Unit Plan Final

Unit Plan Assignment
SPECIFIC REQUIREMENTS
I. UNIT TOPIC: Protractors and Angles and Lines… Oh My!
II. GRADE LEVEL: 4th Grade- Math
III. RATIONALE FOR UNIT AND CONTEXTUAL FACTORS:
At the beginning of the school year, my confidence with teaching math wasn’t that high. Throughout
the school year and teaching strictly math and science, I learned that my love for math has
grown, and my confidence in teaching math has definitely grown as well. I decided to create
my unit plan on angles and lines because my SLO is based off measuring angles with a
protractor. My students haven’t had a lot of exposure to lines and angles. Some students have
had DreamBox or IXL lessons on angles and lines, but not enough exposure to fully understand
the concept. I felt like this unit/topic will be interesting to watch my students’ knowledge grow
in lines and angles since they don’t really know much about it.
This 5-day unit will take place from March 6th-March 11th. I chose this date range because it is the
second week of my full takeover, and there are no school events taking place that could affect
my unit plan. My pre-test and post-test will be the same exact test so I can see the growth my
students have made. My students in my SLO class took an angle pre-test for my SLO on
February 9th, 2023. Only one student scored 80% or MET, which was the highest grade. Eight
students had scores ranging between 50% and 70%, which put them in the APPROACHING
category. Ten students made a 40% or below, which placed them in the NOT MET category.
The first day will serve as an introduction day, where I will introduce my students to parallel and
perpendicular lines, and acute, right, and obtuse angles. I will use a Google Slide to teach this
topic as a whole group. I will then pull small groups based on questioning and observations
from the whole group lesson. Students will individually work on a similar Google Slide
assignment to show understanding of the topic. It is important for students to understand
parallel and perpendicular lines in order to determine angle measurement. It is also crucial for
students to understand acute, right, and obtuse angles before starting to measure angles.
On the second day of this unit, students will play a quick Kahoot game in order to refresh their
memory from what we learned the day before. I believe students are more engaged when a
game is involved, and students tend to be extremely competitive! After this quick review, I will
teach students about protractors and how to measure angles. It is important for students to
understand different angle types before they begin measuring angles. They will know
something is wrong if the degree of the angle they are measuring doesn’t match what type of
angle it is. Students will then work individually on IXL skills NCN (determine angle
measurement with a protractor) and R9K (draw angles with a protractor). I will pull small
groups to help with these skills based on observation and questioning.
Last updated October 2022

On the third day of this unit, we will complete a quick review on what we learned the past 2 days. I
will do a whole group IXL lesson so we are able to review as a class. After the review, we will
complete Lines and Angles Art Project as a whole group. Students will be given 1 sheet of
construction paper and 4 pre-cut lines. Students will create a set of parallel lines, a
perpendicular line that goes straight through the parallel lines, and one more intersecting line.
Students will then label right angles, acute angles, obtuse angles, parallel lines, and
perpendicular lines. This will be an amazing hands-on activity that students will be able to use
as a study tool.
On the fourth day of this unit, I will begin with a review of the Mastery Connect exit ticket from the
day before. Students will then work on a Google Slide assignment that combines all of the
information that has been covered the past week. Based on scores, knowledge of students,
and specific needs from students, I will pull students into small groups in order to complete
this assignment as a group.
On the fifth and final day of this unit, students will take a 10 question Mastery Connect assessment
that is the same as their pre-assessment. I will be able to compare their pre-test and post-test
scores to see if/how my students have grown during this unit.
Explain how the unit relates to instructional goals, needs of students and prior units. Describe the
contextual factors (i.e., students’ prior test scores, grades in previous courses, student IEP or 504
accommodations, as well as any other factors related to the community, district, school, classroom or
students that are likely to impact instruction and/or student learning with regard to the selected unit).
Include a description of the ways in which each of these factors will be taken into consideration during
unit planning and instruction. REFERENCE TO CHART
IV. OBJECTIVES:
By the end of the unit plan, all students will be able to measure and draw angles in whole number
degrees using a protractor.
V. CONTENT:
We will be learning a great deal of information over this unit. Since this is the first time students are
learning about lines and angles, I didn’t want to include rays, line segments, and points because I was
nervous that would be too much material for students to learn and understand. We will cover parallel
lines, perpendicular lines, acute angles, right angles, obtuse angles, measuring angles using a
protractor. I will start with the basics, and we will go into more detail throughout the week. It is
important to review what was learned the previous day(s) at the beginning of each lesson so students
can refresh their memory. After this unit plan, we will cover rays, line segments, and points. They will
be able to use the information that was learned during this unit plan and build off it when learning
about rays, line segments, and points.
In addition to the content taught in the unit, describe the key instructional activities and strategies
used to teach this unit. Also describe how:
 content and objectives are aligned to academic standards.

