TPA-Referenced Lesson Plan v2

Teacher Candidate Name: Hannah Hasz

Grade & Subject Area: 8th Grade Mathematics Linear Algebra
Date for Planned Lesson: October 7th
Lesson Plan #2
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Line Movement 1
MN/CC State Standard(s) 8.2.2.3 Identify how coefficient changes in the equation f(x) = mx + b affect
- direct quote from MN standards the graphs of linear functions. Know how to use graphing technology to
documents examine these effects.
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus Students will identify parts of a linear equation f(x) = mx + b and how each
- derived from standard, part affects movement of a line graphed by the equation.
- communicates general goal Students will use a TI-84 graphing calculator to study how changes in the
equation affect the graph.
Learning Target for this Lesson Students will identify which part of a linear equation affects the direction of
- concisely says what students will be the line graphed by the equation.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Linear, non-linear, equation, graph, t - table, moves down, moves up,
a. Domain-specific Acad vocabulary division, square root, exponent, variable
b. General Academic vocabulary
(words used in school across many b. . Build, headings, column, prediction, describe, identify, label, explain,
subject areas) compare
c. Syntax Sentence Frame: Example
c. The linear equations in the down column all have a negative number in-
sentence that students can use
to accomplish target front of the x.
d. Point in lesson where students will d. Students will use academic vocabulary throughout the entire Google
be given opportunity to use Activity. While working through the activity students will be asked to
Academic Vocabulary (Note: It graph equations and make a table. At the end of the activity, students
is important that this appear in will answer questions about what they have done and what patterns they
TPA videotape segments found. They will answer the questions using academic vocabulary.
Students will also use academic vocabulary when answering the starter
questions.
Needed modifications/supports Since the activities are accessible through Google Drive on the students
a. Identify how some form of iPads, a print out of the activities will be provided to the students who get
additional support will be easily distracted or discouraged by technology.
provided for some aspect of the
lesson for given student(s) For students who struggle with writing and neatness, I will provide them
- visual, graphic, interactive with an already made table with the equations listed in it.
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Ipads, graphingTI-84 calculators, pen for signing, print out of activity, print
out of table.
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
Activity description / teacher does Students do
Teacher will bring up directions for the class on
the smart board and go over the plan for the Students will complete
hour. starter problems using
Teacher will set a timer for 4 minutes for the their ipads and Google
students to complete their Google Form Form.
Starter Questions. Starter problems consist
of content from previous and current
activities along with some challenging
questions from activities they will eventually
be doing. In this starter, there is one
question where the students are given two
graphs of a linear line with one line going up
and one line going down. Students must
pick the option that they are both linear. The
other question is of a non-linear equation
with an exponent and students must explain
why the equation in non-linear.
Teacher will wonder around the room and help
with any technical issues with the ipads and
answer questions that arise.
By using Google Form, all the students
answers are put into a spread sheet for the
teacher to look at. It will also say the
percentage of students who answer each
question.
When the timer goes off from the starters, Students will actively
teacher will bring up the Google Form starters participate while going
and go over questions the students struggled over answers of the
with. starter problems.
Teacher will explain that direction of a line does
not determine whether it is linear or non-linear.
Teacher will also explain that exponents in an
equation makes that equation non-linear.
Teacher will have the students complete a quick Students will participate
thumbs up or thumbs down survey and ask the and self-assess their
students to give a thumbs up if they understand understanding of the
the starter questions well, thumbs down if they starter problems in the
dont understand at all and a sideways thumb if thumbs up or thumbs
they understand some of the questions. down survey.
Teacher will tell students to begin working on Students will then work
their practice work for the day. The students on their practice work
should be working on the activity Line either by themselves or
Movement 1. If the students are ahead of this with their group
activity thats okay too. Students are expected members and ask
to work at their own pace. questions when they
Teacher will move around the room, helping need help.
students work through their activity and answer
any questions that they have.

Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated practice work during class time, teacher will
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
Teacher will encourage the students to work
with their group members to complete the
activities.
Teacher will sign students papers when the
activity calls for the students to show their work
and answers to the teacher.
Since this is a flipped classroom where students Students will show their
work at their own pace and complete their work and answers to
the teacher when the
assess the students when asked to sign their activity calls for it and
activities. have the teacher sign
Teacher will provide feedback while looking off on their work.
over work and fix any misconception and error
together with the student. .
Teacher will continue to walk around the room Students will either work
during practice time and ask the students who independently or with
rated their understanding of the starter their group members to
questions with a thumbs down or sideways complete their practice
thumb what they are struggling with and help work.
students with their questions.

Phase 4 Assessment
Explain plan to check for ability to
apply demonstrated
steps/procedures during
independent practice
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.
Since this is a flipped classroom where students Student will fix any
work at their own pace and complete their errors that they had and
practice work during class time, teacher will once finished with the
assess the students when asked to sign their activity, turn it into the
activities. wire basket on teachers
Teacher will provide feedback while looking desk.
over work and fix any misconception and error
together with the student.
Assessment Example: Students will raise 1 to 3 fingers in
the air to indicate how solid their understanding is from 3
(I could explain this to someone else) to 1 (I want would
want it explained to me again before explaining it to
someone else)
Assessment Example: (3 columns on attached roster)
Reteach, Extend Slightly, Transfer to new situation/topic

*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