Lesson Plan Template

OBJECTIVE CONNECTION TO ACHIEVEMENT GOAL

What will your students be able to do? How does the objective connect to your achievement
goal?
SWBAT classify angles by using acute, right, and By mastering this skill, students will be able to meet the
obtuse. 80% mastery goal in math, which is the achievement
goal for math.

PREREQUISITE SKILLS DIAGNOSTIC

What will your students need to know to master the How will you assess students mastery of these
grade-level objective? foundational skills?
PRE-PLANNING

Students will need to know In order to assess mastery of these foundational skills, I
- what an angle is. will do a quick entrance slip/review sheet with them the
- Measuring using degrees. day before the lesson to see what they already know
and what needs to be retaught before I jump into new
content. I will review the content immediately.
END OF LESSON ASSESSMENT
How will you know whether your students have made progress toward the objective?
At the end of the lesson, I will provide an exit slip as a formative assessment to see if the students have made
progress and to understand what their misconceptions are so that I can adjust my future lessons. The exit slip is
attached below the template.
KEY POINTS
What three to five key points will you emphasize?
1. Angles can be classified into groups. (We are focusing on acute, right, and obtuse angles.)
2. When measuring angles with a protractor, being able to classify angles can help us make sure that our
answer makes sense.
3. Being able to classify angles can help us classify triangles.

OPENING (5 min.) MATERIALS

LESSON

(Consider: How will you communicate what is about to happen?

CYCLE

How will you communicate how it will happen?

How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?)

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Lesson Plan Template 1
 Introduction: - White board

Have students in their seat.

Yesterday, we did a review on what angle is and how angles are measured by units
called degrees. Today we are going to learn about how to classify angles into 3 groups:
acute, right, and obtuse angles.

Explain the importance of classifying angles: by classifying angles, there will be a way
to check our answers when measuring angles with a protractor and it will help us
classify triangles.

Go over the learning target with the students.

I can classify angles by using acute, right, and obtuse. (choral read)

INTRODUCTION OF NEW MATERIAL (10 min.)

(Consider: 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/interested?)
- White board
DISCOVERY PHASE (Jones, p.357) - Stepping
Stones
There are 3 types of angles that we are going to learn today. The first one is the right Student
angle. The right angle is exactly 90 degrees, and it looks like this. (make a right angle
Workbook
with your arms)
- Have the students do the same. Practice it a couple times. Show a right angle
on the board. Explain how sometimes a right angle will have a little square in
the angle to show that it is a right angle.
An angle that is less than a right angle or 90 degrees is called an acute angle
- Show different acute angles. (80, 45, 10 degrees)
- Make acute angles with arms.
- Practice it with students a few times.
An obtuse angle is greater than 90 degrees or a right angle.
- Show different obtuse angles. (95, 120, 175 degrees)
- Make obtuse angle with arms.
- Practice it with students a few times.

Address Misunderstandings
- It doesnt matter which way the angle is opening up, the angle will be the
same. You can turn the paper to make the angle face up to help you.
- Sometimes the angle can be a right angle but not have the little square.

Formative Assessment for this portion of the lesson: - Small white

DISCOVERY PHASE (Jones, p.357) boards
Use the small white boards and have the students answer on the board. - Dry erase
1. Draw a right angle. markers
2. Draw an acute angle.
3. Draw an obtuse angle.

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Lesson Plan Template 2
 GUIDED PRACTICE (15 min.)
(Consider: 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/interested?)

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Lesson Plan Template 3
 - Classifying
DISCOVERY PHASE (Jones, p.357) angles
worksheet
Use the Classifying Angles worksheet (attached below exit ticket)

Look at number one on your worksheet. We have to classify this angle using acute,
right, or obtuse angle. Watch how I am going to figure this out. I am going to make
this angle with my arms (make the angle with arms). Now, I know that the right angle
looks like this (show) because its 90 degrees, but this angle is much smaller than 90
degrees. That means this angle must be an acute angle! (write acute angle on the line.
Have students do the same.)

Ok lets look at number two and do this together. First, make the angle with your
arms. (have students make the angle and do it with them) What do you notice? Turn
and talk to your partner. Think, pair, share. Have students share: 1 minute. The angle
is greater than 90 degrees. Youre right, so what type of angle is this? (obtuse angle).
Write obtuse angle on the line. Have students do the same.

Lets try another one together, look at number 3. This time, go ahead and classify the
angle independently first. (20 seconds) Ok, now, I want you to turn to your partner and
discuss your answer with your partner. Once you both share your answer, you are
going to share how you know your answer is correct by saying, I think it is ______
angle because Ready go! Monitor the room and assist students as necessary. Ring
the chime for attention. Have students share their thinking. Youre right, this is a right
angle. But how do you know that this is exactly 90 degrees? (Because there is a little
square in the angle that shows its 90 degrees.)

Allow students to agree or disagree to answers. Provide opportunities for them to

explain their thinking. When misconceptions arise, address them immediately.

