GISD Secondary PLC Unit Plan

Course: Geometry
Author: Ms. Ruiz, Mayra

Proportions of Circles

*Lesson plan is subject to change based on the needs of the class

Instructional Cycle: 10 days

What Scale(s) or Topic does this Unit Address?

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11/Geometry-NMIS-2.1.pdf
PLC Question 1: What learning from Scales or Topic do we want students to be able to do?
The student will:
Target 1—Use radian measure to describe the relationship between the length of an arc of a circle and the circle’s radius (for example, use
the properties of similarity to show that the ratio of an arc of a circle intercepted by a given angle to the circle’s radius is constant across all
circles, and calculate an arc length expressing the solution using radians).
Target 2—Derive and use the formula for the area of a sector (for example, identify the area of a sector as proportional to the area of the entire
circle and use that proportion to derive the formula for the area of a sector from the formula for the area of a circle as well as find sector areas in
real world problems).
Foundational 1 - The student will recognize or recall specific vocabulary (for example, radian) and perform basic processes such as:
• Explain why the length of an arc of a circle intercepted by an angle is proportional to the circle’s radius.
• Explain that the proportion of the length an arc of a circle intercepted by a given angle to the circle’s radius is constant across all circles.
• State that an angle with a measure of one radian intercepts an arc of a circle with a length equal to one radius of the circle.
• State that the total angle of a circle is equal to
2π radians.
180 π
• State that one radian is equal to π degrees and one degree is equal to 180 radians.
Foundational 2 - The student will recognize or recall specific vocabulary (for example, sector) and perform basic processes such as:
• Explain that the ratio of any central angle
 θ θ
θ to the entire angle of a circle can be expressed as 2π
, in which θ is expressed in radians, or 360
, in which θ is expressed in degrees.
• Explain that the area of a sector is proportional to the area of the entire circle.
• Explain that the ratio of an area of a sector to the area of the circle is equal to the ratio of the sector’s angle to the angle of the entire circle.
θ 1
• Explain that the area of a sector with an angle of θ radians can be expressed as 2π × 2 ×2π𝑟×𝑟.
θ 2
• State that the formula for the area of a sector with an angle of θ is 𝐴 = 2
𝑟 , in which θ is expressed in radians and 𝑟 is the radius, or
θ 2
𝐴= 360
π𝑟 , in which θ is expressed in degrees and 𝑟 is the radius.

Previous Learning - Next Grade Level Learning -

For Target 1, the next level of learning could involve applying the
​ Circle basics: Students should be familiar with the equation of a circle in various contexts, such as finding intersections
basic properties of circles, including the radius, with other shapes or lines, or using it in geometry problems that
diameter, circumference, and area of a circle. They involve circles. Students could also explore the properties of circles,
should understand how these properties are related and such as tangents, secants, and chords, and how these relate to the
how to calculate them. equation of a circle.
​ Angle measure: Students should understand the
concept of angles, including how to measure them in For Target 2, students could explore more complex equations of
degrees and radians. circles, such as those involving ellipses, hyperbolas, or parabolas.
They could also learn about transformations of circles, such as
​ Similarity: Students should understand the concept of translations, rotations, and dilations, and how these transformations
similarity between geometric figures, including affect the equation of a circle. Additionally, students could learn
circles. They should know how to use similarity to about applications of circles in real-life situations, such as in
establish relationships between different parts of engineering, architecture, or physics.
similar figures.
​ Proportions: Students should be comfortable working
with proportions and understanding how they can be
used to solve problems involving similar figures.
​ Basic trigonometry: While not explicitly mentioned in
the targets, a basic understanding of trigonometric
functions (sine, cosine, tangent) and their relationships
to angles in a circle can be helpful for understanding
radian measure and the properties of circles.
​ Algebra: Students should be comfortable with
algebraic manipulation, as they may need to rearrange
formulas and solve equations involving variables.
 Vocabulary/Language