 content will be organized and taught so that students can use, apply and implement what
they learn in real-life scenarios and for the assurance of career and college readiness.
 students will be engaged in critical thinking and problem solving.
 students’ needs, interests, abilities, and cultures will be considered.
 the instruction’s research base.
VI. REFERENCE/RESOURCE MATERIALS:
I will present material in different ways and forms. Whole group lessons will include Google Slides that
involve the content we are covering that day. Individual work will also include a similar Google Slides
assignment that was covered during a whole group lesson. IXL will also be used during review lessons
and independent work. IXL is modularized into different topics, and there are two topics that cover
the 4th grade Math Standard 4.MDA.6. I will also utilize Kahoot as an educational game for students to
review the basics of lines and angles. For my pre-test, exit ticket, and post-test, I will use Mastery
Connect. Mastery Connect is an online assessment tool that formulates test questions based on the
standard(s) you want to assess. Mastery Connect assessments are highly vetted, and they are very
similar to what students will see on SC Ready. While technology is important to utilize, I also believe
that drawing/writing on paper is important. While completing the lines and angle art project, we will
use different colors of paper and markers to label different angles and lines. This will allow students to
have a hands-on activity to remember different lines and angles.
VII. DAILY LESSON PLANS:
DAY 1
Title of Lesson: Introduction to Lines and Angles

Subject: Math
Grade level: 4th
Mentor Teacher: Mary Ann Merritt
Student Teacher: Abbey Ragusa
Objective(s):
 Students will be able to understand parallel and perpendicular lines.
 Students will be able to understand acute, right, and obtuse angles.
Common Core Curriculum Standard(s) Addressed:

 4.G.1: Draw points, lines, line segments, rays, angles (i.e., right, acute, obtuse), and parallel
and perpendicular lines. Identify these in two-dimensional figures
Rationale for Instruction: This lesson focuses on a South Carolina 4th Grade Standard. It also follows
the School District of Pickens County scope and sequence for 4th Grade.

Prerequisites: Students have seen angles and lines on Mastery Connect Pre-Assessment.
Materials/Preparation: (APS 6)
 Google Slide: Lines and Angles Teacher version
 Google Slide: Lines and Angles Student version
 Chromebooks
 ClearTouch Board
Procedures:
 Introductory Activity:
o Make a chart of what students already know about lines and angles
 Main Activity:
o Teacher will introduce lines and angles through a Google Slides presentation as a whole
group lesson, and students will participate in lesson
o Students will individually work on Lines and Angles Google Slide assignment.
1. Teacher will pull students into groups based on questioning and observations
o Early finishers will work on assigned DreamBox lessons, IXL, Reflex, Frax.
 Closure:
o Teacher will review/recap what was taught.
Assessment:
 Assessment will include participation, Google Slide Completion, and teacher
observation.
Adaptations:
 Students work in pairs
 Everyone gets pulled into a small group
Follow-up Lessons/Activities:
 Measuring angles with a protractor
Reflection
As an introduction to lines and angles, I thought it was important to start with what students already
knew about lines and angles. Honestly, students didn’t know that much. When I started the lesson, I
created hand/arm motions to teach students what parallel lines, perpendicular lines, acute angles,
right angles, and obtuse angles looked like. Whenever we started the Google Slide lesson, we talked
about definitions of each line and angle, and started to identify the correct name associated with the
line or angle. After our whole group lesson, I pulled small groups based on whole group observation to
help with the individual assignment. Overall, I felt like this was a great introduction lesson! At the end,
I was able to quiz my students on the hand/arm motions for each term, and they were able to
describe what the term meant. Some students even asked if they could help other students with their
work once they were finished with their own. I believe that students can learn a lot from their peers,
which made me happy that students were offering to help others.
DAY 2
Title of Lesson: Measuring Angles with a Protractor

Subject: Math

Grade level: 4th
Objective(s):
 Students will be able to measure angles using a protractor and use knowledge of acute, right,
and obtuse angles.

