S3+Trefethen,+Kelsea

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR or CCSS **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] and[| Cooperative Learning] the content (**Explore**), working on product (partners, teams...) (**Experience**)
 * (R)** **.4** Checking for Understanding Strategies during instruction (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= Verbal-Lingustic- Students will have a class discussion on the different shapes they know how to draw and construct.For example, circles and other polygons Logical/Mathematical- Students will type step by step instructions to construct different shapes. Then swap and another student has to construct that shape. Visual/Spatial- Students will create a piece of art made up of circles, triangles, rectangles, and various polygons. Bodily/Kinesthetic- Students will physically construct geometrical shapes with their bodies. Musical/Rhythmic- Students will practicing making a podcast for their iMovie using GarageBand. Students are encouraged to use different sounds. Students will describe how to use a compass in the podcast. Intrapersonal- Students will practice using Google SketchUp independently in class. Interpersonal- Peers will work together and practice using the compass to construct circles. Naturalist- Students can use the geometric shape to draw their favorite animal or plant. =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that geometric figures can be drawn and constructed. **(Where)** Geometric figures are all around us. It is important for us to be able to talk about these figures and illustrate them. For example, in sports and books. **(Why)** //Draw, construct, and describe geometrical figures and describe the relationship between them.// **(What)**
 * (H)** 1.2 Podcast of soccer game illustrating how the players are moving on the field using geometric terminology. No more than 3 minutes long. **(Hook)**
 * (E)** 1.3 Students will know the definition of right angles and parallel lines, the formula for area of rectangles and triangles and the formula for the circumference of a circle. **(Equip)** Use cluster web to link the key terms and formulas: right angles, parallel lines, area of rectangles and triangles, and circumference of a circle. **(Explore)** Have partners work together to make a brief iMovie project using the key terms and formulas: right angles, parallel lines, area of rectangles and triangles, and circumference of a circle. **(Experience)**
 * (R)** 1.4 Observe webs and use observations to guide thinking. **(Rethink)** Students will use checklists to self-assess their own work. Students will peer review each others work and then have some time to revise their work. Then I will review their work with the same checklist to provide them with feedback before they leave. **(Revise/Refine)**
 * (E)** 1.5 Formative Assessment- Pre-Assessment: KWL chart, Checking for Understanding: Thumbs up/thumbs down, Timely Feedback: Self/Peer/Teacher checklist. **(Evaluate)**
 * (T)** 1.6
 * (O)** 1.7 Students will be able to model how to construct geometric shapes. **(Explain)** Product: iMovie, Number of Days: 3 **(Organize)** ||

Verbal-Lingustic- Students will split into two groups and debate what the best way to describe a certain figure is. Logical/Mathematical- Students will organize a spreadsheet of the different descriptive words of geometrical figures. Visual/Spatial- Students will make basic Prezi presentations that define key terms form the lesson. Bodily/Kinesthetic- Musical/Rhythmic- Students will create a song or rap of the importance of being able to represent different shapes in different ways. Intrapersonal- Students will keep a journal of different figures we cover in class. Students will be given time to reflect on the different attributes of these figures. Interpersonal- Students will work in groups to present a figure to the class and the various ways to describe it. Naturalist- Students will take photos of various geometrical shapes in real life and include them in their blog. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that there are different ways to describe figures **(Where)**, If we can describe figures in different ways we can relate them in more complex ways, this knowledge gives us the ability to recognize and understand the different figures in our everyday life **(Why)**, Draw, construct, and describe geometrical figures and describe the relationship between them **(What).**
 * (H)** 2.2 Students will work individually to complete a puzzle and then with the whole class to piece everyone's own puzzle into one big one **(Hook).**
 * (E)** 2.3 Students will know the definition of obtuse, acute, right, and parallel **(Equip)**, Use a ladder graphic organize to list and build upon key ideas in the lesson **(Explore)**, Have students do a think-pair-share to deepen their understanding of the lesson **(Experience).**
 * (R)** 2.4 When students share out, pose questions that help them further guide their thinking. Have them post a blog about these new thoughts **(Rethink)**, Students will use ruibrics to peer review each others work and then revise them **(Revise/Refine).**
 * (E)** 2.5 Formative Assessment- Checking for Understanding: group discussion, Timely Feedback: rubric **(Evaluate).**
 * (T)** 2.6
 * (O)** 2.7 Students will be able to represent different shapes in different ways **(Interpret)** Product: Blog, Number of Days: 2 **(Organize)**. ||

