EDTPA TASK 1 ASSIGNMENT INSTRUCTIONS OVERVIEW “edTPA is a performance-based, subject-specific assessment and support system used by teacher preparation programs throughout the United States to emphasi

Elementary Education PreK-6 Central Focus: Understanding and identifying symmetry in basic geometric shapes.

Subject: MathematicsLearning Segment Theme: Symmetry in GeometryWhere in the learning segment does this lesson occur? Beginning Middle End Lesson Structure or Grouping: Whole Class Small Group 1:1 Other (specify): Click or tap here to enter text. STUDENT ASSETS (KNOWLEDGE OF STUDENTS) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) Students are interested in hands-on activities and enjoy visual learning with shapes and colors.

Cultural (Traditions, dialects, worldview, literature, arts, etc.) The classroom includes students from diverse cultural backgrounds, some of whom speak multiple languages.

Community (Landmarks, community events, etc.) The school is in a community with access to cultural and natural resources that support learning about patterns and symmetry.

Developmental (Cognitive, physical, social, and emotional) Students display cognitive curiosity about spatial concepts, and they are at a developmental stage where they benefit from structured guidance. CONTENT STANDARDS State StandardsVA Math SOL 2.12 - The student will draw a line of symmetry in a figure and identify figures with at least one line of symmetry.

National StandardsNCTM Geometry Standard for Grades Pre-K–2 - Recognize, name, build, draw, compare, and sort two- and three-dimensional shapes; describe attributes and parts of two- and three-dimensional shapes.

InTASC StandardsStandard #7: Planning for Instruction - The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, and pedagogy. LEARNING OBJECTIVE(S) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. After observing visual examples, students will identify symmetrical shapes and draw a line of symmetry on at least 4 out of 5 shapes, achieving 80% accuracy. BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET EDSP 525Page 2 of 11 How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? Display images of butterflies and ask students, "What do you notice about these butterflies?" Students will discuss observations with a partner, drawing connections to symmetry. MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class?

How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. Instruction/ModelingDefine "symmetry" using simple visuals on the SmartBoard. Explain that symmetry is when one half of a shape mirrors the other.

Show a 2-minute video on symmetry, emphasizing the concept visually.

Provide a guided note sheet where students write a brief definition and identify examples of symmetrical shapes.

Display various shapes on the board and prompt students to decide if each shape is symmetrical Guided PracticeDivide students into small groups. Distribute geoboards and rubber bands, asking them to create shapes with at least one line of symmetry. Circulate to offer support and feedback.

Independent PracticeProvide each student with a worksheet showing various shapes. Instruct them to draw a line of symmetry on each, coloring each side identically to reinforce symmetry visually. END: CLOSURE How will you end the lesson in a way that promotes student learning and retention? Summarize the lesson by asking, "Can anyone think of an example of symmetry outside of shapes?" Encourage connections to everyday objects, like buildings or faces. EVIDENCE AND ASSESSMENT OF STUDENT LEARNING How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning? EDSP 525Page 3 of 11 Diagnostic/Pre-assessment(s) (could be prior to the lesson) Observe how students initially approach creating symmetrical shapes on geoboards to assess prior knowledge.

Formative Assessments/Feedback to Learners (part of the activities in the lesson) Use guided notes and whiteboards for real-time responses to ensure students understand symmetry.

Summative Assessment (matches the objective) Provide a short symmetry quiz where students identify and draw lines of symmetry on shapes, linking to the objective. ACADEMIC LANGUAGE DEMANDS Language Demand(s)Symmetry, mirror image, line of symmetry. Language Support(s)Visuals, definitions on anchor charts, and guided notes to clarify terms.

Essential VocabularySymmetry, line of symmetry, symmetrical, asymmetrical. LU SOE-SPECIFIC LESSON REQUIREMENTS Character EducationHighlight the importance of precision and balance, essential in symmetry and beneficial life skills.

MaterialsSmartBoard, PowerPoint with butterfly images, geoboards, rubber bands, whiteboards, markers, symmetry worksheets, crayons/colored pencils.

Technology ConnectionUse the SmartBoard for the video and visuals, providing an interactive experience. CONSIDER THE FOLLOWING QUESTION FOR THE NEXT SECTION OF THIS FORM: How will you support students to meet your goals? EXPLICITLY describe what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus). Planned SupportsProvide structured visuals, hands-on activities, and allow peer discussions to reinforce symmetry concepts. SUPPORTS: DIFFERENTIATION/EXTENSION How will you provide successful access to the key concepts to all the students at their ability levels? Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.) Large print worksheets for students with visual impairments; additional time for those with learning disabilities.

ELLPair ELL students with peers and provide translated terms as needed. EDSP 525Page 4 of 11 Learning Styles/Student Engagement Visual (SmartBoard, videos), auditory (discussion), and kinesthetic (geoboard activity) engagement.

