WVSU LESSON PLAN FORMAT

Teacher Candidate: Courtney Coffman

Date: March 23rd, 2015
School: Hurricane High School
Grade/Subject: 9-12 Resource Math
Lesson Topic: Spectrum Geometry (Circles)
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Students will identify line segments.

Students will Name Circles
Students will be able to identify and implement how to find the
circumference of a circle.

WV CSOs
M.O.G.3.1: Represent geometric figures, such as points, lines, planes, segments, rays and
angles pictorially with proper identification and distinguish between
undefined and defined terms.

NATIONAL STANDARDS
CCSS.Math.Content.HSG.C.A.2
Identify and describe relationships among inscribed angles, radii, and chords. Include the
relationship between central, inscribed, and circumscribed angles; inscribed angles on a
diameter are right angles; the radius of a circle is perpendicular to the tangent where the
radius intersects the circle.
CCSS.Math.Content.HSG.C.A.3
Construct the inscribed and circumscribed circles of a triangle, and prove properties of
angles for a quadrilateral inscribed in a circle.
MANAGEMENT FRAMEWORK
Overall Time: 90 minutes
Time Frame:

20 Min Prior Knowledge Quiz

20 Min Lesson
20 Min Post Knowledge Quiz
30 minute Recap and Discussion of Quiz/ Activity

STRATEGIES

Teacher / Student led discussion

Teacher modeling/demonstration
Guided Instruction
Scaffolding

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

Learning Differences: Students with learning
differences will be provided additional
instruction during the worksheet and activity.

Attention Differences: The activity will be

done step-by-step as a whole class. We will be
able to stay on task during this teacher led
activity.
Motivational Differences: I will use different
types of motivational strategies to keep each
student motivated during the activity such as
questions, discussion, and individual
assessment.
Physical Differences: I will use any different
techniques necessary for students with a
physical difference. Students with a physical
difference will be paired with someone that can
help them complete the lesson. They will
receive any additional time needed.
Communication Differences: Students will be
seated while I demonstrate the activity for all
to see so no one will become confused during
the lesson. Students will be participating by
writing answers on the board.
Multiple Intelligence (check all that apply):
_X_ Verbal/Linguistic
__ Spatial
_X_ Logical Mathematical
X Body/Kinesthetic
__ Musical
__ Naturalistic:
_X_ Interpersonal
X Intrapersonal
__ Existential
__ Others (explain)

Sensory Differences: I will allow any students

with a sensory difference to sit closer to the
SMARTBoard. I will allow them any
additional time needed on the worksheet if
necessary. The activity will be done step-bystep so students do not get behind.
Behavioral Differences: I will reinforce
proper behavior to display during the lesson.

Ability Differences: Students with an ability

difference will be given additional time and
help if needed.

Cultural Differences: All students will be able

to complete this lesson.

Enrichment: I will provide students with a

more challenging worksheet if necessary.
Students will be asked questions throughout
the lesson to assess knowledge of the content.
Students will participate with explanation of
answers.

PROCEDURES
Introduction
Students will be given a pre-test to assess knowledge they have learned, and what
they may already know about the current lesson.
Body & Transitions
Students will be taught a lesson on Circles.
Students will gain information about circle points, origin, radius, chord, and
diameter.
Students will learn to name circles
Students will learn the formula for finding the circumference of a circle.
Closure
Students will complete the lesson with teacher guidance.
Lesson will be reviewed and any questions answered.
Students will be given the same quiz as the beginning of class to do again.
We will go over the quiz and assess the knowledge students gained they did not
have prior to the lesson being taught.
Students will be asked to share their work and come to board to show work.

ASSESSMENT
Diagnostic:
Students will receive a pre-assessment to complete. This will test students prior
knowledge to compare later.
Formative:

Students will be asked questions during the activity to make sure that they
understand and are keeping up with the information that is being provided.
Students will fill in a worksheet with the teacher as the lesson progresses.

Summative:

Students will be given the same quiz as the beginning of the class. This will allow
us to assess the students gained knowledge. Students will be able to see the

difference in knowledge prior to the lesson being taught, and knowledge gained
after the lesson.
MATERIALS

Worksheet
Circle diagram

EXTENTED ACTIVITIES
If Student Finishes Early

Students should be on task with teacher and not finish early.

If Lesson Finishes Early

If the lesson finishes early students will be asked what they have learned that
they did not already know from the lesson. Students will work on makeup work or
homework.

If Technology Fails

The lesson will be taught on the white board if technology would fail.

Lesson Plan for Mrs. Collins 9-12th grade math resource room.

Candidate: Courtney Coffman

# of students: 9

Subject: Math

Assessing:

Pre-Algebra

Grade Level(s): 9-12

331 Instructor: Dr. B. Wilson

School:

Hurricane High School

Coop Teacher: Mrs. Collins

Date: May 1, 2015

Date of Pretest:
Average pre-test score: 7%
Date of Posttest: November 12, 2010
Average post-test score: 90%

Decision about Who, What and How to tutor/teach and How to assess:

Mrs. Collins and I sat down and decided that since she had 9 students in the class
she would prefer me to reach all of the students. We decided since they had been
working on Algebra and would soon be going into Geometry I would teach a lesson
on circles. Mrs. Collins wanted me to introduce this lesson to see how the students
would respond the beginning stages of geometry.