Verbal-Lingustic- Students will write short stories which demonstrate the similarities and differences between two figures. Logical/Mathematical- Students will organize a list of descriptive words to use to compare various figures in class Visual/Spatial- Students will practice using Glogster and design online posters that introduces their project. Bodily/Kinesthetic- Students will make a short video in class of two different objects and explain the similarities and differences between them. Musical/Rhythmic- Students will listen to a song of their choice and draw whichever geometrical shapes come to their mind as they listen Intrapersonal- Students work on their own to create a list of similarities and differences and then construct the two figures. Interpersonal- Students will pair up and brainstorm the similarities and differences between two figures. Naturalist- Students will spend some time outside identifying different shapes and comparing them. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that there are different ways to describe figures **(Where)**, Being able to recognize similarities and differences between geometric shapes helps us to understand how these shapes relate to real world structures and how we can differentiate between them **(Why)** Draw, construct, and describe geometrical figures and describe the relationship between them **(What)**
 * (H)** 3.2 I will start off class by playing a game of I Spy. The game will show students the different descriptions that certain figures have in common and ones they do not **(Hook)**
 * (E)** 3.3 Students will know the definition of obtuse, acute, right, parallel **(Equip)**, Use a Venn Diagram to compare and contrast various geometrical figures **(Explore)**, Before the lesson students will do a "Circle the Sage" activity. This will give a bases for different comparisons that can be made **(Experience)**
 * (R)** 3.4 Analyze each students Venn Diagrams and take note of common misconceptions or places where understanding can be redirected or deepened **(Rethink)**, Students will use checklists to peer review one another Glogster Venn Diagrams and then students will have the opportunity to revise them **(Revise/Refine)**
 * (E)** 3.5 Formative Assessment- Checking for Understanding: take and pass activity, Timely Feedback: checklist **(Evaluate)**
 * (T)** 3.6
 * (O)** 3.7 Students will be able to compare and contrast geometric figures. **(Perspective)** Product: Glogster, Number of Days: 2 **(Organize)**. ||

Verbal-Lingustic- Students will have a discussion about the different figures triangles can relate to (polygons, rectangles, etc.) Logical/Mathematical- Students will organize a neat proof of the Pythagorean Theorem. Visual/Spatial- Students will make drawings of rectangles with 10 different shaped triangles. Bodily/Kinesthetic- Students will see what different shapes they can construct with a set of triangular and rectangular blocks. Musical/Rhythmic- Students will get the chance to make a rap about the Pythagorean Theorem. Intrapersonal- Students will be given a chance to write in their journals to reflect on the different relationships they have discovered between shapes. Interpersonal- Students will work together to look over one another proof of the Pythagorean Theorem. Naturalist- Students will get a chance to recognize the different relationships between geometric shapes from the wilderness. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that there are relationships between geometric shapes. **(Where) It is crucial for us to be able to understand the different relationships between figures so that we may better understand how they are constructed** **(Why)**, Draw, construct, and describe geometrical figures and describe the relationship between them **(What)**
 * (H)** 4.2 At the beginning of class I will show a stimulating video that demonstrates the relationship between triangles and rectangles. **(Hook)**
 * (E)** 4.3 Students will know the Pythagorean Theorem **(Equip)** The students will use a persuasion map to make a proof of the Pythagorean Theorem. **(Explore)** During class I will do a three minute review of the Pythagorean Theorem. **(Experience)**
 * (R)** 4.4 I will look over each students Pythagorean Theorem proof to see their thought process. I will then use that information to help guide the students thinking. **(Rethink)** The students will pair up and peer review one anothers proofs and help each other if they can. Then each student will get a chance to improve his or her proof. **(Rethink/Revise)**
 * (E)** 4.5 Formative Assessment- Checking for Understanding: thumbs up/thumbs down, Timely Feedback: Teacher checklist. **(Evaluate)**
 * (T)** 4.6
 * (O)** 4.7 Students will be able to recognize congruence between triangles. **(Self-Knowledge)** Product: Prezi, Number of Days: 3 **(Organize)** ||

