L2+Trefethen,+Kelsea

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Trefethen **__Lesson #:__** 1  **__Facet:__** Explain
 * __ Grade Level __**** : ** 7th **__Numbers of Days:__** 3
 * __ Topic: __** Know and construct Geometric figures


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** geometric figures can be drawn and constructed.
 * Student will know ** the definition of right angles, parallel lines, complementary, supplementary, triangle, quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon, decagon, students will also know the formula for the area of rectangles and triangles.
 * Student will be able to ** identify different geometric figures.
 * Product: ** iMovie

Common Core State Standards
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Content Area: Geometry

Grade Level: 7th

Domain: Geometry

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

Clusters: 1, 2, and 3


 * Rationale: ** Students will develop knowledge and ability to draw, construct, and identify geometrical shapes through practice and the study of the different components.

Have an interview with each student and get a feel for where they are at with the content. I will also have the students complete a KWL chart.
 * __ Assessments __**
 * __ Pre-Assessment: __**

As students work on making cluster webs in class I will periodically check in with the class and ask them to give thumbs up, thumbs down, or in the middle, to show their level of understanding of the activity and content.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

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.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will make original videos in groups of 4. The video will be a creative way to introduce the 10 geometrical figures studied in class (square, rectangle, triangle, quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon, and decagon). The videos should be at least 2 minutes long but no more than 5. The video could be a song, dance, skit, etc. The videos will be graded with a rubric given the day the project is assigned.
 * __ Summative (Assessment of Learning): __**

I will have my students using iMovie and GarageBand in a Type II way.
 * __ Integration __**
 * Technology: **

Music: Students will use iMovie and GarageBand to record audio or add music to their project videos.
 * Content Areas: **

Students will work individually and make a cluster web linking different shapes how they can be drawn and how they can be used to construct other shapes. Afterwards, the students will pair up and compare each other’s webs and give verbal feedback to one another.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

For the iMovie 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-Lingustic: ** Students will have a class discussion on the different shapes they already know. We will generate a class list.

**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 practice making a podcast for their iMovie using GarageBand. Students are encouraged to use different sounds. Students will introduce the 10 geometric figures studied in class.

**Intrapersonal:** Students will make their step-by-step instruction independently

**Interpersonal:** Students will work together in groups of 4 on their iMovie projects.

**Naturalist:**


 * __ 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 cluster web 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 make original videos in groups of 4. The video will be a creative way to introduce the 10 geometrical figures studied in class (square, rectangle, triangle, quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon, and decagon). Audio for the video will be made in a podcast in GarageBand
 * __ Extensions __**
 * Type II technology: **

One way I could challenge the gifted students in my classroom is to challenge them to find more polygon names and other geometric figures.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * // LCD projector //
 * Laptops
 * Handouts (Checklist, cluster web, syllabus, rubric, KWL chart)
 * iMovie
 * GarageBand

[] An example of Grade 7 Geometry topics. [] An iMovie tutorial [] A GarageBand tutorial [] A WikiSpace tutorial I made my own handouts
 * __ 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 //

// Introductions (20): I will introduce myself and ask the students to introduce themselves. I will also have them fill out the KWL chart and handout the syllabus. //

// Hook (10): I will use a podcast I made of myself commentating a soccer game using geometrical terminology. //

// Discussion (20): I will lead an open discussion on geometry and the different shapes each student already knows. We will brainstorm a list as a class. //

// Introduce 10 Geometric Figures (15): I will introduce these ten figures to the students: //// square, rectangle, triangle, //// quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon, and decagon. //

// Introduce iMovie Presentation (15): I will pass out the rubric for the iMovie project and form the groups of four the students will be working with. We will go over the rubric in class. //

// Day 2 //

// Review 10 Geometric Figures (10): I will review the ten figures with the students: //// square, rectangle, triangle, //// quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon, and decagon. //

// Cluster Webs/Peer Review (20): Students will link the different shapes and vocabulary used in class on the cluster webs and then review one another’s and edit them as they go. //

// Work on iMovie Presentations (50): Students will be given 50 minutes to work on their iMovie presentations in class. //

// Day 3 //

// Present iMovie Presentations (30): Students will present their group iMovie Presentations. I will grade them on the rubrics as they go. //

// Collect and review cluster webs/Step-by-Step Instructions (20): I will collect and review each students cluster web and review them with the checklist. As I am reviewing their cluster webs the students will make step-by-step instructions to construct a shape of their choice. //

// Share Step-by-Step Instructions with partner (10): Students will trade their step-by-step instructions with a partner and see if they can construct the correct shape. //

// Hand back cluster webs and reviews (5): I will hand back the cluster webs and review and go over them briefly. //

// Introduce Wikispace (15): I will introduce the class wiki and give the students time to watch the brief tutorial. //

// Load presentations to Wikispace (15): Each team will load their iMovie presentations onto the wiki. //

// Review this class/Preview next class (5): I will briefly go over what we have gone over in this lesson and briefly touch upon what we are doing for the next lesson. //

Students will understand that geometric figures can be drawn and constructed. Geometric figures are all around us. It is important for us to be able to talk about these figures and illustrate them. //Draw, construct, and describe geometrical figures and describe the relationship between them.// Using a short podcast I made. I will commentate a soccer game using keywords such as right angle, parallel, and different degrees.