 4.MDA.6 Measure and draw angles in whole number degrees using a protractor.
Prerequisites: Students are familiar with acute, right, and obtuse angles. Students are also familiar
with parallel and perpendicular lines.
 Kahoot- Line and Angle Review
 Google Slide: Measuring Angles with a Protractor
 IXL
 Chromebooks
 ClearTouch Board
Procedures:
o Review Kahoot of lines and angles
 Main Activity:
o Teacher will introduce measuring and drawing angles using a protractor through a
Google Slides presentation as a whole group lesson, and students will participate in the
lesson.
o Students will individually work on IXL skills until they reach at least 80% mastery on
each skill.
1. Skill NCN- Determine angle measurement with a protractor.
2. Skill R9K- Draw angles with a protractor
3. Teacher will pull students into groups to help with these skills based on
questioning and observations
o Early finishers will work on assigned DreamBox lessons, IXL, Reflex, Frax
 Closure:
o Teacher will review/recap what was taught.
Assessment:
 Assessment will include participation, IXL completion 80% or higher, and teacher
observation.
Adaptations:

 Everyone gets pulled into a small group
 Lines and Angles Art Project
Reflection
For my second lesson of my unit plan, I started out with a quick Kahoot review of lines and angles to
refresh my students’ brains. By incorporating a game, students were able to be more engaged since
they were “competing” with their classmates. After the Kahoot, I introduced a protractor and what it
was used for. We then started our Google Slide lesson. The first step I taught with measuring angles
was to identify if the angle was acute, right, or obtuse. Once we figured out what type of angle it was,
I showed students how to properly line up the protractor with the angle and how to measure it. I told
them that if they know what the angle is and the definition of the angle but the measurement doesn’t
look correct that they are looking at the wrong “circle” on the protractor. We did a lot of practice, and
then I turned my students loose to work on their IXL skills. In order to show mastery, they had to score
an 80% or higher on the specific skills I assigned. During whole group, I observed students and made a
mental list of students I know I needed to pull to help them get started. Once I pulled those students,
we worked step by step through a few problems, and then they were able to work independently. I
still kept them at my table so I could monitor their progress and just in case they needed help. I really
enjoyed using IXL skills as a formative assessment because students can’t guess on problems and just
submit it. In order for them to reach an 80%, they have to understand the material and answer
problems correctly. I also used LanSchool to monitor students who were not working in my small
group.
DAY 3
Title of Lesson: Line and Angles Art Activity

Subject: Math
Grade level: 4th
Objective(s):
 Students will be able to measure and draw angles using a protractor and use knowledge of
acute, right, and obtuse angles.
 Students will be able to draw parallel and perpendicular lines.


