics by
1. Showing an understanding of the units vocabulary
2. Learning what probability is and how it relates to our everyday
lives
3. Learning different ways to express probability numerically: as a
ratio, decimal, and a percentage
4. Learning how to solve problems based on probability

Vocabulary Goals:

Data: The observation gathered from an experiment, survey or

observational study.

Dependent events: Two events are dependent if the occurrence of either

affects the probability of the occurrence of the other.

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Independent events: Two events are independent if the outcome of one

event has no effect on the outcome of the other.

Odds: A way to represent the likelihood of an events occurrence.

Outcome: An outcome is the result of an experiment.

Probability: the chance that a particular event will occur expressed on a

scale from 0 to 1.

1/3 Plus Accommodations: During the group activity, the top 1/3 of the class will focus
on explaining the concepts to the group. The middle 1/3 will be responsible for recording
any and all calculations for the group work and presentation. The lower 1/3 will be
require to present the information to the class. ELL students will be work with a
heterogeneous group of language during the group activity part of the class. During the
homework, the top 1/3 will be require to do problems that require deeper though, while
the lower 1/3 will be assigned to the regular homework set but will be require to give a
short explanation on how the problem may relate to the a real world life situations.
ELL Specific Accommodations: Students with IEP and ELL students will receive a
paper packet with the PowerPoint presentation in advance, along with printed fill-in the
blank notes. English language learning students will be seated with a bilingual students
whenever possible and will receive an English to Spanish Math dictionary.
STANDARDS
Common Core Standards (High School: Statistics & Probability):

CCSS.MATH.CONTENT.HSS.CP.A.2
Understand that two events A and B are independent if the probability
of A and Boccurring together is the product of their probabilities, and use this
characterization to determine if they are independent.

CCSS.MATH.CONTENT.HSS.CP.B.8
(+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) =
P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.

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CCSS.MATH.CONTENT.HSS.CP.B.9
(+) Use permutations and combinations to compute probabilities of compound events and
solve problems.
English Language Learners:

L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and
eliminating wordiness and redundancy.

L.6.1e. Recognize variations from standard English in their own and others writing and
speaking, and identify and use strategies to improve expression in conventional language.

MATERIALS AND RESOURCES

Materials: Paper, Pencil, Ruler, Calculator, Note Book, deck of cards, set of 10 die,
calculator and Highlighters.
Technology Adaptations: This section will utilize the use of a PowerPoint presentation,
notes on an ELMO, quiz taken and graded on the class set of IPad taken on Google
Forms, and will become familiar with the use of Ti-84 graphing calculators.
PROCEDURES
Warm Up (5 minutes): Students will be given a list of vocabulary words for the unit,
and will be responsible for looking up the definition. The students will then write one to
two sentences describing a situation in their lives where the vocabulary word could be
used.
Introduction: The teacher will explain how the new concepts will be used, and the
connection to the old material. The teacher will explain the applications of the probability
unit.
Presentation (10 minutes): The important content and vocabulary will be divided into
three large posters that will serve as reference to the PowerPoint, these posters will be in
display for the remainder of the class. The teacher will introduce the new material in a
model based system, focus on examples and solutions. The teacher will cold call several
students for each section as to ensure the understanding of the students. The students will

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then be asked to turn their shoulder partners in order perform some student teacher
example problems. The student will each do a problem, then alternate explaining their
corresponding problem to each other. Problems in this unit will focus on probability of
events dealing with a deck of cards and pairs of dice. The students will constantly be
asked questions on the differences between independent and dependent events. ELL
students will be encourage to ask question or to talk to their partners (bilingual when
possible).
Group Activity (20 minutes): The class will be broken into groups of four, which will
include one student from each 1/3 plus model category if possible. The students will be
given a deck of cards and a set of dice, along with the attached worksheet. I will assign
the bottom 1/3 student or the ELL student the responsibility of presenting the groups
work. I will assign some problems to each group and will emphasize that their grades will
be graded on the understanding of the person presenting. During the group collaboration,
I will walk around the classroom, to ensure that students are understanding the material
and to answer any question they may have. The students will present their group work
using at least 3 vocabulary words and answering peer questions along the presentations.
Each student will be require to write down all problems presented by their peers and turn
in the completed worksheet for a grade. Students will be given a short quiz after this
activity to test understanding, the quiz will be taken on the class set of Ipads, and will
consist of questions on probability and vocabulary. The quiz will be taken as a Google
Form.
Homework (4 minutes): The homework will be given and explain at the end of class.
The homework will be assigned in 3 groups: top 1/3 will do all problems, the middle 1/3
will skip every third problem, and the bottom 1/3 and ELL students will do every other
problem but will write a description of a situation the problem could be used in.
Closure (5 minutes): The class will have a class discussion to review the concepts
learned, as well to connect the concepts to the real world. This time will also be used to
address major gaps in the content as pointed out by the in class quiz.
REFLECTIVE ASSESSMENT AND EVALUATION

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Cold call: During the lecture and presentation the students will be cold call into
answering questions based on the information being presented. This will serve as
an informal assessment of the understanding of the class.

Group activity: The group activity will allow two ways to assess the students, the
first is when the teacher is walking around asking and answering question. The
second way is by grading the presentation of the students work.

