# WOODLAND HILLS HIGH SCHOOL LESSON PLAN STAGE I – DESIRED RESULTS

```WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Witon
Date 6-1-15
Length of Lesson 1 weeks
Content Area Algebra 3
Edline was updated this week: Yes
My class website was updated this week: Yes
STAGE I – DESIRED RESULTS
LESSON TOPIC:
BIG IDEAS:
M8.A.1.3
Reflections and Patterns
final
Apply number theory concepts
M.11.D Analyze a set of data for the existence of a pattern and
represent the pattern algebraically and/or graphically.
M8.C.2.1 Describe, analyze and/or draw
translations, rotations (90, 180 and 360 degrees)
and reflections
UNERSTANDING GOALS (CONCEPTS):
Use simple geometric figures (e.g., triangles, squares)
to create, through rotation,
transformational figures in three
dimensions.
ESSENTIAL QUESTIONS:
 How do arithmetic series apply to amphitheaters?
 How do geometric series apply to a bouncing ball?
.. Analyze a set of data for the existence of a pattern and represent
the pattern algebraically and/or graphically.
VOCABULARY:
Rotation
Reflection
Translation
Phase shift
Transformation
Axis of symmetry
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
. Analyze a set of data for the existence of a pattern and
represent the pattern algebraically and/or
graphically.
Students will participate in class discussions, guided practice,
computer work, and activities
OTHER EVIDENCE:
Students will actively participate in class examples, discussion,
classwork, whiteboards, open ended assessments, graphic
organizers, exit tickets, daily warm ups, homework, Study Island
and, unit tests, quizzes, and other formative assessments. Think
pair share Thumbs up Portfolio
Use simple geometric figures (e.g.,
triangles, squares) to create, through
rotation, transformational figures in three
dimensions.
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
(DO NOW will include a
spiraling review of prior
knowledge as well as the
upcoming lesson. We will use
Collins writing 1 and 2 daily
Mini Lesson:
Mini lessons will vary daily
based upon student needs and
informal assessments. We will
use Active Engagement and
MATERIALS AND
RESOURCES:
reference PSSA Coach
Glencoe Algebra 1 Text
Calculators
Computers
Supplemental Materials
Warm ups &amp; Exit polls
Guided practice and
Enrichment
remidal work
Study Island
A+ Math
Math Lab
Truly struggling students will
be referred to guidance/SAP
(RTI)Small group/ flexible
grouping will occur if
necessary.
Students will be encouraged to
stay for math lab, or find help
with a math teacher.
ASSIGNMENTS:
Open ended question
Multiple choice practice
worksheets
enrichment
Scaffolding within each lesson.
MINI LESSON:
Graph point
Axis of symmetry
Guided Practice:
Note Taking, Modeling, Whole
Class Response, Partnering,
Higher Level Thinking Skills
Guided Notes, Chunking,
Build on prior Knowledge,
Teacher Prompting, Visual
Support
Independence Practice:
Check for understanding using
practice pages and text as well
as school/SAS developed
activities.
Summative/Formative
Assessments:
Quizzes as needed for
understanding. Unit test is
summative as well as
cumulative for constant
knowledge retention. Students
will actively participate in class
examples, discussion, class
work, whiteboards, open ended
assessments, graphic
organizers, exit tickets, daily
warm ups, homework, Study
Island and, unit tests, quizzes,
and other formative
assessments.
Reflections:
Check for understanding using
do now, homework, or
formative assessment
questioning to determine
whether to continue as needed
or do interventions as needed.
(Model, spiral scaffolding,
instruct/reteach as needed)
Teacher reflection