ExtensionClick or tap here to enter text. REFERENCES: RESOURCES Cite all sources used in the development of the lesson materials and resources, including URLs or other references. Council of Chief State School Officers. (2013). InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0. REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN Cite all research used to support instructional design, including URLs or other references. National Council of Teachers of Mathematics. (2014). Geometry Standards. Retrieved from https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/ EDSP 525Page 5 of 11 LESSON PLAN #2 PRELIMINARY INFORMATION Candidate Name: Click or tap here to enter text.

Grade Level: 2Candidate’s Endorsement:

Elementary Education PreK-6 Central Focus: Reinforcing and practicing symmetry identification in diverse shapes.

Subject: MathematicsLearning Segment Theme: Symmetry in GeometryWhere in the learning segment does this lesson occur? Beginning Middle End Lesson Structure or Grouping: Whole Class Small Group 1:1 Other (specify): Click or tap here to enter text. STUDENT ASSETS (KNOWLEDGE OF STUDENTS) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) Students enjoy hands-on and collaborative activities, allowing them to explore shapes with peers.

Cultural (Traditions, dialects, worldview, literature, arts, etc.) Classroom diversity includes students with various home languages and cultural experiences, adding richness to visual learning.

Community (Landmarks, community events, etc.) The community's natural and built environments include symmetrical patterns, which students can observe in familiar settings.

Developmental (Cognitive, physical, social, and emotional) Students are building foundational geometry skills, with an emphasis on visual discrimination and spatial awareness. CONTENT STANDARDS State StandardsVA Math SOL 2.12 - The student will draw a line of symmetry in a figure and identify figures with at least one line of symmetry.

National StandardsNCTM Geometry Standard for Grades Pre-K–2 - Recognize, name, build, draw, compare, and sort two- and three-dimensional shapes.

InTASC StandardsStandard #4: Content Knowledge - The teacher creates meaningful learning experiences to ensure mastery of symmetry concepts. LEARNING OBJECTIVE(S) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. Objective: Given various shapes, students will draw lines of symmetry and classify each shape as symmetrical or asymmetrical with at least 4 out of 5 shapes correctly identified. BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? EDSP 525Page 6 of 11 Show a brief slideshow of common objects (e.g., snowflakes, leaves, buildings) and ask, “Which of these objects are symmetrical?” This will prompt students to recall previous knowledge and spark curiosity. MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class?

How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. Instruction/ModelingRevisit the definition of symmetry with an anchor chart.

Use the SmartBoard to model drawing lines of symmetry on various shapes, demonstrating examples and non- examples.

Discuss why some shapes have more than one line of symmetry and the importance of identifying symmetry accurately.

Guided PracticeIn pairs, students receive a set of cut-out shapes (e.g., circles, rectangles, triangles) and practice drawing lines of symmetry.

Encourage students to check each other's work and discuss their choices.

Circulate to provide guidance and check for understanding.

Independent PracticeEach student receives a worksheet with a range of symmetrical and asymmetrical shapes. They will draw lines of symmetry where possible and classify each shape as symmetrical or asymmetrical. END: CLOSURE How will you end the lesson in a way that promotes student learning and retention? Conclude by asking students to name other items in their environment that could have lines of symmetry. Reinforce that symmetry is a recurring pattern in both natural and human-made objects. EVIDENCE AND ASSESSMENT OF STUDENT LEARNING How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning? Diagnostic/Pre-assessment(s) (could be prior to the lesson) Review responses in the pair activity to see if students understand basic symmetry concepts. EDSP 525Page 7 of 11 Formative Assessments/Feedback to Learners (part of the activities in the lesson) Provide feedback as students work on the cut-out shapes and during guided practice.

Summative Assessment (matches the objective) Use the independent worksheet to assess if students can accurately identify symmetry in new shapes, aligning with the objective. ACADEMIC LANGUAGE DEMANDS Language Demand(s)Symmetry, asymmetry, mirror line, line of symmetry. Language Support(s)Reinforce vocabulary with anchor charts and interactive activities.

Essential VocabularySymmetry, asymmetry, line of symmetry, classify. LU SOE-SPECIFIC LESSON REQUIREMENTS Character EducationHighlight cooperation and constructive feedback during pair work.

MaterialsSmartBoard, slideshow, cut-out shapes, symmetry worksheets, colored pencils.

Technology ConnectionUse the SmartBoard for interactive modeling of symmetry on various shapes. CONSIDER THE FOLLOWING QUESTION FOR THE NEXT SECTION OF THIS FORM: How will you support students to meet your goals? EXPLICITLY describe what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus). Planned SupportsScaffold with visuals and peer interactions to support comprehension of symmetry concepts. SUPPORTS: DIFFERENTIATION/EXTENSION How will you provide successful access to the key concepts to all the students at their ability levels? Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.) Offer larger shapes for visually impaired students and allow extra time for those needing additional support ELLUse visuals and sentence starters (e.g., "This shape is symmetrical because…") to aid comprehension.

Learning Styles/Student Engagement Visual learners benefit from modeling; kinesthetic learners from hands-on activities.

