Standards-Aligned Lesson Plan Template

Subject(s): Mathematics Grade: 7

Teacher(s): Sharon Warden School: Mendez

Fundamental Intermediate School Date: 02/28/2017
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
6.G-1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into
rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving
real-world and mathematical problems.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.PI.A.6.4.BR: Adapting Language ChoiceAdjust language choices according to task (e.g., facilitating a science
experiment, providing peer feedback on a writing assignment), purpose, and audience.

ELD.PI.B.6.5.BR: Listening activelyDemonstrate active listening in oral presentation activities by asking and
answering detailed questions, with minimal prompting and support.

4. Learning Objective: (What will students know & be able to do as a STUDENT-FRIENDLY TRANSLATION
result of this lesson?) Students will be able to break down
Students will be able to deconstruct irregular polygons into triangles complicated shapes into triangles and
and rectangles, and solve for the areas of these triangles and rectangles rectangles, and then find the areas of
in order to find the total area of the polygon. these simpler shapes in order to find the
total area of the polygon.

5. Relevance/Rationale: (Why are the outcomes of this lesson STUDENT-FRIENDLY TRANSLATION

important in the real world? Why are these outcomes essential for Being able to find the area of irregular
future learning?)(TPE1.3)
Being able to find the area of irregular shapes can be applied to the shapes can be used in construction,
installation of tile or carpet, purchasing construction materials, and architecture, and engineering.
surveying land.

6. Essential Questions (TPE1.5):

How can deconstructing something help us understand it?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

7. Class Information:

a. Total number 37
b. English Learners/Standard English Learners There are a lot of redesignated ELs, and most of the
students are bilingual, speaking both Spanish and English. It is the school's goal to have all ELs be classified
as redesignated before moving on to high school. This allows them to start with college accredited English
courses.
c. Students with Special Needs 2
d. Academic language abilities, content knowledge and skills in content area This is an honors
class, so it is both accelerated and more in depth than a standard 7th grade math course. Academic
vocabulary is emphasized in every class under the Common Core State Standards, and the students are
able to pick up new concepts very quickly. These students are able to complete more than one main idea in
one class period and then apply it accurately to class work and homework.
e. Linguistic background English & Spanish; I rarely hear anything spoken besides English.
f. Cultural background (home/family) Almost the entire class is Hispanic, there are only one or two Asian
students. This school is in Santa Ana, so it is a lower socioeconomic area; however, it is a fundamental
school so students have ample resources. Most of the parents of these students are immigrants, and they
understand that their parents moved to this country to provide a better life for them. They are almost all
bilingual, but they almost all speak English both in class and out of class.
g. Health considerations (if any) One student has a hearing aid, but does not require any special
accommodations. One student has a 504 plan, but the accommodations are very minimal.
h. Physical development factors that may influence instruction in this academic content area
Physical development is normal overall. These students are 11-13 years old so their physical development
can vary quite a bit, but there are no students that have any developmental delays or physical disabilities.
i. Social development factors that may influence instruction in this academic content area It is an
honors course, so the students are ready and willing to learn new information and participate. Just like in
any other class, some students are more outgoing and talkative while other students are shy and quiet. I
 have not observed any isolation of students in this class, which I think can be attributed to the group
seating arrangement. Students get comfortable with the few students that they talk to every day.
j. Emotional development factors that may influence instruction in this academic content area It
is a 7th grade class, so emotional development varies from student to student; some students are more
mature than others, but I haven't heard any inappropriate jokes or comments that can be somewhat
expected in a junior high class.
k. Interests/Aspirations (relevant to this academic area) Students want to remain in honors math, and
they both encourage and challenge each other to get the answer correct as efficiently as possible. This
creates a high-achieving atmosphere where students push themselves to exceed expectations. I have heard
various aspirations for what they are hoping to pursue as a career. One girl, Giselle, wants to become a
doctor, a few of the boys want to be professional athletes, another boy wants to be a professional gamer,
and one of the girls wants to be fashion designer. I think that because they are in junior high, some of their
aspirations are based solely on their interests. This allows the teacher to utilize their interests in order to
keep them interested in math.

