CWS

Part III(a): Planning Instruction Reflection and Lesson Plans

Instructions:
● Use the lesson plan template below to summarize the instructional plans for each day of
your CWS unit (create 3-5 sequential lessons). Note: Bullets/numbers in the template are for
structure; you may add/remove as needed.

● Respond to the reflection prompts below in paragraph format adhering to all writing
conventions and criteria as indicated on the rubric.

● Submit lesson plans and reflections in one document at least 72 hours PRIOR to
instruction.

Your Evaluator will provide feedback within BbLearn. You will also receive an auto-email from
Qualtrics with the results (points only) of the evaluation. You must earn a minimum score of
“10” on this submission.

* * * * *
Reflection on Unit/Lesson Plan Design

1. How were the results from the pre-assessment and identified student needs used to
design this unit?
The pre-assessment results to determine which content needed to be reviewed, and
which content was being introduced for the first time. Students scored well on the last
three questions of the assessment, which were all about lines of symmetry. Based of that
information, I made that lesson very interactive so that students could interact with the
content in more depth than defining and examples. The pre-assessment also showed that a
majority of students knew what a right triangle was. For that lesson I was able to follow a
similar format as the line of symmetry lesson. Since students struggled to draw a ray, line
segment, and line, I based that lesson on defining those terms on very specific
characteristics. In order to do that, I had to create a lesson that required more note taking
than the others. Students would need to know the differences between those terms before
interacting with the content in more depth. The pre-assessment allowed me to determine
where I could start each lesson to help students master each standard.

2. What specific instructional strategies were selected to promote learner engagement?
I tried to incorporate as much body movement as possible to promote learner
engagement. So much of geometry is memorizing key characteristics, and I incorporated a
lot of visuals in my lessons, but I did not want students to just be sitting and looking at
slides. I practice the Madelyn-Hunter method of demonstrating to the students, practicing

 CWS Part III(a): Planning Instruction Reflection and Lesson Plans

with the students, and then having them perform the learning objective individually. My
lessons require lectures and notes, but I feel I incorporate enough body movement and art
to keep students engaged.

3. How was instruction sequenced throughout the unit to support lesson objectives as
determined by the pre-assessment data?
I broke my pre-assessment into three lessons based on the learning objective
required to master each section of the assessment. The part of the assessment that
requires students to draw a point, line, line segment, ray, perpendicular lines, and
parallel lines is all covered in one day. The second day is dedicated to teaching students
about acute, obtuse, and right triangles. This lesson will be to help students identify the
right triangle on the assessment. The last lesson is designed to give student real world
examples of symmetry. Since students tested well on that section, I wanted to provide
more depth on symmetry existing outside of math worksheets.

4. How was technology selected and integrated into the unit? If technology was not
available, what resources could be used in a future setting for this unit?
Technology was selected into this geometry unit because its ability to show a multitude
of geometric figures in a timely manner. I had to create all of my materials, so using Google
Drive made it possible to show multiple examples of each geometric term. Using a laptop
made it possible to create everything from home, and the mirroring feature allowed me to
project my Google Slide to the whole class. Using technology in this way allowed me to be
organized in my lecture, provide visual examples, and have definitions for each geometric
term.

 CWS Part III(a): Planning Instruction Reflection and Lesson Plans

CWS Unit Title: Geometry Introduction Lesson Plan __1___ of __3___

Content Area: Math Grade Level: 4

Standard(s): (List all addressed)

● 4.G.A.1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.
Measurable Objective(s) (Students will be able to/SWBAT):
● Students will be able to draw points, lines, line segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel lines.
● Students will be able to define points, lines, line segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel lines.

Materials:

• White boards
• Markers
• Erasers
• Math Notebooks
• Pencil
• Tape
• Intersecting Lines Worksheet
Anticipatory Set/Hook:
● The teacher will use a laptop and projector to show Google Slides. The Google Slides will
have only one of the following terms on each slide: point, line, line segment, ray, right
angle, acute angle, obtuse angle, perpendicular lines, and parallel lines. Students will use
their white boards to draw a representation of each geometric term.
Instructional Input / Activities (step-by-step) (The teacher will = TTW/The students will =TSW):
1) The teacher will have students put away their whiteboard, maker, and erasers.
2) The teacher will have students get out their math notebooks and pencils.
3) The students will open to the next blank page and label the top “Geometry”.
4) The teacher will use a laptop and projector to show Google Slides. The Google Slides will
have only one of the following terms on each slide: point, line, line segment, ray, right
angle, acute angle, obtuse angle, perpendicular lines, and parallel lines.
5) Students will right each term on the left side of the page, skipping four lines in between
each term.
6) The students will raise their hands to share a definition of that term.