ExtensionAdvanced students can experiment with identifying multiple lines of symmetry in complex shapes. EDSP 525Page 8 of 11 REFERENCES: RESOURCES Cite all sources used in the development of the lesson materials and resources, including URLs or other references. NCTM Standards, retrieved from https://www.nctm.org/Standards-and-Positions/Principles- and-Standards/ REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN Cite all research used to support instructional design, including URLs or other references. Liggett, R. (2017). Impact of Manipulatives on Math Achievement for Grade 2 Students.

Brock Education Journal. EDSP 525Page 9 of 11 LESSON PLAN #3 PRELIMINARY INFORMATION Candidate Name: Click or tap here to enter text.

Grade Level: 2Candidate’s Endorsement:

Elementary Education PreK-6 Central Focus: Applying knowledge of symmetry to create symmetrical designs.

Subject: MathematicsLearning Segment Theme: Symmetry in GeometryWhere in the learning segment does this lesson occur?

Beginning Middle End Lesson Structure or Grouping: Whole Class Small Group 1:1 Other (specify): Click or tap here to enter text. STUDENT ASSETS (KNOWLEDGE OF STUDENTS) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) Students enjoy creative activities, allowing them to express individuality within structured guidance.

Cultural (Traditions, dialects, worldview, literature, arts, etc.) Class includes students from diverse backgrounds with different cultural symbols, which can inspire symmetry designs.

Community (Landmarks, community events, etc.) Students may incorporate familiar symmetrical shapes or patterns from their community.

Developmental (Cognitive, physical, social, and emotional) Students are prepared to independently apply skills in symmetry after prior practice. CONTENT STANDARDS State StandardsVA Math SOL 2.12 - The student will draw a line of symmetry in a figure and identify figures with at least one line of symmetry.

National StandardsNCTM Geometry Standard - Create and recognize symmetry in two-dimensional designs.

InTASC StandardsStandard #5: Application of Content - Teachers engage learners in applying concepts, such as symmetry, to their designs. LEARNING OBJECTIVE(S) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. Using paper and art supplies, students will create a symmetrical design with at least one line of symmetry, reflecting understanding through a class presentation. BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? Show examples of symmetrical artwork (e.g., mandalas) and ask, “What makes these designs symmetrical?” Use this as inspiration for their creations. EDSP 525 Page 10 of 11 MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class?

How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. Instruction/ModelingDemonstrate how to fold paper and cut shapes to create symmetrical designs.

Discuss how symmetry can enhance patterns and designs in art.

Guided PracticeIn small groups, students brainstorm design ideas and choose materials. Encourage discussion on how they plan to ensure symmetry.

Independent PracticeEach student creates their own symmetrical design using colored paper, scissors, and markers. They must show at least one line of symmetry in their work. END: CLOSURE How will you end the lesson in a way that promotes student learning and retention? Students display their artwork and explain the symmetry used. This serves as a summative assessment and encourages peer feedback. EVIDENCE AND ASSESSMENT OF STUDENT LEARNING How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning? Diagnostic/Pre-assessment(s) (could be prior to the lesson) Observe group brainstorming to assess if students grasp the concept of applying symmetry.

Formative Assessments/Feedback to Learners (part of the activities in the lesson) Provide feedback during the creation of symmetrical designs, checking for symmetry.

Summative Assessment (matches the objective) Students present their finished designs, describing how they achieved symmetry, allowing assessment of understanding. ACADEMIC LANGUAGE DEMANDS Language Demand(s)Symmetry, line of symmetry, design, mirror image. Language Support(s)Use visual examples and hands-on demonstration to clarify terms.

Essential VocabularySymmetry, line of symmetry, design. EDSP 525 Page 11 of 11 LU SOE-SPECIFIC LESSON REQUIREMENTS Character EducationEmphasize creativity and pride in personal work while respecting others' designs.

MaterialsPaper, scissors, colored pencils, markers, glue.Technology ConnectionDisplay examples of symmetrical art via projector or SmartBoard. CONSIDER THE FOLLOWING QUESTION FOR THE NEXT SECTION OF THIS FORM: How will you support students to meet your goals? EXPLICITLY describe what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus). Planned SupportsScaffold creativity with clear instructions and demonstrations, supporting a range of artistic abilities. SUPPORTS: DIFFERENTIATION/EXTENSION How will you provide successful access to the key concepts to all the students at their ability levels? Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.) Adapt materials as needed for motor skills; provide templates for students needing additional support.

ELLEncourage use of bilingual dictionaries and visual aids. Learning Styles/Student Engagement Kinesthetic (hands-on design), Visual (examples of symmetry).

ExtensionAdvanced students can create more complex symmetrical designs with multiple lines of symmetry. REFERENCES: RESOURCES Cite all sources used in the development of the lesson materials and resources, including URLs or other references. NCTM Standards, retrieved from https://www.nctm.org/Standards-and-Positions/Principles- and-Standards/ REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN Cite all research used to support instructional design, including URLs or other references. Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms.