L1+Welch,+Leigh

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

** LESSON PLAN FORMAT **

Topic: Lines and Angles
 * __ Teacher’s Name __**** : ** Leigh Welch **__Lesson #:__** 1 **__Facet:__** Apply
 * __ Grade Level __**** : ** 9-12 **__Numbers of Days:__** 2-3


 * __ PART I: __**

Students will understand that Students will understand that lines, angles and triangles all have relationships and dependencies upon each other. Student will know Students will know Definitions- angles and lines, Properties of lines (equals 180 degrees, has slope) Alternate interior angles, Properties of Angles with Parallel lines. S tudent will be able to use the definitions of lines, angles and triangles to solve problems.
 * __ Objectives __**
 * Product: ** Quizlet

Common Core State Standard Content Area: Geometry Grade Level: High School Domain: Congruence Cluster: Prove Geometric Theorems Standard: 9. Prove theorems about lines and angles. 10. Prove theorems about triangles. __** Rationale: **__ In this lesson students will be learning the definitions and properties of lines and angles in order to later understand the properties of both lines and angles.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

There will be words on the board when the students walk into class. I will ask students to draw what they believe these mean. Students can add words to their pictures if it will help them to better represent what they are thinking. The definitions will include slope, 90 degree angle, parallel lines, perpendicular lines, etc. After students have finished their drawings we will have a discussion about what these actually mean and I go about this by asking students what they think these are. We will go through all of the definitions and I will transition into the PowerPoint through this pre-assessment. Whiling going through all the notes in the PowerPoints I will periodically be asking students to indicate their level of understanding by using the thumbs up/down method. When I ask how students feel about their understanding of the material they will indicate there level of grasping the information by putting a thumb up if they feel like they have it, putting a thumb to the side if they kind of get it but still have questions, and a thumbs down if they are confused about he material. Timely feedback for products (self, peer, teacher) Self- Students will Self Assess their Quizlet by making sure they are using the information from the class T-Chart that is on the board and the checklist provided to each student. Teacher- I will go around and give everyone feedback on their notes, making sure that they have all the information they will need. **Quizlet-** Students will be learning the definitions and a few properties that go with lines and angles. During this students will be taking notes and contemplating what they think believe is more important than other information and create a Quizlet. A Quizlet is an online quiz that you can create. By using this tool students will be taking the answers and forming questions form them. This will help students to better understand the concepts because they will have to think of compelling questions that will use the information they have learned. (25 points)
 * __ Assessments __**
 * __ Pre-Assessment: __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**

Students will be be creating their own quizzes on Quizlet. This is a type two technology because they are constructing their own quiz with the information that they deem important. **English-** Writing: Students will be writing down notes on the material and they will also be writing up their own quizzes. **Art-** Students will be asked to add pictures to their 4 Column Chart. They will also be asked to in their pre-assessment to define the words on the board using pictures and words.
 * __ Integration __**
 * Technology: **

Using a 4 Column Chart they fill in the the definitions of lines, angles and other key terms of the lesson. In Column 1 will be the item, column 2 will hold the definition, column 3 will have the definition in your own words (what you are going to remember) and column 4 will have a picture. There is a big 4 Column Chart on the board and after the students fill in their own 4 Column Chart (using book) they contribute to the class Organizer. Students will work together at their table groups and determine which definitions and pictures they think the entire class should come to a consensus upon. Students will create their own quiz with information from the 4 Column Chart we created in class. Be ready to share with the class. Students will be switching quizzes and taking someone's quiz that is not theirs.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Logical: **Students will be given examples, applying the properties they learn in the lesson on angles lines and triangles, that they will then work through.
 * Verbal: **Students will have the chance to take down notes about angles lines and triangles and fill in their 4 Column Chart.
 * Visual: **Students should add drawings to their definitions on in their 4 Column Chart to help elaborate upon the definitions of lines, angles and triangles. Students will also have the opportunity to share any pictures they drew in their 4 Column Chart that they believe will help them remember the definitions.
 * Musical: **The video provided in the hook will show examples of lines, angles and triangles using the musical aspect.
 * Intrapersonal: **Students will individually be making a Quizlet using the information they learn and take down on their 4 Column Chart. Be ready to share with the class the following day.
 * Interpersonal: **Students will work in groups at their own tables to figure out what they believe needs to be on the 4 Column Chart, as far as what definitions they will need, how to write them in their own words and pictures they add.
 * Kinesthetic: **The students will be moving the definitions of lines, angles and triangles onto the board.
 * Naturalist: **Students will be asked to think about places or things outside that have these properties and then they will contribute to a group discussion.


