Lesson Plan Template

Name: Stephanie Johnson Grade Level: High school- Geometry

Target Content/Lesson Topic: Circles Date: 3/25/2021

Planning

Essential Question How do we measure circles?

What is the essential question that this How are other shapes related to circles in a sense that another shape can be created
lesson addresses? What is the core within a circle?
purpose of the lesson that includes the
strategies and skills necessary to
accomplish the deeper learning in the
standard? How does this lesson fit into
the larger unit of study?

State Learning Standards

Identify relevant grade level standards Circles G-C
and Learning Outcomes from the State
Content Learning Standards, Common
Core Standards, and school learning Understand and apply theorems about circles
outcomes.

1. Prove that all circles are similar.

2. Identify and describe relationships among inscribed angles, radii, and
chords. Include the relationship between central, inscribed, and
circumscribed angles; inscribed angles on a diameter are right angles; the
radius of a circle is perpendicular to the tangent where the radius intersects
the circle.

Learning Targets/Objectives Students will be able to define different parts/measurements of circles.

What should the students know or be Students will be able to create their own circle while representing all parts.
able to do after the instruction? Use a
common format with a measurable verb
that matches the cognitive domain
standard. This should be a small piece
of the standard stated in measurable
terms.

Grouping Grouping
Describe how and why students will be Students will be working independently on this reading, as well as the post-reading
divided into groups, if applicable assignment.
(homogeneous, heterogenous, random /
based on ability, interest, social
purposes, etc.)
Co-Teaching Strategy
How did you collaborate with your co-
teacher to plan, instruct, and assess Co-Teaching Strategy
learning? What Co-Teaching Model N/A
will you employ?
-One Teach, One Observe
-One Teach, One Assist
-Station Teaching
-Parallel Teaching
-Supplemental
-Alternative (Differentiated)
-Team Teaching
Differentiation
Respond to your students’ needs and
adjust the content, process, product,
and/or environment to reach individual
learners based on their readiness,
interests, and learning preferences
(Tomlinson, 2014). Discuss planned
supports here.
Formative Assessment
How will you monitor student learning
throughout the lesson? Be specific
about how your chosen assessments
connect with the objectives above.
Does your formative assessment
have/need evaluation criteria? If so,
attach a copy of your evaluation
criteria.
Summative Assessment
How will students demonstrate mastery
of the standard? Note: This assessment
does not have to occur during/after this
lesson but in upcoming lessons.
Evaluation Criteria
What material(s) will you use to
evaluate learning? Please attach a copy
of your checklist, rubric, observation
criteria, or other measure.
Describe the presentation of the
overall lesson.
Introduction and Connection
to Previous Learning
● Anticipatory Activity
(Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions
for lessons.
● Establish clear
expectations.
● Model concept
The Introduction, During, and Wrap-
The reading portion of this lesson should be done silently, but in the assignment
portion, it is okay for students to chat with neighbors. With that being said, if this
causes distractions for any students they are welcome to use headphones to listen to
music or ask to go to a different location. (Ie. the hallway or library)
Assessment
-Notebook check
Students will be taking notes on vocabulary throughout the article and sketching their
way through it as well.
Criteria:
- All bolded and blue words defined
- Corresponding drawings drawn
Post reading activity instructions:
- Create 2 similar circles
- Have at least 3 chords in the circles (try to create other shapes if feeling
bold)
- Label the parts: center, radii, diameters, and chords
- Add color
Procedures (Teacher[s] will…, Students will…)
Prior to the reading, we will do vocabulary predictions along with a modified
version of front loading images.
● I will introduce the vocabulary words circle, radius, diameter, and chord by
asking students if they know or have a guess to what they mean. Once we as
a group come to a conclusion on the definition, I will draw it on the board,
adding to our circle as the words progress.
● I will then show students the article they will be reading and explain to them
that as they read, I want them to copy the definition of any blue or bolded
words, as well as draw the corresponding image next to the definition in
their own notebooks, similar to our pre-reading activity but drawing a new
circle each time a new part is introduced.
- Conclude reading after the Examples section
- Draw Everything up to the examples section (optional)
up groupings/ instruction/ lesson
progression might look different!

During (Lesson Progression) During reading strategy- Sketch my way through text
In this portion of the lesson, you will be ● Students will read through the text while taking notes on vocabulary and
letting go and letting students engage in sketching the corresponding image. Work independently and ask for help
productive struggle; engaging in
gradual release, inquiry, or other
when needed
learning methods. Please write what
you are looking for in terms of:

● Students’ thinking and how

they will start the lesson
● Provide appropriate support
(not explaining how to do
it)
● Provide worthwhile
extensions.
● Provide opportunities for
students to engage in using
the academic language.

This is where you will be suggesting

or modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.

Wrap-Up and Extension Once students are done with the reading and notes to go along with it, I will ask a few
This is where you have students talk review questions and if there was anything that needed more explaining to them, then
about their thinking and share strategies check their notes off individually.
with the whole class. It’s important to
name strategies and use academic
● I will then present the post reading activity to them. The instructions are to:
vocabulary here, extending the lesson - Create 2 similar circles
to broader ideas. - Have at least 3 chords in the circles (try to create other shapes if feeling
bold)
● Promote a community of - Label the parts: center, radii, diameters, and chords
learners
● Listen actively and probe - Add color
thinking without evaluating
or telling them how you Students are creating their own version of a circle with chords in order to promote
would do it.
learning as sense-making.
Summarize main ideas and identify
future problems that they would be able
to solve using the thinking you have
discussed.

Instructional Materials, - Notebook

Equipment and Technology
Attach a copy of ALL materials the
teacher and students will use during the
lesson; e.g., handouts, questions to
answer, overheads, PowerPoint slides,
worksheets. List equipment or
technology that needs to be available.
- Pencil
- Art materials- construction paper, markers, colored pencils etc.
- Laptops
- Article- Geometry and the Circle | Math Goodies
https://www.mathgoodies.com/lessons/vol2/geometry#:~:text=As%20you%20can
%20see%2C%20a%20circle%20has%20many,joining%20two%20endpoints%20that
%20lie%20on%20a%20circle.