MN/CC State Standard(s) MN Standard: Geometry & Measurements: 9.3.3: Know and
- direct quote from MN standards apply properties of geometric figures to solve real-world and
documents mathematical problems and to logically justify results in
- if only focusing on one part of a geometry.
given standard, underline the part Benchmark 2: Know and apply properties of angles,
being focused upon including corresponding, exterior, interior, vertical,
complementary and supplementary angles, to solve problems
and logically justify results.
Benchmark 4: Apply the Pythagorean Theorem and its
converse to solve problems and logically justify results.
Benchmark 8: Know and apply properties of a circle to
solve problems and logically justify results.
Central Focus Learn the different types of triangles, be able to use the
- derived from standard, Pythagorean theorem, trigonometry functions, and other
- communicates general goal common known methods to solve the triangles.
Learning Target for this Identify the different types of triangles, understand what
Lesson solving the triangle means, know what method will work best
- concisely says what students for solving the triangles, and be able to incorporate the
will be able to know and do Pythagorean theorem when needed. Students will also learn
- start with appropriate language the trigonometric functions and how those are useful for
function (active verb) calculating angles and side lengths. Students will also be able
to analyze real life situations and discuss what methods may
be useful in solving those situations they encounter. An
understanding for the use of this specific content outside the
math classroom will be discussed.
Academic Language (AL) a. Domain-specific academic vocabulary: Pythagorean
a. Domain-specific Acad Theorem, right triangle, acute, obtuse, isosceles, 30-60-90,
vocabulary 45-45-90, side, leg, hypotenuse, sine, cosine, tangent.
b. General Academic vocabulary
(words used in school across b. General academic vocabulary: Solve, solution, triangle,
many subject areas) negative, squared, functions, exponents, calculations,
c. Syntax Sentence Frame: multiply, divide, variable, equation, side-lengths, angles.
Example sentence that
students can use to c. Sentence Frame: Solve the triangle based on the given
accomplish target information and state what kind of triangle it is, you may use
d. Point in lesson where students the Pythagorean theorem, trig functions, or any other method
will be given opportunity to that you find fitting.
use Academic Vocabulary
(Note: It d. In Lesson Part 2 Assessment (below), students will be
is important that this appear in asked to explain what kind of triangle they are dealing with
TPA videotape segments and use specific formulas or methods to do so. There will be
plenty of practice to learn this methods.
Needed Abby: Abby is able to have tests, exams, quizzes, and other
modifications/supports materials read to her in the resource room as she needs it.
a. Identify how some form of Dillon: Dillion is allowed extra time on assessments if needed
additional support will be so he doesnt have to feel rushed. He may stay in the
provided for some aspect of classroom to test, or he may go to a different room. If the test
the lesson for given student(s) isnt finished in the allotted time, he will be allowed to come in
- visual, graphic, interactive during advisory time, or come get the test during a study hall.
- reduced text, rewritten text, fill-in
the blank notes, word banks Paul: Paul will receive extra time on tests and quizzes, and
- graphic organizers, sentence possibly shortened assignments depending on the material.
frames When it comes to tests he is also allowed to go to another
room to have help writing, paras may write for him for the sake
of time. For projects he may also receive assistance.
Phase 2 Teacher Input / The lesson on triangles will consist of Students will take
Inquiry - Explain four days (or less depending on pace) notes in their
procedures of lectures that will last roughly 35-40 booklets given by
- Demonstration the task minutes, the students will then get the the teacher. These
- Teacher think aloud remaining time to work on homework or booklets consist of
worksheets that will be assigned, the pictures of the
teacher has a packet of problems they different types of
will work through for this lesson, she triangles to help
will write them on the board and the guide and assist on
class will work together to solve them. organizing notes.
Day 2 Lecture: The teacher will identify
the different types of triangles: Right
triangles, 30-60-90 triangles, 45-45-90
triangles, isosceles, acute, and obtuse.
Students will be given booklets to take
notes in, this is called Special Right
Triangles Practice. The teacher will
also introduce the Pythagorean
theorem and emphasize that this only
works on right triangles and we need
different methods, which we will discuss
tomorrow. Multiple questions will be
done on the board that will entirely be
dependent upon the pace of the
students by forcing them to assist with
the answers. It will not be just a
teacher does problems as the student
watches.