Key Academic Vocabulary Functions

For Target 1, students must learn the following academic For Target 1
vocabulary:
​ Describe: Students will use radian measure to describe the
​ Circle: A closed curve where all points are equidistant relationship between the length of an arc of a circle and the
from a fixed point called the center. circle's radius. They will explain that the ratio of an arc of a
​ Radius: A line segment from the center of a circle to circle intercepted by a given angle to the circle's radius is
any point on the circle. constant across all circles.
​ Equation: A mathematical statement that asserts the ​ Explain: Students will explain the properties of similarity that
equality of two expressions. allow them to show the above ratio is constant. They will also
​ Pythagorean Theorem: A fundamental relation in explain how to calculate an arc length expressing the solution
Euclidean geometry among the three sides of a right using radians.
triangle. ​ Apply: Students will apply their understanding to solve
​ Derive: To obtain or deduce from a source or origin. problems involving arc lengths and radii of circles. They may
be asked to calculate arc lengths given the radius and angle
For Target 2, students must learn the following academic measure, or vice versa.
vocabulary: ​ Justify: Students will justify their calculations and
conclusions using the properties of circles, similarity, and the
​ Center: The point inside a circle that is equidistant definition of radians.
from all points on the circle.
​ Complete the square: A method used to rewrite
 quadratic expressions in the form (x - h)^2 + (y - k)^2 For Target 2
= r^2.
​ Manipulate: To handle or control in a skillful manner. ​ Describe: Students will describe the formula for the area of a
​ Identify: To recognize or distinguish as a particular sector of a circle and explain how it is derived from the
person or thing. formula for the area of a circle.
​ Radius: A line segment from the center of a circle to ​ Derive: Students will derive the formula for the area of a
any point on the circle. sector by identifying the area of a sector as proportional to
the area of the entire circle. They will use this proportion to
derive the formula.
​ Apply: Students will apply the formula for the area of a
sector to solve real-world problems. They may be given
scenarios where they need to find the area of a sector, such as
calculating the area of a pizza slice or a portion of a pie chart.
​ Analyze: Students will analyze different sectors of circles to
understand how their areas change with different radii and
central angles. They may compare sectors with different
angles or radii to see the effect on area.
​ Evaluate: Students will evaluate the appropriateness of using
radians versus degrees in different situations involving
sectors of circles. They will consider which unit of measure is
more useful and why.

Scaffolding Strategies Features

Graphic Organizers: Clear Definitions and Explanations:

Provide graphic organizers that visually represent the ● Begin with clear and concise definitions of key terms related to
relationships between angles, sides, and triangles in functions, such as domain, range, input, output, and the function
similarity theorems. This can help students organize itself. Provide explanations in simple language, ensuring that
information and see the patterns more clearly. students grasp the fundamental concepts.
Step-by-Step Guides:
Visual Representations:
 Provide clear instructions for each step, making the ● Use visual aids, such as graphs, charts, and diagrams, to
process illustrate the concept of a function. Connecting graphical
more manageable for students. representations to algebraic expressions helps students bridge
the gap between visual understanding and symbolic notation.
Visual Aids:
Real-Life Examples:
Use visual aids such as diagrams and models to
illustrate the concepts. Visual representations can Relate functions to real-life examples to make the concept
enhance understanding and help students visualize the more
relationships between triangles. tangible. Show how functions are used in various fields like
finance, science, and everyday situations, emphasizing the
Concrete Examples: practical relevance of understanding functions.

Start with concrete examples before moving to Interactive Activities:

abstract concepts. Use specific triangles and
measurements to demonstrate the application of Incorporate interactive activities and hands-on experiences.
similarity theorems. This could involve using manipulatives, interactive online
tools, or physical models to explore the relationship between
Peer Collaboration: variables in different contexts.

Encourage peer collaboration and discussion. Technology Integration:

Working with peers allows students to share ideas, ask
questions, and learn from each other's perspectives. Utilize technology tools such as graphing calculators,
interactive simulations, or software programs to visualize and
Questioning Techniques: manipulate functions. These tools can enhance engagement
and provide dynamic representations of mathematical
Use effective questioning techniques to guide students' concepts.
thinking. Ask probing questions that lead them to
discover key concepts and connections on their own. Problem-Solving Approach:

Interactive Activities: Present functions in the context of problem-solving.

Create scenarios where students need to analyze and model
Incorporate hands-on, interactive activities that situations using functions, emphasizing the practical
engage students in exploring triangle similarity. This application of this mathematical concept.
could include using manipulatives or interactive online
simulations. Sequential Learning:
Real-World Applications: Break down the learning process into sequential steps.
Relate the concepts to real-world applications. Start with simple, one-variable functions before progressing
Discuss how triangle similarity is used in various to more complex concepts like composite functions or
fields, such as architecture, engineering, or physics, to transformations.
make the content more relevant and interesting.
Peer Collaboration:

Clear Definitions and Explanations: Encourage collaborative learning.

