S3+Welch,+Leigh

= = =Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR or CCSS **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] and[| Cooperative Learning] the content (**Explore**), working on product (partners, teams...) (**Experience**)
 * (R)** **.4** Checking for Understanding Strategies during instruction (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7**Students will be able to ..., **(Facet Name)** Product: Type II Technology, Number of Days: (**Organize**)

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)1.1** Students will understand that lines, angles and triangles all have relationships and dependencies upon each other. (**​Where**​) //Prove theorems about lines and angles.// (**What**) Lines, Angles and Triangles are all connected. (**​Why**​)
 * (H)** **1.2** Video depictiong lines, angles and triangles in a musical fashion. (**​Hook**​)
 * (E)1.3** Students will know Definitions- angles and lines, Properties of lines (equals 180 degrees, has slope) Alternate interior angles, Properties of Angles with Parallel lines. (**Equip**) 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. (**Explore**​) 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. This will make sure students include what I want them to have and also what they think will be important in the lesson. I am going to introduce the students to Quizlet. Students will create their own quiz with information from the 4 Column Chart we created in class. Be ready to share with the class. (**​Experience**​)
 * (R)** **1.4** While using 4 Column Chart add the definition, but in the other column add a picture as well. (**Rethink**​) Students will Self Assess their Quizlet, making sure they are using the information from the class T-Chart on the board. I will go around the room to make sure everyone has the same elements on their own T-Chart. (**Revision**)(**​Refine**​) ​Add checking for understanding in all the .4's of the lessons
 * (E)1.5** Formative Assessmen**t** - **Pre-Assessment:** Create drawings for the definitions given, **Checking for Understanding**: Thumbs Up/Down and **Timely Feedback:** Self and Teacher. (**Evaluate**)
 * (T)** **1.6** (**Tailor**)
 * Verbal/ Linguistics:** Students will have the chance to take down notes about angles lines and triangles and fill in their 4 Column Chart.
 * Logical/Mathematical:** Students will be given examples, applying the properties they learn in the lesson on angles lines and triangles, that they will then work through.
 * Visual/Spatial:** 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/Rhythmic:** The video provided in the hook will show examples of lines, angles and triangles using the musical aspect.
 * Bodily/Kenesthetic:** The students will be moving the definitions of lines, angles and triangles onto the board.
 * 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.
 * 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.
 * 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.
 * (O)** **1.7** Students will be able to use the definitions of lines, angles and triangles to solve problems. (**Apply**) **Product:** Quizlet **Number of Days:** 2 (**​O**​**rganize**) ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)2.1** Students will understand that lines, angles and triangles all have relationships and dependencies upon each other. (**Where**) Prove theorems about lines and angles. Prove theorems about triangles. (**What**) Without lines and angles, you would not be able to create triangles, or any other shapes. (**Why**)
 * (H)** **2.2** A PowerPoint that I go over and we discuss. This will include definitions and properties of triangles.
 * (E)2.3**Students will know Definitions- angles and lines, Properties of lines (equals 180 degrees, has slope) Alternate interior angles, Properties of Angles with Parallel lines. Definitions of Triangles, Area of a triangle (1/2b x h), Properties of triangles (equal 180 degrees, three sides, three angles, etc.) Right Triangles, Acute Triangles and Obtuse Triangles. (**Equip**) Students will use a Cluster Word Web 2 in order to organize their notes on definitions of triangles and properties of triangles that they will get from the PowerPoint. (**Explore**) Introduce Instructables. Create groups by counting off students. In these groups students will create an Instructable together on something they already know how to do that is math related. Students will write down all the steps needed to accomplish their goal. Students will then make an Instructable with a single partner. The topic of the second Instructable will be "How to Construct a Triangle using Three Lines and Three Angles." (**​Experience**​)
 * (R)** **2.4** In the process of making the Instructables in class students can ask questions and get help from the teacher and other students. (**Rethink**) Students will Self Assess using the rubric. Students will also work in groups with peer reflection, to create their first Instructable. I will give vocal feedback on the steps written for the second Instructable. (**Revision**)(**​Refine**​)
 * (E)2.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: Fist-to-Five and **Timely Feedback:** Self, peer and Teacher **(Evaluate**)
 * (T)** **2.6** (**Tailor**)
 * Verbal/Linguistic:** Students will be writing down their steps for their instructable on how to make a triangles using specific lines, angles and triangles given to them by me, and talking them out with their partners.
 * Logical/Mathematical:** Students will have to go through the the steps for the problems and then break them down and explain them to other people.
