L6+McKeown,+Sarah

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


 * Teacher’s Name:** Ms. Sarah C. McKeown **Date of Lesson:** Lesson #6: Empathize
 * Grade Level:** 10th or 11th grade **Topic:** Right Triangles

__**Objectives**__

 * Student will understand that** the properties of right triangles relate to the properties of other polygons.
 * Student will know** how the properties of right triangles can relate to the properties of other polygons.
 * Student will be able to** use iMovie to enhance their learning.

__**Maine Learning Results Alignment**__
Mathematics - C. Geometry Geometric Figures Grades 9 - Diploma 1. a. Students can use the properties of triangles to prove theorems about figures and relationships among figures.

This lesson will build off of the previous one where students will continue to explore the relationships between triangles and other polygons. This in turn will enable them to solve for the angles and sides of polygons by using right triangles and thus meet this particular standard.
 * Rationale:**

__**Assessment**__
Throughout the lesson, students will be adding to their "describing wheel" graphic organizer. At the conclusion of class, students will be asked to make a copy of the organizer and leave it on their desk so that I may collect it and review for student comprehension. I will provide feedback by either emailing the student or giving written feedback on the organizer and handing it back at the beginning of the following class (depending on the student's email accessibility).
 * Formative (Assessment for Learning)**

For this lesson, students will be asked to create an end of the unit project. This project requires students to think as though they are mathematicians trying to make it big in "show biz" (for a full details, refer to "performance task overview" in the class syllabus, attached below). Students will be graded in two areas; their mastery of the content and their ability to convey the information in the format required (an iMovie). They will be graded using two rubrics (one for each concentration). The content rubric will assess their content mastery, their ability to stay on task, their ability to parody, their citation of external work (note, //anything// **not** mentioned in class **//is an outside source//** that **__needs to be cited__**!). The technical rubric will assess their ability to collaborate with peers, their ability to create a film that parallels a self-constructed story board, their ability to speak clearly, the flow of the film, their ability to stay within a given time limit and their use of digital transitions between scenes.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**: This lesson integrates technology by having students create an iMovie where they explore their content through a different lens and discover meaning in it by finding multiple ways to integrate right triangles into real life.


 * English**: This lesson will require students to effectively use their English skills to classify the genre of different television shows.


 * Art**: This lesson incorporates students' artistic abilities to manipulate visual and audio media.

__Groupings__
When students arrive in class, they will be asked to seat themselves in groups based on the genre of their favorite television show. For example, all of the who like comedy would sit together, all the students who like drama would sit together and so on and so forth. This grouping will allow students to familiarize themselves with students they may want to work with on their project.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal Linguistic**: For my verbal learners, as always, I plan on providing my lesson in language based way, both written and oral.
 * Mathematical Logical**: For my mathematical learners, as a class we will provide a chart of sequential steps to go through when solving this shape within a shape.
 * Visual Spacial**: For the visual learners, I will provide (and the class will adapt) labeled pictures of the shapes to build a mental image of the subject we are working with.
 * Musical Rhythmic**: Since this lesson will be heavy on inverse trig functions, I will relate them to sharps and flats in music (for example, if you have a note that is flat in the key signature and you want to play it natural, you need to neutralize it by adding the opposite symbol to it).
 * Intrapersonal**: Students will be given time to work alone on their "rehearse" problems.
 * Interpersonal**: Students will collaborate as a class to solve their formative assessment problems.


 * Modifications/Accommodations**

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//

If student knows that he or she will be absent, they are required to follow the school's planned absence policy and retrieve all work (this includes the lecture notes and the Describing Wheel graphic organizer) from me prior to the absence. Any student encountering an unexpected absence must see me as soon as possible (preferably prior to the next class with me) to get the missed work. Students in both situations will have the opportunity and are highly encouraged to talk with me during my office hours if they have any questions and to get a first hand run-down of the end of unit project, however neither will be mandatory.

This lesson integrates technology by having students create an iMovie where they explore their content through a different lens and discover meaning in it by finding multiple ways to integrate right triangles into real life.
 * Extensions**

__**Materials, Resources and Technology**__
Students will need access to a camera to film their iMovie, a computer to edit it on and a means of "submitting" it (either on a zip drive, burned on a dvd, emailed to me, or providing a link to a webpage where the film was uploaded to). Students will need computer access to review the WebQuest. White board and markers.

__Source for Lesson Plan and Research__
(Sources for this lesson are a compilation of the sources from previous lessons. Please refer back to them for any content). This is the WebQuest students will review in class and be asked to completed two lessons from now (approximately one week).