Group activities, peer discussions, and collaborative projects
Begin with clear and concise definitions of key terms can provide additional perspectives and insights, fostering a
related to functions, such as domain, range, input, deeper understanding of
output, and the function itself. Provide explanations in
simple language, ensuring that students grasp the Use formative assessment techniques to gauge students'
fundamental concepts. understanding at various points. Adjust instruction based on
their responses to address misconceptions and provide
Visual Representations: additional support where needed.

Use visual aids, such as graphs, charts, and diagrams, Modeling:

to illustrate the concept of a function.
Connecting graphical representations to algebraic Model problem-solving processes explicitly.
expressions helps students bridge the gap between Demonstrate how to approach problems related to
visual understanding and symbolic notation. triangle similarity, emphasizing the reasoning and steps
Involved.
Real-Life Examples:
Gradual Release of Responsibility:
Relate functions to real-life examples to make the
concept more tangible. Show how functions are used Gradually shift the responsibility from teacher-led
in various fields like finance, science, and everyday instruction to student independence. Begin with more
situations, emphasizing the practical relevance of guidance and gradually reduce support as students
understanding functions. become more proficient.
Interactive Activities: Feedback:

Incorporate interactive activities and hands-on Provide timely and specific feedback. Highlight both
experiences. This could involve using manipulatives, correct and incorrect aspects of students' work, of ering
interactive online tools, or physical models to explore constructive feedback that guides them toward improvement.
the relationship between variables in different
 contexts. Formative Assessment:

Technology Integration: Use formative assessment strategies to gauge student

understanding during the learning process. Regular quizzes,
Utilize technology tools such as graphing calculators, polls, or short discussions can help identify and address
interactive simulations, or software programs to misconceptions promptly.
visualize and manipulate functions. These tools can
enhance engagement and provide dynamic Concept Mapping:
representations of mathematical concepts.
Create concept maps or graphic organizers that visually
Problem-Solving Approach: represent the relationships within functions. This can help
students organize their thoughts and see the connections between
Present functions in the context of problem-solving. different components of a function.
Create scenarios where students need to analyze and
model situations using functions, emphasizing the Real-Time Feedback:
practical application of this mathematical concept.
Provide timely and specific feedback. Of er constructive
Sequential Learning: feedback on assignments and assessments, highlighting both
correct approaches and areas for improvement.
Break down the learning process into sequential steps.
Start with simple, one-variable functions before Scaffolded Learning:
progressing to more complex concepts like composite
functions or transformations. Scaffold the learning process by gradually increasing the
complexity of problems and concepts.
Peer Collaboration: Provide support as needed, and gradually release
responsibility as students become more confident in their
Encourage collaborative learning. Group activities, understanding
peer discussions, and collaborative projects can
provide additional perspectives and insights, fostering
a deeper understanding.

Use formative assessment techniques to gauge

students' understanding at various points. Adjust
instruction based on their responses to address
misconceptions and provide additional support where
needed.
Modeling:

Model problem-solving processes explicitly.

Demonstrate how to approach problems related to
triangle similarity, emphasizing the reasoning and
steps involved.

Gradual Release of Responsibility:

Gradually shift the responsibility from teacher-led

instruction to student independence. Begin with more
guidance and gradually reduce support as students
become more proficient.

Feedback:

Provide timely and specific feedback. Highlight both

correct and incorrect aspects of students' work, offering
constructive feedback that guides them toward
improvement.

PLC Question Two: Using the proficiency scale or topic, how will we plan assessment and instruction to know if students are
learning the target content from the scale/topic?

To plan assessment and instruction to know if students are learning the target content from the proficiency scale or topic, we can use a
variety of strategies:

Formative Assessment: Regularly assess student understanding during instruction using quizzes, polls, or verbal checks. This
will help identify misconceptions and adjust instruction accordingly.
Performance Tasks: Design tasks that require students to apply their understanding of the target content in real-world
scenarios. This could include calculating arc lengths, deriving formulas, or solving problems involving sectors of circles.
 Peer Assessment: Incorporate peer assessment activities where students evaluate each other's work based on the criteria
outlined in the proficiency scale or topic. This can provide valuable feedback to both the assessor and the assessor.
Self-Assessment: Encourage students to self-assess their understanding of the target content using the proficiency scale. This
can help them track their progress and identify areas for improvement.
Feedback: Provide timely and specific feedback to students on their performance, highlighting areas of strength and areas for
growth. This feedback should align with the criteria outlined in the proficiency scale or topic.
Differentiated Instruction: Offer instruction that meets the diverse needs of students. Provide additional support or challenges
based on individual student performance and understanding.
Assessment Tools: Use a variety of assessment tools, such as written tests, oral presentations, or projects, to gauge student
understanding of the target content from the scale or topic.