Prerequisites: Students are familiar with acute, right, and obtuse angles. Students are familiar with
measuring and drawing different types of angles. Students are also familiar with parallel and
perpendicular lines.
 IXL Review
 Mastery Connect
 Construction Paper and Colored Tape
 Markers or crayons
 Document Camera
 Chromebooks
Procedures:
o Review IXL of lines and angles
 Main Activity:
o Teacher will introduce Lines and Angles Art Activity
o Students will be given 1 sheet of construction paper and 4 pre-cut lines.
o Students will create a set of parallel lines, a perpendicular line that goes straight
through the parallel lines, and one more intersecting line. Students will then label right
angles, acute angles, obtuse angles, parallel lines, and perpendicular lines.
 Teacher will break up instructions into sections and model/guide class through
the process
 Closure:
o Students will be given a 3 question Mastery Connect formative assessment on
measuring/drawing angles.
Assessment:
 Assessment will include participation, completion of activity, and teacher observation.
Adaptations:
 Complete activity in small groups while students who aren’t in small groups complete assigned
IXL or DreamBox lessons
 Review of Lines and Angles
Reflection
For my third formative observation, I chose to do a Line and Angle Art Activity during my Unit Plan.
This past week, my class has been studying lines and angles. At the beginning of my lesson, I started
with a quick review of lines and angles where students had to show on their hands/arms what acute,
right, and obtuse angles and parallel and perpendicular lines look like. Then, I moved into a quick IXL
review of measuring angles as a warmup activity. After our introduction activity, I moved into our line
and angle art project. Students used washing tape to create parallel lines, perpendicular lines, right
angles, acute angles, and obtuse angles. I modeled each step for my students, which made the lesson
move smoothly. During my first math class, I had the idea that students could measure the angles
they created with a protractor. I incorporated that idea into my second math class as well. A few
students were confused on how to measure their angles, so some students were able to help their
classmates. After the activity, I had students take a 3-question Mastery Connect exit ticket in order to
see where my students are with lines and angles. I will use this exit ticket to help me create small
groups to pull tomorrow since their Line and Angle Test is on Friday. After their exit ticket, they were
able to decorate their project and work on individual work. Overall, I believe this lesson went well! I
loved how each of my students were able to show their creativity. I also enjoyed that my students
were eager to participate in all parts of the lesson. I did have to redirect a few students, but those
problems did not cause a loss of time at all. Their knowledge of lines and angles has grown
tremendously, and I am excited to see them demonstrate their knowledge on their test Friday!
DAY 4
Title of Lesson: Lines and Angles Review

Subject: Math
Grade level: 4th
Objective(s):
 Students will be able to understand, measure, and draw angles using a protractor and use
knowledge of acute, right, and obtuse angles.
 Students will be able to draw and understand parallel and perpendicular lines.

Prerequisites: Students are familiar with measuring and drawing acute, right, and obtuse angles.
Students are also familiar with understanding and drawing parallel and perpendicular lines.
 Mastery Connect Review
 Google Slides- Line and Angle Review: Student Version
 Chromebooks
Procedures:
o Review Mastery Connect Exit Ticket from previous lesson
 Main Activity:
o Teacher will go over Google Slides Assignment for students to complete individually.
1. Teacher will pull small groups to complete this assignment based on
observation and Mastery Connect exit ticket score.
 Closure:
o Teacher will review/recap what was learned.
Assessment:
 Assessment will include participation, completion of Google Slides, and teacher
observation.
Adaptations:
 Each student gets pulled into a small group
 Lines and Angles assessment
Reflection
For this lesson, I used the exit ticket from Day 3 to form small groups. At the beginning of the lesson,
we reviewed the exit ticket as a class and went over any misconceptions that students may have had.
After the review, I went over a Google Slide assignment for students to complete. Originally, I wanted
students to work individually. However, I allowed them to work in pairs so they can learn from each
other. I did pull students who didn’t do too well on the exit ticket to complete the Google Slide
assignment in a small group. I was able to differentiate instruction for them, and I had a better insight
on where they were making mistakes. If I felt like they were doing well in small group, I placed them in
with a pair of students I know would help them. By doing this, we were able to review everything we
learned over the past few days in preparation for our lines and angles assessment!
DAY 5
Title of Lesson: Lines and Angles Assessment

Subject: Math
Grade level: 4th
Objective(s):
 Students will be able to understand, measure, and draw angles using a protractor and use
knowledge of acute, right, and obtuse angles.
 Students will be able to draw and understand parallel and perpendicular lines.

