C.

Wood ISTC 301/501

Practical Teaching Experience

Lesson Planning Template
This document is to be completed and submitted before you are scheduled to teach your lesson. Only one copy per
student pair (with both names on the template) need be submitted
Student Pair Names: Brooke Kilgore and Jackie Small

PLANNING FOR TEACHING

Lesson Content Area (i.e. math, language, science): Math
Grade Level: Grade 8
Title of Lesson: Congruence and Similarity
In this area, list the applicable Common Core Standard (http://mdk12.org/instruction/commoncore/index.html) that
applies to your lesson:
http://mdk12.msde.maryland.gov/instruction/curriculum/mathematics/units/gr8_congruence_and_similarity/
In this area list the applicable Essential Skills/Knowledge within the Common Core Standard (what the student needs
to learn to be able to meet the standard) that are ALIGNED with your lesson plans.
(http://mdk12.org/instruction/commoncore/index.html) (for your lesson - you may copy and paste this to this section):
The Essential Skills/Knowledge should be visible to students and reviewed before you begin your lesson. They
can be displayed on the white board or via the projector:
This unit expands prior knowledge of graphing points on the coordinate plane to solve authentic problems and
of drawing polygons with given characteristics. The unit requires students to analyze and compare twodimensional figures on the coordinate plane using concepts of distance, angle measures, similarity, and
congruence.

What are the characteristics of and applications for reflections, translations, rotations, and

dilations?
How does one recognize and apply transformations of shapes to solve problems?
How can one use models of one and two-dimensional figures to show congruent figures?
How can one use models of one and two-dimensional figures to show similar figures?
What information is necessary to conclude that two figures are congruent? Are similar?

Teacher Preparation/ Equipment & Materials (what equipment/software will you use in your lesson?) (what
handouts/manipulatives, etc. will you use with students?)
We will be using PollEv, a game and PowerPoint. Handout will be the 3...2....1. 3 things I learned, 2 things
that I am still confused about, and 1 thing I found interesting
Technology Integration (Specific description of how you will use hardware, software and/or online resources in the
lesson.) What technology skills will students need to know to successfully complete this lesson? List applicable
Maryland Technology Literacy Standards for Students (one or two are sufficient)
(http://mdk12.org/instruction/curriculum/technology_literacy/vsc_technology_literacy_standards.pdf ) that will be
included in your lesson - find one or two that may apply to what youre doing/teaching
1. Practice responsible and appropriate use of technology systems, software, and information
2. Select and use technology tools to enhance learning

C. Wood ISTC 301/501

TEACHING THE LESSON

Introducing the Lesson: (Your lesson objective(s) MUST be visible to students before you begin teaching)
Describe how you will warm up - Will you do a KWL chart? Will you employ discussion prompts to engage students in
the lesson? Remember that this is an important part of helping students with their Recognition Network as you are
linking prior knowledge to the current content. If you are using discussion prompts (questions) remember to list them on
the board AND to read them aloud (multiple methods of presentation).
We will start the lesson by having a Warm up that will help either review or introduce the lesson to the
students in the beginning of the lesson. This warm up will be completed using the PollEv website so that we as
an entire class can see where the whole class stands before starting the lesson. Since it is anonymous, the
students can feel secure with the amount of information that they do/do not know beforehand.
Plans for Differentiation- Specify the activities you will use to present the content and address the needs of auditory,
visual, and kinesthetic learners. Refer to the UDL Solutions document (attached in the assignment folder) to
incorporate varied strategies for learners.
We will have both written and work on the board and we will allow for both partner work and individual work so
students who might need a little more help can use partners. The warm up questions will be done individually
and anonymously. The practice problems will be done as a class and then game can be done with a partner.
The last activity, exit ticket, will be done individually.
Procedures for teaching the Content - describe (in steps) how you will teach the lesson. Remember that both
individuals in the team should present so pace yourselves accordingly. Include in this section your plans for
integrating principles of Universal Design for Learning (UDL).
First we will open up with our lesson and the essential knowledge and skills that will be gained from the
lesson. Then we will start the lesson with the objectives and give the students a few warm up questions to
complete using the PollEv website. After the warm up and determining where the class stands, we will start
with the definitions of what congruency and similarity are and what they mean followed by practice problems
with the information just learned. Once completed, the class will have a chance to try on their own by using a
game. Finally we will pass out an exit ticket which will assist us in determining where everyone stands at the
end of the lesson.
Summary and Lesson Closure describe how you plan to end the lesson and prepare students for further learning.
(example: discuss what comes next in the unit or the next step in learning). This step is important because it allows
you to sum up the lesson and preview the next lesson.
We are ending the lesson with a quick review of the lesson and allowing the students to give us feedback on
whether or not they think they might need more assistance with the lesson and include more time in order to
understand the lesson before we move on.
Formative Assessment - How will you conduct a quick assessment to determine who needs review or if this lesson needs to
be taught again in a different method. This need not be a test or quiz it can be a worksheet or other activity or an opportunity for
students to reflect on their learning (this could be oral, written, art, etc.).
At the end of the lesson we will have an exit ticket that will ask the students what they learned and what they think they still
need help with.

Extension of learning- describe activities students can do (homework, online sites with games/tests) to practice their
skills? What would the next step be in the lesson/content? This will probably NOT be done in your lesson, but needs to
be present to encourage students to continue their learning.
We will provide them with homework that will help practice their skills and then collect it the next day to look at
to see where the students ability is at. They will also be given the link to the game that we played in class and
the power point will be uploaded online so they can reference it if needed while doing their homework. Also we
will provide them with links such as the one we used in class to practice as well as extra help websites such as
KhanAcademy.
Definition of Terms

C. Wood ISTC 301/501

Differentiating Instruction: To differentiate instruction is to recognize students varying background knowledge, readiness,
language, preferences in learning, interests, and to react responsively.
http://www.cast.org/publications/ncac/ncac_diffinstruc.html
Formative Assessment: Measurements which allow one to determine the degree to which students know or are able to do
a given learning task, and which identifies the part of the task that the student does not know or is unable to do. Outcomes
suggest future steps for teaching and learning www.journeytoexcellence.org/practice/assessment/glossary.phtml