 * __ 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 are expected to attend class. Students are also responsible for any work that they miss in that class and any homework assigned during that missed class period. I will be willing and available to help before and after school if needed, but the student has to take to initiative. Students should come to my classroom and get the assignments in the absent folder that is in my room. They should also go to the class wiki where the class notes are provided including a copy of the classes 4 Column Chart. The definitions will be provided on the wiki for students to look at and refer to if they get lost.
 * Plan for accommodating absent students: **


 * __ Extensions __**
 * Type II technology: ** Quizlet will be used by students to create their own quizzes that will be shared and taken by other students in their class. This is important in this lesson because the students will be deciding which information they deem important enough to be incorporated into their own quizzes.
 * Gifted Students: ** Gifted students will be asked to include creative real world application questions on their quizzes, instead of the stand by fill in the blank, multiple choice, true/false questions. This will be opened up as an option for all students if they want it.

// List all the items you need for the lesson. // // Laptops // // 4 Column Chart (two for each student)\ // // Whiteboard // // Markers // // Textbook // // List of Words I want to make sure they will include in their quizzes // // Tutorial on Quizlet (typed or video) // // Quizlet account // // PowerPoint with Notes // // Projector // // Pens and Pencils // // Class wiki is up to date // // Check list // // Rubric //
 * __ Materials, Resources and Technology __**

// List all URL and describe. // http://www.youtube.com/watch?v=yptZt9hwrzU This is the url to the video I will be using as a hook
 * __ Source for Lesson Plan and Research __**

http://www.mathopenref.com/line.html source for content notes

http://www.mathopenref.com/angle.html source for content notes

http://www.mathsisfun.com/definitions/vertex.html source for content notes

http://www.mathsisfun.com/definitions/alternate-interior-angles.html source of content notes (//alternate interior angles, good pictures//)

http://www.mathsisfun.com/geometry/supplementary-angles.html source of content notes (//good pictures of supplementary angles//)

www.wikispaces.com (//for the class wiki//)

http://quizlet.com/ (//for making their quizlet//)

http://www.youtube.com/watch?v=j1AbcKz-_q8 (//video tutorial for quizlet//)

http://quizlet.com/9433890/quizlet-tutorial-flash-cards/ (//used to derive a written tutorial on Quizlet//)


 * __ 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) //

(10 minutes) Preassessment vocab words on board and students will define them with what they already know. (5 minutes) Hook video with small discussion. (35 minutes) PowerPoint with notes (lines and properties) and explanations. At this time students will receive graphic organizers (4 Column Chart) and will be filling it out with the notes given in the PowerPoint. (30 minutes) Class discussion on what is on 4 Column Chart. Then we will make a large group 4 Column Chart on the board and students will copy down what we decide as a class is the definition we want to use and the picture to represent it.
 * Day 1**

(5 minutes) Attendance. (5 minutes) Revisit the copy of the group 4 Column Chart that we created the previous class. (35 minutes) Go over more notes (angles and properties) and explanations. Students will also add these to their 4 Column Charts. (20 minutes) Discuss what goes on the class 4 Column Chart and have kids copy that down. (15 minutes) Introduce Quizlet, hand out tutorial and have students set up their accounts.
 * Day 2**

Homework: Kids will create their own quiz using the information they collect. Not everyone will involve every vocab word because everyone's quizzes would look very similar. Also ask students to add short answer questions if they are feeling up to it because Quizlet does not do this.

