Five-Step Lesson Planning Clinic - Worksheet

LESSON PLANNING CLINIC WORKSHEET (for five-step lesson plan) Corps Member: Lesson Plan Date: Karthik Karunanithy Grade Level: CMA: Form 2 Lesson Execution Date:

STEP ONE Vision-Setting

Five-Step Lesson Planning Clinic - Worksheet

Objective What do my students need to know/be able to do by the end of this lesson? Consider: What are exemplar assessments items asking students to know/be able to do? How can I re-state the objective in my own kid-friendly language? Key Points What are the roughly 3-5 knowledge/skills embedded in this objective? Consider whether these key points are: Accurate: Is this the right stuff? Do I know the what (content)? Do I know the how (processes)? Do I know the why (conceptual big picture)? Appropriate: Is this at the right level of rigor not too hard and not too easy? Do I have the right number for this lesson not too few and not too many? Logically Sequenced: Are they in the right order to build student mastery? Student-Friendly: Will these words mean something to my students? WHAT Define locus - What is locus and how do I determine the locus of a single point? Locus by definition means that it is a set of points, which satisfies a given condition. Define constant distance Remaining the same over a period of time Define fixed point Remaining in the same place with respect to another object Define equidistance Equal distance (from a single point on both/all sides) HOW How do I determine locus of a moving point? The locus of a point is determined by locating the possible points that satisfy the given condition and then joining the points with either a straight line, a circle or an arc of a circle. (to be simplified) Determine locus of points that are of equidistance of two fixed points. - The locus of a point P that moves on a plane which is equidistant from two fixed points A and B is the perpendicular bisector of the straight line AB. (to be simplified) Illustrate the locus of a point P that moves on a plane which is at a constant distance from a fixed point O is a circle with center O. (to be simplified) Construct a straight line from a point Construct the locus of a moving point P that satisfies a certain given condition: constant distance from the point A WHY Students will be able to distinguish and determine that a point moving at a constant distance from a single point is moving in a circle 2 SWBAT determine the constant distance from a fixed point AND determine the locus of points that are of equidistance of two fixed points.

Five-Step Lesson Planning Clinic - Worksheet

Assessment Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. Include an exemplary student response that illustrates the expected level of rigor. Consider whether this lesson assessment is: Aligned: Does the assessment test the knowledge and skills required by the objective and nothing else? Rigorous: Are students demonstrating mastery at the same level of complexity as they will have to demonstrate on the final assessment? Scaffolded: Do we know where student learning broke down? Reliable: Do students have multiple opportunities to demonstrate true mastery? 1. Is the following question true or false? Write T for true and F for false in the parentheses to answer this question. (....) Locus by definition means that it is a set of points, which satisfies a given condition. (.) The locus of a point is determined by locating the possible points that satisfy the given condition and then joining the points with either a straight line, a circle or an arc of a circle 2. What is the locus of points, which are equidistant from two points having 6 cm distance between each other? A) A line B) A circle C) A triangle D) A point 3. In the diagram, HLP is an isosceles triangle. A point X moves inside the triangle HLP. Determine the locus of the point X that satisfies each of the following conditions. a) The distance of point X from point P is 6cm. b) The point X is equidistant from points H and L. Connection to the Summer Achievement Goal Why is this important? How does it connect to our larger goals? Being able to score 30% above their previous achievement results (if performed below 50% in the diagnostics test) Achieve 80% in the final assessment for Kem SKORlah. Investment What can I do to ensure that students are interested/engaged/invested? Teaching locus using real world examples such as the picture illustrating of connected headlights and taillights, moons orbit, roller coaster ride, etc. With real life examples, as well as demonstrating the existence of locus in classroom, and providing experiential learning; students are more likely to be engaged and invested in the session. STEP TWO Determining Methods If you teach students with special needs, consider the following questions as you create your agenda. o What accommodations and/or modifications will my students need, and how will I provide them? How will I differentiate for students who need more/less time? How will I differentiate for students who need explicit 3

Five-Step Lesson Planning Clinic - Worksheet

language support with vocabulary or pronunciation? How will I group students and/or use an instructional assistant? If applicable, consult/reference specific IEPs.

If you teach English language learners, consider the following questions as you create your agenda. o What are the specific language demands (listening, speaking, reading, and writing) required of my objective, and how will I scaffold them? How will I teach students the vocabulary, language structures, and prior knowledge they need to meet the objective/complete the assessment? How will I provide students with the resources they need (word banks, dictionaries, pictures, etc.)?

