Geometry – Unit 2 – ELL Scaffolds
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 1 |Generate proofs that demonstrate that all circles are similar. |Sequence the steps and explain proofs that demonstrate that all circles are |VU: Proof, radius/radii, translate, |
|CCSS: | |similar orally and in writing using a Teacher Modeling, a word wall, and |dilation, congruent |
|G.C.1 | |Partner work. | |
|WIDA ELDS: 3 | | | |
|Speaking | | | |
|Writing | | | |
| | | |LFC: Embedded clauses |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling |
| |Math Journal/dictionary |Math Journal/dictionary |Math Journal/dictionary |Partner work | |
| |Partner work |Partner work |Partner work | | |
| |Word/Picture Wall |Word/Picture Wall |Sentence Starter | | |
| |L1 text and/or support |L1 text and/or support |Word wall | | |
| |Illustrations |Sentence frames | | | |
| |Cloze sentences | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 2 |Justify the properties of dilations given by a center and a scale factor. A dilation takes |Demonstrate comprehension of the properties of dilations written word |VU: Scale factor, image, dilation, |
|CCSS: |a line not passing through the center of the dilation to a parallel line, and leaves a line|problems by drawing the model in order to answer questions using models, |origin, hypotenuse |
|G.SRT.1 |passing through the center unchanged (the dilation of a line segment is longer or shorter |Charts and word/symbol banks. | |
|WIDA ELDS: 3 |in the ratio given by the scale factor). |Explain in writing the properties of dilations using word wall, Math | |
|Speaking | |Journal and sentence frames. | |
|Reading | | | |
|Writing | | | |
| | | |LFC: Future tense, cause effect |
| | | |statements |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports|Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling |
| |Charts |Charts |Charts |Charts |Charts |
| |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Sentence Starter |Math Journal | |
| |Word/Picture Wall |Word/Picture Wall |Word wall | | |
| |L1 text and/or support |L1 text and/or support |Math Journal | | |
| |Math Journal |Sentence frames | | | |
| |Cloze sentences |Math Journal | | | |
| | | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 3 |Given two figures, use the definition of similarity in terms of similarity transformations |Justify, answers by explaining, that two triangles are similar using the |VU: Given, valid, justify, |
|CCSS: |to decide if they are similar; explain using similarity transformations the meaning of |similarity transformations using a model, Math Journal, Sentence Starters,|coordinate plane, similarity |
|G.SRT.2 |similarity for triangles as the equality of all corresponding pairs of angles and the |and Partner work. |statement |
|WIDA ELDS:3 |proportionality of all corresponding pairs of sides. | | |
|Writing | | | |
|Reading | | | |
| | | |LFC: Cause and effect statements |
| | | |and signal words |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports|Teacher Modeling |Teacher Modeling |Teacher Modeling |Math Journal |Math Journal |
| |Math Journal |Math Journal |Math Journal |Partner work | |
| |Partner work |Partner work |Partner work | | |
| |Word/Picture Wall |Word/Picture Wall |Sentence Starter | | |
| |L1 text and/or support |L1 text and/or support |Word wall | | |
| |Illustrations |Sentence frames | | | |
| |Cloze sentences | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 4 |Use the properties of similarity transformations to establish the AA criterion|Explain in writing how Justify the AA criterion for similar triangles using |VU: Angle-angle criterion, ASA |
|CCSS: |for two triangles to be similar. |properties of similarity transformations can establish similarity in triangles |congruence test, similarity |
|G.SRT.3. | |using an applet, Manipulatives, a word wall and a model. | |
|WIDA ELDS: 3 | | | |
|Speaking | | | |
|Writing | | | |
| | | |LFC: Cause and effect transitional |
| | | |phrases, prepositional phrases |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Applet |Applet |Applet |Applet |Applet |
| |Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling |
| |Manipulatives |Manipulatives |Manipulatives |Partner work |Partner work |
| |Partner work |Partner work |Partner work | | |
| |Word wall |Word wall |Sentence Starter | | |
| |L1 text and/or support |L1 text and/or support |Word wall | | |
| |Pictures/illustrations |Sentence frames | | | |
| |Cloze sentences | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 5 |Prove theorems about triangles. |Sequence and explain the steps to prove theorems about triangles using a Graphic |VU: Symmetric, reflexive property, |
|CCSS: | |Organizers, a word wall, Illustrations/diagrams/drawings and Prompts. |midpoint |
|G.CO.10, G.SRT.4 | | | |
|WIDA ELDS: 3 | | | |
|Speaking | | | |
|Writing | | | |
| | | |LFC: Mathematical statements: point T |
| | | |is the midpoint of… |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Graphic Organizers Student-generated |Graphic Organizers |Graphic Organizers |Graphic Organizers |Graphic Organizers |
| |dictionary |Student-created dictionary |Prompts | | |
| |Partially completed proof |Partially completed proof |Sentence Starter | | |
| |Prompts |Prompts |Word wall | | |
| |Word wall |Word wall | | | |
| |L1 text and/or support |L1 text and/or support | | | |
| |Cloze sentences |Sentence frames | | | |
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