Teacher Education Lesson Plan Template

Teacher: Patricia Moormann Date: 3/4/2020

Title of Lesson: Unit 5 Review Day 2 Cooperating Teacher: Jessica Sheldon

Core Components
Subject, Content Area, or Topic
Math 8th: Composite Figures
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
SOL 8.9: The student will
a) verify the Pythagorean Theorem; and
b) apply the Pythagorean Theorem
SOL 8.10: The student will solve area and perimeter problems, including practical problems,
involving composite plane figures.
Student Population
 Caucasian: 13

 African-American: 27

 Asian: 1

 Hispanic: 9

 Two or More: 3
Learning Objectives
I can solve the problems from Unit 5!
Virginia Essential Knowledge and Skills (SOL)
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
SOL 8.9: The student will
a) verify the Pythagorean Theorem; and
b) apply the Pythagorean Theorem
SOL 8.10: The student will solve area and perimeter problems, including practical problems,
involving composite plane figures.

VDOE Technology Standards

Chrome books, schoology, and Kahoot.

English Language Proficiency Standards (ELPS)

Not applicable

Materials/Resources
Chrome book, pencil, paper, white boards, dry eraser marker, dry eraser, notes, and spiral review.
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)

Time
(min.) Process Components (Ms. Brinegar’s Group)
15 min *Anticipatory Set
● Bell Ringer – Spiral Review
● Teacher will ask students if they remember the three sections that they
covered in Unit 5. The students will respond with what they have learned so
far. The teacher will instruct the students that they are spliting off into two
groups. The students that will go with Ms. Brinegar will be called to leave
the room with her. The students who are not called will stay in the classroom
with Mrs. Moormann and the substitute.
1 min *State the Objectives (grade-level terms)
I can solve the problems in my unit review!

25 min *Instructional Input or Procedure (Ms. Brinegar’s Group)

1. Instruction on Composite Figures.
a. Students will go over problems with the teacher to solve from the
formative assessment on finding the perimeter and area of composite
figures. This is the area that the students struggle the most in across
the entire unit. They will be practicing these problems so they can
have a better understanding of how to split the figures into known
shapes which is the concept they struggle the most with. They will,
also, review that to find the perimeter we only need to add up the
 sides of the figure. We do NOT use the perimeter formula for shapes
we see such as rectangles.
During *Modeling (Ms. Brinegar’s Group)
Instructional Teacher will model how to determine how to determine if they are finding the
Time perimeter or area based on the question. The teacher will model how we find the
perimeter and/or area of a composite figure by identifying the information using
different colored pens.
During *Guided Practice (Ms. Brinegar’s Group)
Instructional Teacher will complete a guided practice using the examples from the formative
Time assessments. The teacher should ask questions on how we are to solve the problems
and get the students intuition on how to complete the problems as each one gets a
little harder and more complex. This is essential for the students to be able to gain
confidence in using the properties properly.
In Lesson *Check for Understanding (Ms. Brinegar’s Group)
Teacher will go around the classroom checking on the student’s work.
65 min *Independent Practice (Ms. Brinegar’s Group)
1. Unit Review:
a. Students will complete their unit review. They are to complete the entire
review the first time on their own. They will submit the review into
Schoology. After they have submitted their review, they will receive a
score on how many they got right and how many they got wrong. They
will not know which questions they got right or wrong. From there, they
will go back into the review and re-do the questions. On this attempt,
they are allowed to ask questions to the teacher on questions they believe
they have gotten wrong. The teacher will not give any answers to the
students, but they will guide them and let them know if they are entirely
off track. The students will submit the review again, and they will get
their score. The students are then given the option to go back into the
review to look over any questions they believe they have gotten wrong.
b. An activity sheet on finding the perimeter and area of the composite
figure is given to the students. This is extra practice for finding the area
and perimeter of composite figures. This is not graded, but is encouraged
as extra practice on the hardest material.
Part of Assessment (Ms. Brinegar’s Group)
Independent Students will complete the Unit 5 Review which is a graded assessment that shows
Practice what the student does not know, and what a student does know. It helps the students
identify what they need to work on more through their own discovery of
assessment.
4 min *Closure
For the closing of the lesson, the students will all come back together. They will
repeat the three topics covered in the unit and the formulas used to solve these
problems.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Visual aids are used throughout the lesson on the smart board for students who are visual learners.
Asking questions about the problems and how we can solve these problems for auditory learners.
Hands-on work for kinesthetic learners.
 Using different colored markers for different meanings such as having all examples done in blue
and having all key words down in red for visual learners.
Worksheets tailored to struggling, average, and advanced students.
Small groups that allow for proper instruction and individualized attention for the different groups
of students and their needs.
Classroom Management Issues (optional)

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.

