Administrator: K.

Zimmerman Teacher: Sample Date: 5/17/17

Sample – annotated script
T = Teacher, SR = Student Response
(HS Algebra Lesson on Circles, Chords, Diameters, and Their Relationships, students seated in
rows for large group instruction, students work in small groups of 2 at various points throughout
the lesson, screen with projector is located at the front of the room and used for instructional
purposes, necessary materials and supplies (compass, straight edge, worksheets) are provided.) Commented [ZK1]: D2e – use of physical environment
supports instructional objective
10:42 Anybody else need a copy of the notes from yesterday? Connor? Delaney? You said you
needed it? SR, Alright. So yesterday we talked about circle. So, first we wanna take a quick look
and review what we did yesterday. Alright, take a look up at the screen. Just a few things we
went over. So, different parts of circle we talked about. We talked about diameter, radius, and
chord. The radius. What can you tell me about the radius? Where does is start? Where does it
end? SR, What’s true about any radius in a circle? What do they all have to be? SR, Remember Commented [ZK2]: D3b – use of questioning techniques –
the isosceles triangle we did yesterday? SR, Next is the diameter. I want you to describe the at what level are you challenging the learner?

diameter using another vocab word we used. SR, Good. It’s a type of chord. What’s a chord?
SR, The end points have to be where? SR, What’s special about the diameter through? SR, Good Commented [ZK3]: D3b – use of questioning techniques
so to sum up what you said… (T summarizes). Alright, two more. Central angle. Why do we Commented [ZK4]: D2a – positive reinforcement
call this a central angle? SR, Because of where the vertex is, right? It has its vertex at the center D3a – communicates summary of learning based on student
response
of the circle. Good (T explains). Very good. One more thing. The theorem we talked about
yesterday was Thales theorem. Remember we did this with our compass and straight edge? SR,
What happens if… I move this around? SR, (T explains). Good. Remember I told you
yesterday. I think Corey you asked what happened if I move this? Does it matter if I move R? Commented [ZK5]: D3c – engaging students in learning
SR, So that goes to what we’re gonna talk about. So, are we okay with everything from
yesterday? So, what we’re gonna do today is expand on this. We’re gonna continue to talk Commented [ZK6]: D3d – assessment – Check for
about… (T explains objective). We’re gonna investigate more about how they related to each Understanding

other. (T explains further). Then we’re gonna apply them to solve problems. So, open your Commented [ZK7]: Anticipatory Set:
1. Relevant to learner’s past
notes up to lesson two please. It’s on page 7. I’d like you to try the opening exercise. You’ll 2. Related to learning objective
need straight edge and a compass for this. (S’s move to get supplies around the room). I have a 3. Engages the learner
good compass right here if anybody needs one. Commented [ZK8]: D3a – clearly communicates learning
objectives
10:46 So here’s where we are (T refers to screen). It says construct a circle of any radius and
Commented [ZK9]: D2c – management of transitions,
identify the center as point P. So, go ahead and follow the rest of the directions. If you have any management of materials and supplies
questions, just let me know. (Lesson 2 is on board). Are you good? SR, This is gonna use the
language we used yesterday (T gives example). (S’s working independently). (T rotates around
the room). That’s still how I make my circles. I turn the page like that. Are you good? Guys, Commented [ZK10]: D2a – rapport with students
so I want to give you a little heads up. It asks you to do a construction we haven’t done in a
while. So, eyes up here please… do you remember how to construct a perpendicular bisector?
Maybe, maybe not? I’m gonna show you how to do it. (T explains and models at board). If you Commented [ZK11]: D3a – communicates directions and
need help, just let me know. (T helps individual S). When you get to part D, it asks you a procedures, anticipates possible misunderstanding

question. When you get to that, I’d like you to talk it over with someone sitting next to you. See
if you can come up with a conclusion about what you see in your picture. (S’s turn to one
another). What did you guys get? What did you notice about… (to another S)? Did you get it
yet? See if you can find where it was from the point? SR, It doesn’t? SR, Why do you have to Commented [ZK12]: D3b – use of questioning techniques
screw everything up? (T joking and smiling with S and re-explains). Guys old math trick right – encourages students to draw conclusions and discuss
observations (higher-order thinking skills)
here. Alright (T explains). Selena, Kaitlyn, what did you notice about it? Okay good, so talking
to everybody. When you draw that parapedicular bisector, what point did it go through? With a D3c – students are engaged with one another
big enough point anyway? (T explains). Do you think that will always be true? SR, What do Commented [ZK13]: D2a – respect & rapport with student
you think? SR, Let’s take a look at to another one. (T leads through another example). Commented [ZK14]: Guided Practice, Modeling

