edTPA-Referenced Lesson Plan
Teacher Candidate Name: Brenden Klish
Grade & Subject Area: 9th Grade Geometry
Date for Planned Lesson: 11/16/22
Lesson Title
MN/CC State Standard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus
- derived from standard,
- communicates general goal
Learning Target for this Lesson
- concisely says what students will be
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL)
a. Domain-specific Acad vocabulary
b. General Academic vocabulary
(words used in school across many
subject areas)
c. Syntax Sentence Frame: Example
sentence that students can use
to accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports
a. Identify how some form of
additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Transformation in the Plane
9.3.4.6
Use numeric, graphic and symbolic representations of
transformations in two dimensions, such as reflections,
translations, scale changes and rotations about the origin by
multiples of 90˚, to solve problems involving figures on a
coordinate grid.
 Develop the understanding of how to apply transformations like
reflections, translations, and rotations to a plane.
 Develop the understanding of applying coordinate properties to a
new set of coordinates
1. Identify the types of transformations that are taken place in a 2-D
plane.
2. Calculate the coordinates of a vertices of an image after a
transformation.
a. Rotation, reflection, translation, transformation, coordinate, origin,
intersection, prime
b. Motion, image, x-axis, y-axis
c. This transformation is an example of a _________. Point A
_______ is turned into Point A’ ________.
d. Turn and talks
Partner Problem
Think Pair Share
Partner Exit Ticket
 Multiple representations of pictures and graphs are provided
through graphic organizer and on the board.
 Reduced text with fill in the blank notes
 Graphic organizer provided
 Additional support outside of class will be provided
 Handout on Transformation in the plane
 Graphic organizer
 Writing utensil
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate whether
the teacher or student(s) will read
it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated then bring the class together to check for
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability to for understanding. Teacher will also walk
apply demonstrated
steps/procedures during
independent practice
Activity description / teacher does Students do
I reinstate the learning targets and write them Students will read
out on the board. Introduction of reflection, learning targets aloud.
translation, and rotation will be explained to Students will answer
the class. prior knowledge to what
they know about
transformations
Teacher asks, “do you know the types of Students will talk about
transformations.” Notes and lesson are walked prior knowledge and
through by using a guided notes packet. actively listen/ fill out
their packet.
Teacher walks through guided notes problems Students should be
and explains the properties of (x,y) coordinates filling in their guided
based on a certain transformation. Teacher notes and actively
demonstrates examples on the board. thinking aloud with the
teachers examples.
Example is provided where the teacher draws Students should be able
examples of reflections, rotations, and to tell the teacher what
translations with the pre-image and image. the transformations are
applied.
Teacher introduces turn and talk and walks Students collaborate
around to assist student who need guidance. with a partner to figure
Teacher also provides visual on the board of out what initial
the problem. coordinates of a triangle
will be after the reflect
the triangle over the x-
axis.
Teacher will walk around the room to assist Students will
students as they work together. Teacher will demonstrate their
knowledge to the
understanding. teacher after turn and
talk. They will explain
their steps out loud.
Teacher provides mountain and checkerboard Student should work on
images on the board. Teacher then explains their own to determine
students to work on their own to determine what what transformation is
type of transformation applies. applied from preimage
to the image.
Teacher will bring the class together and check Students provide
teacher with reasoning
around when students work through the to their answer for the
problem. practice problem.
 Phase 5 Restatement & Closure
a) Restate learning target
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
Phase 6 Summative Next Steps
Attach a class roster (first names
only) with space to indicate
for each student the needed
next steps of instruction.
*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016
Teacher will wrap up by reinstating main topics Students summarize
and learning targets of the lesson. Teacher will learning targets and
then provide students with an exit ticket. complete an exit ticket
on reflections before the
end of class.
1. Jace- Student has difficult time staying Next steps for
interested. Provide graphic organizer of
concepts for student.
instruction listed next to
their name
2. Collin- Understands very well-enrich problems
for student
3. Noah- Provide one on one time for student
outside of class. Needs some direct instruction
4. Emily- Provide graphic organizer for student.
Lays out concepts
5. Juan- Understands very well-enrich problems
for student
6. Josephine Understands very well-enrich
problems for student
7. John- Check in on student, often missing class
and not turning in work
8. Sam- Differentiate problems for student