Insert Unit Assessment and Common Check Ins Here

Planning Question: How will teachers facilitate the Learning?

DI: Direct Instruction Identify in your instruction/activities how the learning is being facilitated.
PD: Practicing and Deepening Lessons https://www.solutiontree.com/free-resources/instruction/hnast

KA: Knowledge Application

All: Strategies used in all lessons

Topic/Learning Objective (Content) Activities (Context) Assessment and Feedback

(List resources if applicable)
Pretest
Day 0 Pre-test
 .Activity: Assessment:
Day 1:
​ Introduce vocabulary terms:
Quiz on understanding of radian measure and its
Target 1: Introduction to Radian Measure
radian, arc length, circle's radius. relationship to arc length.
and Arc Length
​ Present the concept of radian
Short answer questions asking students to
Foundational 1: Recognize or recall
measure using visual aids and explain the concept of radian measure and its
real-life examples. relationship to arc length.
specific vocabulary (radian) and perform
basic processes such as explaining why the ​ Discuss why the length of an arc Problem-solving questions where students
length of an arc of a circle intercepted by of a circle intercepted by an angle calculate arc lengths using radian measure.
an angle is proportional to the circle's is proportional to the circle's Feedback:
radius. radius.
Provide detailed explanations for correct
Learning Objective: Understand the answers.
concept of radian measure and its
Address common misconceptions or errors in
relationship to arc length. understanding.

Encourage students to ask questions and seek

clarification on any confusing points.

Provide additional examples or problems for

extra practice if needed.

Offer praise for correct answers and effort in

understanding the concept.
 Assessment and Feedback:
Day 2: Activity:
​ Observational assessment of group work.
Target 1: Practice with Radian Review vocabulary terms: radian, arc
Measure length, circle's radius. Feedback on problem-solving strategies.
​
Learning Objective: Apply radian Practice calculating arc lengths using
measure to calculate arc lengths. radian measure.
​
Work on practice exercises individually
and in groups.

Activity:
Day 3: ​ Assessment:
Introduce vocabulary term: angle
Target 1: Introduction to Angle measures in radians. Quiz on angle measures in radians, including
Measures ​ identifying angles in radians and converting
Explain the concept and its significance between radians and degrees.
Learning Objective: Understand angle in circles.
​ Short answer questions asking students to
measures in radians and their
Provide examples and demonstrations of explain the significance of angle measures in
relationship to circles. measuring angles in radians. radians in the context of circles.

Problem-solving questions where students

calculate angles in radians or use radians to
solve geometry problems related to circles.

Or

Worksheet/ Mathia Book/Mathia Online

 Feedback:

Provide detailed explanations for correct

answers.

Address common misconceptions or errors in

understanding.

Encourage students to practice converting

between radians and degrees to reinforce
understanding.

Offer additional examples or demonstrations if

students are struggling to grasp the concept.

Provide praise for correct answers and effort in

understanding the concept.

Activity: Assessment and Feedback:

Day 4:
Review vocabulary terms: angle measures in Conversion practice worksheets.
● Target 1: Conversion between radians, degrees.
Degrees and Radians Practice converting between degrees and Or
radians for different angle measures.
Learning Objective: Convert between Use real-life examples to demonstrate the
conversion process.
Worksheet/ Mathia Book/Mathia Online
degrees and radians to measure angles.

Feedback on conversion accuracy.

Activity: Assessment:
Day 5:
Present the concept of a sector of a circle Worksheet on sector area concepts.
Target 2: Introduction to Sector Area and its relationship to the entire circle.
Or
Foundational 2: Recognize or recall Explain the formula for the area of a
specific vocabulary (sector) and
perform basic processes such as sector. Worksheet/ Mathia Book/Mathia Online
explaining that the area of a sector is
proportional to the area of the entire Worksheet:
circle.
Provide worksheets with practice Feedback:
Learning Objective: Understand the problems on calculating the area of
concept of a sector of a circle and its sectors. Provide feedback on worksheet performance
area formula. and quiz results.