10:48 I’m bringing some fans tomorrow guys. Just for you Connor. That way you don’t have to D3a – communicates procedures
blow dry your hair! Alright, so we should be on example one right now (T explains to class). D3b – use of questioning techniques – prediction (“will that
And when you’re done with that, talk with your neighbors again. It’s okay if you can’t answer always be true?”)
all of them, but talk about them. (S’s working , T monitoring). (Example 1 projected on board). Commented [ZK15]: D2a – rapport with students
(to individual S) Are you doing okay? Guys before the test, we’re actually gonna do some Commented [ZK16]: D2a – uses reassurance
review with construction. I’m gonna try and get some better compasses. (S enters room). Just
get your notes out. We’re on page 7. Alright, I should hear people talking about it now. You D3c – student engage in collaborative problem-solving

should have the second construction done and I’d like to see what you guys think about these Commented [ZK17]: D3d - assessment
constructions. So, what do you guys notice (to small group). Any generalizations you can make Commented [ZK18]: D3e – responsiveness to student
about it that you think will always be true? (T explains further). So, isn’t that perpendicular? needs transitioning to lesson

Do we have a name for that? (T asks leading questions). Alright, guys, before we get too far off
track. Example one, it says… (reads). I’m gonna put this up on the screen. So, there’s our first
chord AB. They made another chord CD and there’s that perpendicular bisector of CD. What do
we notice about CD? SR, Good. What’s the next question? SR, (T reads question). It kind of
jumped ahead and used that word diameter. Have we talked about that yet? So, let’s look and
try to figure out why they’re bringing that up now (T explains). Can we generalize and make a
statement about that? SR, Can we develop some sort of theory about that? SR, That’s pretty
good (T repeats SR). That’s actually one of the theorems we’re gonna look at today and you
guys came up with that on your own by working on your constructions! Very good!
Commented [ZK19]: D3a – communicates expectations
for learning
Commented [ZK20]: D3b – use of questioning techniques
Zone of Proximal Development
Commented [ZK21]: D3a – focus on academic vocabulary
D3c – engages students using inductive reasoning skills
Commented [ZK22]: D3b – use of questioning techniques
– encourages deep, critical thinking skills

Alright, we are not going to compete these entire proofs, that would take too long. So we’re just Commented [ZK23]: Guided Practice
gonna talk about them. I hope that makes sense. (T explains Example 2 Theorem). Let’s Commented [ZK24]: D2a – positive reinforcement
establish a given statement. What are we assuming in this case? SR, (T writes on board). What
do we want to prove? Let’s read through it again. (T reads rule). So, that’s what we want to
prove (T explains). So, this is a pretty advanced proof. Here’s my hint. Look at the triangles.
What can you determine about the triangles and from here, what do we know has to be true? I
want you to think about it, talk with somebody and when we come together we’ll see what we
have. (S’s working with one another). (to group) What do you notice? SR, Why though? SR,
(T explains). Commented [ZK25]: D2b – Teacher holds high
expectations for student achievement, models a strong
11:00 Think of it in terms of a circle. (T explains). (to another group) How’re we doing? SR, culture for learning
that’s true. Alright. Good. Good. Alright, let’s take a look guys, eyes up front. So, I asked you,
given that the chords are congruent… (T reads). This is a theorem, it says… (T explains). I
asked you about this at the beginning of class. What is true about all radii? So, let’s go a step
further. What can you tell me about those two triangles? SR, very good. (T explains and
illustrates). When we know the triangles are congruent, what do we know to be true about… (T
explains)? Does anybody remember what that’s called? SR, CPCTC. Do you remember what it
stands for (T explains)? Alright, we’re gonna do another one. This is another theorem. This is
what we worked on on the first page with constructions. It says that we have circle C… (reads
problem). What we need to prove is that this is perpendicular to this. Right? So, I’m gonna
give you a couple ideas before you work on the proof. (T explains) This is a little more
complicated. Let’s say… (T explains). I’ll go back a step (T explains based on SR’s). So, if we
can show that those angles are equal, it means that those angles are 90 degrees and that those
angles would also be perpendicular to each other? So, take a look and talk it over. Commented [ZK26]: D2c – managing instructional
transitions
11:10 (to individual S). What do you think? Connor, focus on your work. What did you think
Lesson is scaffolded and transitions between direct
Matt? SR, This is true. SR, Yep and they told us this is the same as… SR, What’s special about instruction and guided practice as concepts are added and
that? SR, It’s called the reflexive property, right? SR, That’s it, very good. (T moves to another integrated to maintain rigor
group and walks through problem). Alright. Let’s take a look. (Reads problem). What can you Commented [ZK27]: D2d – managing student behavior –
tell me about AC and BC? SR, Why though? SR, They’re both radii, right? Alright, focus verbal re-direction
again. Up there. Up there. So, we’ve got… what about FC? SR, Good, people are saying over Commented [ZK28]: D3d – assessment and provides
feedback
here reflexive. They’re congruent by? SR, no, no. CPCTC. (T continues explaining). Once we
know that both angles are congruent… did I lose you at the end? Okay, flop over one more page
in your notes. So, here’s a summary of the three theorems we’ve talked about today. The first
one has to do with (T explains and displays a summary chart). The second one… what is? SR,
What happens to the chord as it enters the center of the circle? SR, So the theorem says… then
what must be true about these chords? SR, Alright, and this is the one we just did. (T explains). Commented [ZK29]: D3a – revisits objective and
If… then… alright, here’s what I’d like you to do. Work with a partner and if you need to move summarizes learning

