Revised June 2014

SINGLE SUBJECT CREDENTIAL PROGRAM

Lesson Plan Format
Foundational Level Mathematics
NAME(S)
REBECCA ETNYRE
SUBJECT
INTEGRATED MATH I
GRADE AND CLASS DESCRIPTION
10-12 STUDENTS ARE BOTH MALE AND FEMALE. THERE ARE 38 STUDENTS IN THE
CLASSROOM
UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE
SENTENCE)
THIS UNIT IS FOCUSED ON THE GEOMETRY OF THE COORDINATE PLANE
LESSON TITLE
MIDPOINTS AND BISECTORS WITH SCREENCASTING
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION
CHROMEBOOKS WITH INTERNET CONNECTIONS FOR USAGE OF:
-PREZI.COM AND SCREENCAST.COM
CARNEGIE TEXTBOOK WITH CONTENT

LESSON SUMMARY
The purpose of this lesson is to inform students of how to find the midpoint and bisector of
a line using different methods. You will see students engaged in creating screencasts of
different concepts within this section and then presenting them to eachother. The teacher
will coach students in creating screencasts and guide them to appropriate content. The
evidence that students demonstrate mastery of the content will include a peer evaluation
on their screencast and written evaluations by the teacher.

ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING)

OR S (SUMMATIVE)

Type

(Title/ and Form)

Formal or informal?

Purpose

How does this

assessment benefit
instruction, the
teacher, or students?

Implementati
on
a short specific
description of how you
will administer the
assessment. Individual
or group? In-class or
out?

Feedback
Strategy (for
students)
How will students be
informed of results,
correct answers?

How Will the

assessment
Inform your
teaching

How will teacher make

decisions about re-teaching?
If all students do poorly on
the entire assessment, the
teacher may
If all students do
particularly well on an
assessment, the teacher
may
If the results are mixed, the
teacher may.

Informal
Peer Review
and Teacher
Commentary

This will help

students with
mastery of the
content and
ensure they
are grasping
how to
correctly use
screencasting
to teach
eachother
concepts.

Students will
evaluate
eachother
based on a
rubric they will
be given. They
will evaluate
groups and
write
comments. The
teacher will
also write
comments and
write her own
grade.

Students will
receive a copy of
their rubrics
that were
evaluated by
students and by
the teacher.

This will show me

whether or not the
students
effectively
understood the
content. It will also
show me how the
students can
handle using
technology in the
classroom as a tool
of teaching .

STANDARDS AND OBJECTIVES

Content
Standard CA
CCSSM

Practice
Standard CA
CCSSM

G-CO Congruence
Make geometric
constructions

12. Make formal

geometric
constructions
with a variety of
tools and methods
(compass and
straightedge,
string,
reflective devices,

English
Language
Development
Standards (ELD)
A.
Collaborative
1. Exchanging
information and
ideas with others
through oral
collaborative
discussions on a
range of social and
2

OBJECTIVE (s) of Lesson

(Students will be able to.)
Students will be able to:
-Determine midpoints of line segments
with given endpoints
-Determine midpoints of line segments
on coordinate planes
-Locate midpoints of line segments
using construction tools

paper folding,
dynamic
geometric softwar
e, etc.).
G-GPE Expressing
Geometric
6. Find the point
Properties
on a directed line
with Equations
segment between
Use coordinates to two given points
that partitions
prove simple
geometric theorem the segment in a
given ratio.
s algebraically

academic topic
2.
Interacting with
others in written
English in
various
communicative
forms (print,
communicative
technology,
and
multimedia)

7. Use coordinates
to compute
perimeters of
polygons and
areas of triangles
and rectangles,
e.g., using the
distance formula.

-Bisect a line using construction tools

LESSON INTRODUCTION/ANTICIPATORY SET

Time: Teacher(s):
Description:

Students:
Description:

10 MINS

Teacher will have students

complete a quick write on what
qualifies something to be a line.
Also, teacher will ask students to
brainstorm how they would find
the midpoint or the bisector of a
line. Teacher will have students
share answers with eachother and
write thoughts on a post-it note to
be placed in the front of the room.

Students will complete a quick write on what

qualified something to be a line. Students will
brainstorm how they would find the midpoint
or the bisector of a line. Students will share
their ideas with one another and write their
thoughts on a post-it note to be placed in the
front of the room.

BODY OF LESSON
how will you teach, support, manage, and monitor student learning?
describe what TEACHER (s) and students will be doing.

Time: Teacher(s):
Description:
90
MINUTES

Teacher will assist students as

they prepare their Screencasts on
Midpoints and Bisectors. Teacher
will place students in groups of 34 to complete this task. They will
be given instructions and a rubric
to guide them in their screencast.
Teacher will assign groups to
complete a screencast on either
midpoints or bisectors of a line.
Teacher will help students decide
on what problem they should
present and what types of
applications they can use for their
screencast.

45 MINS

Students:
Description:
Students will work in groups of 3-4 on creating a
screencast using Prezi and Screencast.com. They
will already have an account from previous
experiences with the websites. They will present
on either midpoints or bisectors of a line based
on the Digital Textbook they currently are using.
They will be able to access definitions and
examples in the Textbook that they could use to
research on the internet and place in their
presentation.

Teacher will evaluate students on Students will present their screencasts in front
presenting their screencasts in
of the room. Students will evaluate each other
front of the class. Evaluations will on their presentations via the rubric provided.
be completed via rubric. Teacher
will instruct specific groups to
evaluate certain groups
screencasts.

LESSON CLOSURE

Time: TEACHER(s):
Teacher will ask students to share
one positive and one negative
thing about creating screencasts.
5 MINS
They will write this on a Google
Doc that the Teacher will have for
students to access via their emails.

Students:
Students will write one positive and one
negative thing they felt about the screencasting
experience. They will access this via their email
by completing a Google Doc.

CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY)

ONE TEACH, ONE ASSIST
DIFFERENTIATED TEACHING

SUPPLEMENTAL TEACHING
STATION TEACHING
TEAM TEACHING

PARALLEL TEACHING
ONE TEACH, ONE OBSERVE
NOT APPLICABLE

ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)

ENGLISH LEARNERS

STRIVING READERS

STUDENTS WITH

ADVANCED STUDENTS

IDENTIFIED SPECIAL NEEDS

English Language
Learners will
benefit from this
activity by being
able to create a
Prezi and write
short phrases to
explain their
presentation.

Striving Readers will

be assisted by the
teacher while
reading the textbook
and conducting
research on their
chromebooks.

Students with
special needs
will receive
accomodation
s that coincide
with their
specific need.

Advanced
Students will
be
encouraged
to go beyond
their
requirement
s and find
additional
applications
in their
presentation.

RATIONALE SECTION:
PROVIDE AN EXPLANATION FOR WHY YOU CHOSE YOUR INSTRUCTIONAL STRATEGIES, STUDENT ACTIVITIES, ASSESSMENTS, AND
ADAPTATIONS

ATTACH SUPPORT MATERIALS