As I monitor students work, engage them by asking clarifying questions such as, how
do you know this answer this correct? How did you figure it out?

Have students do the second row (#4-6) with their partners. Come together and go over
each problem as a class by making the angles with our arms, having students explain
their thinking, and writing in the correct answer. For each answer, choral read the
answer to make sure all students are engaged and have the correct answer before
moving onto independent practice.

EXPLANATORY PHASE (Jones, p.357)

If students are not understanding how to classify angles, make sure to do a step by step
modeling for the class to scaffold.

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Lesson Plan Template 4
 Formative Assessment for this portion of the lesson: - Classifying
angles
EXPLANATORY PHASE (Jones, p.357) worksheet

- For this portion of the lesson, I will assess student understanding

through monitoring student work and student discussions. This way I can see
who understands the content and who does not. I can use this information to
pull a small group while independent practice time.
INDEPENDENT PRACTICE (20 min.)
(Consider: 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/interested?)

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Lesson Plan Template 5
 - Measure and
DISCOVERY PHASE (Jones, p.357) Classify
Angles
Pass out Measure and Classify Angles worksheet. Worksheet
- Angles flash
Now we are going to practice classifying angles independently. We are only going to cards
work on classifying the angles, we will measure the angles another time. You will
classify all 6 angles independently in your seat. We are using a level 1 voice while we
are working. I will set the timer on for 15 minutes. When you are finished, you may
complete the 3 problems that we did not do on the first worksheet. Once you complete
that, your job is to practice classifying angles using the angles flashcard with a partner.
Show me with your finger what level voice we are using. Point to where you should be
seated during work time. Show me what you will be working on. You have 15
minutes, go.

EXPLANATORY PHASE (Jones, p.357)

Call up the students who do not understand how to classify angles to the back. Find the
misconception and reteach how to classify angles. Once they grasp the concept, have
them independently work on Measure and Classify Angles worksheet. Make sure
they are on track by monitoring frequently.

Monitor the rest of the class and positively narrate behaviors and work.

As I walk around the class, give feedback and check mark the correct answers. Correct
misconceptions immediately.

At the end of independent work time, have the students who finished their work go up
to the board to write the answer. Students will pass the dry erase marker to the next
person to write another answer on the board. Pass around silently until all problems are
answered. Once the problems are answered, ring the chime, get attention, and go over
the answers quickly.

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Lesson Plan Template 6
 Formative Assessment for this portion of the lesson: - Measure and
Classify
EXPLANATORY PHASE (Jones, p.357) Angles
worksheet
- For this portion of the lesson, I will be using the independent work as a
formative assessment. I will walk around and monitor students work and give
immediate feedback. This will allow me to decide how much time we spend
on going over the problems and which problem I must focus on.
CLOSING (10 min.)
(Consider: 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?
Why will students be engaged/interested?)
- Exit slip
DISCOVERY PHASE (Jones, p.357)

Pass out the exit slip.

Ok it is time for an exit slip. Put everything away and put your offices up. You may
begin.

Allow all students to complete the exit slip.

So today we learned how to classify angles using acute, right, and obtuse. Lets
review it one more time. When I say the type of angle, your job is to make it with your
arms as fast as you can

Go over the learning target with students so that the students can self-assess and reflect
on the lesson content.

We will practice this more tomorrow and learn how to measure each angle.

Summary and Reflection:

When thinking about my lesson, I constantly reflected on the backwards planning in

order to carefully sequence every learning experience within the lesson to reach a
desired end (Jones, p.357). I classified each activity as the discovery or the
explanatory phase to identify which parts of the lesson directly connects to the learning
target and which parts are needed as an opportunity to scaffold in order to reach the
learning target. For example, the part where I pull the small group is identified as the
explanatory phase because it is for students who need scaffolding in order to get to
understand the content. I made sure that the learning target had a clear and purposeful
meaning that the students will understand and reflect on throughout the lesson. As it is
mentioned in Instructional Plan and Delivery (2012) by TFA, a common rookie
mistake is to fail to appreciate the importance of a lessons beginning and end (p. 79),
so I wanted to make sure that I clearly state the rationale behind the content of the
lesson and how the skills from this lesson can be used in future lessons.

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Lesson Plan Template 7
Notes, Handouts & Materials:

Name _______________________________ Date _________________ Block _______

Exit Slip
MD.5: I can use a protractor to measure angles.

Then classify each angle as Right, Acute, Obtuse, or Straight.

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Lesson Plan Template 8
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Lesson Plan Template 9
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Lesson Plan Template 10
References

Jones, K. A., Vermette, P. J., & Jones, J. L. (2009). An integration of backwards planning unit design with the
two-step lesson planning framework. Education, 130(2), 357360.

Teach For America. (2011). Instructional planning & delivery. Retrieved

fromhttps://docs.google.com/file/d/0B9aKdxaTnscyZmZ4aVh5Wnd4aG8/view?pli=1

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Lesson Plan Template 11