My lesson sequence targets WIDA ELD standards: “Level 3 developing: relate multiple uses of specific vocabulary in illustrated math sentences (e.g., “How many are left when you take away?” “Which number is to the left?”)” And “level 4 expanding: paraphrase illustrated math sentences using specific or technical vocabulary (e.g., “’How many are left?’ means, ‘What is the remainder?”’) In addition, the central focus is aligned to 4th grade Common Core Standards for math CC.4.G.1, “Draw and identify lines and angles, and classify shapes by properties of their lines and angles.”
The learning objective for lesson one is, “students will be able to identify and draw points, lines, line segments, rays, and angles.” The learning objective for lesson two is, “students will be able to classify triangles by the size of their angles.” The learning objective for lesson three is, “students will be able to identify and draw parallel lines and perpendicular lines.” The learning objective for lesson four is, “students will be able to sort and classify quadrilaterals.”
These four learning objectives are consecutively in order to ensure students understand the progression of a
…show more content…
Students learn that triangles can be classified by the sizes of their angles; one of the terms presented on the previous lesson. Additionally, this lesson precisely connects to the previous lesson because previously students had to identify and draw geometric figures, in lesson two connecting to the content, students will not only have to identify but they will need to classify. Students’ English language development targets the speaking modality, when students “turn and talk” to explain their classification reasoning while using sentence frames provided in this