Final Capstone Lesson Plan

Name: Holly Vestal

Date: October 30th, 2013

District: Boston

Lesson Length: 50 minutes

Content Area: 10th grade Geometry

relationships

Lesson Topic: Angle

Focus Language Domains: (R, W, L, S)

Content Objective:
Students will identify angle relationships from two lines intersected by a transversal.
Language Objective for students at WIDA ELD levels 4 or 5:
ELD level 4-5 students will be to read and use correct vocabulary to identify all
types of angle relationships given a specific diagram. Students will write out the
vocabulary words that describes a particular angle relationship.
Key Content Vocabulary:
Tier 1: side, inside, outside, pair
Tier 2: interior, exterior, angle, intersect
Tier 3: parallel, transversal, corresponding, consecutive
Materials/Equipment:
Drawing paper
Rulers
Worksheet with a chart summary of the new vocabulary about angle relationships,
each new vocabulary word has space underneath to write out angles. The
worksheet also has a diagram of two lines intersected by a third.
True/False cards for each student

Prerequisite Knowledge:
How to name angles using numbers
How to name lines using letters
Name for angle measures: acute and obtuse

Instructional Procedures
Front matter
Do Now (5 min)
Pass out drawing paper and rulers
Students will draw an example of adjacent angles, vertical
angles, and a liner pair. They must include an example of acute
and obtuse angles. (Students have been working on this concept
for several class sessions)

Connection to prior learning (5 min)

Have students share their examples from the Do Now with a
partner, they must explain their reasoning for their diagrams.
Example: these angles are adjacent because they are next to
each other.

Activities, resources, to present new content (20 min)

Pass out worksheet that has a summary of the new vocabulary in chart
format. The diagram on the worksheet is of two horizontal lines that is
intersected by a third line
Think Aloud activity:
I see three lines and I notice that one line goes through both of them.
I also see lots of angles. I do know the name for some of those angles. This
looks like an acute angle and this is an obtuse angle. I also see a linear pair
and some vertical angles too. Let me see how many angles I have all
together. I see eight total.
Ok, now looking this sheet I see some new words, the first one is
interior angles. I know interior because I just painted my kitchen and I used
interior paint, means inside? I also see four numbers under interior, let me
look at the picture on this sheet. I see that these four angles are inside these
two lines
Continue Think Aloud with exterior angles, corresponding, and
consecutive

Activities to present new language knowledge (10 min)

Seven Step Process for Teaching Tiered Vocabulary Steps 1-5
Practice Tier 3 words using the diagram from the worksheet . On a new sheet of
drawing paper, students re-copy the diagram and label the new angle relationship
vocabulary words.
Activities to assess or review (5 min)
True/False index cards for each student, ask questions or
statements that the students can respond quickly too and will give quick feedback
on student understanding. Will use previously learned vocabulary as well as new
vocabulary. Keep track of the questions that were not 100 % and review with
students after activity
Sample questions/statements:
All angles have the same measure
Interior angles are outside the two lines
Consecutive angles are adjacent to each other
Vertical angles are opposite each other
Adjacent angles are across from each other
End Matter ( 5 min)
Clean up
Materials in binder
Double check name and date on everything
Homework: vocabulary cards

Reflection:
a. Explain how understanding specific English language learners needs
guided the choice of instructional strategies to support the content and
language learning.

Using the Can Do descriptors was very helpful in understanding of what my ELL
students can do and what they still need to work on. It provided a structure to focus
my language objectives.
b. Explain how the differentiation of tasks or activities supported the
English language learners content learning and language
development.
I really thought it gave my ELL students multiple opportunities to hear the new
vocabulary and to be able to practice it in the context of the lesson. It also built on
previously learned material and they were given the opportunity to practice these
skills in the Do Now part of the lesson.
c. Explain how the differentiation of assessments allowed the English
language learners to demonstrate knowledge in various ways.
In this lesson I only used one form of assessment. I liked the T/F activity because
students had to make their own decision and not rely on their peers for the answers.
I was able to get a better sense of what was sticking. One of the ELL students said
he liked the activity and that he always has had trouble with vocabulary.
d. Discuss implications for future teaching: What changes would you
make to your instruction if you were to teach this lesson again?
Incorporate your understandings of the Sheltered English Instruction
principles into your analysis and reflection.
I not sure the teacher centered Think Aloud was the best strategy to use. However,
this was the first introduction to the vocabulary and I wanted to make sure all of
the students heard the same thing. It is challenging and I think confusing for
students learning all these new vocabulary words in a particular context. Although
they may have heard these words before, they are often unaware that words can
have multiple meanings. I think math is another language that students are
expected to master in addition to any other language(s) they are learning.
I think strategies are an excellent way to teach students how to learn and how to
apply that knowledge. I didnt try all of the strategies but in the future I do want to
explore how to use some more of them for math and science classes.