Activity: Worksheet:
Day 6:
Practice calculating the areas of sectors Additional worksheets for more practice on
Target 2: Practice with Sector Area using the sector area formula. sector area calculations.
​
Learning Objective: Apply the sector Work on practice exercises individually Or
area formula to calculate areas of and in groups.
sectors. Worksheet/ Mathia Book/Mathia Online

Assessment:

Observational assessment of group work.

Feedback:

Feedback on problem-solving approaches and

worksheet performance.

Activity: Assessment:
Day 7:
Review concepts learned in the past Quiz on reviewed concepts.
Both Targets: Review of Radian week, including radian measure, arc
Measure and Sector Area length, angle measures in radians, and Or
sector area.
Learning Objective: Review concepts Worksheet/ Mathia Book/Mathia Online
learned in the past week. Worksheet:
Feedback:
Review worksheet covering all concepts
. Feedback on areas needing improvement based
on quiz and worksheet performance.

Activity: Assessment:
Day 8:
Review for the upcoming assessment on Summative assessment preparation.
Both Targets: Assessment Preparation radian measure and sector area.
Or
Learning Objective: Prepare for the Work on practice problems individually
upcoming assessment on radian and in pairs. Worksheet/ Mathia Book/Mathia Online
measure and sector area.
Worksheet:

Assessment preparation worksheet with Feedback:

similar problems to the upcoming
assessment. Feedback on practice problems and worksheet
performance

Activity: Assessment:
Day 9:
Administer the end-of-unit assessment Summative assessment on radian measure and
Both Targets: Assessment on radian measure and sector area. sector area.

Learning Objective: Demonstrate Review answers and discuss any Feedback:

challenging questions.
understanding of radian measure and Feedback on assessment results and worksheet
sector area concepts. Worksheet: performance.

Assessment worksheet for the

end-of-unit assessment.

Activity: Assessment:
Day 10:
Reflect on learning outcomes related to Reflection on learning outcomes.
Both Targets: Reflection and radian measure and sector area.
Feedback:
Extension Explore extension activities for further
understanding. Feedback on extension activity worksheet

Learning Objective: Reflect on

Worksheet:
learning outcomes and explore
Extension activity worksheet for students to
extension activities for further explore.
understanding.

PLC Question 3: What will we do when students are not learning the learning targets from this unit?

Reassess Understanding: Conduct formative assessments to identify specific areas of misunderstanding or difficulty.
Provide Additional Support: Offer extra practice problems, worksheets, or online resources for students to review the material.
Differentiate Instruction: Modify teaching strategies to cater to different learning styles and needs, such as providing visual
aids, hands-on activities, or group work.
Offer Individualized Help: Provide one-on-one or small group tutoring sessions to address specific difficulties.
Use Technology: Utilize educational technology tools or apps to provide interactive learning experiences or tutorials.
Collaborate with Colleagues: Seek advice and strategies from other teachers or specialists to address student needs effectively.
Adjust Lesson Plans: Modify future lessons to revisit and reinforce concepts that students are struggling with.
Communicate with Parents: Keep parents informed about their child's progress and suggest ways they can support their
learning at home.
Monitor Progress: Continuously assess student progress and adjust interventions as needed to ensure understanding and
 mastery of the learning targets.

Interventions

*Tier 3 - Intensive (More opportunities to learn) *Tier 2 - Supplemental (additional practicing and deepening)

List of Students (Complete after common formative)

List of Students (Complete after common formative)
Small Group Instruction:

Individualized Learning Plans (ILPs): Organize small group instruction with students who share

needs, strengths, and areas for improvement.

