L1+Trefethen,+Kelsea

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Trefethen **__Lesson #:__** 2  **__Facet:__** Interpret
 * __ Grade Level __**** : ** 7th **__Numbers of Days:__** 2
 * __ Topic: __** Represent different shapes in different ways


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** there are different ways to describe geometric shapes.
 * Students will know ** the definition of obtuse, acute, right, isosceles, scalene, and equilateral and students will also know how to identify the various triangles by angles and sides.
 * Student will be able to ** represent triangles in different ways.
 * Product: ** Prezi

Common Core State Standards Content Area: Geometry Grade Level: 7th Domain: Geometry Standard: Draw, construct, and describe geometrical figures and describe the relationship between them. Clusters: 1, 2, 3
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** Students will develop a vocabulary and understanding for describing triangles in various ways.

I will take a break from the lesson and open the class up to a group discussion about the content that has been covered thus far and let them ask questions if they have any.
 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will use checklists to peer review each other’s work and then revise them. After they have been revised I will look over the work and provide feedback using the same checklist.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will make Prezi presentations, which demonstrate their knowledge of how to identify a triangle by either its sides or its angles.
 * __ Summative (Assessment of Learning): __**

My students will be using Prezi in a Type II way.
 * __ Integration __**
 * Technology: **

Art: Students can be artistic with their Prezi presentations.
 * Content Areas: **

Students will work together to construct a ladder graphic organize to list and build upon key ideas from the lesson. Afterwards, groups will share their ladders with the class and students will have a chance to add anything they might not have thought of before.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

For the Prezi project there will be teams of 4. Each student will take on one of the following roles:
 * Section II – Groups and Roles for Product **

Recorder: The recorder will take notes during group meetings, organize who is doing what, and keep any group papers gathered together.

Facilitator: The facilitator will make sure everyone is on task and knows what they are doing. The facilitator will be a resource for each group member to go to with questions. The facilitator will be the one communicating with the teacher the most.

Time Keeper: The timekeeper will constantly remind students of how much time they have left in each meeting. The time keeper will remind the group of due dates and deadlines for the project

Runner: The runner will get different tools the group member may need. The runner will also print of papers if necessary. The runner basically completes the petty jobs that the group needs done.


 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Verbal-Linguistic: ** Students will split into two groups and debate what the best way to describe a certain triangle is.
 * Logical/Mathematical: ** Students will organize a ladder graphic organizer of the different descriptive words of triangles.
 * Visual/Spatial: ** Students will make basic Prezi presentations that define key terms form the lesson.
 * Bodily/Kinesthetic: **
 * Musical/Rhythmic: ** Students can create a song or rap of the importance of being able to represent different triangles in different ways and include it in their presentation.
 * Interpersonal: ** Students will work in groups on the Prezi presentations
 * Naturalist: ** Students can take photos of various geometrical shapes in real life and include them in their presentation.


 * __ Modifications/Accommodations __**
 * // From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

Students will be able to view class notes on my wiki page. Students will also have to get in touch with their buddy to get their notes and papers if necessary. Students will have to complete the ladder graphic organizer for additional homework. The absent student's partners will have to catch them up on the project or work done in class.
 * Plan for accommodating absent students: **

Students will also share Prezi presentations they have made on the Class Wiki.
 * __ Extensions __**
 * Type II technology: **

Students can expand on their Prezi presentations as much as they would like. They can add graphics or videos or add references.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * Laptops
 * LCD Projector
 * Handouts (checklists, ladder graphic organizer, rubric)
 * Prezi

[|http://www.321know.com/grade7.htm#topic155] An example of Grade 7 Geometry Topics [] A Prezi Tutorial [] Ladder Graphic Organizer [] Quiz I made my own checklist
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Students will be arranged into clusters of 4 desks

// Day 1 //

// Hook (20): Students will work individually to complete a puzzle and then with the whole class to piece everyone's own puzzle into one big one. // // Introduce new concepts (15): (SEE CONTENT NOTES) // // Ladder graphic organizers (20): Students will work individual on listing the key terms from class and then pair up to cross check. // // Introduce Prezi (25): I will introduce the Prezi presentation project and assign groups. I will give students time to watch the Prezi tutorial. //

// Day 2 // // Debate (20): Students will split into two groups and debate which way they think is the best way to describe a triangle. // // Work on Prezi Presentations (50): Students will be given time to work on their Prezi presentation with their group. I will be available for help. // // Recap on class and debate and what is next and homework (10): //

