L3+Trefethen,+Kelsea

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Trefethen **__Lesson #:__** **3 __Facet:__** Empathy


 * __ Grade Level __**** : ** 7 **__Numbers of Days:__** 2 Days


 * __ Topic: __** Comparing and contrasting triangles.


 * __ PART I: __**


 * __ Objectives __**


 * Student will understand that ** there are different ways to describe geometric shapes


 * Student will know ** the definition of obtuse, acute, right, and parallel.


 * Student will be able to ** compare and contrast triangles


 * Product: **** Glogster **


 * __ 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, and 3


 * Rationale: Students will develop a deeper understanding and familiarity with how to identify and classify triangles by both sides and angles. **


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**


 * Section I – checking for understanding during instruction **

I will have the students do a take and pass activity to check for understanding. The students will write a response one of the questions and then each group will get a chance to look it over until the group gets their own paper back. Then they will reflect on the responses.


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

I will analyze each students Venn Diagrams and take note of common misconceptions or places where understanding can be redirected or deepened**.** Students will use checklists to peer review one another Glogster Venn Diagrams and then students will have the opportunity to revise them.


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

Students will construct online posters to compare and contrast two figures. Students will be expected to present their online poster to the class. The Glogster should consist of both text and pictures. No groups will be comparing the same figures. Students must design their own geometrical figures to compare and contrast.


 * __ Integration __**


 * Technology: **

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


 * Content Areas: **

Art: Students can be creative with their Glogster designs.


 * __ Groupings __**


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

Students will work individually on a Venn diagram that compares and contrasts two triangles. Afterward students will partner up and share what they wrote down.


 * Section II – Groups and Roles for Product **

For the Glogster project there will be teams of 4. Each student will take on one of the following roles:

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 write short stories that 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 introduce 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.


 * __ 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 construct online posters to compare and contrast two figures. Students will be expected to present their online poster to the class. The Glogster should consist of both text and pictures. No two students will be comparing the same figures. Students must design their own geometrical figures to compare and contrast.


 * Gifted Students: **


 * Gifted students can take on a leadership role and assist any struggling peers. **


 * __ Materials, Resources and Technology __**
 * LCD Projector
 * Laptops
 * Glogster
 * Handouts (Venn Diagram, checklist)


 * __ Source for Lesson Plan and Research __**

[] A Glogster Tutorial [] “Circle the Sage” [] Venn Diagram [] Triangle images

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 in clusters of 4

// Day 1 // // Hook (10): I spy game. // // “Circle the Sage” (10): Student will share what similarities and differences they already know with the class. // // Introduce new material (20): SEE CONTENT NOTES // // Make Venn diagrams (25): I will take the students outside to make their Venn Diagrams (weather permitting). // // Introduce Glogster project (15): I will introduce the Glogster project and assign groups. //

// Day 2 // // Review content (10): SEE CONTENT NOTES // // Work on Projects (60): Students will work in their groups on their projects. Students will self-assess their work with the checklist. // // Wrap-up class with take and pass activity (10): Each student will write something they learned on a piece of paper and then pass it to their neighbor. Once the students receive their own paper I will collect them to look them over and hand them back next class as a study guide. //

Students will understand that there are different ways to describe geometric shapes. 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 //. Draw, construct, and describe geometrical figures and describe the relationship between them. // 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.


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

Students will know the definition of obtuse, acute, right, parallel, (SEE CONTENT NOTES). Students will use a Venn diagram to compare and contrast various geometrical figures. I will analyze each student Venn Diagrams and take note of common misconceptions or places where understanding can be redirected or deepened. Students will use checklists to peer review one another Glogster Venn Diagrams and then students will have the opportunity to revise them.


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

Students will use a Venn diagram to compare and contrast various geometrical figures. Before the lesson students will do a "Circle the Sage" activity. This will give bases for different comparisons that can be made. Students will use checklists to peer review one another Glogster Venn Diagrams and then students will have the opportunity to revise them.


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

I will use the checklist to evaluate the Venn Diagrams. Students will also use the checklist to evaluate their own work. I will use the take and pass activity to check for understanding.


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


 * __ Content Notes __**

-perpendicular lines: to lines are perpendicular if the intersect each other at a 90º angle

-right angles: an angle is a right angle if its sides are perpendicular; an angle is a right angle if it is 90º

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

-An OBTUSE triangle has one angle that is greater than 90º.

-An ACUTE triangle has all three angles less than 90º. -A RIGHT triangle has an angle of 90º.

EXAMPLES: This is a right triangle because angle ACB is right angle (it is 90º). This also means that line BC and AC are perpendicular because they intersect at a 90º angle.




 * __ Handouts __**

// Venn Diagrams, checklist //


 * __ 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 Venn Diagrams ////. //

//** Microscope: **//// Students will get to examine and share each other’s work. //

//** 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 Glogster presen //// tations. There is lots of movement and excitement involved during the hook and through transitions. //

//** 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. //

//** 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, and 3

//** Facet: **//** Student will be able to ** compare and contrast triangles.

//** Rationale: **//** Students will develop a deeper understanding and familiarity with how to identify and classify triangles by both sides and angles. **

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

//** MI Strategies: **//

**Verbal-Linguistic:** 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 introduce 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.

**Type II Technology:** Glogster //** Rationale: **// Using a differentiated learning style and integrated Type II Technology students will develop a strong understand of how to relate geometric figures.

//** 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 have the students do a take and pass activity to check for understanding. The students will write a response one of the questions and then each group will get a chance to look it over until the group gets their own paper back. Then they will reflect on the responses.

//** Summative: **// Students will construct online posters to compare and contrast two figures. Students will be expected to present their online poster to the class. The Glogster should consist of both text and pictures. No two students will be comparing the same figures. Students must design their own geometrical figures to compare and contrast.

//** 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. ||  ||   ||