Phase 2 Assessment Assessment: The teacher will ask for a Students will
Explain the plan to check for thumbs up/ thumbs down assessment participate in the
understanding of steps / in order to see how the students are simple assessment,
procedures demonstrated following the lessons, if additional and ask any
in this phase lecture is needed an extra day may be questions that they
added. Otherwise we will move on. may have regarding
the triangles or trig
functions that were
learned for that
day.
Phase 3 Guided Practice Problems from the book will be Students will be
- Paired/collaborative assigned as well as a worksheet packet allowed to work
work that covers trigonometry and the together or
- Teacher(s) may roam & Pythagorean theorem will be given for independently
assist practice. The teacher will walk around depending on the
the room and assist on the problems mood of the
and answer questions. The student is classroom.
expected to complete the book
problems on the specific lesson each
night for the next day, and the packed
is just a guide that students can work
on throughout the lessons, the packet
will be useful as a review for quizzes or
tests.
Phase 3 Assessment The teacher will assist with questions Students will
Explain the plan to check for on the homework thats being worked actively work and
ability to apply on each day at the start of class. If make sure they
demonstrated there happens to be recurring problems circle problems that
steps/procedures during that the students are struggling with the they need help on
guided practice teacher will write down those numbers or a further
and the concepts that come with those explanation of.
problems and they will be addressed
either before the end of class, or at the
start of class the next day.
Phase 4 Assessment The next day the teacher will walk While the teacher
Explain plan to check for around and ask to see the homework walks around the
ability to apply and check off on a chart next to the students will be
demonstrated class roster if they completed it, were working on board
steps/procedures during almost done, or didnt do it at all. This problems to start
independent practice will be a completion grade, and the next class, or
students will let the teacher know working on packet
questions that they want to be done on problems that they
the board. are able to do up to
this point.
Exceptionality: OCD
Strategies Measurable Actionable Realistic Time-bound
Student: Barbie Pink
Barbie will
Tier II Intervention
Student Barbie Barbie will keep track Barbie and
Goal: Barbie Pink will
Pink (female, track all of her teachers
attempt to avoid all
16 years old, assignments assignments will keep
triggers such as:
IEP) will work in her planner on the iPad track of the
Excessive writing,
effectively on on the iPad. and be homework
stress, homework Yes. Barbie has
the iPad to made completion
overload, and loud a planner on
complete Barbie and aware of rate, and the
noises. She will her iPad to stay
work, this her teachers upcoming amount of
utilize all resources clear of too
includes note will monitor homework, OCD episodes
that are offered to much writing,
taking and her progress tests, and that take
help avoid such where she will
homework in daily, and quizzes in place
circumstances. keep track of
hopes to avoid stay in touch hopes to throughout
Accommodations are up coming
triggers and with each prevent any the first
available in case of an assignments.
frustration that other about surprises Quarter.
incident, in which then She will also be
come with what actions that may Based on the
the student and the in constant
handwriting. may cause cause results at the
teacher will work best communication
For quizzes triggers to triggers or end of 1st
to address the with her
and test she happen. The stress. Quarter to
situation. Barbie is teachers to
will be allowed 2 day Breaks will the end of 2nd
expected to complete discuss her
extra time in a extension on be given in Quarter the
80-90% of needs and
separate, quiet homework any event student and
assignments within 2 situations that
room to finish. may be of an OCD teachers will
days of the due date, may need to be
Barbie will also adjusted episode, then
and keep track of changed.
be allowed based on the and the reevaluate
them in an online
breaks to days events situation the plan and
planner on the iPad to
decompress and length of will be make any
stay organized with
from stressful the revisited needed
due dates and reduce
situations. assignments. the next modifications.
the chance of feeling
day.
rushed.
