I am having SO much hard time with this assignment. It's creating a lesson plan for jr. High student but I don't teach junior high! I tried using a different lesson but it didn't make sense to me so I am re-doing this assignment. Could you please give me a feedback for this? Thank you.

Section 1: Lesson Preparation

Teacher Candidate Name:Clara Han

Grade Level: 8^th Grade

Unit/Subject:Math: 45 mins/class total 3 days

Title of Unit and Brief Summary/goal: Students will examine relationships of angles formed by parallel lines cut by a transversal.

Title: Angle Relationships and Parallel Lines

Lesson 1-3: Students will examine relationships of angles formed by parallel lines cut by a transversal.

**I do not teach middle school, and I still am looking for a secondary special education teacher. Because of this, please take into consideration that part of my lesson plan may not be "realistic" in a real classroom setting. I still have not been able to observe any 6-12 grade classrooms and/or interview teachers. I am still in the process of contacting my local secondary school but they have not gotten back to me yet. I work at an elementary school and it's been difficult getting a hold of a SPED teacher that teaches 6-12 grade. The sources I used is from Jr. High math curriculum I borrowed from one of my co-workers.

Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.

Classroom and Student Factors/Grouping: Ines is a student who has a family background of low social economic status. She was diagnosed with ASD who requires Tier 2 RTI for math and is in grade level for her age. However, she is one year below grade level for reading and math. She has low para involvement and has no internet availability at home. Ines is not English language learner. In this case, I will put Ines as an 8^th grade student.

Describe the important classroom factors (demographics and environment) and student factors (IEPs,

504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

	Day 1	Day 2	Day 3
National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented.	8.G.A.5: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. Ex) arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversal why this is so.	8.G.A.5: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. Ex) arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversal why this is so.	8.G.A.5: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. Ex) arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversal why this is so.
Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.	Students will classify angle pairs created when parallel lines are cut by a transversal. Students will classify angle pairs created when parallel lines are cut by a transversal. **If students don't have devices, students can do the activity on the whiteboard or a printable worksheet can be provided.	Students will understand that they can use angle relationships to find missing angle measures, when two parallel lines are cut by transversals. Students will find missing angle measures when two parallel lines are cut by a transversal.	Students will find missing angle measures when two parallel lines are cut by more than one transversal. Students will come up with their own strategy to solve an application problem involving angles found in bridge construction.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.	-alternate exterior angles -alternate interior angles -corresponding angles -exterior angles -interior angles	-alternate exterior angles -alternate interior angles -corresponding angles -exterior angles -interior angles	-alternate exterior angles -alternate interior angles -corresponding angles -exterior angles -interior angles

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Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit.	Projector, whiteboard, printable worksheet that is available online, interactive presentation (online), student workbook, iPad (from school)	Projector, whiteboard, printable worksheet that is available online, interactive presentation (online), student workbook,	Projector, whiteboard, printable worksheet that is available online, interactive presentation (online), student workbook,
Depth of Knowledge Lesson Questions What questions can be posed throughout the lesson to assess all levels of student understanding? Level 1: Recall Level 2: Skill/Concepts Level 3: Strategic Thinking Level 4: Extended Thinking	Level 1 (Essential Q): . Level 2 (Inquiry Question): What are the angle relationship formed when a line intersects two parallel lines? Level 3: (Mathematical Discourse) -High: Why are angle 1 and angle 7 called exterior angles? -Mid: Why does the term alternate apply in this case? If a student labels the two angles as alternate interior angles, how would you convince the student that this is incorrect? -Low: Study the figure. How do you think the two angles will compare, in terms of their measures? Level 4: (Pause and Reflect) How can the meaning of the words alternating and corresponding help you think about alternate interior, alternate exterior, and corresponding angles?	Level 1: (Essential Q): How can angle relationships and right triangles be used to solve everyday problems? Level 2: (Inquiry Question): Level 3: (Mathematical Discourse): -High: Identify the two parallel lines in the diagram Use the structure of the diagram to identify an angle that has a special relationship with angle 1. Describe that relationship. -Mid Why might it be more efficient to try to find m angle 6 as opposed to angles that are near angle 1? What other angles in the diagram have measures equal to m angle 1? -Low A classmate claims that angle 1 and angle 5 are also alternate exterior angles because they are outside of the parallel lines and on different sides of line q. Why is this incorrect? Level 4: (Pause and Reflect) What have you learned about the angles formed by parallel lines and transversals? Can you name the angles that are formed? Can you determine which angles have the same measure?	Level 1: (Essential Q): Level 2: (Inquiry Question) (Math Discourse): Level 3: Level 4:

Section 2: Instructional Planning

	Day 1	Day 2	Day 3
Anticipatory Set How will students' prior knowledge be activated as well as gain student interest in the upcoming content?	Warm up (prerequisite skills): The warm-up exercises address the following prerequisite skill for this lesson: solving equations for x: 3(x+2)=x-4 -(x-1)=2(x-1) 2x-4=7 180-x=72 Kyle has four more than twice the number of books Tim has. If Kyle has 10 books, how many books does Tim have? Launch the Lesson: Angle relationships and parallel lines of a gymnast (with a picture)	(cont. From Day 1) Warm up (prerequisite skills): The warm-up exercises address the following prerequisite skill for this lesson: solving equations for x: 3(x+2)=x-4 -(x-1)=2(x-1) 2x-4=7 180-x=72 Kyle has four more than twice the number of books Tim has. If Kyle has 10 books, how many books does Tim have? Launch the Lesson: Angle relationships and parallel lines of a gymnast (with a picture)	Warm Up: The warm-up exercise will address finding equivalent ratios. Launch the Lesson: This lesson launches with a discussion about proportional relationships between the ratio of blue paint to yellow paint to create a specific color of green.
Presentation of Content
Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners.	Visual on power point projector: students will be able to see same page as the teacher and see what the teacher is writing on the projector, student workbook, interactive presentation slides, picture/visuals	Visual on power point projector: students will be able to see same page as the teacher and see what the teacher is writing on the projector, student workbook, interactive presentation slides, picture/visuals	Visual on power point projector: students will be able to see same page as the teacher and see what the teacher is writing on the projector, student workbook, interactive presentation slides, picture/visuals

Multiple Means of Representation Differentiation Explain how materials will be differentiated for each of the following groups: English Language Learners (ELL) Students with special needs Students with gifted abilities Early finishers (those who finish early and may need additional sources/support)	-ELL: 2. Example questions 3. Ask: What term do we use to represent a relationship that is not proportional? -Student with Special needs (ASD): I chose ASD for special needs since Ines is diagnosed with ASD. Ines will receive Tier-1 instruction and will be called to work in a smaller group setting with the teacher to receive more instructions. Teacher will read out loud instructions and "translate any technical terms or vocabs learned for that day to make sure she understands. Ines will also have short breaks and reduced work in case she feels overwhelmed. If that is the case, she will be given a short break. Ines will be placed closer to the teacher and the classroom will be generally quiet since she might have sound sensitivity. She will be given a velcro sticker on her desk in case she needs something to touch. -Gifted Student: Student that are gifted will be given harder questions than scaffolding the content. Since they have good understanding of the content, I would put him/her with higher academic achieving student or similarly gifted students to come up with their own questions that is fun and challenging enough for them. Since gifted students may struggle socially, I will also encourage students to work with Ines or other students that might need support. -Early Finishers-Early finishers can do peer-tutoring, work on challenging questions, or do a mini-project with gifted students that aligns with what they learned for the day. I also generally encourage my students to check their work with other early finishers to make sure they all understand. Sometimes, I let early finishers finish any unfinished work as well.		ELL: Language Development Activity: write the Spanish terms proporcional and proporcion on the board and have a student who is studying Spanish explain what it means. Even though some students may not study Spanish, they could also have a better understanding. Student with Special needs (ASD): Gifted Student Early Finisher
Application of Content
Multiple Means of Engagement How will students explore, practice, and apply the content?			Collaborative Practice Have pairs of students interview each other as they complete Exercises 9-10 application problems. Students take turns being the interviewer and interviewee for each problem. Interview questions should include asking the interviewee to think aloud through their solution process. Creating student's own higher-order thinking problem involving the concepts from this lesson. They can trade their problems with a partner and solve them, and have them check each other's work.
Multiple Means of Engagement Differentiation Explain how materials will be differentiated for each of the following groups: English Language Learners (ELL) Students with special needs Students with gifted abilities Early finishers (those who finish early and may need additional sources/support)