Tutoring Lesson/Unit and Assessment Description:

This class is a High School resource class and is very diverse. I have students who are
MI, BD and LD. Students have been working on Algebra and learning equations and have
completed the algebra portion of the year. I knew I needed to collect data for this class
and decided I would like to see if my students had learned from me this day and what the
results of pre and post would be. I gave the students their pre-assessment and assured

them to just do their best and answer to the best of their ability. I noticed as I was taking
up the assessments that majority of students only answered a couple of the questions and
some didnt even try to work out the problems that required solving. I then gave students
the lesson worksheet we would be working with. I taught the lesson, walking the students
through each step and working out the problems with the students. Surprisingly to me, the
students responded very well. I found myself really enjoying teaching Math something I
never thought would happen. When the lesson was finished, I gave the students the same
assignment I had given prior to the lesson. This time around, students were very
enthusiastic and excited and had a completely different outlook this time around. Students
completed the assessment and we went over the correct answers. Students were more
than happy to share their work and take turns going to the board and working out the
problems for the rest of the class to check their answers. I was so excited to see the
participation of this classroom. Students in this classroom are rarely open and sometimes
have a negative outlook on math just as I have before. I was so excited to see the
difference I had made and I was so happy that I had actually taught students and I got to
see the results instantly. At the end of the block, students expressed to me how much fun
they had and that they thought it was really cool to see how much they didnt know in
the beginning and then to take the same assessment and see how much they had learned.
They asked their teacher if they could please do this type of lesson again and reverse the
assessments to pre and post. I was asked by the teacher to teach a second lesson. I would
call this a very successful and rewarding lesson for not just the students but myself as
well.
Link to Standards:

WV CSOs
M.O.G.3.1: Represent geometric figures, such as points, lines, planes, segments, rays and
angles pictorially with proper identification and distinguish between
undefined and defined terms.
NATIONAL STANDARDS
CCSS.Math.Content.HSG.C.A.2
Identify and describe relationships among inscribed angles, radii, and chords. Include the
relationship between central, inscribed, and circumscribed angles; inscribed angles on a
diameter are right angles; the radius of a circle is perpendicular to the tangent where the
radius intersects the circle.
CCSS.Math.Content.HSG.C.A.3
Construct the inscribed and circumscribed circles of a triangle, and prove properties of
angles for a quadrilateral inscribed in a circle.
Results of Assessments:
The results of the assessments are listed in the table below.

Student

Pretest score

Post test score

0%

70%

0%

100%

25%

100%

25%

90%

7%

60%

0%

100%

8%

80%

0%

100%

0%

100%

Overall Average

7.2%

89%

The scores when graphed look like this:

120
100
80
Pretest

60

Post test
40
20
0
A

As the table and the graph show, C, D, E and G had some prior knowledge of
circles and geometry. However, students A, B, F, H, and I either did not know the
content, or did not apply themselves to try. After the lesson was taught, as the graph
shows, all students grades jumped huge levels. Students applied themselves and were
excited to complete the post-assessment and see their results. Students were applying
themselves and participating in class. Students B, F, H, received 0% on their preassessment and after review of the material, they received 100%. All students did very
well on the post-assessment.

Disaggregated Data
If I disaggregate the data between the students who received a 0% on the preassessment to the grade they received on the post-assessment I could compare students
(A,B,F,H, and I) these students all received a 0% on the pre-test. Comparing their
previous scores with the score their post scores are graphed below. Students scores were
110% better than they were on the previous test. Students who received 0% passed the
post-assessment with most receiving an A. This shows me that the students applied
themselves more after the lesson was taught and some students didnt even try before I
taught the lesson. The reason I gave the pre-assessment was to compare knowledge prior

to the lesson and knowledge gained after the lesson was taught. Through this, it is also
clear that the students (B,F,H, and I) who had originally received 0% were the four who
received 100% on the post test. The majority of students who did the best on the postassessment were the students with the lowest pre-assessment scores.
120
100
80
Pretest

60

Post test
40
20
0
A

Reflection and Data-based Decision Making:

I gave the exact pre-assessment and post- assessment on the same day so that myself
and my students could see what they knew before the lesson and how much they haid
gained after the lesson was taught. I wanted students to get their results quickly so they
could understand how important teaching a lesson can be and how benificial it is to each
person. Just about every student failed the first pre-assessment. However, after I taught
the lesson, everyone passed the post-assessment. Students were very excited to compare

what they didnt know before to the knowledge they had gained trought the lesson and
class participation. I enjoyed this placement very much. I was so excited to see my
students gains just as they were. This was a very rewarding placement for me and
reasured to myself that I have chosen the right career path.

Questions 1
2
3
4
5
6
7
8
Correct
0
0
6
7
7
0
0
0
Incorrect
9
9
3
2
2
9
9
9
Pre-Assessment Results for 9 Students and 13 Questions

9
3
6

10
0
9

11
0
9

12
0
9

13
0
9

Questions 1
2
3
4
5
6
7
8
Correct
9
9
9
9
8
7
4
5
Incorrect
0
0
0
0
1
2
9
4
Post-Assessment Results for 9 Students and 13 Questions

9
7
2

10
7
2

11
6
3

12
7
2

13
7
2