your seat, that’s fine. I’d like you to work on problems 1 and 2 on the Guided Practice. You
know what, for time’s sake, I’d like you to do just number one for now. Think about what type
of angles and what type of triangles those would have to be.
11:17 (T passing out ½ sheets of paper – exit tickets). (T assisting small group). Good.
Anybody else need help? Anybody else done that I can check? SR, good. Good. Kaitlyn, don’t
forget to subtract though (T explains). Alright, very nice job. Two quick things before we go
today. Talk about the three theorems we went over today (T reviews each one for class). Okay,
I want you to talk about those three. One last thing to do. This problem, right here. So, put your Commented [ZK30]: Closure:
name on it, and leave it on the desk on your way out the door. This last problem I’d like you to 1. Mental summarization of learning for the student
2. Relates to learning objective
try on your own though and make sure you put your name on it. (bell rings). Have a good day 3. Active participation
guys. Nice job! (T stands at door) Bye guys, nice job. I hope your day gets better. Bye Corey. Commented [ZK31]: Independent Practice
Bye Jared. Your sister home from school? SR, good. Tell her I said hello. See ya buddy.
D3d – assessment for teacher
Commented [ZK32]: D2a – respect and rapport –
demonstrates knowledge of students outside of the classroom
<END SCRIPT>

Reinforcer: Strong use of questioning techniques – students are required to evaluate content
using critical thinking skills (prediction, conclusion, analysis and synthesis of information).
Remedial: How can you make this topic relevant to the learner outside of the classroom? How
might they apply this learning?

Danielson 2: (Teacher)’s interactions with students are highly respectful and caring. He
demonstrates knowledge and caring for students both in and outside of the classroom. (Teacher)
establishes a strong culture for learning through challenging tasks, scaffolding of content, and
high expectations for problem-solving with peers. Students are able to follow classroom
procedures and routines with minimal teacher prompting. Transitions are smooth and effective.
Student behavior is appropriate and managed through teacher proximity and one occurrence of
verbal redirection. The physical arrangement of the classroom is appropriate to the learning
activities with easy access to instructional materials and use of computer technology.
Danielson 3: (Teacher) communicates the learning objective and scaffolds the content of the
lesson to re-visit the objective throughout. Students explain concepts to classmates and draws
conclusions with one another leading to the “development/discovery” of mathematical theorems.
Academic vocabulary is emphasized and explained. Questions prompt high-level thinking and
evaluation of math concepts. (Teacher) pushes students within the Zone of Proximal
Development to draw their own conclusions and encourages peer collaboration resulting in high
levels of student engagement with the teacher and with one another. Assessment is used
regularly through monitoring of progress of groups and individual students. A summative
assessment is conducted via an “exit ticket.” (Teacher) promotes the successful learning of all
students and assists a student who enters class late by directing him to the appropriate page and
following up with individual assistance.

2a) 4 3a) 4
2b) 4 3b) 4
2c) 3 3c) 4
2d) 4 3d) 3
2e) 3 3e) 3