 CWS Part III(a): Planning Instruction Reflection and Lesson Plans

7) The teacher will combine student responses to come up with a one-sentence definition.
8) The students will write the class definition on one of the lines.
9) The teacher will use the slide show to show the definition given in the math textbook.
10) Students will write the textbook definition under the class definition.
11) Students will draw a sketch of each term to the left of their definitions, under the term.

Guided Practice:
1) The students will be given a roll of tape for each group of students. (Desk are arranged in
groups of four.)
2) The teacher will instruct students to rip eight small pieces of tape up for each member of
the group.
3) The students will draw a point and label each point starting with “A” and continuing
alphabetically on all eight pieces.
4) The teacher will instruct the students to use their points and other pieces of tape to make
a geometric term on their desk.
5) The teacher will walk around the room, checking for accuracy.
6) The teacher will call out a new term every few minutes.
Independent Practice:
1) The teacher will hand out an intersecting lines worksheet.
2) Students will work independently to complete the worksheet.
Closure:
When students are done with their worksheet, they will walk to the turn-in cubby, and exchange
the worksheet for a piece of paper that has an item labeled around the class. The item could be a
corner of a desk, leg of a table, where the edges of two desks meet, or two posters hanging by
each other. Students will

Assessment (Formative and/or Summative):

● A formative assessment can be done when students are showing their whiteboard
drawings
● A summative assessment can be done after students turn in their intersecting lines
worksheet.
Differentiation/Learning Styles Met:
Students are given a lecture, write notes with pen and pencil, have hands on experience with the
tape, and are given visuals on the slide show.

Technology:

• Lenovo Think Pad

 CWS Part III(a): Planning Instruction Reflection and Lesson Plans

• Projector
• Google Drive

 CWS Part III(a): Planning Instruction Reflection and Lesson Plans

CWS Unit Title: Geometry Introduction Lesson Plan ___2__ of __3__

Content Area: Math Grade Level: 4

Standard(s): (List all addressed)

● 4.G.A.2. Classify two-dimensional figures based on the presence or absence of parallel or
perpendicular lines, or the presence or absence of angles of a specified size (e.g.,
understand right triangles as a category, and identify right triangles).
Measurable Objective(s) (Students will be able to/SWBAT):
● Students will be able to identify a right, acute, and obtuse triangle.

Materials:

• White boards
• Markers
• Erasers
• Math Notebooks
• Pencil
• String
• Triangle worksheet
• Pizza Slice Cut Out
Anticipatory Set/Hook:

• The teacher will instruct the students to push in their chairs and stand behind the desk.
The teacher will then ask students to use only their hands and arms to represent a point,
line segment, ray, line, acute angle, right angle, and obtuse angle. The students will use
only their hands and arms to represent each term called out by the teacher.
Instructional Input / Activities (step-by-step) (The teacher will = TTW/The students will =TSW):
1) The teacher will have students get out their math notebooks and pencils.
2) The students will open to the next blank page and label the top “Triangles”.
3) The students will write acute, right, and obtuse on the left side of the page, skipping five
lines in between each triangular term.
4) Students will write the definition of each term to the write of the term.
5) The students will draw a representation of each triangle under each definition.
6) The students will right the angle range of that triangle next to their drawing.
Guided Practice:
1) The teacher will put students into groups of three.
2) The teacher will hand each group a 6-foot loop of sting.

