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·What resources am I using to teach the standard(s) and move students toward mastery of my lesson objective(s)?

·What resources in my curriculum are useful here?

·What is missing from my curriculum resources?

·Where can I find resources to support the curriculum I already have?

·Where can I make connections to other subject areas and find the resources to do so?

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·What am I going to use/not use?
·What do I need to adjust?
·What is my plan for implementation with the materials?
·Are these materials and my instructional design meeting all students' needs?

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What instructional delivery method will I use? (Gradual Release of Responsibility Model (GRRM), Engineering Design Process, Launch, Release, Return, 5 E's)

How will I create opportunities for strategic productive struggle?

What teacher moves will I use (explicit teacher talk, modeling, providing support based on specific student struggles)?

How will I provide opportunities for cooperative learning in your lesson?

Where will students be leading the work?

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What standard(s) am I teaching?

What do I want students to know, understand and understand?

What is the lesson objective?

What is their prior learning on this subject?

Who are the students that I am teaching? What do they already know?

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What is the overarching question we are answering in this lesson? How will I know if they have learned the objective?

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I Do: (20 minutes)

I will go over expectations and lesson objectives.

I will use the CCD and anchor chart to review angles with the students.

I will then direct students to swap tables and use their expo markers to identify the angles of a different table. Table 1 goes to table 3, table 2 goes to table 4, table 3 goes to table 5, table 4 goes to table 2, and table 5 goes to table 1.

I will bring the students back together to review the different angles they observed.

I will ask students how they are feeling.

Questions:

Can you find any new vocabulary words and what they mean?

What are some important details that help us identify angles?

Can you find any of these angles in the classroom around you?

How are they difference? How do you know?

What connections can you make?

How can you see this in the world around you?

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Create a concept map on the topic/key concepts for your focus benchmark.

You can use paper/pencil and take a picture or use canva or other digital tool.

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What connections can you make between your focus standard concept(s) and the real world?

One connection I can make between the benchmark and the real world is by using the corner of students papers to identify right angles, since this is a material they will almost always have with them. I can also identify different angles in the world around them and ask for suggestions.

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We Do: (20 minutes)

I will explain to students that we are now going to practice what we have learned with 4 examples.

We will classify the angle and then label the angle based off the points.

I will model the first example of the work together, and then have students turn and talk about what I did and if I was correct.

Then we will do examples 2 and 3 together as a class repeating the same routine.

Then students will complete the last example independently and then review the answers.

I will ask students how they are feeling and ask about any questions.

Questions:

Can you find any new vocabulary words and what they mean?

What are some important details that help us identify angles?

Can you find any of these angles in the classroom around you?

How are they difference? How do you know?

What connections can you make?

How can you see this in the world around you?

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Lesson Objective: (What do you want students to be able to do. Should connect to standard.)

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Lesson Objective: (What do you want students to be able to do. Should connect to standard.)

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4.GR.1.1

Informally explore angles as an attribute of two-dimensional figures. Identify and classify angles as acute, right, obtuse, straight or reflex. ​

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Overarching Question or Essential Question (must connect to standard)

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Overarching Question or Essential Question (must connect to standard)

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What are angles and how do we classify them?

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ELLs- 5 students

HAR:  Repeated directions, extra time.

WA: Repeated directions, extra time.

AA: Repeated directions, extra time.

EA: Repeated directions, extra time.

MA: Repeated directions, extra time.

AD: Repeated directions, extra time.

CDC: Repeated directions, extra time.

NF: Repeated directions, extra time.

NH: Repeated directions, extra time.

AMM: Repeated directions, extra time.

YMP: Repeated directions, extra time.

BN: Repeated directions, extra time.

AOL: Repeated directions, extra time.

MP: Repeated directions, extra time.

ER: Repeated directions, extra time.

LR: Repeated directions, extra time.

MTSS (in process to ESE)- 0 students

ESE- 0 students

504 (needs accommodations for medical reason)- 0 students

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How will you monitor their understanding?

I will use anecdotal notes, verbal responses, and physical responses (thumbs-up-down- and in the middle).

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They already had a brief introduction of the angle vocabulary on Friday of last week, but this will be the full introduction lesson for angles.

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What will they complete individually at the end of the lesson?

The student’s performance will be assessed using a exit ticket worksheet where they will be required to independently complete two multiple choice questions where they will identify and classify an angle, and then label the angle based on the different points included. Therefore, assessing their ability and understanding of different angles and how to label them.

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1. The students will be using their Cognitive Content Dictionary when we are reviewing the different angles.

2. We will also use TPR movements and gestures when classifying the different angles.

3. Angles GoNoodle song.

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You Do: (10 minutes)

I will explain to students that they are now expected to independently complete their exit ticket where they will answer two multiple choice questions.

I will remind students of the tier 1 supports they have provided to them. I will also remind students to use their math work journals that provide them with different examples.

I will release students. Then give students instant feedback as they are completing the assessment or support for struggling students.

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·What do I have?

·What is missing?

·How am I supporting diverse student needs?

·How will I make this lesson engaging?

·What resources or manipulatives will you need to make available?

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Song:

https://youtu.be/an1tG3upvow?si=4a79k3ficZOcc-68

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Lines and Angles | Songs for Kids | Dance Along | GoNoodle