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Lesson Plan Design

Subject: Math Grade: 4th Lesson Topic: Identifying Angles and their degree’s
Candidate’s Name: Edwin Hernandez ID #
Site Supervisor: Supervisor:
Date: ______4/2/20_______________________________
1. Introduction: (Identify relevant IEP goals and Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, establish transfer to prior learning, behavior expectations)
Students will identify right, acute, obtuse, and straight Rationale:
Every student has a vocational goal in which they must be
angles within a two-dimensional figure able to work on non-non-preferred tasks, or within a time

Students will be able to identify the degree of right, frame. Two examples will be provided below of two
separate vocational skills and how the the content standard
acute, obtuse, and straight angles ccss.ela-literacy. SL.4.1.B coincides with students ability to

Students will demonstrate the ability to follow achieve their IEP goal. In addition, every student has a
math goal that they are working on and I have
directions, understand the behavior expectations in the differentiated instruction to assist students that are

virtual classroom, and play their roles during the emerging learners have access to the general curriculum.

lessons. IEP GOAL #1: Vocational

Prevocational Area of Need Task: Completion

Measurable Annual Goal # 5 Goal

Content Standard By November 2020, during unstructured and non-

CCSS.MATH.CONTENT.4.G.A.1:Draw points, lines, line segments, rays, preferred academic periods (i.e. Writing Workshop,
angles (right, acute, obtuse), and perpendicular and parallel lines. Identify
Math, PE, Recess, Social Skills, and PE), Nkosi will
these in two-dimensional figures.
complete the task with expected behaviors (i.e., staying
CCSS.ELA-LITERACY.SL.4.1.B:Follow agreed-upon rules for discussions
and carry out assigned roles. on task, staying seated and working quietly) and ask for

assistance as needed with no more than 4-5 staff

prompts 80% of the time as measured by student point

sheet and teacher charted data.

TPE:
I will be addressing the following three
TPE’s:

Tpe 5: Student Engagement

TPE 7: Teaching English Learners
TPE 9: Instructional Planning
2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you measure
mastery of the outcome?)

1. Students will identify right, acute, obtuse, and straight angles Rationale:
within a two-dimensional figure 1. Students will sit and engage with
presentation and answer questions that are
2. Students will demonstrate their ability to measure acute, obtuse, asked by teacher.
and straight angels by identifying, drawing, or comparing angles.
2. Students will be placed in homogenous
groups and asked to complete a task at their
academic level
Advanced learners: will be asked to
complete and identify a formative
assessment sheet that identifies the types of
angles.
Emerging learners: will be asked to walk
around their house and identify two acute
angles, two obtuse angles, and two right
angles.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the learner outcome and prescribe
instruction accordingly. Consider: linguistic background, academic language abilities, content knowledge,
cultural and health considerations, interests and aspirations, physical development, social development,
emotional development. )

Rationale:
This lesson has been differentiated and implemented to Considering student physical social
meet the developmental needs of every student. There are development, and emotional development is
a total of 9 EBD students in the classroom. One of the important to creating an engaging lesson.
eight students is an ELL student. I have taken into The 8 EBD students in my classroom are
consideration student developmental needs and have unique in their personalities and learning
provided differentiation strategies of visuals support, abilities. Each student is at a different
clear and concise instruction, pre-teaching vocabulary to academic level, and the best way for me to
the students, and using technology to reinforce learning. address content standards and keep students
In doing so, I am able to deliver the information through learning the necessary information is by
multiple means of engagement, representation, and differentiating learning. For example, every
expression. Furthermore, I have understood and 4th grader is taught about angles and line
evaluated student’s physical, social and emotional segments. Simply because 3 of my students
development and have provided a structured and are at a 1st grade level, does not mean they
engaging lesson that helps me keep the students engaged. are deprived from learning new material;
Students are able to be immediately reinforced through rather, I differentiate their learning to match
PBIS strategy of positive praise. Lastly, IEP’s have been their academic abilities. This angles lesson
reviewed and I have formatted the lesson to meet student is differentiated to meet each student’s
IEPs and mandated accommodations. academic needs and help them learn new
mathematics vocabulary.
4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments and IEP goals,
modify Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)

