PRE-OBSERVATION FORM

(Iowa Department of Education)

Name: Jessica Tentinger Date of Pre-Conference

School/Administrator Principal Christi Gochenour Date/Time of Observation April 3, 2012

Grade level/Curriculum Area Observed: Grades 9 11, Geometry 1. Briefly describe the students in this class, including those with special needs. Class size of 23 with 9-11 grade students of mixed ability levels, includes1 student with an IEP 4. How do you plan to engage students in the content? What will you do? What will the students do? Students will be asked questions and expected to complete example problems during the lesson in small groups. I will be using a software program called Sketchpad to help students to discover the rules for finding distances and the angle of rotation when reflecting objects across lines. 5. What difficulties do students typically experience in this area and how do you plan to anticipate these difficulties? Students have a hard time developing generalizations and writing rules. I plan on showing the students concrete examples first and then ask them to generalize the rules in small groups. Working with others should also help students reason through the problems better. I will be walking around the room to answer individual questions and steer students in the right direction when working on the example problems.

2. What are the goals for the lesson? What do you want the student to learn? Students will be able to: Find compositions of isometries, including glide reflections Classify isometries Reflect figures across parallel and intersecting lines

3. How do these goals support the districts curriculum? These goals support the standard for meeting the Iowa Core which is what the district uses. G.CO.2 - Represent transformations in the plane, describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not G.CO.5 - Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, graph paper. Specify a sequence of transformations that will carry a given figure onto another G.CO.6 - Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent 7. How do you plan to assess student achievement of the goals? What procedures will you use? (Attach any tests or performance tasks with rubrics or scoring guides.) Informal Assessment: asking students questions and monitoring group work to assess their understanding Formal Assessment: homework assignment Pg. 574 # 6 36 (3s) 11 Homework Problems

6. What instructional materials or other resources, if any, will you use? (Attach sample materials you will be using in the lesson.) The main resource I used was the textbook and then I created a lesson in Sketchpad so students can have an interactive visual to look at while going through the lesson. The lesson plan is attached.

8. What Iowa Teaching Standards/criteria will be demonstrated in this observation (no more than 4 Standards & 2 criteria per Standard)?

Standard 2a, 2b, 3a, 3d, 4d, 4f, 5c, and 5d Highlighted on attached page.

Teacher comments pertaining to observation setting: List any items you might want to call to the attention of the administrator. Engagement of the students and the types of questions asked.