 * Visual/Spatial:** During the construction of the Instructables students will add pictures of the work they are doing, that aids readers in their understanding of the material.
 * Musical/Rhythmic:** Students will have the option to add music, or their own voice recording, to their Instructable if they can explain why it is helping their project.
 * Interpersonal:** Students will work in groups for the first Instructable, which is about anything (related to math, or Geometry), they create during class. The second Instructable, which is about building a specfic triangle given to them by me. Students will be given the option to either work with a partner or alone on this second Instructable.
 * Intrapersonal:** Students will be given the option to work alone on their second Instructable. If they need help with an aspect of this they can go to another student or come to me and ask their question(s).
 * (O)2.7** Students will be able to show the relationships between angles, triangles and lines (**Explain**). **Product:** Instructable **Number of Days:** 2-3 (**Organize**) ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)3.1** Students will understand that triangles, lines and angles are foundations in Geometry. (**Where**) Prove theorems about lines and angles. Prove theorems about triangles. (**What**) Angles, lines and triangles are fundamental to Geometry. (**​What**​)
 * (H)** **3.2** The hook for this lesson will be a short write at the beginning of the class. There is be a prompt projected on the screen in the front of the room for students to answer individually. We will then go around and hear from everyone on their thoughts of the prompt. The question will be "In a single paragraph, answer the question, why do we need lines, angles and triangles?"
 * (E)3.3** Students will know the properties of angles (Alternate Interior Angles), Properties of lines (equals 180 degrees, has slope), Area of a triangle (1/2b x h), Properties of triangles (equal 180 degrees, three sides, three angles, etc.) (**​Equip**​) There will be a large Venn Diagram on the board and a list of properties on the side on the board. We will compare and contrast the properties as a class and the students will follow along, contribute and copy all of it down on their own Venn Diagram so they can have the information in their notes. (**Explore**) I will introduce Mind Miester and students will use it to get a different picture of the information they collected. They should add graphics, videos, music, anything they need to enhance the presentation. (**​Experience**​)
 * (R)** **3.4** We will discuss the information we put into the class Venn Diagram together and decide if it is accurate and should be put in the class Venn Diagram. Students will be asked to think of one thing that should be added to the class Venn Diagram as a table group and then we will discuss it. (**Rethink**) Students will Self and Peer Assess in their table groups when they discuss their Venn Diagrams. I will provide oral feedback in the class discussion and answer any questions. (**Revision**)(**Refine**)
 * (E)3.5** Formative Assessmen**t** - **Pre-Assessment:**, **Checking for Understanding**: Up/Down and **Timely Feedback:** Self, Peer and Teacher (**Evaluate**)
 * (T)** **3.6** (**Tailor**)
 * Verbal/Linguistic:** Students will be writing thoughts and facts about the PowerPoint Presentation I am giving on the properties of lines, angles and triangles, into their Venn Diagram.
 * Logical/Mathematical:** Students will be discussing mathematical properties and making connections between them.
 * Visual/Spatial:** Students are asked to add visual elements to their Mind Miester to enrich their map.
 * Musical/Rhythmic:** Students are asked to add music if it fits into their Mind Miester. Students also have to option to add their voice talking about the mind map.
 * Interpersonal:** Students will be working in groups to focus on their topic and then present it to the classroom.
 * Intrapersonal:** Students will each be building their own Mind Map on Mind Miester.
 * (O)3.7** Students will be able to compare and contrast the properties of angles, lines and triangles (**​Perspective**​). **​Product:**​ Mind Map on Mind Miester **Number of Days:** ​2-3 (**Organize**) ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W) 4.1** Students will understand that angles, lines and triangles are elements in problems that occur in real life. (**Where**) Prove theorems about lines and angles. Prove theorems about triangles. (**What**) Without lines and angles, you would not be able to create triangles, or any other shapes. (**​Why**​)
 * ​(H)** ​**4.2** Ask students to come in and sit down. From there I want them to sit quietly and close their eyes. I want them to think of a angles they see in real life. Then where they see a triangle in real life. I will ask them to share them with the class and ask if they know what kind of triangle they think the triangle could be.