Time
(min.) Process Components (Mrs. Moormann’s Group)
15 min *Anticipatory Set
● Bell Ringer – Spiral Review
● Teacher will ask students if they remember the three sections that they
covered in Unit 5. The students will respond with what they have learned so
far. The teacher will instruct the students that they are spliting off into two
groups. The students that will go with Ms. Brinegar will be called to leave
the room with her. The students who are not called will stay in the classroom
with Mrs. Moormann and the substitute.
1 min *State the Objectives (grade-level terms)
I can solve the problems in my unit review!

25 minutes *Independent Practice (Mrs. Moormann’s Group)

1. Unit Kingdom – Kahoot Quiz:
a. Students will compete in a Kahoot quiz game called Unit Kingdom.
This quiz covers the conceptual questions as well as the applied
questions. It is done on a timer to see who can remember the
concepts the best and quickest. There will be questions from each
section covered in the unit. The top three students will earn prizes,
and the student in first place earns the title of ruler of the unit
kingdom.
20 min *Instructional Input or Procedure (Mrs. Moormann’s Group)
1. Common Mistakes
a. The teacher will go over the most common mistakes that happened
during the unit. These mistakes will be highlighted in the Unit
Kingdom activity as the questions put into the Kahoot quiz are all
questions that they struggled the most with in the past based off of
the data analysis. The teacher will discuss with the class all of the
most common mistakes that happen in the sections, and have the
students focus on getting those answers correct in an example
problems from the Kahoot quiz.
During *Modeling (Mrs. Moormann’s Group)
Instructional Teacher will model how to properly determine which type of problem each problem
Time is. The teacher will model how we find the perimeter and/or area of a composite
figure by identifying the information using different colored pens. The teacher will
model how we translate figures using different colored pens.
During *Guided Practice (Mrs. Moormann’s Group)
Instructional Teacher will complete a guided practice using the examples from the Kahoot quiz
Time that the students got wrong initially. The teacher should ask questions on how we
are to solve the problems and get the students intuition on how to complete the
problems as each one gets a little harder and more complex. This is essential for the
students to be able to gain confidence in using the properties properly.
In Lesson *Check for Understanding (Mrs. Moormann’s Group)
Teacher will go around the classroom checking on the student’s work and use the
teacher view of the Kahoot quiz to identify how the students did in the quiz.
45 min *Independent Practice (Mrs. Moormann’s Group)
2. Unit Review:
a. Students will complete their unit review. They are to complete the
entire review the first time on their own. They will submit the review
into Schoology. After they have submitted their review, they will
receive a score on how many they got right and how many they got
wrong. They will not know which questions they got right or wrong.
From there, they will go back into the review and re-do the
questions. On this attempt, they are allowed to ask questions to the
teacher on questions they believe they have gotten wrong. The
teacher will not give any answers to the students, but they will guide
them and let them know if they are entirely off track. The students
will submit the review again, and they will get their score. The
students are then given the option to go back into the review to look
over any questions they believe they have gotten wrong.
b. Students are to complete a review study guide based off of their
notes from the unit.
Part of Assessment (Mrs. Moormann’s Group)
Independent Students will complete the Unit 5 Review which is a graded assessment that shows
Practice what the student does not know, and what a student does know. It helps the students
identify what they need to work on more through their own discovery of
assessment.
4 min *Closure
For the closing of the lesson, the students will all come back together. They will
repeat the three topics covered in the unit and the formulas used to solve these
problems.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Visual aids are used throughout the lesson on the smart board for students who are visual learners.
Asking questions about the problems and how we can solve these problems for auditory learners.
Hands-on work for kinesthetic learners.
Using different colored markers for different meanings such as having all examples done in blue
and having all key words down in red for visual learners.
Worksheets tailored to struggling, average, and advanced students.
Small groups that allow for proper instruction and individualized attention for the different groups
of students and their needs.
Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

Intern Signature Cooperating Teacher Signature Date