(5 minutes) Attendance. (20 minutes) Students will swap quizzes and take other people quiz. (15 minutes) They will then give them back to the creator and they will grade them. (40 minutes) There will be a class discussion and explanations on the topics that people had trouble with.
 * Day 3**

Homework: Additional problems putting the properties about lines and angles that students now know to use.

The classroom will be set up in table groups. This will allow for student collaboration and support if anyone gets stuck. During some of the lesson students will be allowed to work together for their graphic organizer. Students will understand that lines, angles and triangles all have relationships and dependencies upon each other. //Prove theorems about lines and angles.// Lines, Angles and Triangles are all connected. The first thing students will do is take the pre assessment that is on the board. Students will draw and explain what they know about the vocab words on the board. After this pre assessment there will be a Video depicting lines, angles and triangles in a musical fashion. This is a funny little music video and is also informative. This hook will be projected on the wall at the beginning of class and once class starts I will take attendance while they will be watching.
 * Where, Why, What, Hook Tailors:** Musical, Visual, Verbal, Interpersonal, Naturalist

Students will know Definitions- angles and lines, Properties of lines (equals 180 degrees, has slope) Alternate interior angles, Properties of Angles with Parallel lines. (see content notes) Using a 4 Column Chart students will fill in the the definitions of lines, angles and other key terms of the lesson.This information will be coming from the presentation that I will be giving via PowerPoint. The information that will be involved is about lines. This will have definitions and properties. The PowerPoint will also have problems in it that students will have to do at their table groups. When filling out the 4 Column Chart students should use this model: In Column 1 will be the item, column 2 will hold the definition, column 3 will have the definition in your own words (what you are going to remember) and column 4 will have a picture. Students will discuss at their table groups what they wrote in their columns 3 and 4. (their own definition and their drawing) During this lesson I will be checking for understanding by doing thumbs up thumbs down during the presentation.
 * Equip, Explore, Rethink, Revise, Tailors:** Logical, Visual, Verbal, Interpersonal, Intrapersonal

Students will be able to use the definitions of lines, angles and triangles to solve problems. There is a big 4 Column Chart on the board and after the students fill in their own 4 Column Chart (information in the PowerPoint) they contribute to the class Organizer. This will make sure students include what I want them to have and also what they think will be important in the lesson. There will be more instruction in the form of another presentation. This information will be more focused on angles and their properties. Revisit the Class 4 Column Chart and discuss what should be on this from the new material. After this discussion I am going to introduce the students to Quizlet. There is a tutorial video and also a handout that I will give students. I will then give them a few minutes to play with the technology in partners, that they can choose. In this time students should create their Quizlet accounts. Students will create their own quiz with information from the 4 Column Chart we created in class. A Quizlet is an online quiz that you can create. By using this tool students will be taking the answers and forming questions from them. This will help students to better understand the concepts because they will have to think of compelling questions that will use the information they have learned. Students should b e ready to share with the class. (day 3) Students will be swapping their quizzes with other students and they will take this quiz. I will be walking around the classroom to see if anyone has questions as far as what a question on the quiz they are taking might be asking. After students have completed the quiz they are given they will give it back to the creator. the creator will grade it. Once the quizzes are graded there will be a class discussion. I will ask students what were the topics their quizzes were on and put them on the board. Then I will ask what questions within those categories that students got wrong. From there we will have a visual on the board of what students got wrong and in what areas. From here there will be more instruction and explanations on the topics and problems that students had problems with.
 * Explore, Experience, Revise, Refine, Tailors:** ​Logical, Verbal, Visual, Interpersonal, Intrapersonal, Kinesthetic