1. Powerpoint Rationale:
2. Simplified instructions 1. Allows visual and video supports to be
3. Use of visuals (right, acute, obtsue, and straight angles) used as a reference points for students
and Youtube videos ( Virtual tour of Yorba Linda mansion ) 2. ELL students are learning the
to support learning language and it is important to keep the
4. Monitor student engagement by asking direct and clear language simple and concise
questions 3. Visuals, and props make the learning
5. Modify work to match student academic needs(for experience fun and engaging. It allows
example, emerging group will complete the virtual tour and the learning material to be interactive
identify obtuse, straight, and right angels found at the 4. Monitoring student engagement and
house, then they will write it down on the paper. The process is important when presenting
advanced group will receive a sheet in which they answer information.
their questions to determine understanding. 5. Allows students to participate in the
6. Individual assessments are differentiated by matching during the visual tour to help with
student academic abilities comprehension of vocabulary words. In
addition, it is a great resource for
students to reference if they need
additional guidance
6. When working with a class with
different academic levels, it is important
to adjust the curriculum to the students
academic ability. Therefore, I have
created separate tasks for each student
depending on their academic level.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
1. Computer for student and presenter so they can learn Rationale:
2. Powerpoint: Angles everywhere 1. This is important to provide a colorful
3. Access to YouTube Video “virtual tower” representation of the information that
4. Blank/lined paper for students to label, obtuse, acute, right, will be provided. In addition, it is
and straight angles important to provide visual support to
5. Pencil or pen to write with ELL students.
6. Access to Seesaw to work on assessment 2. Powerpoint will be used as a visual for
7. Summative assignments: two separate copies differentiated students to reference when I am
to meet student academic needs presenting
“Classify angles” and “Angles lesson” 3. YouTube video will be guided practice in
order to help students identify right,
obtuse, straight, and acute angles
4. Used to keep track of notes, and practice
writing and saying the different types of
angles.
5. Pencil or pen will be needed
6. I will be sharing the students work
through Seesaw and have them submit
the summative assessments through
Seesaw.
7. Advanced and emerging learners will
demonstrate their understanding by
answering questions provided on the
assessment sheet.