Quiz: Will be taken in class, and will have immediate results in order to provide
feedback to the students.

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Annotated Lesson Plan

When I created this lesson plan, I only had one thing in mind which was the success of
my current class. I work in a Title 1 high school in a low income neighborhood. Its a sad reality
that a large portion of this type of neighborhoods are composed of minorities, which leads me to
have a classroom that is composed of wide variety of cultures and languages. ELL strategies are
on top of my list when it comes to what I want to take away from my education at National
University. I am about to finish my first year as a teacher, and it is obvious that the strategies I
use will determine what my students will learn. The choices I make in the classroom will impact
the future of my ELL students, the type of classroom environment I create will determine
whether or not the ELL students will attend class or simply ditch.
I created this lesson plan with ELL students in mind, however the strategies use will
benefit all students in my class. I start the lesson by passing out paper packets to my ELL
students as well as students with IEP, these packets include all the notes and vocabulary from the
unit. This will serve as a great resource to reference back to, when working outside of the
classroom. Also by having fill-in blanks notes, ELL students will be able to focus on the
concepts at hand rather than on the English skills behind note taking. The class starts with a
warm up vocabulary assignment which asks students to look up definitions, and then choose an
experience or situation in their life that relates to the vocabulary words. This is a great example
of bridging, which combines the new information with old knowledge. The right combination of
bridging and pacing, yields great result. Pacing is of extreme important since it sets the tone of
the lesson and the rhythm of the class (Haley, 2014). This type of warm up activities can be
extremely helpful to any student, however in ELL students it serve a secondary purpose which is

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to advance the metacognitive development of the student. The metacognitive development is

based on what students know about the goals, tasks, and strategies (Serdyukov, 2013).
I will then introduce the unit by giving students a reason to learn the material, this is done
by connecting the material the students interest or real world problems. Thus by using realia,
and real world scenarios the students will understand the importance of the unit. I will then
introduce the new material and vocabulary used within this unit, I will have everything available
in two forms, one being the PowerPoint presentation and the secondary being posters in display
for the class. Giving the students the option of following along in the power points will take less
emphasis from note taking skills and give the students the option to focus on the material at
hand. The PowerPoint is used to follow along my introduction and notes, while the posters will
serve as reference for the in class activity and examples. The PowerPoint and poster are types of
contextualization which creates a parallel to typically dry, incomprehensible text through
pictures, videos graphic organizers, manipulatives, and real objects to make information
comprehensible and available for mental processing (SDAIE Strategies). I strive on creating a
classroom where students feel comfortable and judge free. I would cold call all my students
including my ELL students, this will promote English development. The presentation part of my
lesson includes a section where students take turns teaching each other. This will provide
students will a deeper understanding of the concept as well as development of the vocabulary in
this unit while teaching their peer.
My notes are model base in order to provide all students with a great number of examples
as well as a reference model for their own work. This type of modeling is an essential SDAIE
strategy which is of importance since it show or demonstrates to students what they are
expected to do (Serdyukov, 2008). The most critical strategy is the group work require and

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integrated into the lesson plan. Groups are created using the 1/3 plus model and each category
serves its own goals. The group is assess in two different ways, the first way is the presentation.
Which is done by one person in the group either the ELL student or the bottom 1/3 student, this
will reinforce the understanding of the material and will allow the other members of the group to
act as teachers and obtain a deeper understanding. The second way the students will be graded
will be by writing down all problems presented as well as participating in the presentations. This
type of collaboration ensures that both math and English skills are being simultaneously
reinforce. The top and middle 1/3 have their own responsibility which will ensure that all
students will have understand the material which will lead to a successful differentiated
instruction. The lesson is wrapped up with a quiz which will instantly be graded to allow time for
feedback, the homework assignment will be based on the 1/3 plus model and will allow all
students to master the concepts.
Option #2
Liang is the son of a business owner father and a stay at home mom, but does not have
family here in the states. Liang is in a critical stage and needs to practice both language in order
to acquire the proper English skills, while in my class I would try to seat him next to a bilingual
student if possible, in order to make him feel comfortable during the group collaboration parts of
class. If that was not possible I would let him pick a partner that he feels comfortable with, I
know that running a business and taking care of a family is time consuming and exhausted. They
whole family moved from Taiwan, thus English may be something they all struggle with. I would
make parts of the homework assignments available in his native language, and I would make
sure to call on him often in order to allow him a chance to practice the language. He would fit
into my class, and would work on both his English and Math skills.

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References

Haley, M.H. & Austin, T.Y. (2014). Content-Based Second Language Teaching and
Learning: An Interactive Approach (2nd Ed.). Boston: Pearson.
High School: Statistics & Probability Common Core Standards. 2. (n.d.).
Retrieved July 25, 2016, from
http://www.corestandards.org/Math/Content/HSS/CP/A/2/

SDAIE Strategies. [Document]. Retrieved from http://blackboard.com

Serdyukov, P., Ryan, M. (2013). The 5-Minute Lesson Plan. Boston, MA: Person

Learning Solutions
Serdyukov, P., Ryan, M. (2008). Writing Effective Lesson Plan. Boston, MA: Person
Learning Solutions