Concordia University Chicago College of Education

Teacher Candidate: Christian Wilke

Subject: Geometry
Central Focus: (Content of the lesson) Vocabulary of Lines
Grade Level(s): 8-9

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS,

Common Core, or Professional Learning Standards) Each
standard should correspond to one or more objective.

CCSS.MATH.CONTENT.7.G.B.5
Use facts about supplementary, complementary,
vertical, and adjacent angles

Lesson Plan Design 2014 adapted for EDUC1070

Date: 10-8-14
Course for which the Lesson is developed: 1070
Classroom Teacher: Dulany
Time allotted: 50 min

Learning Objective(s):
What are the students expected to know and/or do in the lesson?
Write out each specific objective to be met by students in the lesson.
Students will be able to use their prior knowledge of lines to make it through the scavenger hunt
that I have put together.

Assessment
(Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is
required in a lesson plan.)
Diagnostic (Pre-): (Formal or Informal)
Formative: (Formal or Informal) This will be a big review for them since they will have vocabulary on their test or quiz so this review will help them. It will
also help me see which students might need more help or if the whole class is struggling with the vocab.
Reflective: (Formal or Informal)
Summative: (Formal or Informal)

List the Academic Language used in the Lesson.

Include vocabulary, process terms, and syntax
language.

It will be all the vocab from the section.

Academic Language
Explain how the Academic Language is
scaffolded in the Lesson using Sensory, Graphic
and/or Interactive supports.

Describe the Evidence that Students know and use

Academic Language appropriately:
Students will complete the scavenger hunt.

The academic language will scaffolded by using

different ways to ask the questions. Examples
are words or pictures.

Implemented August 2013

Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

Procedures: List in sequence the actions taken by teacher and students throughout the lesson.
A. Engage Students: (Diagnostic/Pre-Assessment must be included here.)
The students will be reminded of their upcoming quiz or test. We are going to do a review game today to help them gain a greater understanding of the
vocabulary that will be on their.
B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to understand):
The purpose of the lesson is to help the students review for their quiz or test.
C. Instructional Sequence: (include technology this is a technology class)
1. I will make sure that all groups have access to a QR code scanner. (groups of 2-3)
2. I will explain to them how they are going to go about doing this scavenger hunt. They will use their scanners to scan the codes and answer the
question that appears. The answer will lead them to another QR code and so on until they have finished.

D. Explain:
E. Extend/Expand/Elaborate
F. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?)
I will watch the students to make sure that they are staying on task and that they are not just simply googling the answers, but thinking through the
question and coming up with the answer.
G. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming
groups?)
I will put them into groups so that they can help each other if they have forgotten one of the words. The groups will be completely random.
H. Closure: Explain how the purpose of the Lesson is clearly restated by students & Evaluate (Objectives and Assessment include your
summative assessment here)
At the end, once everyone has finished their hunt, we will come back together as a class and answer any questions that they have about the
vocab or any of the other things that will be on the quiz or test.

Lesson Plan Details

Instructional Materials:
QR codes and scanners.
Use of Technology:
QR codes and iPads or iPhones to scan them.
Safety in the Physical Environment:
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

I will have all students put their belongings under their desk so that no one trips or falls.

Examples for a picture and QR code (see below) and example for a definition might be: two lines that cross each other and form right angles.

Implemented August 2013

Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.