Creating a Detailed Agenda Using the guiding questions listed below, and referencing those on the 5-step LP template, backwards plan the components of your lesson in the order outlined. Infuse investment strategies throughout your lesson, but pay particular attention to your opening it should intrigue students and convince them of the relevance of the content. Independent Practice How will students independently practice the knowledge and skills required of the objective, such that they solidify their internalization of the key points prior to the lesson assessment? o How will I structure Independent Practice so that students are working on tasks that will fully prepare them for the lesson assessment? o When and how would I intervene to support this Independent Practice? Allow students to work on the assessment. 15 minutes time is given, for students to work independently on a set of questions, to evaluate their understanding and grasp of the subject.

Five-Step Lesson Planning Clinic - Worksheet

Guided Practice How will students practice the knowledge and skills required of the objective, with my support, such that they continue to internalize key points? o How will I structure Guided Practice to ensure that all students are working on tasks that will fully prepare them for the upcoming Independent Practice? o How will I support students in completing those tasks? Classroom activity: (A) Ahmad has one red nail and 10 black nails. He wants to place each black nail in the wall so that they are 25cm from the red one. Mark the black nails which are equidistant from the red one. ANSWER: Mark the first nail that is at a distance 25cm from the red nail. Then mark a second nail that is 25cm from the red nail. Continue this way until the black nails finish.

So the locus of the black nails that are of a constant distance of 25cm from the red nail is the circle with a radius of 25cm and the red nail is at its centre. (B) A horse is tied with a 10m rope to a fixed 20m stick. The end of the rope can slide along the stick. Sketch the locus of points that the horse can reach. ANSWER:

If we imagine that the horse is a point and the stick is a line, then the locus of the points that horse can reach is a parallel line to the given line.

(C) Mark a point on your notebook and name it. Then find the locus of points, which are 10cm equidistant from the marked point. ANSWER: Mark the point and name it O. The locus of points, which are 10cm equidistant from the point O gives a circle. Introduction of New Material How will I explain the knowledge and Say: The path the moving object follows consists of a 5

Five-Step Lesson Planning Clinic - Worksheet

demonstrate the skills required of the objective, such that students begin to actively take in and internalize the key points? o How will I structure the Introduction of New Material such that students will be fully prepared for the upcoming Guided Practice? o What will students do as I explain information and demonstrate skills? set of points like a pattern. In todays lesson, were going to learn these special points Draw and illustrate to students the following: A point P moves such that it is always m units from the point Q.

Locus formed: A circle with center Q and radius m. Say: Have you ever ride on a roller coaster? Imagine the path the roller coaster takes as it moves. [Draw and illustrate with the above example] Say: In science and mathematics, the path followed by a moving object is called a locus. Locus by definition means that it is a set of points traced out by a point which moves according to some law. Say: The word loci means more than one locus (the plural form) [Write definition from Key Points on the board (on the right side for students reference)] Demonstrate locus, given different situations: 1. Choose a point P on the floor of the classroom. 2. What is the locus of points, on the floor, that are 1 m from P? 2. Mark two points on the board, A and B. What is the locus of points that are equidistant from A and B. 3. Draw a line on the board. What is the locus of points that are at 10 cm distant from the line. Opening What information do I need to convey during my opening, such that my students are prepared to be successful in mastering the objective? How will I engage students and hook their interest so that they want to master the objective?

Say: Look at the picture handout Ive just given you. Can anyone tell me what are we looking at? Say: We see headlights of cars, both direction. As seen by the headlights taillights in the picture above, a locus of points (the headlights or taillights) is the path traced out by the moving points under given conditions (following the road). Say: Think of a locus as a "bunch" of points that all 6

Five-Step Lesson Planning Clinic - Worksheet

do the same thing. [Reiterate Angelines verbal illustration of real life example: How the moon revolves around the earth the moons orbit.] [Roller coaster example taking a spin, having each point thus, illustrating that the pattern is locus (circle)] Closing How will I ask students to summarize what they have learned, as well as its significance? Summary of the lesson - Loci; locus - Constant distance - Equidistance Today, we started with an example of a Roller Coaster, a child swinging, or the orbit of the earth. Then it is emphasized that the paths, which the moving objects follow have important meanings for us. Finally the pupils informed that they are going to learn about these paths in this lesson. Conduct exit quizzes, based on a set of statements with red and green post it notes (red FALSE; green TRUE) Check Your Plan Look at the objective, and then examine each component of your detailed agenda. o By the end of the lesson, will students be able to do exactly what the objective requires? o What will students be doing during each component of the lesson? o Will students be interested, engaged, and invested throughout the lesson?