Assessment of Content

Multiple Means of

Expression

Formative and summative assessments used to monitor student progress and modify instruction.

Exit Ticket: Exit Ticket Slide (What is the measure of the other angle, labeled x, that the gymnast's arms form with the bars? Write a mathematical argument that can be used to defend your solution.)

1.If students score 90% or above on the checks, then assign

-Exercises 5,7,9, 11-14

-Assign Angle Relationships, Parallel Lines

2. If students score 66-89% on the

Checks, then assign

-Practice, Exercises 1-6, 9, 13

-Remediation: Review Resources

-Personal Tutor

-Extra Examples 1-4

-Classifying and Measuring Angles

3. If students score 65% or below on the checks, then assign

-Remediation: Review Resources

-Arrive Math Take Another Look

-Classifying and Measuring Angles

(Day 1 cont.)

Exit Ticket Interactive Presentation (online assessment done at school with iPad device)

Exit Ticket: Exit Ticket Slide (Explain how to determine which relationship is proportional).

Logan chooses the membership that represents a proportional relationship between the number of classes and the monthly cost. Which membership did Logan choose? How much will he spend if he takes 12 classes in a month?

If students score 90% or above on the Checks, Then assign:

-Practice, Exercises 1-9 odd, 11-14

-Extension: Constant Rate of Change-Tables

-Proportions Exercise

2. If students score 66-89% on the Checks, then assign:

-Practice, Exercises 1-7, 9, 12, 13

-Extension: Constant Rate of Change-Tables

-Remediation: Review Resources

-Personal Tutor

-Extra Examples 1-4

-Ration and Unit Rates Exercises

3. If students score 65% or below on the Checks, then assign:

-Remediation: Review Resources

-Arrive math Take another Look exercise

-Ratios and Unit Rates exercise

Multiple Means of

Expression

Differentiation

Explain how materials will be differentiated for each of the following groups:

English Language Learners (ELL)

Students with special needs

Students with gifted abilities

Early finishers (those who finish early and may need additional sources/support)

Students with Special Needs: There is common misconception, which students may calculate the reciprocal of the constant of proportionality rather than the correct value. Before assigning the homework, I would thoroughly go over each of these questions by explaining what the question means and what is expected, so students understand.

Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how

the extension activity or homework assignment supports the learning targets/objectives.

Have students work in pairs or small groups to complete the exercise:

Create your own application problem by having students write their own real-world problems

Solve the problem another way. After completing Exercise 12, have one student from each group rotate to form a different group of students. Each student share the solution method they previously used to solve the problem.

Students can complete the practice exercises in their Interactive Student Edition. (online homework) Students can be assigned with an online homework assignment. Since Ines does not have an internet access, Ines can do pg. 29 "Practice" exercise in her workbook as homework.

Part II: Discussion

In a 100-250 words, justify how your plan creates a supportive learning environment that encourages self-advocacy, increases independence, and emphasizes the safe and ethical use of information and technology. Discuss how your unit plan reflects your MTSS approach and how the curriculum was modified to make it accessible for individuals with exceptionalities.

Support your findings with a minimum of one scholarly resource.