Small Group Instruction: Targeted Small Group Instruction:
Conduct small group instruction with a focus on the
Organize small group instruction with students who specific challenges each student is facing. This allows
shareneeds, strengths, and areas for improvement. for more targeted support and personalized attention.
Targeted Small Group Instruction: Frequent Progress Monitoring:
Conduct small group instruction with a focus on the Implement regular and frequent progress monitoring to
specific challenges each student is facing. This allows assess students' understanding of the material. Use data
for more targeted support and personalized attention. to adjust instructional strategies and provide timely
interventions.
Extended Learning Time:
Frequent Progress Monitoring: Provide additional time for learning, such as extended
class periods, after-school programs, or weekend
Implement regular and frequent progress monitoring to sessions. This allows for more in-depth exploration of
assess students' understanding of the material. concepts.
Use data to adjust instructional strategies and provide Specialized Materials and Resources:
timely interventions. Of er specialized learning materials and resources that
cater to different learning styles and modalities. This
Extended Learning Time: could include multimedia resources, interactive
simulations, or adaptive learning technologies.
Provide additional time for learning, such as extended One-on-One Tutoring:
class periods, after-school programs, or weekend Arrange one-on-one tutoring sessions with a teacher or
sessions. This allows for more in-depth exploration of qualified tutor to address specific learning gaps and
Concepts. provide individualized support.
Multisensory Instruction:
Specialized Materials and Resources: Incorporate multisensory instructional techniques to
engage students through various senses. This can
 Offer specialized learning materials and resources that enhance understanding and retention, particularly for
cater to different learning styles and modalities. This students with different learning needs.
could include multimedia resources, interactive Technology-Assisted Learning:
simulations, or adaptive learning technologies. Leverage educational technology tools and software that
of her adaptive learning experiences. These tools can
One-on-One Tutoring: adjust content based on individual progress and provide
immediate feedback.
Arrange one-on-one tutoring sessions with a teacher or Parent and Guardian Involvement:
qualified tutor to address specific learning gaps and Collaborate with parents and guardians to reinforce
provide individualized support. learning at home. Share resources, strategies, and
progress updates to maintain a strong support system for
Multisensory Instruction: the student has similar learning needs. This allows for more personalized
attention and targeted support.
Incorporate multisensory instructional techniques to
engage students through various senses. This can Differentiated Instruction:
enhance understanding and retention, particularly for
students with different learning needs. Modify instructional strategies to meet the diverse learning
needs of students within the Tier 2 group. Differentiate content,
Technology-Assisted Learning: process, and product based on individual readiness, interests,
and learning profiles.
Leverage educational technology tools and software that of Targeted Assessments:
er adaptive learning experiences. These tools can adjust Use targeted assessments to identify specific areas of difficulty
content based on individual progress and provide and inform instructional decisions. Regular formative
immediate feedback. assessments can help monitor progress and adjust interventions
accordingly.
Parent and Guardian Involvement: Flexible Grouping:
Implement flexible grouping strategies to adapt to students'
Collaborate with parents and guardians to reinforce changing needs. Adjust groups based on ongoing assessments
learning at home. Share resources, strategies, and and observations.
progress updates to maintain a strong support system for Supplemental Instructional Materials:
the student. similar learning needs. This allows for more
personalized attention and targeted support. Provide supplemental instructional materials that reinforce and
extend the content covered in the regular classroom. These
Differentiated Instruction: materials can be tailored to address specific learning gaps.

Modify instructional strategies to meet the diverse learning Peer Tutoring:

needs of students within the Tier 2 group. Differentiate
content, process, and product based on individual readiness, Incorporate peer tutoring where students support each other's
interests, and learning profiles. learning. Pairing students with different strengths and
weaknesses can be beneficial for both the tutor and the learner.
Targeted Assessments:
Use targeted assessments to identify specific areas of Technology-Assisted Learning:
difficulty and inform instructional decisions.
Regular formative assessments can help monitor progress Integrate educational technology tools that of er additional
and adjust interventions accordingly. practice and support. Adaptive learning platforms can provide
Flexible Grouping: personalized content and feedback.
Implement flexible grouping strategies to adapt to students'
changing needs. Adjust groups based on ongoing Focused Literacy or Numeracy Support:
assessments and observations.
Supplemental Instructional Materials: Of additional support for literacy or numeracy skills, focusing on
Provide supplemental instructional materials that reinforce the specific areas where students may be struggling. This can
and include targeted interventions for reading comprehension, fluency,
extend the content covered in the regular classroom. These or mathematical concepts.
materials can be tailored to address specific learning gaps.
Progress Monitoring:
Peer Tutoring:
Implement a systematic progress monitoring system to track
students' growth.
Incorporate peer tutoring where students support each
other's Regularly assess and analyze data to determine
the effectiveness of interventions and make data-driven decisions.
learning. Pairing students with different strengths and
weaknesses can be beneficial for both the tutor and the Social-Emotional Learning (SEL) Support:
learner.
Collaboration with Special Education Professionals:
Technology-Assisted Learning:
Work closely with special education professionals to
develop and implement targeted interventions, ensuring
Integrate educational technology tools that offer additional
that the support aligns with the student's Individualized
practice and support. Adaptive learning platforms can
provide personalized content and feedback. Education Program (IEP) or 504 plan.

