L4+Trefethen,+Kelsea

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Trefethen **__Lesson #:__** **4 __Facet__****: Self-Knowledge**


 * __ Grade Level __**** : **** 7 ****__ Numbers of Days: __**** 3 **


 * __ Topic: __** Solve word problems using angle measures.


 * __ PART I: __**


 * __ Objectives __**


 * Student will understand that ** there are relationships between geometric shapes.


 * Student will know ** the Pythagorean theorem.


 * Student will be able to ** recognize triangle attributes and apply them.


 * Product: **** Tumblr **


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

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


 * Rationale: **** Students will develop a deeper understand for similarities and differences between triangles and how to use their attributes to solve problems. **


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**


 * Section I – checking for understanding during instruction **

I will use the thumbs up/thumbs down activity to check for each students understanding with the content. If all students give a thumbs up I will move forward, if most students do thumbs down I will go over the material again, if there is a mix I will check in personally with the students who expressed misunderstanding.


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

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. The students will pair up and peer review one another’s proofs with a checklist and help each other if they can. Then each student will get a chance to improve his or her proof.


 * __ Summative (Assessment of Learning): __**

Students will make Tumblr presentations individually. Students will posts historical facts, examples, photos, and videos of the Pythagorean Theorem, and then comment on one another’s posts.


 * __ Integration __**


 * Technology: **

I will have my students using Tumblr in a Type II way.


 * Content Areas: **

Art: Students can be creative with their Tumblr Presentations


 * __ Groupings __**


 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work individually on a proof of the Pythagorean theorem. Afterward students will pair up and peer review each other’s.


 * Section II – Groups and Roles for Product **

For the Tumblr project students will work individually.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

**Verbal-Linguistic:** 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.


 * __ 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. //


 * Plan for accommodating absent students: **

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 Venn Diagram for additional homework. The absent student's partners will have to catch them up on the project or work done in class.


 * __ Extensions __**


 * Type II technology: **

Students will make Tumblr presentations that explain how to recognize congruence and the properties to solve problems. Students will work in groups for this project. Each group will be given a different theorem to present to the class. Students must incorporate a proof of their theorem in the presentation. Each student is expected to do the same amount of work on this project. On the day of presentations I will be collecting a write up of what each student contributed to the project and all members of the group must sign it.


 * Gifted Students: **

Students always have the option to help struggling students with the material. Students can also choose to work separately on the Tumblr presentation.


 * __ Materials, Resources and Technology __**

// Laptops //

// Tumblr //

// LCD Projector //

// Handouts (Checklist, persuasion map) //


 * __ Source for Lesson Plan and Research __**

[] **Pythagorean Theorem**

[] ** A Tumblr Tutorial ** [] Pythagorean Theorem Video [] Persuasion Map

// I made my own handouts //


 * __ 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.

// Day 1 // // Hook (5): // [] // Introduce new material (20): SEE CONTENT NOTES // // Practice new material (10): We will do practice problems as a class // // Do a poof in class (10): I will walk through an example of a proof in class. // // Start proofs (15): Students will start their own proofs. // // Introduce Tumblr (20): I will introduce the Tumblr project. //

// Day 2 // // Review content (15): SEE CONTENT NOTES // // Complete proofs (25): Students will be given time to complete their proofs. // // Post proof to Wiki (20): Student will post their proofs to the class Wiki // // Work on (20): Students will be given time to finish their Tumblr projects. //

Students will understand that there are relationships between geometric shapes. I**t is crucial for us to be able to understand the different relationships between figures so that we may better understand how they are constructed.** // Draw, construct, and describe geometrical figures and describe the relationship between them. // At the beginning of class I will show a video of the Pythagorean Theorem.


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

Students will know the Pythagorean theorem (SEE CONTENT NOTES). The students will use a persuasion map to make a proof of the Pythagorean Theorem. I will look over each student’s Pythagorean Theorem proof. I will then use that information to help guide the students thinking. I will have them post a blog entry about these new thoughts. The students will pair up and peer review each others proof’s and help each other if they can. Then each student will get a chance to improve his or her proof.


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

The students will use a persuasion map to make a proof of the Pythagorean theorem. During class I will do a three-minute review of the Pythagorean theorem. The students will pair up and peer review each others proof’s and help each other if they can. Then each student will get a chance to improve his or her proof.


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

I will use the checklist to evaluate the proofs. 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 __**



a2+b2=c2

EXAMPLE: If a=2 and b=4 we know that 22+42=c2 => 4+16=c2 => 20=c2 => c=4.47

[] Do these problems in class with students^


 * __ Handouts __**

// Checklist, persuasion map //


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

// Standard 3 – Demonstrates a 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 use their organizational skills when completing the proof. //

// Microscope: Students will have to really research and discover how to prove the Pythagorean Theorem. //

// 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 Tumblr presentations. There is lots of movement and excitement during presentations. //

// 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 the different ways to identify triangles and how that knowledge can be used to solve problems. //

// MLR or CCSS: //

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

// Facet: // Recognize triangle attributes and apply them.

// Rationale: //** Students will develop a deeper understand for similarities and differences between triangles and how to use their attributes to solve problems. **

// 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 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.

// Type II Technology: Tumblr //

// Rationale: // Using a differentiated learning style and integrated Type II Technology students will develop a strong understanding of how to use angle measures and sides to solve problems.

// 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 use the thumbs up/thumbs down activity to check for each students understanding with the content. If all students give a thumbs up I will move forward, if most students do thumbs down I will go over the material again, if there is a mix I will check in personally with the students who expressed misunderstanding. I will look over each student’s Pythagorean theorem proof to see his or her thought process. I will then use that information to help guide the students thinking. The students will pair up and peer review one another’s proofs and help each other if they can. Then each student will get a chance to improve his or her proof.

// Summative: // Students will make Tumblr presentations that explain how to recognize congruence and the properties to solve problems. Students will work in groups for this project. Each group will be given a different theorem to present to the class. Students must incorporate a proof of their theorem in the presentation. Each student is expected to do the same amount of work on this project. On the day of presentations I will be collecting a write up of what each student contributed to the project and all members of the group must sign it.

// 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.
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||