Students will self assess their quizlets by checking what they include in their quiz by what is on the Class 4 Column Chart. They will also receive a checklist that will outline what they will need to incorporate into their personal quizzes. I will go around and give everyone feedback on their notes, making sure that they have all the information that they will need. Students will peer evaluate when they get each others quizzes. The first homework assignment in this lesson will be creating their own quiz which is something that will be needed for the third day of this lesson. The second homework assignment is a handout that provides students with more opportunities to practice these skills.
 * Evaluate, Tailors:** Logical, Verbal, Interpersonal, Intrapersonal

Students will know….. Definitions- __A____ngles-__​ //A shape, formed by two lines or rays diverging from a common point (the vertex).// __L____ine-__//​ A geometrical object that is straight, infinitely long and infinitely thin.// __​Vertex-__​ //A point where two or more straight lines meet. A corner. This is going to be a point. Like (2,3) you can find this by solving for one of the variables in one equation an then plug that into the second equation.// __Properties of lines-__ Lines have slope. This is something that should not be new. In algebra 1 students should have learned slope intercept form of a line. They should also know how to calculate slope using two points that are on the same line. If given (3,4) and (4,7) they should be able to calculate slope. (7-4)/(4-3) this equals 3/1 so the slope of that line is 3. Also when talking about slope need to talk about parallel lines. Parallel lines are lines that never intersect. They never intersect because they have the same slope so they are growing at the same rate. __Perpendicular lines__ and two lines that intersect at exactly one point. They intersect and form a 90 degree angle. so these lines will have opposite reciprocals for slopes. For example: a line with the slope 3 is perpendicular to a line with the slope -1/3. __Properties about Angles-__ A full rotation is 360 degrees. From the proof of this you also find out that a line is equal to 180 degrees. This will lead into a discussion about opposite interior angles. __Opposite interior angles__ is just a name for saying the interior angles of a parallelogram (which is a shape that is made up of two sets on parallel lines) are equal. __Alternate interior angles-__ When two lines are crossed by another line (which is called the Transversal), the pairs of angles on opposite sides of the transversal but inside the two lines are called Alternate Interior Angles. __Supplementary Angles-__These are sets of angles that when added together equal 180 degrees. These angles can share a vertex or not share a vertex. These two angles (140° and 40°) are Supplementary Angles, because they add up to 180°. __Properties of interior angles-__ A four-sided shape consists of four interior angles. These interior angles will always equal 360 degrees when added together. This is true for any four-sided shape. A three-sided shape consists of three interior angles. These interior angles will always equal 180 degrees when added together. This is true for any three-sided shape.
 * __ Content Notes __**

// Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //

// List the items that need to be printed out for the lesson. // 4 Column Chart (//enough for each student to have two copies, one copy for their own and the other for the class chart on the board//) Checklist (//self assessment//) Copies of class notes (//if needed//) Tutorial for Quizlet
 * __ Handouts __**


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //** All of the directions will be clear and there will be clear and systematic notes and examples in the PowerPoint and notes. The Graphic Organizer (4 Column Chart) will help keep everything organized and clear.

//** Microscope: **// Students will be given the opportunity to do problems and examples on our own and in table groups if they want.


 * // Puppy: //​**Students will be asked to work at their table groups and I will be walking around the room helping students if they need it.

//**Beach Ball:**// The Graphic Organizer (4 Column Chart) has 4 columns that will be filled with different approaches to how to memorize the material.


 * // Rationale: //** For the Microscope this will give them a chance to put what they now know to use and figure out what they have to do next, or what they did wrong if they got stuck. Clipboards will like the use of the graphic organizer and clear notes will help with the organizational piece and keep everything laid out and in its given place. For the Puppy aspect the students will be working in groups so they have the opportunity to support each other if they get stuck. Beach Ball will like that everyone will be asked to fill in a drawing, definition and a definition in their own words.