Prerequisites: Students are familiar with measuring and drawing acute, right, and obtuse angles.
Students are also familiar with understanding and drawing parallel and perpendicular lines.
 Mastery Connect Exam
 Chromebooks
Procedures:
o Review lines and angles a final time before exam
 Main Activity:
o Students will take a 10-question Lines and Angles assessment on Mastery Connect
o Early finishers will complete assigned DreamBox lessons, IXL, FRAX, and Reflex
 Closure:
o Teacher will review the test once everyone has completed it.
Assessment:
 Assessment will include Mastery Connect test.
Adaptations:
 Students will have the test read to them
 Extended time on test
 Preferential seating
 Rays, Points, and Line Segment Introduction
Reflection
For the final day of this unit plan, students were going to take an assessment to test their knowledge
of lines and angles. This assessment was the same as their pre-assessment, however most of them did
not remember they have taken this test before since it was a long time in between the two
assessments. I started with a complete review of lines and angles, and I told students they could use
the hand/arm motions we learned to identify different lines and angles during the test as long as they
were not distracting their neighbors. I saw many students using the hand/arm motions, and that made
me happy that students correlated the terms and definitions with the motions we learned. Once
everyone finished the test, we went question by question and reviewed the test. I wanted to review
the test the same day they took it because the information was still fresh in their minds, and if I
waited until Monday, I feel like most students would have forgotten what was on the test/what
misconceptions and questions they had. After reviewing the test and analyzing each student’s score, I
was able to see that the majority of my students grew and reached their goal.
VIII. ANALYSIS OF STUDENT LEARNING:
Name 3rd Grade SC 2022 Spring 2022 Fall 2022 Winter Other
Ready Scores MAP Math MAP MAP Math Information
Scores Math Scores
Scores
Ivan Alvarado EE 213 201 211 Reading
Intervention
Josiah ME 201 208 210
Bennefield
Ava Bryant EE 211 215 218 G.T.
Mason Carper N/A N/A 197 211
Hailee Cochran N/A N/A 213 215
Flo Faith EE 205 208 220
Lance Fuller N/A N/A N/A 216
Shabasco Gray EE 208 207 211 G.T.
Sage EE 222 222 227 G.T.
Higingbottom
Jacob Lines AE 188 195 196 Resource
Evelin Lozano- DNME 176 189 200 ESOL
Sanchez
Arleen Medina DNME 188 181 181 ESOL
Rodriguez
Brantley Reid ME 202 203 203
Melissa Salcido AE 192 190 196 ESOL
Macias
Aiden Sherlin AE 193 199 209 MTSS
Zoe Thomason EE 207 212 214 G.T.
Raelynn Titus AE 189 195 202 Resource
Frederick EE 222 234 231 G.T.
VanValkenbrug
Kayleigh Wyatt DNME 193 188 203 MTSS
There are 20 students in my class. I have 9 girls and 10 boys. Of those 19 students, I have 2 that have
IEPS. These IEPS state that the student should have preferential seating, extra time on
assignments, etc. One of my students with an IEP also has tests/classwork read to them. I also
have 3 ESOL learners in my class. These students are allowed to have tests/classwork read to
them. Nine students scored Met or Exceeds on SC Ready in Math. Seven students scored
Approaches or Does Not Meet Expectations on SC Ready in Math. Based off 2022 Winter MAP
Math Scores, 4 students are expected to Exceed Expectations on SC Ready, 8 students are
expected to Meet Expectations on SC Ready, 6 students are expected to Approach
Expectations on SC Ready, and 1 student is expected to Not Meet Expectations on SC Ready.
KEY:
 Blue- Exceeds Expectations
 Green- Meets Expectations
 Yellow- Approaching Expectations
 Orange- Approaching Expectations (lower end)
 Red- Does Not Meet Expectations

IX. PRIMARY ASSESSMENT STRATEGIES & EVALUATION CRITERIA,
A 10-question Mastery Connect assessment was used for a pre-assessment. This assessment is
appropriate for measuring the objective because this pretest was created based on the
standard, and formulated questions were used for this assessment. Some students had some
knowledge of angles through specific DreamBox and IXL lessons and spiral instruction, but not
to the extent we want them to be at by the end of the year.
ASSESSMENT:

a. GRADING SCALE- 10 POINTS FOR EVERY QUESTION (100 POINTS TOTAL)
i. 8-10 CORRECT: STANDARDS MET
ii. 5-7 CORRECT: APPROACHING STANDARDS
iii. 0-4 CORRECT: STANDARDS NOT MET
b. This assessment shows validity because it is measuring the exact standard students
need to meet since it was created on Mastery Connect. This assessment also shows
reliability because it is consistent and concise with angle knowledge and measuring
angles using a protractor.
X. INTERPRETATIONS AND DECISIONS – Pre and Post Assessment of Unit:
Pre-assessment