 * (E) 4.3** Students will know Definitions- angles, triangles, lines. Area of a triangle (1/2b x h) Formulas- Pythagorean Theorem (right triangles) (a^2+b^2=c^2) Slope (y2-y1/x2-x1), Standard Linear Format y=mx+b (m=slope, b=y-intercept) Key Factual Information- Properties of lines (equal 180 degrees, has a slope, etc), Properties of triangles (equal 180 degrees, three sides, three angles, etc), Properties of angles (a circle has 360 degrees, angles between two lines, etc). (**Equip**) Students will follow along with me at the board and use their Step-Chart to illustrate each level of the Pythagorean Theorem (a^2+b^2=c^2). They will then work with their table groups to do a could of examples using these steps. (**​Explore**​) We will go outside as a class and I will ask kids for real life examples of right triangles. We will collect data and then go inside and each table group will be given some of the data to figure out either the hypotenuse or one of the two sides. (**Experience**)
 * (R)** **4.4** Students will be using their Flow Chart to visualize the steps that need to be taken in order to figure out the problem. They will have the opportunity to work together in their table groups in order to get another perspective on how to approach these problems. (**Rethink**) Students will self assess using a rubric and give/get peer feedback with their partners. (**Revise**)(**Refine**)
 * (E) 4.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: 3-2-1 and **Timely Feedback:** Peer Feedback with partner while working on the project, Self Evaluation with a rubric, Teacher feedback by going to every student and giving feedback. **(Evaluate**)
 * (T)** **4.6** (**Tailor**)
 * Verbal/Linguistic:** Students will be asked during the hook to share talk about their ideas and visualizations with the class, and then the class will talk about them.
 * Logical/Mathematical:** Students will be asked to find examples of triangles in real life and then find out what the missing element from that element (it might be the hypotenuses, or one of the other sides).
 * Visual/Spatial:** During the hook students will be asked to use the visualization skills in their minds to find examples of triangles that they see everyday.
 * Bodily/Kenesthetic:** We will be outside and we will be measuring objects and taking data that we will be using later in the classroom to figure out whatever the missing part of the triangle might be.
 * Interpersonal:** Students will be working in their table groups after taking notes on the Pythagorean Theorem to do examples together if the need the support. We will also be going around outside and collecting data. This can be done with a partner or in a bag group.
 * Intrapersonal:** The glogster that students will be making that shows examples of triangles that they encounter everyday should be created alone.
 * Naturalist:** We will go outside and find examples of triangles that they see outside and round them everyday. This could be a tree and the shadow it casts, it can be anything. Students will also be asked to make a glogster about real life traingles they see in their lives. Students are encouraged to go outside and take pictures of these triangles and add them to their glogster.
 * (O) 4.7** Students will be able to illustrate a real life problem where you need to use angles triangles and lines. (**Interpert**) **Product:** Glogster **Number of Days:** 2-3 (**​Organize**​) ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W) 5.1** Students will understand that triangles, lines and angles are foundations in Geometry. (**Where**) Prove theorems about lines and angles. Prove theorems about triangles. (**What**) Angles, lines and triangles are fundamental to Geometry. (**Why**)
 * (H)** **5.2** I will have an example of a shape made in Google Sketch-Up that is made up of triangles, angles and lines. I will then lead a discussion of what this shapes means to use, why we care about it. What we can do with it, knowing what we know about lines, angles and triangles.
 * (E) 5.3** Students will know Definitions- angles, triangles, lines. Area of a triangles (1/2b x h) Formulas- Pythagorean Theorem (right triangles) (a^2+b^2=c^2) Slope (y2-y1/x2-x1), Standard Linear Format y=mx+b (m=slope, b=y-intercept) Key Factual Information- Properties of lines (equal 180 degrees, has a slope, etc), Properties of triangles (equal 180 degrees, three sides, three angles, etc), Properties of angles (a circle has 360 degrees, angles between two lines, etc), SohCahToa (for triangles) (Sine-opposite, hypotenuse, Cosine-adjacent, hypotenuse, Tangent-opposite, adjacent). (**Equip**) Students will use a T-Chart to break down shapes and write down the main components in that make up that shape. They will do this individually and then we will come back together and compare. (**Explore**) I will introduce Google Sketch-Up to the students and they will individually work on making a shape, or a group of shapes that use angles, lines and triangles. (**Experience**)
 * (R)** **5.4** Students will use their T-Charts to list off shapes on one side, the other side will be listing what is inside or a component of this shape. Having these written out clearly on their paper will help them to see that is being discussed in the class. (**Rethink**) Students will then be introduced to Google Sketch-Up and they will be creating a shape the using the information and criteria given. (**Revise**) From there students will be evaluating themselves from a check list and getting personal verbal feedback from me. (**Refine**)
 * (E) 5.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: The Nod **Timely Feedback:** Self Evaluation in the form of a check list, and teacher feedback in the form of walking around the room and checking how everyone is doing. **(Evaluate**)
 * (T)** **5.6** (**Tailor**)
 * Logical/Mathematical:** Students will have to make connections to shapes and be able to break them down into lines, angles and triangles. They will then be creating their own shape and piecing it together using lines, angles and triangles.