**(Where, Why, What, Hook Tailors:** **Verbal, Mathematical, Visual, Kinesthetic, Interpersonal, Intrapersonal)**

Students will know the definition of right angles, parallel lines, triangle, quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon, decagon, students will also know the formula for the area of rectangles and triangles (SEE CONTENT NOTES). Use cluster web to link the key terms and formulas: right angles, parallel lines, area of rectangles and triangles, and circumference of a circle. I will observe the cluster webs and use observations to guide thinking. Students will be given a chance to edit their webs afterward.

**(Equip, Explore, Rethink, Revise, Tailors**//:// **Verbal, Mathematical, Intrapersonal)**

Use cluster web to link the key terms and formulas: right angles, parallel lines, triangle, quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon, decagon, the formula for the area of rectangles and triangles (SEE CONTENT NOTES). 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. I will review their work with the same checklist to provide them with feedback before they leave and they can make changes.

**(Explore, Experience, Revise, Refine, Tailors: Verbal, Mathematical, Intrapersonal, Interpersonal, Visual)**

I will use a KWL chart for a pre-assessment. I will use the checklist to evaluate the cluster webs. 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: Mathematical, Interpersonal, Intrapersonal, Verbal, Visual)**

Perpendicular lines: to lines are perpendicular if the intersect each other at a 90 degree angle
 * __ Content Notes __**

Right angles: an angle is a right angle if its sides are perpendicular; an angle is a right angle if it is 90 degrees

Parallel lines: parallel lines have the same slope, they will never intersect.

Complementary: Angles whose sum is a right angle

Supplementary: Angles whose sum is 180 °

Triangle: a triangle has 3 sides

Isosceles triangle: an isosceles triangle has 2 equal sides and 2 equal angle measure

Scalene triangle: a scalene triangle has no equal sides and no equal angle measures

Equilateral triangle: an equilateral triangle has 3 equal sides and angle measures

Quadrilateral: a quadrilateral has 4 sides

Pentagon: a pentagon has 5 sides

Hexagon: six sides

Heptagon: seven sides

Octagon: eight sides

Nonagon: nine sides

Decagon: ten sides

Area of a rectangle: Length X Width

Area of a triangle: (Base X Height)/2

// Checklist, cluster web, syllabus, rubric, KWL chart //
 * __ 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 cluster web. Students will also get to write a step-by-step process for the construction of a geometrical shape. //


 * Microscope: **// Students will get a chance to examine and share each other’s work. Also, gifted students will be given the opportunity to discover new shapes on their own. //


 * 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 iMovie project. There is also freedom with the cluster webs and partnering. //


 * 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 various geometric shapes and how they are drawn is the base for further understanding of geometrical concepts. //

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

Facet:Student will be able to identify different geometric figures.

 * Rationale: ** Through hands on activities, reflection, and practice students will become familiar and comfortable with naming and creating various geometric figures.


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


 * MI Strategies: **
 * Verbal-Linguistic: ** Students will have a class discussion on the different shapes they already know. We will generate a class list.

**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 practice making a podcast for their iMovie using GarageBand. Students are encouraged to use different sounds. Students will introduce the 10 geometric figures studied in class.

**Intrapersonal:** Students will make their step-by-step instruction independently

**Interpersonal:** Students will work together in groups of 4 on their iMovie projects.

**Naturalist:**


 * Type II Technology: ** iMovie, GarageBand, WikiSpaces


 * Rationale: **// Using a differentiated learning style and integrated Type II Technology students will develop a starting point for Grade 7 Geometry //


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

// Formative: // As students work on making cluster webs in class I will periodically check in with the class and ask them to give thumbs up, thumbs down, or in the middle, to show their level of understanding of the activity and content.

// Summative: // Students will make original videos in groups of 4. The video will be a creative way to introduce the 10 geometrical figures studied in class (square, rectangle, triangle, quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon, and decagon). The videos should be at least 2 minutes long but no more than 5. The video could be a song, dance, skit, etc. The videos will be graded with a rubric given the day the project is assigned.

// 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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