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs. )):
Although there are only redesginated English Learners in the class, I still need to focus on English literacy as well as
academic and content vocabulary. The only student with a disability does not require any special accommodations,
and she is well-liked by her classmates. Because the students are seated in groups, they often talk about things
unrelated to math; however, I think that the benefit of these groups during instruction outweighs the negative
consequences.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs.)
In any classroom there will be some students who are very outgoing and talkative and others who are quiet and shy,
but I think that the seating arrangement allows for all students to participate and interact in the lesson. This lesson
in particular, encourages all students to work together in their groups to solve one problem at a time. Working in
these small groups, especially when playing in a game, will lower the affective filter and allow all students to
participate. This lesson is toward the end of the unit, so no new vocabulary words are being introduced. Even though
no new vocabulary is being introduced, students will need to rely heavily on their communication and collaboration
skills in order to work together in their groups to solve these multi-step problems.

10. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson
(TPE1.5,3.3):
CommunicationThere is a lot of communication necessary in this activity because they will be working in groups
for most of the class period. Each students must be able to effectively communicate their thoughts and ideas during
the game. Working in small groups should lower the affective filter and allow the students who are usually quiet a
chance to participate and give their input.

CollaborationThis lesson is centered on an activity that is founded on collaboration. Students will need to
collaborate with each other in order to create the silhouettes of the irregular shapes and then calculate the overall
area of the polygon. Students will need to rely on their strengths and the strengths of their classmates in order to
succeed as a team.

Critical ThinkingThis lesson is toward the end of the unit, so the concepts that the students are using to
complete the activities are collected from previous lessons in the unit and are being implemented in multi-step
problems in order to find the areas of irregular polygons. Students have to be able to conceptualize the entire
problem and know the proper steps they must take in order to successfully complete the problem.

11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
I will not be using any technology in this lesson. I will actually be using tangible shape tiles to allow students to
physically manipulate the tiles in order to create complex shapes.

12. Visual and Performing Arts How will you provide the students with opportunities to access the curriculum
by incorporating the visual and performing arts? (TPE1.7)
This lesson has visual and kinesthetic aspects with the shape tiles, so I think that it will be helpful for students who
identify with those learning styles. However, besides the first 3-4 minutes, students are required to recreate abstract
shapes, so creativity with the shape tiles is not really used.

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

 13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the
outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)
a. Formative:
Students will self-assess their understanding of the concepts and process of the game by showing me with their
fingers how much they understand (1 finger means they do not understand the concept, 2 fingers means they
understand part of it but are struggling with other parts, and 3 fingers means that they understand the process
fully). Student will also be required to correct their first independent problem in order to find their own mistakes and
use that to complete the second problem accurately. At the end of the lesson, students will complete an exit slip
question. This question will assess their understanding of the overall lesson, but it will not be so difficult as to
discourage the students. This assessment will be a multi-step problem that each student will complete
independently. This will show me how much of the lesson the students understood and how much they are able to do
completely on their own.

b. Summative (if applicable):

I only have formative assessments in this lesson; however, the 2 independent questions that the students are
required to do will look exactly like the most comprehensive questions on the test. This allows them to prepare for
the more difficult problems on the test, but hopefully it will also ease their anxiety for the test because after this
lesson those questions should seem more simple.

c. (Attach rubric here, if applicable):

There is not rubric for any of the assessments in this lesson. We will go over, step-by-step, the first independent
question, and we will review and go over the second question the following day in order to review the concepts.

d. How do you plan to involve all students in self-assessment and reflection on their learning goals
and progress? (TPE5.3)
Students will self-assess their own understanding of the concept and process of the activity before we begin. They
will do this by showing me with their fingers how much they are understanding (1 finger means they do not
understand the concept, 2 fingers means they understand part of it but are struggling with other parts, and 3 fingers
means that they understand the process fully). Student will also be required to correct their first independent
problem in order to find their own mistakes and use that to complete the second problem accurately.

Part V - INSTRUCTIONAL PROCEDURE

14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning
This lesson is all teacher-directed lesson, where students are instructed to work together in order to put all of the
previous lessons together in order to find the areas of irregular polygons. This is based on a specific skill that is
necessary for students to be success in this class and in their future, more complex math courses. All aspects of the
lesson are explicitly explained by the teacher.

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
In this lesson, we will use tangible shape tiles and the students' workbooks. We will not be using any technology,
besides the ELMO and projector. I actually wanted this lesson to be technology-free since a lot of the students' work
is done on canvas.