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**

Whiling going through all the notes in the PowerPoints I will periodically be asking students to indicate their level of understanding by using the thumbs up/down method. When I ask how students feel about their understanding of the material they will indicate there level of grasping the information by putting a thumb up if they feel like they have it, putting a thumb to the side if they kind of get it but still have questions, and a thumbs down if they are confused about he material. Timely feedback for products (self, peer, teacher) Self- Students will Self Assess their Quizlet by making sure they are using the information from the class T-Chart that is on the board and the checklist provided to each student. Teacher- I will go around and give everyone feedback on their notes, making sure that they have all the information they will need.
 * // Formative: //**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **


 * // Summative: //** **Quizlet-** Students will be learning the definitions and a few properties that go with lines and angles. During this students will be taking notes and contemplating what they think believe is more important than other information and create a Quizlet. A Quizlet is an online quiz that you can create. By using this tool students will be taking the answers and forming questions form them. This will help students to better understand the concepts because they will have to think of compelling questions that will use the information they have learned.


 * // Rationale: //** These tools listed above are proof of multiple methods of assessment. The products and procedures listed above are different approaches to having students work together in groups to learn together and support each other. I will also be providing support to the groups and individual students.


 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // Content Knowledge: See content notes //**

Common Core State Standard Content Area: Geometry Grade Level: High School Domain: Congruence Cluster: Prove Geometric Theorems Standard: 9. Prove theorems about lines and angles. 10. Prove theorems about triangles.
 * // MLR or CCSS: //**


 * // Facet: // Apply **


 * // Rationale: //**This lesson is focused on teaching students terms and properties about angles and lines. This covers the standard 9 (//Prove Theorems about lines and angles//) because students will be introduced to this information. This lesson covers the Apply facet because students will be able to show the relationships between lines and angles through their quizzes and discussions.


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**


 * // MI Strategies: //**
 * Logical: **Students will be given examples, applying the properties they learn in the lesson on angles lines and triangles, that they will then work through.
 * Verbal: **Students will have the chance to take down notes about angles lines and triangles and fill in their 4 Column Chart.
 * Visual: **Students should add drawings to their definitions on in their 4 Column Chart to help elaborate upon the definitions of lines, angles and triangles. Students will also have the opportunity to share any pictures they drew in their 4 Column Chart that they believe will help them remember the definitions.
 * Musical: **The video provided in the hook will show examples of lines, angles and triangles using the musical aspect.
 * Intrapersonal: **Students will individually be making a Quizlet using the information they learn and take down on their 4 Column Chart. Be ready to share with the class the following day.
 * Interpersonal: **Students will work in groups at their own tables to figure out what they believe needs to be on the 4 Column Chart, as far as what definitions they will need, how to write them in their own words and pictures they add.
 * Kinesthetic: **The students will be moving the definitions of lines, angles and triangles onto the board.
 * Naturalist: **Students will be asked to think about places or things outside that have these properties and then they will contribute to a group discussion.


 * // Type II Technology: //** **Quizlet-** Students will be learning the definitions and a few properties that go with lines and angles. During this students will be taking notes and contemplating what they think believe is more important than other information and create a Quizlet. A Quizlet is an online quiz that you can create. By using this tool students will be taking the answers and forming questions form them. This will help students to better understand the concepts because they will have to think of compelling questions that will use the information they have learned.


 * // Rationale: //** The type 2 technology is focused on the Logical, Verbal, Interpersonal, and Intrapersonal Intelligences. In the rest of the lesson there will be aspects that will call for all of the Intelligences.

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//**Rationale:**// In this lesson students will be collaborating not only with the members of their table groups but also with the entire class when they report out for their table with what they believe everyone should agree upon. Students will also be given time to collaboratively explore the technology. There is also two different approaches for the tutorial, one is a video (technology) and the other a handout, both of these walk students through how to use the technology.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

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].
 * //Rationale: In this lesson students are given the opportunity to work together while figuring out the technology, this reaches the Verbal, Logical, Interpersonal and Intrapersonal. During notes and discussions students will be using Visual, Naturalist, and Kinesthetic Intelligences. The hook will be a technology that focuses on the Musical learner. All of these incorporated together will bring a lesson that reaches out to every type of learner.//** ||  ||   ||
 * [[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"]] ||

Portions not contributed by visitors are Copyright 2011 Tangient LLC.