Focused Literacy or Numeracy Support: Flexible Grouping:

Of her additional support for literacy or numeracy skills, Use flexible grouping strategies to match students with
focusing on the specific areas where students may be similar learning needs. Adjust groupings based on
struggling. ongoing assessments to ensure the most effective
collaboration.
This can include targeted interventions for reading
comprehension, fluency, or mathematical concepts. Scaffolded Learning Activities:
Provide scaffolded learning activities that gradually
Progress Monitoring: increase in complexity. This gradual release of
responsibility helps students build confidence and
Implement a systematic progress monitoring system to competence over time.
 track students' growth. Regularly assess and analyze data to
determine the effectiveness of interventions and make Counseling and Behavioral Support:
data-driven decisions.
Address any emotional or behavioral barriers to
Social-Emotional Learning (SEL) Support. learning. Collaborate with school counselors and
behavior specialists to create a supportive environment
for academic growth.
Work closely with special education professionals to
develop and implement targeted interventions, ensuring Frequent Check-Ins:
that the support aligns with the student's Individualized
Education Program (IEP) or 504 plan. Conduct frequent check-ins with Tier 3 students to assess
their well-being, academic progress, and any challenges
Flexible Grouping: they may be facing. This ongoing communication helps
tailor support to their evolving needs.
Use flexible grouping strategies to match students with Address social-emotional needs through targeted interventions.
similar learning needs. Adjust groupings based on Incorporate SEL strategies to help students build self-awareness,
ongoing assessments to ensure the most effective self-regulation, and positive interpersonal skills.
collaboration.
Parent Involvement:
Scaffolded Learning Activities:
Engage parents in the intervention process.
Provide scaffolded learning activities that gradually Provide resources and strategies to support learning at home, and
increase in complexity. This gradual release of maintain open communication about students' progress.
responsibility helps students build confidence and
competence over time. Check-In/Check-Out System:
Counseling and Behavioral Support:
Address any emotional or behavioral barriers to Implement a check-in/check-out system where students have
learning. Collaborate with school counselors and regular brief meetings with a designated adult to discuss
behavior specialists to create a supportive environment for goals,expectations, and progress.
academic growth.
Behavioral Support:
Frequent Check-Ins:
Address behavioral challenges through positive behavior support
Conduct frequent check-ins with Tier 3 students to assess strategies. Collaborate with the school's behavioral support team to
their well-being, academic progress, and any challenges create a supportive learning environment.
they may be facing. This ongoing communication helps
tailor support to their evolving needs. Structured Study Sessions:

structured study sessions or homework clubs to provide additional

support with assignments and reinforce learning outside of the
 regular classroom.

PLC Question 4: What will we do when students already know the learning targets from this unit?

Offer Enrichment Activities: Provide advanced or extension activities to challenge students and deepen their understanding of
the concepts.
Allow for Independent Projects: Encourage students to pursue independent projects related to the unit topics to explore their
interests further.
Provide Differentiated Assignments: Offer alternative assignments that allow students to demonstrate their understanding in
different ways, such as through creative projects or presentations.
Facilitate Peer Teaching: Allow students who have mastered the content to help teach their peers, reinforcing their own
understanding while supporting others.
Encourage Critical Thinking: Pose open-ended questions and challenges that require higher-order thinking skills to apply the
knowledge in new and complex ways.
Use Advanced Resources: Provide access to advanced reading materials, videos, or online resources that delve deeper into the
unit topics.
Promote Self-Directed Learning: Encourage students to pursue independent research or study on related topics of interest.
Involve in Cross-Curricular Connections: Integrate the unit topics with other subjects to show real-world applications and
connections.
Monitor and Adjust: Continuously assess student understanding and adjust enrichment activities based on their progress and
interests.

Enrichment

*Enrichment
NOTE: Include activities (with links if possible) that provide opportunities for students who have met ALL Target Levels of the scale to
showcase advanced level work within the scale(not a next grade level scale)
List of Students (Complete after common formative)

Notes and reflections for next year?

*The Asterisk denotes individual teachers information