Teacher Education Lesson Plan Template

Teacher: Christina Tucker Date: February 25, 2020

Title of Lesson: Translations WebQuest Cooperating Teacher: Mrs. Duesberry

Core Components
Subject, Content Area, or Topic
Math 8, Translations
Student Population
67 Students in 3 classes, 40 Male, 27 Female, 23 IEP, 3 Gifted/Talented

Learning Objectives
Students will apply translations in the coordinate plane.

Virginia Essential Knowledge and Skills (SOL)

8.7 The student will a) given a polygon, apply transformations, to include translations, reflections,
and dilations, in the coordinate plane; and b) identify practical applications of transformations.
VDOE Technology Standards
Chromebooks, Schoology, IXL
English Language Proficiency Standards (ELPS)
N/A
Materials/Resources
Desmos Scientific Calculator, handheld scientific calculators, pencil, paper, Chromebooks,
markers, Translation Turtle Sheet, Remediation Translation Sheet, Reflection Fish Sheet
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Time
(min.) Process Components
15 *Anticipatory Set
TTW put the warm up problems on the smartboard for the students to complete. TSW fill
in the blanks involving vocabulary with translations. TTW walk around during warm-ups to
guide students to the right process. TTW make sure students are on task by reminding
them that they can grab a pencil from the front of the room and asking if they need a piece
of paper.
*State the Objectives (grade-level terms)
I can translate figures in the coordinate plane.

30 *Instructional Input or Procedure

TTW finish going over the notes sheet on translations. TTW guide the students through
translating a triangle. Then, TSW independently translate two figures in the coordinate
plane while the teacher walks around and checks. Then, TTW explain the WebQuest.
TSW go to Schoology and click on the link. TSW answer a question involving translating a
figure. If the student answers the question incorrectly, they will be directed to watch a
video explaining translating and then answer another similar question. If they get that
question wrong, then they will not be able to move on without a teacher code. Instead,
they will sit with the teacher at the small group desk and go through guided questions.
Then they will receive the code. If a student answers the first or second question correctly
or inputs the teacher code, then they will be given a choice to either complete an IXL, a
translation turtle worksheet, or a mathspace. Once they finish with one of these activities,
they can either choose another activity or they can complete an activity about reflections
as a challenge.
10 *Modeling
TTW model how to translate on the notes sheet.

*Check for Understanding

TTW check for understanding by asking guided questions during the modeling. TTW ask
students what moving horizontally means and what moving vertically means. TTW ask
what shifting negatively horizontally (vertically) means and TSW answer moving left
(down). TTW ask if the size or shape has changed while translating.
*Guided Practice
TTW walk through translating a figure on the notes and during the small group instruction
for students who are not answering the questions correctly.
20 *Independent Practice
TSW complete two problems on the notes sheet independently. TSW complete the
WebQuest independently.
Assessment
TTW will collect the worksheets of those who chose to do the physical paper or look at the
IXL or mathspace.
5 *Closure
TTW remind students that their homework is due Friday and dismiss them at the bell.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Reading each question aloud for guided problems.
Use of small group with inclusion teacher.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Having extra practice for students who finish early (online review test, IXL).
Classroom Management Issues (optional)
TTW walk around the classroom when students are working independently to make sure students
are on task. TTW keep an eye on groups that do not have a teacher sitting immediately with them.
TTW use the noise timer in order to keep noise level low and keep students on task.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015