Name Data Information Pre-Assessment Score Goal
Frederick G.T. 80% 90% or higher
VanValkenburg
Sage Higginbottom G.T. 70% 80% or higher
Ava Bryant G.T. 60% 80% or higher
Ivan Alvarado Reading 50% 70% or higher
Intervention
Flo Faith 50% 80% or higher
Lance Fuller 50% 80% or higher
Brantley Reid 50% 70% or higher
Aiden Sherlin MTSS 50% 70% or higher
Kayleigh Wyatt MTSS 50% 70% or higher
Hailee Cochran 40% 80% or higher
Shabasco Gray G.T. 40% 80% or higher
Melissa Salcido Macias ESOL 40% 60% or higher
Zoe Thomason G.T. 40% 80% or higher
Raelynn Titus Resource 40% 60% or higher
Mason Carper 30% 50% or higher
Jacob Lines Resource 20% 50% or higher
Evelin Lozano-Sanchez ESOL 20% 50% or higher
Josiah Bennefield 10% 50% or higher
Arleen Medina ESOL 10% 50% or higher
Rodriguez
Post-assessment
Once the unit is completed, analyze the pre and post assessment and determine students’ progress
relative to unit objectives.
I. End of Year Reflection

This conference and reflection may be incorporated into student teachers’ and year-long residents’ Final
Evaluation Conference.
1. Post-Assessment: Indicate what assessment will be used as a post assessment and how it aligned to the
baseline assessment. Include a copy of the post-assessment, the rubric, and an analysis of students’
test data.
Post-Assessment

c. GRADING SCALE- 10 POINTS FOR EVERY QUESTION (100 POINTS TOTAL)
i. 8-10 CORRECT: STANDARDS MET
ii. 5-7 CORRECT: APPROACHING STANDARDS
iii. 0-4 CORRECT: STANDARDS NOT MET
Name Data Pre-Assessment Goal Post-

Information Score Assessment
Score
Frederick G.T. 80% 90% or 100%

VanValkenburg higher
Sage Higginbottom G.T. 70% 80% or 70%

higher
Ava Bryant G.T. 60% 80% or 100%

higher
Ivan Alvarado Reading 50% 70% or 90%

Intervention higher

Flo Faith 50% 80% or 90%
higher
Lance Fuller 50% 80% or 100%

higher
Brantley Reid 50% 70% or 70%

higher
Aiden Sherlin MTSS 50% 70% or 80%

higher
Kayleigh Wyatt MTSS 50% 70% or 40%

higher
Hailee Cochran 40% 80% or 60%

higher
Shabasco Gray G.T. 40% 80% or 80%

higher
Melissa Salcido ESOL 40% 60% or 40%

Macias higher
Zoe Thomason G.T. 40% 80% or 80%

higher
Raelynn Titus Resource 40% 60% or 60%

higher
Mason Carper 30% 50% or 60%

higher
Jacob Lines Resource 20% 50% or 50%

higher
Evelin Lozano- ESOL 20% 50% or 70%

Sanchez higher
Josiah Bennefield 10% 50% or 80%

higher
Arleen Medina ESOL 10% 50% or 30%

Rodriguez higher
Post-Assessment Goal NOT Met 5 students (Higingbottom’s score

from pre to post stayed the same)
Post Assessment Goal Met 15 students
Mastery Connect MET Score 9 students
Mastery Connect APPROACHING 7 students