Verbal-Lingustic- Students will write a small report on how to use trigonometry. Logical/Mathematical- Students will make step by step instructions for solving a word problem involving angle measures. Visual/Spatial- Students will draw diagrams to go along with their word problems. Bodily/Kinesthetic- Students will build models similar to the example I gave for a hook. Musical/Rhythmic- Students will get the opportunity to make a song and/or dance to go along with their step by step instructions. Intrapersonal- Students will work on their own with different problems. Interpersonal- Students will share their step by step instructions with the class. Naturalist- Students will use what they have learned to find the height of various trees outside. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that there are relationships between geometric shapes. **(Where)** Knowing how to understand the relationships between different shapes and be able to solve problems using angle measures and trigonometry is important because it can be used every day in one way or another. **(Why)** Draw, construct, and describe geometrical figures and describe the relationship between them **(What)**
 * (H)** 5.2 At the beginning of class I will take the students outside to show them how I can calculate the height of the school or any other building. **(Hook)**
 * (E)** 5.3 Students will know the definitions of sine, cosine, and tangent, as well as how they relate to angle measures and how to use them to solve different problems. **(Equip)** The students will use a step by step chart to write out each step of solving a word problem using trigonometry. **(Explore)** During class students students will do a team pair solo with three different word problems that use trigonometry to find an angle measure. **(Experience)**
 * (R)** 5.4 I will observe the team pair solo and guide the students thought process as I see fit. **(Rethink)** The students will compare answers after the do a problem alone and then fix any mistakes they made or neaten up the work. **(Revise/Refine)**
 * (E)** 5.5 Formative Assessment- Checking for Understanding: I will use a cellphone poll to get a feel for how well students are understanding the material, Timely Feedback: Teacher rubric/ **(Evaluate)**
 * (T)** 5.6
 * (O)** 5.7 Students will be able to solve word problems using angle measures. **(Self-Knowledge)** Product: Wiki, Number of Days 2 **(Organize)** ||

Verbal-Lingustic- Students will share with the class the model the plan to construct using Google SketchUp and how they will do it. Logical/Mathematical- Students will organize information learned in class in the sandwich diagram. Visual/Spatial- Students will sketch plans for their Google SketchUp projects Bodily/Kinesthetic- Students will trace one another with chalk and then construct smaller scales of one another. Musical/Rhythmic- Students will find songs that they believe are scales of one another. Intrapersonal- Students will be give time to reflect on ideas for their Google SketchUp projects Interpersonal- Students will work together to improve one another sandwiches. Naturalist- Students will find different items out side they want to construct on a larger or smaller scale.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that geometric figures can be drawn and constructed. **(Where)** It is important for us to know how to relate measures to a larger or smaller scale so we can understand and work with huge geometric figures on paper. **(Why)** Draw, construct, and describe geometrical figures and describe the relationship between them **(What)**
 * (H)** 6.2 There will be a model of the Space Mountain roller coaster in the middle of the classroom when students walk in. **(Hook)**
 * (E)** 6.3 Students will know the definition of complimentary and supplementary. **(Equip)** The students will use a sandwich diagram to organize the ideas of complimentary and supplementary and how to scale different geometric figures. **(Explore)** Students will work together to do a jigsaw activity. **(Experience)**
 * (R)** 6.4 I will observe the jigsaw activity and help guide the students thought process. **(Rethink)** Students will compare sandwiches and help one another improve theirs. **(Revise/Refine)**
 * (E)** 6.5 Formative Assessment- Checking for Understanding: entrance ticket, Timely Feedback: Self checklist **(Evaluate)**
 * (T)** 6.6
 * (O)** 6.7 Students will be able to relate measures to a larger or smaller scale. **(Empathy)** Product: Google SketchUp, Number of Days: 4 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe