Katelyn Veteto Lpa2

Tarleton State University’s Expected Lesson Cycle Clinical Teacher’s Name: Katelyn Veteto

Subject/Grade: Math 6th grade

TEKS Addressed: 11) Measurement and data. The student applies mathematical process standards to use coordinate geometry to identify locations on a plane. The student is expected to graph points in all four quadrants using ordered pairs of rational numbers. LESSON OBJECTIVE Addressed: Given the notes and vocabulary, the students will accurately locate and graph points in all four quadrants using ordered pairs of rational numbers. CCRS Addressed: VI. Statistical Reasoning C. Read, analyze, interpret, and draw conclusions from data 2. Analyze data sets using graphs and summary statistics. 3. Analyze relationships between paired data using spreadsheets, graphing calculators, or statistical software. IX. Communication and Representation C. Presentation and representation of mathematical work 1. Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, graphs, and words. ELPS Addressed: c.1. (A) use prior knowledge and experiences to understand meanings in English; c.1. (D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known);

Tarleton State University’s Expected Lesson Cycle c.1. (E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment c.2. (E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language c.3 (D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency; c.3 (E) share information in cooperative learning interactions; c.3 (F) ask and give information ranging from using a very limited bank of high-frequency, highneed, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments; c.3. (J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment. Technology Application (taken from the TEKS): c. (1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (A) identify, create, and use files in various formats such as text, raster and vector graphics, video, and audio files; c. (5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to: (A) understand copyright principles, including current laws, fair use guidelines, creative commons, open source, and public domain (B) practice ethical acquisition of information and standard methods for citing sources;

Tarleton State University’s Expected Lesson Cycle (C) practice safe and appropriate online behavior, personal security guidelines, digital identity, digital etiquette, and acceptable use of technology; and (D) understand the negative impact of inappropriate technology use, including online bullying and harassment, hacking, intentional virus setting, invasion of privacy, and piracy such as software, music, video, and other media. c. (6) Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The student is expected to: (C) identify, understand, and use operating systems; Materials and Resources Needed Interactive notebook Writing Utensil Expo Marker

Glue Duct Tape iPad/Computer

Lesson Cycle Component

Scissors Index Cards

Estimated Time

Focus: Introducing coordinate plane – Life Size Coordinate plane activity

10 min

The students divide into two teams. Each team draws index cards with vocabulary words, ordered pairs, and quadrant names. The teams will work together to figure out the proper placement of the index cards. The teacher is walking around, taking anecdotal notes, guiding discussions, asking questions, and picking up wrongly placed index cards back on the groups desk to let the students know they need to rethink the index card placement.

Explanation and Check for Understanding: Coordinate plane vocabulary and how to examples The teacher is introducing the vocabulary in an academic setting, by showing students how to cut out interactive notebook vocab and example activity. The students are filling in the blanks on a coordinate plane interactive notebook. The students cut and glue notes and interactive examples into their math notebooks. The teacher then explains what the vocabulary means and show examples of how to. The teacher is asking interactive, higher order thinking questions.

15 min

Colored Pencils White Boards

Checks for understanding, questioning, monitoring, adjusting, Assessing The teacher will monitor the student’s participation and body language during the introduction activity. The teacher will access the student’s prior knowledge on the newly presented content by making observations and taking anecdotal notes.

The teaching is monitoring student’s participation, body language, student responses, and asking thumbs up/thumbs down each time a new vocabulary word is introduced and explained. The teacher adjust the students understanding and misconceptions as questions arise during explanation.

Tarleton State University’s Expected Lesson Cycle Lesson Cycle Component

Estimated Time

Guided Practice and Check for Mastery: Applying new vocabulary and graphing points on a coordinate plane.

20 min

The teacher works through examples with students in their interactive notebook, allowing the students to ask and answer questions and lead the class through examples. The teacher guides students in the right direction and allows time for students to self-correct themselves and other students.

Lesson Cycle Component

Estimated Time

Independent Practice and Monitor Graphing points in all four quadrants of a coordinate plane.

20 min

The teacher is walking around the room, monitoring students’ progress and assisting when needed/noticed. The students are working independently on an interactive drawing coordinate plane activity.

Extension (as needed) Aligned with Objective: Coordinate plane task cards

10 min

Using their interactive notebooks, the students will review the vocabulary and steps of locating, graphing, and telling the distance of ordered pairs. The students choose a laminated task card and use an expo marker to help them come to an answer conclusion. The teacher is assisting and guiding students one-on-one and/or small group instruction.

Checks for understanding, questioning, monitoring, adjusting, Assessing The teacher will monitor the student’s participation by leading examples, walking around the classroom, facilitating discussion, and looking over students’ examples. The teacher will check for understanding by asking the students to show thier red/green/yellow token.

Checks for understanding, questioning, monitoring, adjusting, Assessing The teacher will monitor student participation, hesitation, and body language, taking anecdotal notes about student progress and student teacher discussions. The teacher will assess students on their work shown and revisit misconceptions students might have created about the new topic.

The teacher will monitor the student’s participation and assess their knowledge by reviewing the students answers and reviewing and answers the students might have missed.

This extension could be done at home with a sibling, parent, or friend.

Intervention (as needed) Based on Mastery: Coordinate Plane Interactive smartboard activity.

10 min

The teacher (or students) will lead and facilitate the interactive whiteboard activity. The students will interact with the other students or the teacher to work together and review vocabulary, examples, and any misconceptions a student might have.

Closure: Introducing coordinate plane – Life Size Coordinate plane activity The students will complete the intro activity again. They will again, divide into two teams. Each team will have their own set of index cards with vocabulary words, ordered pairs, and

15 min

The teacher or students will use the answer key from the interactive whiteboard activity to assess students’ knowledge and review any material that still needs to be addressed.

The teacher will monitor the student’s participation and body language during the closure activity. The teacher will also take anecdotal notes and access the

Tarleton State University’s Expected Lesson Cycle quadrant names, and different tasks. The teams will work together to figure out the proper placement of the index cards. The teacher is walking around, taking anecdotal notes, guiding discussions, asking questions, and picking up wrongly placed index cards back on the groups desk to let the students know they need to rethink the index card placement.

students by their gained knowledge on the previously learned content.

Reflection This lesson was fun for both the students and me. The intro activity made the students physically act out vocabulary words and rely on their previous knowledge to actively participate. They were able to see what cards they got wrong and had to think about what the next possible solution was. We have been completing interactive notebook activities for most of our explanation processes. The students have seemed to grow fond of the interactive notebooks because they get guidance while doing them, and they get to use their notebook during their independent practice. We used the task cards as an extension activity a couple of days before the final assessment, as a small review. The day before the final assessment, we completed the closing activity. I was able to see how much students have grown in their knowledge of coordinate plane’s and what I needed to revisit quickly before the final assessment. The student’s favorite part of the entire lesson was the focus and closure. They enjoyed being able to be up and moving around. The best part about the two activities was that the students were learning without realizing they were learning. I took a worksheet and turned it into a life size coordinate plane activity, and they had no idea. All students passed the final assessment and showed major growth from the focus part of the lesson cycle to the closure part of the lesson cycle.