Students will understand that there are different ways to describe geometric shapes. 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. //Draw, construct, and describe geometrical figures and describe the relationship between them.// Students will work individually to complete a puzzle and then with the whole class to piece everyone's own puzzle into one big one.
 * (Where, Why, What, Hook, Tailors: ** **Naturalist, Intrapersonal, Interpersonal, Kinesthetic, Visual, Mathematical)**

Students will know the definition of obtuse, acute, right, isosceles, scalene, and equilateraland students will also know how to identify the various triangles by angles and sides (SEE CONTENT NOTES). Students will use a ladder graphic organize to list and build upon key ideas in the lesson. When students share out during the debate, I will pose questions that help them further guide their thinking. Students will use checklists to peer review each other’s work and then revise them.
 * (Equip, Explore, Rethink, Revise, Tailors **// : //** Mathematical, Intrapersonal, Interpersonal, Linguistic) **

Students will use a ladder graphic organize to list and build upon key ideas in the lesson**. I will have students do a think-pair to deepen their understanding of the lesson and cross check ladders. Students will use checklists to peer review each other’s work and then revise them. When students work in their groups on the Prezi presentations**
 * (Explore, Experience, Revise, Refine, Tailors: Mathematical, Intrapersonal, Interpersonal) **

I will use the checklist to evaluate the ladder graph organizers. Students will also use the checklist to evaluate their own work and a peer’s. I will use the thumbs up/thumbs down activity to check for understanding.

**(Evaluate, Tailors: Intrapersonal, Kinesthetic)**


 * __ Content Notes __**

(SEE CONTENT NOTES FROM LESSON 1)

A RIGHT triangle has one 90º angle. An OBTUSE triangle has one angle that is greater than 90 º. An ACUTE triangle has all three angles less than 90 º.

An EQUILATERAL triangle has all three sides the same length. An ISOSCELES triangle has two sides with the same length. A SCALENE triangle has all three sides different lengths.

// Checklists, ladder graphic organizer, rubric //
 * __ Handouts __**


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // Standard 3 – Demonstrates knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**


 * __ Learning Styles __**
 * Clipboard: **// Students will get to organize the key terms form the class in a ladder graphic organizer. Students will also get to piece together a puzzle. //


 * Microscope: **// Students will get a chance to examine and share each other’s work. Students will get to debate what they think the best way to describe a triangle is and explain why. //


 * Puppy: **// When students give feedback to one another it will give them a chance to give and receive positive reinforcement. //


 * Beach Ball: **// There are plenty of opportunities for movement, creativity, and spontaneity within the lesson. Students have a lot of freedom with the Prezi presentations. There is lots of movement and excitement during the hook puzzle activity. //


 * Rationale: **// The four different learning styles are highlighted in the lesson. //


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * Content Knowledge: **// Understanding triangles and the different ways they can be represented and identified. //

Common Core State Standards
 * MLR or CCSS: **

Content Area: Geometry

Grade Level: 7th

Domain: Geometry

Standard: Draw, construct, and describe geometrical figures and describe the relationship between them.

Clusters: 1, 2, 3


 * Rationale: ** Through hands on activities, reflection, and practice students will become more familiar and comfortable representing and identifying triangles in different ways.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * MI Strategies: **
 * Verbal-Linguistic: **** Students will split into two groups and debate what the best way to describe a certain triangle is. **
 * Logical/Mathematical: **** Students will organize a ladder graphic organizer of the different descriptive words of triangles. **
 * Visual/Spatial: **** Students will make basic Prezi presentations that define key terms form the lesson. **
 * Bodily/Kinesthetic: **
 * Musical/Rhythmic: **** Students can create a song or rap of the importance of being able to represent different triangles in different ways and include it in their presentation. **
 * Interpersonal: **** Students will work in groups to present a triangle to the class and the various ways to describe it. **
 * Naturalist: **** Students can take photos of various geometrical shapes in real life and include them in their presentation. **


 * Type II Technology: ** Prezi


 * Rationale: ** Using a differentiated learning style and integrated Type II Technology students will develop more skills to represent and identify various triangles in different ways.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

// Formative: // I will take a break from the lesson and open the class up to a group discussion about the content that has been covered thus far and let them ask questions if they have any.

// Summative: // Students will make Prezi presentations, which demonstrate their knowledge of how to identify a triangle by either its sides or its angles.

// Rationale: I will use these techniques of formal and informal assessment to evaluate the success and improvement of my students in a variety of ways. // || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
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