16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
0-5 min
The lesson objective will be written on the board and I will refer to it before we start our activity/lesson. This lesson is
toward the end of our unit on area, so I am not introducing any new content vocabulary. This lesson is supposed to
take what we have learned throughout the unit and apply it with purpose to find the area of irregular shapes.

The students' normal seating arrangement is in groups of four, with two tables put together and all the students are
facing each other. Each group will have one set of shape tiles, which includes squares, triangles, and parallelograms.
I will also have a set on my desk under the ELMO so that the students can see the shapes I am making. I will allow
the students to play with the shape tiles for 3-4 minutes and I will ask them to create a list of similarities and
differences that they discover with the various shapes, as well as how many new shapes they can make using the
shape tiles. After the 3-4 minutes, I will ask them what kind of shapes they came up with and I will make a list; this
allows them to realize how many shapes can be broken down into triangles, rectangles, and parallelograms.

5-10 min
We will then talk about the concept of deconstruction and how it relates to this lesson; this should give them a little
preview for the purpose of this lesson. I will then ask them to discuss the essential question: How can deconstructing
something help us understand it? This will be an informal, conversational discussion that will be student-centered. I
do not want to give them a "right" answer. I am hoping that they will bring in their real-life experiences and
knowledge to answer the question.
BODY:
10-20 min
We will then review how to find the area of a rectangle, a triangle, and a parallelogram. Together we will go through
each shape tile of every size and find the areas of each; I will create a key for them and keep it up on the board for
them to reference during the activity. Once we have established all of the areas for all of the shapes, I will begin to
explain the game we will play.
20-30 min
I will put up a card showing the silhouette of an unusual shape. Each group will need to work together to construct
the silhouette of the irregular polygon. We will do one together as a class, and then they will practice by doing a
second one together with their group. Once each group is finished constructing the second silhouette with their
shape tiles we will find the area of the overall shape together by adding up all of the predetermined areas of the
shape tiles that they used. I will then ask students to self-assess their understanding of the activity by asking them
to show me with their fingers how much they are understanding (1 finger means they do not understand the
concept, 2 fingers means they understand part of it but are struggling with other parts, and 3 fingers means that
they understand the process fully). If I see a lot of 1s and 2s I will do another example with the class from start to
finish to clear up any misunderstandings.

30-50 min
Once everyone understands the instructions and what is expected of them, we will start the first round of our game.
We will do at least 2 rounds, maybe 3 depending on how quickly the teams can find the areas of the irregular
polygons. I will put up the new silhouette using the ELMO, students will work in groups to construct the same
silhouette using their shape tiles, and then they will use the key of simple areas in order to find the total area of the
irregular shape. The first team to tell me the right answer will get a point. After 2-3 rounds, the team(s) with the
highest number will get a cheesy prize. I will then ask students to put away the shape tiles and open their
workbooks.

50-65 min
The handout will give two examples for students to complete on their own. I will give them about 10 minutes to
complete as much as possible. I will be walking around providing support for any students who are struggling. After
10 minutes, I will go over the first problem from start to finish so that everyone can correct theirs if necessary. If they
have not finished the second problem, they will need to finish it for homework and we will go over it the following
day.
CLOSE:
65-75 min
The students will complete an exit slip question that I will put on the board. This assessment is to be done
independently in order to accurately depict how much they understood the lesson and what they are able to do on
their own since most of the class was focused on a group activity. It will be a multi-step problem, but all of the proper
measurements of the shape will be provided. Students will only be responsible for finding the areas of common
shapes (triangles and rectangles) and then adding them together to get the total area. The irregular polygon will not
be too complex and will only be created using 2-3 common shapes. This will allow the students an ample amount of
time to complete the problem.

Part VI REFLECTION (TPE6.1)

1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, & Student with
Special Needs

2. Were the students successful at achieving the lesson objective?

a) If so, explain which areas in which students were successful, according to your data analysis.

b) If not, explain which areas in which students were not successful, according to your data analysis. Why do
you think they were not able to achieve the lesson objective in these areas?

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific
pedagogical skills did you employ to help students be successful? (Reference TPE Part 2: Subject-Specific
Pedagogy)

4. What would you change about the lesson and why (according to your data analysis)?

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.