6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for
understanding)
Check for Understanding Rationale:
1. Begin lesson by asking students to think about what they think an angle is 1. Provides visuals and aids for students to understand
2. I will give students the opportunity to answer during our virtual class. what is occurring in the lesson.
3. Begin powerpoint, and start by defining the following important 2. Allows students the opportunity to think about the
vocabulary. information and discuss with the class. It also sets
4. Define vocabulary: Angle, Degree, Right angle, obtuse angle, acute angle, the tone for the rest of the lesson in order to capture
and straight angle. I will have students repeat the word, and visually see it student attention
on the powerpoint. 3. Allows for students to internalize information and
5. I will explain to students what the degree of an angle is so they have better provides students with visuals and guidance through
understanding. *Degree is the measurement of the rotation. the presentation
6. Ask questions to determine understanding: “what is one difference 4. Pre-teaching vocabulary is an important strategy for
between an acute angle and an obtuse angle?” “what is one characteristic ELL students. Some students are unfamiliar with the
of a right angle?” pronunciation and the meaning of the words so I
7. (guided practice)After presentations we will take a virtual tower of a want to explicitly instruct the vocabulary
Yorba Linda mansion. Students will fold lined paper into four columns. 5. Degree is another concept many students are
Then they will label each column: obtuse, acute, straight, and right. unfamiliar with. Therefore, I will emphasize the
8. Students will watch the video together and identify angles. I will provide significance of the word and give students a better
them support with identifying and saying angles. understanding of what it means when you measure
9. Students will share the items they identified and explain why it represents through a degree
that angle. 6. Asking questions is a fundamental formative
10.Students will go into breakout room into zoom and work on differentiated strategy that helps teachers gauge if students are
instruction independently: understanding the concept. However, it is the first
Group 1 ( advanced Learners): will complete a worksheet, through Seesaw, time students are being exposed to the material, so
that asks them to draw and identify angles based on drawings and degree of not everyone will get it the first time.
an angle. 7. Guided practice will allow me to begin to scaffold
Group 2: students will complete worksheet, through Seesaw, that ask them my instruction by guiding students through the
to place the correct vocabulary under the definition, identify the angles they process of identifying angles independently
see, and then label 1 acute, 1 obtuse, and 1 right angle. 8. Provides practice with real life examples of
identifying angles.
11. In closure, I will ask students to reflect and answer these questions“what 9. Sharing items that they discovered will help
is one characteristic of a an acute angle?” What is one difference between an students build confidence and retain information.
acute angle and obtuse angle?” 10.Differentiated instruction in order to help students
work independently at their own academic level. It
also provides me with physical evidence to monitor
student progress and identify students that need
additional support.
11.Provide students with the opportunity to reflect on
the content learned and summarize key information.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and provide
feedback and re-teaching)
Check for Understanding: Rationale:
1. Due to the varying academic levels in my
1. Virtual tour of the “Yorba Linda Mansion” and look for
classroom, I have split the two groups
acute, obtuse, and right angles into equal homogenous groups that
reflect their academic ability.
2. Students will take their lined/blank paper and fold into four
2. I differentiated instruction by providing a
columns. Then student will label the four columns Obtuse, challenging task to the students that are
acute, right, and acute. advanced learners, but provided them
with ample time to join the 2nd group
3. Students and I will watch the video and look to identify and begin the hands on activity. The 2nd
angles throughout the house. Every time we see an angle, group is asked to implement what we
learned into practice by walking around
they will write it down. the room searching for 3 examples of
4. At the end of the video, students will share the angles they obtuse, acute, straight, and right angles.
3. Some students need additional support so
saw in the mansion. it is important to circulate around the
5. Significance: students will have guided practice in classroom and ask the students if they
need help, and guide them throughout the
identifying and recognizing angles. activity.
4. Provide more assistance to emerging
learners and continue to engage the
advanced learners in the activity.
5. Supporting students through the process
of identification and scaffolding learning
is important to help students
independently work.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent activities
are assigned assuming that students understand the concept well enough to work on their own.)
Check for Understanding: Rationale:
1. Students will go into breakout room into zoom and work on differentiated 1. Students will be placed in homogenous
instruction independently: groups through zoom and be provided
Group 1 ( advanced learners): will complete a worksheet, through Seesaw,
with staff support. Students will also be
that asks them to draw and identify angles based on drawings and degree of
an angle. completing work that is tailored to their
Group 2 (emerging learners): students will complete worksheet, through academic abilities.
Seesaw, that ask them to place the correct vocabulary under the definition, 2. Differentiating instruction is important
identify the angles they see, and then label 1 acute, 1 obtuse, and 1 right
because my 8 students vary in academic
angle.
levels.
2. I will encourage students to use information from the powerpoint, and their
lined paper as support to answer questions about identifying angles. 3. I will monitor student progress and grade
3. Then they will submit it through SeeSaw. finished work through Seesaw when
students are finished.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly achieving
students and low achieving students.)

Rationale:
1. Engaging lesson that develops opportunities for 1. Engaging lessons that provide guided
engagement and discussion of domain specific vocabulary. practice and discussion provides students
2. Independent practice summative assessments are evidence the opportunity to comprehend the
that students are learning the material and can apply it information and apply it independently.
independently. 2. Group 1 is the emerging group. For that
3. Differentiated and modified work is important to address reason, I have created an activity that is
student varying academic needs and support their engaging and limits difficult questions
understanding of the novel content presented. and responses. In addition, the activity is
centered around presenting information
so that students have a better
understanding of angles.
3. The advanced and emerging group is
going to finish the assessment I provide
them in order for me to check their
understanding.

10. Closure: (Describe how students will reflect on what they have learned.)
At the end of the lesson, I will ask students to reflect on what Rationale:
they know about angles. I will ask them, “what is one The closure is important when working
characteristic of a an acute angle?” What is one difference with these students because it will build off
between an acute angle and obtuse angle?” I would like to ask of their prior learning. Also, it will help
students simple questions in order to properly address every them learn new material and help them
student in the class and have them understand the material. check their understanding.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well? What needs
to be changed? Were learning outcomes met? What activities will you add, change, modify in the future?
What can be done to follow up on the learning from this lesson? Who needs additional help? Who needs
enrichment or higher level work?)