Instructional Plan for Practical Teaching Experience
Utilization of Instructional Media (ISTC 301)
Name of Preservice Teacher Candidate(s) Jonathan Bojarski, Lindsay Chenoweth
Content Area: Geometry
Grade Level 9th-12th
Title of Lesson: Perpendicular Line Constructions
Objectives/Core Learning Goal for Grades 9-12 (http://mdk12.org/mspp/standards/912.html )
Objective: The student will represent and analyze two- and three-dimensional figures
using tools and technology when appropriate.
Indicator: The student will analyze the properties of geometric figures.
The student will use transformations to move figures, create designs, and/or demonstrate
geometric properties.
The student will construct and/or draw and/or validate properties of geometric figures
using appropriate tools and technology.
Objective: The student will apply geometric properties and relationships to solve
problems using tools and technology when appropriate.
Indicator: The student will identify and/or verify congruent and similar figures and/or
apply equality or proportionality of their corresponding parts.
Objective: The student will apply concepts of measurement using tools and technology
when appropriate.
Indicator: The student will use algebraic and/or geometric properties to measure
indirectly.
Maryland Teacher Technology Standards and Performance Indicators
(http://www.mttsonline.org/)
Standard II b.
Outcome: Use technology to communicate information in a variety of formats.
Indicator: Select appropriate technologies for a particular communication goal.
Standard V.
Outcome: Design, implement and assess learning experiences that incorporate use of technology
in the curriculum-related instructional activity to support understanding, inquiry, problem-solving,
communication or collaboration.
Indicator: Assess students' learning/ instructional needs to identify the appropriate technology for
instruction.
Evaluate technology materials and media to determine their most appropriate instructional use.
Use appropriate instructional strategies for integrating technology into instruction.
Select and use appropriate technology to support content-specific student learning outcomes.
Manage a technology-enhanced environment to maximize student learning.
INTASC Principles
1. The teacher understands the central concepts, tools of inquiry, and structures of
the discipline(s) he/she teaches and can create learning experiences that make
these aspects of subject matter meaningful for the students.
2. The teacher understands how children learn and develop, and can provide
learning opportunities that support their intellectual, social, and personal
development.
3. The teacher understands how students differ in their approaches to learning and
creates instructional opportunities that are adapted to the diverse learner.
4. The teacher understands and uses a variety of instructional strategies to encourage
students' development of critical thinking, problem solving, and performance
skills.
5. The teacher uses an understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation.
6. The teacher uses knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.
7. The teacher plans instruction based upon knowledge of subject matter, students,
the community, and curriculum goals.
8. The teacher understands and uses formal and informal assessment strategies to
evaluate and ensure the continuous intellectual, social, and physical development
of the learner.
9. The teacher is a reflective practitioner who continually evaluates the effects of
his/her choices and actions on others (students, parents, and other professionals in
the learning community) and who actively seeks out opportunities to grow
professionally.
10. The teacher fosters relationships with school colleagues, parents, and agencies in
the larger community to support students' learning and well-being.
Teacher Preparation/ Equipment & Materials:
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Computers for all students and teachers
LCD Projector that is hooked up to a computer.
Internet Access
String/ Compass
Note cards (straight edge)
Technology Integration (Specific description of how hardware, software and online
resources will be used.)
Students will be given a power point presentation in which the students will be able to see
the steps for doing perpendicular constructions.
Students will also be able to access an internet website,
http://www.mathsnet.net/campus/construction/i_index.html, in order to grasp a greater
understanding of geometric constructions and shapes. Ideally this task would be done
with Geometer’s Sketch Pad; however, it is impractical to do so due to installation time
and funds.
Instructional Procedures (This should be a very detailed description of the entire 25
minutes of activities)
Introduction to what is a construction.
Ask students: Why is it important to do constructions?
Identify what is a perpendicular line.
Identify the three ways to construct a perpendicular line.
Handout tools and explain to the students how to use the tools
Go through the steps for constructing perpendicular lines for the three types of
constructions. As we are going through the steps, the students will be following along.
Next we will log onto http://www.mathsnet.net/campus/construction/i_index.html and go
through one of the computerized construction with the students. Once the students have
completed that, they will do the other two constructions by themselves.
At the end, we will ask the students how they could construct parallel lines using what
they have learned today.
Formative Assessment/ Plans for Differentiation (Describes how you will be assessing
the progression of the lesson as it is being delivered)
One of the teachers will be walking around monitoring students’ progress.
Discussion Prompts for Critical and Creative Thinking (Questions that you will pose that
lead to critical thinking)
Why do you think it is important to do constructions?
Now that you can construct perpendicular line, how do you think you can construct a
parallel line?
Summary and Lesson Closure (Describe how you will close and summarize the activities)
At the end, we will ask the students to construct parallel lines. In order to do this,
students will have to use what they have learned about constructing perpendicular lines.
Ideally, one of the students will realize that if they construct a perpendicular to a line, and
a perpendicular to that perpendicular, they will have parallel lines.
Assessment Plan (Rubrics, quizzes, student produced work and other methods that will be
used to determine the degree to which the learning objectives were achieved)
The following class period, students will be given a quiz. They will be asked to show
the steps involved to construct one of the types of constructions demonstrated in the prior
class. For extra credit, they can show all of the steps involved for constructing parallel
lines using the same construction that they did for perpendicular lines.