Score
Mastery Connect NOT MET Score 3 students
- This graph shows a comparison and percentages of students who scored met, approaching, and not
met scores on Mastery Connect.
*Josiah Bennefield not shown in this graph due to unenrollment, however he met his goal and met
expectations on Mastery Connect. *
XI. REFLECTION AND SELF-ASSESSMENT:
1. Describe the impact of the unit on the learning of ALL students including students with
individual needs. Reflect on and describe the relationship between your students’ learning
progress and growth and your teaching performance based on the criteria included in this
assignment for the instructional unit.
All students were engaged with instruction to meet the state standard of 4.MDA.6- Measure
and draw angles in whole number degrees using a protractor. Small groups were pulled each
day to ensure differentiated instruction was provided for each student’s needs. Higher level
students were able to help lower level students during individual/partner work while I was
with a small group.
2. As a teacher, reflect on your own cultural background, unconscious biases and systemic biases,
and your ability to collaborate with learners as you’ve implemented this unit plan.
As an elementary student, I had many peers of various cultural backgrounds, races, and socio-
economic backgrounds. I was able to develop a strong mindset to accept others who may be
different than me. My background has offered me a strong desire to help others to learn and grow.
Having patience with my resource and ESOL students has been helpful since they do take a little
longer to process the content being taught.
3. If you were to teach this unit again to the same group of students, what, if anything, would you
do differently, and why?
If I were to teach this unit again, I would probably start with teaching them about rays, line
segments, points, etc. I did wait until after my unit plan to teach them this content. I feel like it
would’ve been beneficial for my students to learn about line “basics” before teaching them
about parallel and perpendicular lines and angles. By having background knowledge of
different lines, they could have connected the knowledge together to have a better schema of
lines and angles.
4. As a teacher, how did you or how could you in the future communicate with caregivers and
families about student growth and learning?
Each week, we send out a classroom newsletter to inform families about important dates,
schedules, and what we are learning/teaching that specific week. We also schedule parent-
teacher conferences each fall and spring to keep parents/families updated on their child’s
academic and personal growth throughout the year. We ensure parents that they are a huge
part of their child’s learning process and growth. For the most part, parents and families are
involved with their child’s academic success.
5. With whom did you collaborate with to fully determine students’ past performance, student
needs, and effective instructional strategies to impact student learning (i.e., school counselors,
resource teachers, former teachers, instructional coaches, advisors, administrators)?
I collaborated mostly with my mentor teacher, Dr. Merritt, to fully determine students’ past
performance, needs, and effective instructional strategies. She was able to help me pull SC
Ready Scores from the previous year, and we often discuss our students’ individual needs and
reflect on the most effective instructional strategies for our class together.

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Unit Plan Assignment

I. UNIT TOPIC: Protractors and Angles and Lines… Oh My!

II. GRADE LEVEL: 4th Grade- Math

III. RATIONALE FOR UNIT AND CONTEXTUAL FACTORS:

Last updated October 2022

Last updated October 2022

VI. REFERENCE/RESOURCE MATERIALS:

VII. DAILY LESSON PLANS:

Title of Lesson: Introduction to Lines and Angles

Common Core Curriculum Standard(s) Addressed:

Last updated October 2022

Title of Lesson: Measuring Angles with a Protractor

Last updated October 2022

Common Core Curriculum Standard(s) Addressed:

Last updated October 2022

Title of Lesson: Line and Angles Art Activity

Common Core Curriculum Standard(s) Addressed:

Last updated October 2022

Title of Lesson: Lines and Angles Review

Common Core Curriculum Standard(s) Addressed:

Title of Lesson: Lines and Angles Assessment

Common Core Curriculum Standard(s) Addressed:

VIII. ANALYSIS OF STUDENT LEARNING:

Last updated October 2022

Last updated October 2022

X. INTERPRETATIONS AND DECISIONS – Pre and Post Assessment of Unit:

Last updated October 2022

I. End of Year Reflection

Last updated October 2022

Name Data Pre-Assessment Goal Post-

Frederick G.T. 80% 90% or 100%

Sage Higginbottom G.T. 70% 80% or 70%

Ava Bryant G.T. 60% 80% or 100%

Ivan Alvarado Reading 50% 70% or 90%

Last updated October 2022

Lance Fuller 50% 80% or 100%

Brantley Reid 50% 70% or 70%

Aiden Sherlin MTSS 50% 70% or 80%

Kayleigh Wyatt MTSS 50% 70% or 40%

Hailee Cochran 40% 80% or 60%

Shabasco Gray G.T. 40% 80% or 80%

Melissa Salcido ESOL 40% 60% or 40%

Zoe Thomason G.T. 40% 80% or 80%

Raelynn Titus Resource 40% 60% or 60%

Mason Carper 30% 50% or 60%

Jacob Lines Resource 20% 50% or 50%

Evelin Lozano- ESOL 20% 50% or 70%

Josiah Bennefield 10% 50% or 80%

Arleen Medina ESOL 10% 50% or 30%

Last updated October 2022

Post-Assessment Goal NOT Met 5 students (Higingbottom’s score

Post Assessment Goal Met 15 students

Mastery Connect MET Score 9 students

Mastery Connect APPROACHING 7 students

Mastery Connect NOT MET Score 3 students

XI. REFLECTION AND SELF-ASSESSMENT:

Last updated October 2022

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