 CWS Part III(a): Planning Instruction Reflection and Lesson Plans

3) The students will each hold a part of the rope with one hand.
4) The teacher will call out a type of triangle or a measurement of a type of triangle.
5) Students will have to move around so that their rope represents what the teacher called
out for.
Independent Practice:
1) The teacher will have students go back to their desk and turn to the next blank page in
their math notebooks.
2) Students will divide the page into three sections and label each section acute, obtuse, and
right.
3) Students will work in their same groups of three to fill out twelve real world items that
could be classified as the type of triangle in each heading.
4) The teacher will rotate from group to group, asking students about their responses, and
helping where necessary.
Closure:
Before students are dismissed to lunch they will be handed a cut out of a slice of pizza. Students
will write what type of triangle the slice represents

Assessment (Formative and/or Summative):

● A formative assessment would be observing students when they are making the types of
triangles with the strings. The teacher could determine how effective the previous lessons
were.
● The summative assessment would be checking the answers that the students wrote in
the real world examples in their math notebooks.
Differentiation/Learning Styles Met:
Students are given a lecture, write notes with pen and pencil, and have hands on experience
when they are making the types of triangles in their groups with the strings.

Technology:

• Lenovo Think Pad

• Projector
• Document Camera

 CWS Part III(a): Planning Instruction Reflection and Lesson Plans

CWS Unit Title: Geometry Introduction Lesson Plan __3___ of __3__

Content Area: Math Grade Level: 4

Standard(s): (List all addressed)

● 4.G.A.3. Recognize a line of symmetry for a two-dimensional figure as a line across the
figure such that the figure can be folded along the line into matching parts. Identify line-
symmetric figures and draw lines of symmetry.
Measurable Objective(s) (Students will be able to/SWBAT):
● Students will be able to recognize a line of symmetry for a two-dimensional figure.
● Students will be able to identify line-symmetric figures.
● Students will be able to draw lines of symmetry for a two-dimensional figure.
Materials:

• White boards
• Markers
• Erasers
• Math Notebooks
• Pencil
• Line of Symmetry Drawing Worksheet
Anticipatory Set/Hook:

• The teacher will stand at the front of the class, turned sideways so that only one side of
their face and body is showing. The teacher will ask to describe the side of their body that
is not facing the class. Students will use articles of clothing, facial features, or other body
parts to describe what they cannot see. The teacher will ask how the students could make
assumptions about what they could not see. The teacher will relate their ability to assume
the two sides of the teacher looked the same to lines of symmetry in shapes.
Instructional Input / Activities (step-by-step) (The teacher will = TTW/The students will =TSW):
1) The teacher will use a laptop and projector to show Google Slides.
2) The teacher will have students get out their math notebooks and pencils.
3) The students will open to the next blank page and label the top “symmetry”.
4) The students will copy the textbook definition at the top of their page.
5) The students will basic geometric shapes into their notebooks underneath the definition.


Guided Practice:
1) The teacher will have students get out their whiteboard, maker, and erasers.

 CWS Part III(a): Planning Instruction Reflection and Lesson Plans

2) The teacher will use Google Slides to show images of architecture, nature, and animals.
3) The students will take turns coming to the board and showing the line of symmetry in the
images.
4) The teacher will continue showing images until slide where only half of a shape is shown.
5) Students will draw the other half of the shape and stand in front of the projector, trying
to get their shape to line up. Some of the shapes will be none symmetrical, and some
shapes will have more than one line of symmetry.
Independent Practice:
1) The teacher will have a variety of worksheets spread on a back table. The work sheets will
have half of an image.
2) Students will choose a bobcat, spider, butterfly, persons face, or a flower worksheet.
3) Students will work individually on drawing the other half of the image they selected
Closure:
Students will open math notebooks to next blank page. Students will write their names in all
capital letters. Students will circle all of the letters that are symmetrical. Students will exchange
notebooks and check for accuracy. Once students have correctly identified all symmetrical
letters, they will star each other’s pages and return their notebooks.

Assessment (Formative and/or Summative):

● A formative assessment can be performed when students are holding their whiteboards
in front of the projector to match up their half of the shape to the one on the slide.
● Evaluating student’s worksheet drawings can be used for a summative assessment.
Differentiation/Learning Styles Met:
Students are given a lecture, write notes with pen and pencil, have hands on experience when
they bring their whiteboards in front of the projection, and are given an opportunity to interact
artistically with the material.

Technology:

• Lenovo Think Pad

• Projector
• Google Drive