HSOE Lesson Plan Template

GRADE 11th

SUBJECT Trigonometry

LESSON SUMMARY How similar triangles are used to measure any triangle by using the
unit triangle. The basis of trigonometry.
How is Theory Vicarious reinforcement is focused on, making a few students in the
applied in this class into good examples encourage students to work hard on their own
lesson? studies.
OBJECTIVE.
What will your students be able to do?

My students will be able to determine the side length of right triangles by knowing either of
the auxiliary angles and one of the side lengths. Being able to apply sohcahtoa to quickly work
with the numbers and remember the relationship between angles and their sides.

ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
Assessment will be gauged by a worksheet at the end aw s well as gauged through questions
asked of random students throughout the lecture to gauge understanding as an ongoing
process.

COMMON CORE
How will you address Common Core standards?
CCSS.MATH.CONTENT.HSG.SRT.C.6
Understand that by similarity, side ratios in right triangles are properties of the angles in the
triangle, leading to definitions of trigonometric ratios for acute angles.
DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your
classroom?
How will you address your English Learners?
List the specific strategies you will use.
ELL learners will be addressed by relying on visual guides to help aid students that have
difficulty with the language. GATE, SN, and EL students will be addressed by heterogeneous
groupings during the classwork to encourage learning.

Version 1
02/16
OPENING (10 minutes – suggested) MATERIALS/STRATEGI
ES
How will you communicate what is about to happen? How will you
communicate how it will happen?
How will you communicate its importance? How will you communicate
connections to previous & future lessons?
How will you engage students and capture their interest?

Version 1
02/16
TIME TEACHER STUDENTS
15 The teacher will escort the kids outside The students will be A protractor and
to the flagpole with some measuring intrigued by the process measuring tape.
tape. He will measure a volunteer from of going outside and the
the class, having that student measure measurements we are We are taking relatively
the distance of the shadow of the getting. "Attention is extreme action to make
flagpole, as well as using a protractor therefore extremely sure that the students
the measure the angle of the shadow important in whether a are interested and
before going inside. behavior influences involved in what is going
others imitating it." on to make sure that the
(McLeod, 2016) later conditioning works
better.
INTRODUCTION OF NEW MATERIAL (10 minutes – suggested)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all
students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?
TIME TEACHER STUDENTS Already having their
15 The teacher will use the information The students will be attention gotten,
gotten previously to solve for the curious about the students will pay
height of the flagpole, matching lecture regarding the attention for the short
relatively close to the measurement odd start to the class. lecture.
used when using similar triangles. The Paying attention to the
teacher will then explain that the same fairly short lecture.
concept is used as was used last time,
just this time comparing the triangle to
the unit triangle.

GUIDED PRACTICE (15 minutes – suggested)

How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to
practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?

Version 1
02/16
TIME TEACHER STUDENTS "a younger sister
20 The teacher will pull out a bowl of jolly With a visible reward observing an older sister
ranchers, writing questions on the the students will be being rewarded for a
board and asking students to answer more invested, when particular behavior is
questions regarding the subject. If rewards are passed out, more likely to repeat that
gotten correct, the teacher will toss the students that didn't get behavior herself."
student a jolly rancher. rewarded will want to (McLeod, 2016)
participate.

INDEPENDENT PRACTICE ( 25 minutes – suggested)

How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of
the objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?
TIME TEACHER STUDENTS
15 The teacher will pass out a small Students will finish the
worksheet, students will work in their assignment, which will
groups to quickly finish the assignment. be graded for accuracy.
Observing the class and answering
questions as they come up.
CLOSING ( 5 minutes – suggested)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery
of (or progress toward) the objective?

TIME TEACHER STUDENTS

5 The teacher will quickly go over the Students will drop their
lecture again, writing down the assessments off with
SohCahToa memory tool to help the the teacher, having the
students remember lesson reviewed will
help solidify the
information.

Version 1
02/16