*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016
This project has opened my eyes about how important it is to not just stand in front of the
classroom and teach one particular way, but to make sure we remain open to several teaching
strategies and understand that all of our students have unique ways of learning. As a teacher, its
our job to make sure we address all of our students needs individually, the ultimate goal is for
them to succeed. I will admit that this will get exhausting making sure that each student has
what they need to be successful, especially in a room full of kids with various IEPs or 504s, but
in the end the feeling you get when the students walk out of your room with their heads held high
Using research based supports is a great idea when it comes to helping students. There is
so much information out there that is created to help, support, and give teachers ideas when it
comes to the diverse classroom that you will have. Much like this RTI plan that we created I
think its a great idea to make sure we understand each of the students needs. Many of us
teachers have never encountered a student with OCD, autism, or any other learning disability so
it may be hard to relate to and understand what they need to be successful in the classroom.
Starting out I think its important to look at what the kind of exceptionality the student has and
do research on that specifically. We may have heard about these, but we need to dig deeper and
gain a better understanding, we need to do some work to understand each of our students in order
to find out how we can help them. Once we do this and look at some research articles we will
more than likely find ourselves coming across ideas on how to teach these students with
exceptionalities. For example, my exceptionality was OCD, and I thought I knew what it was,
but its actually so much more than just doing things in a repetitive manner. I also would have
never guessed that a certain place in the room can help prevent triggers that may cause a student
to have an OCD episode. As a teacher I want to have a chance to look at the IEPs and 504s
before I start teaching for the school year because I think you need to address these things right
away, you cant wait and put it off because then by the time you would change a teaching style,
The research I have found will hopefully tie right into the learning objectives due to the
fact that technology is such a huge part of classrooms these days. For a student with OCD they
can be perfectionists when it comes to writing. So making sure that the students do work on the
iPads and try to take notes on there, or type their notes will help eliminate the trigger that comes
with trying to write all the time. Much like the student with OCD, the technology will benefit all
students in the class. Its important to know how to perform math calculations on paper, as well
as utilize the technology resources that are available to help solve more complex, difficult
problems. You can also do some amazing things with technology in math, and this is something
that all students should encounter and see, not just the student that needs the iPad for writing
purposes. When you look at it this way it also doesnt make one student stand out when it comes
to the class. They could have the option of taking notes in a notebook or on paper, that way all
students get the chance to choose their preference. Of course, this is much more easy to do in a
While its important to be aware of your students with exceptionalities, its also important
to be aware of the students with different cultures in your classroom. This can also play a role in
your teaching style. The class has really also made me aware of the several issues that can
appear in the classroom. I really enjoyed the book we read because it can be very difficult to
teach students who are not like you due to the fact you feel like you dont relate to them as much
as students who do look like you. This is why I think we need to take the first few weeks to get
to know our students instead of jumping right into the teaching. We need to understand our
students before we know how we can teach them. We all know that one teaching style isnt
going to teach the whole class, and if it does, there is probably a few students who are struggling
and not saying that they need extra help, or need something differently. We need to be in tune,
and constantly aware that what we may be doing may not work, and then of course, be okay with
changing something. I think its very hard to criticize ourselves sometimes and say that what we
are doing isnt working and come up with something different. We need to be honest with
ourselves and constantly self-assessing. As teachers, we are learning as much as our students.
As stated before, this class has been very eye opening. As teachers who may have not
grown up with exceptionalities, or encountered someone with one we are slightly blind to what is
out there. We need to know where our students may be headed or want to be headed and help
them get there. I found it very fascinating that many of the people working at the places we
visited say they have an exceptionality, but if they never would have told us, we wouldnt have
known. For me, this showed me that you never know who may need extra help, that even if they
dont have a visible, or physical exceptionality that it doesnt mean that they dont need
additional help. As a teacher I think I will always be willing to give extra help even if they dont
have IEPs or 504s. I also learned how hard it may be for students to ask for help, so we need to
make sure we are checking in with each student individually. Theres so much that comes with
teaching, and I feel like the more experience I get the more I learn that there is to do. To some
teachers, this all may build up and seem like a lot of work, but to me, I look at it as a challenge,
each year will be different, your students are always changing, and you never know what may
happen each year. The one thing that remains the same each year is that you always get the
chance to impact a students life in a positive way, you always get to be a role model and pass on
your knowledge to your students. I strongly think that when you become a teacher youre not
just a lecturer, you are a guide, a parent, an influence, a coach, and so much more. The more I
learn about teaching the more confident I am that this is the profession for me.