 * Visual/Spatial:** Students will be have to visualize a shape that fits the criteria (has angles, lines and triangles), and the create that shape using Google Sketch-Up.
 * Bodily/Kenesthetic:** Students will be using a Google Sketch-up to put what they have used about triangles, angles and lines to use by create a shape of their own. They will use the information to construct a shape that fits the guidelines.
 * Interpersonal:** Students will be allowed, and encouraged to share their shapes with their peers. If a peer is stuck students are encouraged to help if wanted or needed.
 * Intrapersonal:** Students will be working individually to create their design for their shape and then they will also work alone to construct this shape on their Google Sketch-Up.
 * Naturalist:** Students are encouraged to think about shapes they see in outside and in their everyday lives and use that as a baseline, something to refer to back to, and then take that to the next level.
 * (O) 5.7** Students will be able to realize that lines, angles and triangles are parts of other shapes. (**Self Knowledge**) **Product:** Google Sketch-Up **Number of Days:** 2-3 (**Organize**) ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W) 6.1** Students will understand that angles, lines and triangles are elements in problems that occur in real life. (**​Where**​) Prove theorems about lines and angles. Prove theorems about triangles. (**​What**​) Without lines and angles, you would not be able to create triangles, or any other shapes. (**​Why**​)
 * (H)** **6.2** For the hook for this class I will tell a story about a person I know who uses lines, angles and triangles in everyday life. Then I will have students ask questions if they want.
 * (E) 6.3** Students will know Definitions- angles, triangles, lines. Area of a triangle (1/2b x h), Formulas- Pythagorean Theorem (right triangles) (a^2+b^2=c^2), Slope (y2-y1/x2-x1), Standard Linear Format y=mx+b (m=slope, b=y-intercept), Key Factual Information- Properties of lines (equal 180 degrees, has a slope, etc), Properties of triangles (equal 180 degrees, three sides, three angles, etc), Properties of angles (a circle has 360 degrees, angles between two lines, etc) SohCahToa (for triangles) (Sine-opposite, hypotenuse, Cosine-adjacent, hypotenuse, Tangent-opposite, adjacent) (**Equip**) Students will use use a flow chart to organize the information that they have learned about lines, triangles and angles in real life. (**Explore**) Using this graphic organizer groups, developed by counting off, will come up with a character that would use all of this information in their everyday life.They will then bring this character to life by creating a Fakebook page for them. Complete with a biography, friends list, interests, wall posts, etc. (**Experience**)
 * (R)** **6.4** Students will be talking about lines, angles and triangles and using a Flow Chart in to organize the information they know. They will then be creating a character to bring this information to life through this person. (**Rethink**) Students will be working in groups and constantly getting peer feedback and teacher feedback. (**Revise**)(**Refine**)
 * (E) 6.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: Call on Everyone and **Timely Feedback:** Peer feedback in groups when making character, self evaluation in the form of a checklist, and teacher feedback (going around to every group to hear about their character). **(Evaluate**)
 * (T)** **6.6** (**Tailor**)
 * Verbal/Linguistic:** Students will be writing a lot about their character. They will be bringing this person to life through their words on the Fakebook page that belongs to their character.
 * Logical/Mathematical:** Students will be using their knowledge of lines, angles and triangles and applying it to their character. Why are these things important to this person. What parts of the math are this characters favorite, and why?
 * Visual/Spatial:** Students should add pictures of their character, what they do, what they like, how they spend their free time, and anything thing else they want that pertains to their character.
 * Musical/Rhythmic:** Students are told to make this character as real as possible. This can include adding music in one of their wall posts. If this is done there needs to be a comment under it explaining why this is important to your character, and how pertains to the math.
 * Interpersonal:** Students will be working in groups and dividing up the work that needs to be done to create a full profile for the character that they have created together.
 * Intrapersonal:** Students will be working within a group to create a profile, but they will be working on their own section, so they will have the independence withing their group work.
 * Naturalist:** Students have to opportunity to create a character that works outside or with animals all the time. Students have no limitations on what this person does, as long as they can incorporate the angles, lines triangles, or all three.
 * (O) 6.7** Students will be able to assume the role of a person who uses lines, angles and triangles in their everyday life. (**Empathy**) **Product:** Fakebook Profile. **​Number of Days:** ​2-3 (**Organize**) ||

2004 ASCD and Grant Wiggins and Jay McTighe