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** In this lesson, we will primarily be reviewing all we have learned about right triangles then proceeding to study the WebQuest. This lesson will excite students who prefer to have a variety of options because the WebQuest is quite open ended. This will allow these types of students to explore their material in a guided manner yet through their own method of discovery (beach ball). This lesson will have an outlined agenda at the beginning of class and also involves the WebQuest which has clearly defined steps for students to follow (clipboard). In this lesson, students are going to observe all prior information in a critical light and determine how they are going to integrate it into their final product (microscope). During this lesson, I will make myself available in close proximity to my students to encourage a personal and safe environment (puppy).
 * //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.//

Rationale:** In this lesson, students will be able to synthesize all of the information they have learned throughout this whole unit. This will enable them to view information from both the view point of the technical mathematical perspective as well as the real world application perspective. When put together, these two perspectives will enable students to create an excellent product for their WebQuest.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal Linguistic**: For my verbal learners, as always, I plan on providing my lesson in language based way, both written and oral.
 * Mathematical Logical**: For my mathematical learners, as a class we will provide a chart of sequential steps to go through when solving this shape within a shape.
 * Visual Spacial**: For the visual learners, I will provide (and the class will adapt) labeled pictures of the shapes to build a mental image of the subject we are working with.
 * Musical Rhythmic**: Since this lesson will be heavy on inverse trig functions, I will relate them to sharps and flats in music (for example, if you have a note that is flat in the key signature and you want to play it natural, you need to neutralize it by adding the opposite symbol to it).
 * Intrapersonal**: Students will be given time to work alone on their "rehearse" problems.
 * Interpersonal**: Students will collaborate as a class to solve their formative assessment problems.


 * Technology**: This lesson integrates technology by having students create an iMovie where they explore their content through a different lens and discover meaning in it by finding multiple ways to integrate right triangles into real life.

Rationale:** Throughout the lesson, students will be adding to their "describing wheel" graphic organizer. At the conclusion of class, students will be asked to make a copy of the organizer and leave it on their desk so that I may collect it and review for student comprehension. I will provide feedback by either emailing the student or giving written feedback on the organizer and handing it back at the beginning of the following class (depending on the student's email accessibility). For this lesson, students will be asked to create an end of the unit project. This project requires students to think as though they are mathematicians trying to make it big in "show biz" (for a full details, refer to "performance task overview" in the class syllabus, attached below). Students will be graded in two areas; their mastery of the content and their ability to convey the information in the format required (an iMovie). They will be graded using two rubrics (one for each concentration). The content rubric will assess their content mastery, their ability to stay on task, their ability to parody, their citation of external work (note, //anything// **not** mentioned in class **//is an outside source//** that **__needs to be cited__**!). The technical rubric will assess their ability to collaborate with peers, their ability to create a film that parallels a self-constructed story board, their ability to speak clearly, the flow of the film, their ability to stay within a given time limit and their use of digital transitions between scenes.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
Grouping - 5 minutes Hook - 3 minutes Review of content (students should be filling out their Describing Wheel graphic organizer) - 45 minutes Introduce WebQuest - 20 minutes Decide upon groups to work on WebQuests with - 7 minutes

For this lesson, the desks will be arranged into four groups (one representing Comedy, one representing Drama, One representing Reality Television and one representing Informational Channels) all of which will be angled so that they face the white board or the front of the room. From this lesson, student will understand that the properties of right triangles relate to the properties of other polygons because it will help them see the hidden relationships between problems they encounter in real life. This lesson will meet the Maine Learning Result Mathematics - C. Geometry, Geometric Figures, Grades 9 - Diploma, 1. a. Students can use the properties of triangles to prove theorems about figures and relationships among figures. Students will be introduced and hooked on this lesson by participating in an opening discussion. At the beginning of class, I will start a discussion "Do you and your sibling look alike?" "Do you play the same sports?" "Do you both laugh at the same jokes" and continue listing off questions until each student has answered "yes" and "no" to at least one question (respectively). I will then explain how this is just like how triangles and other sided shapes, such as hexagons, are related. They have their differences, but they also share many similarities. **Where, Why, Hook, Interpersonal, Visual, Logical, Verbal.**

Students will need to know all the information we have covered thus far in the unit (this includes the Pythagorean Theorem, Special Right Triangles, Trigonometric Functions and Inverse Trigonometric Functions). We will take a "crash course" in the unit by referring back to all the graphic organizers students have completed thus far in the lesson. To make sure students are grasping the overall information, they will fill in a Describing Wheel graphic organizer to highlight the most important information from each lesson. Students will then make an additional copy to leave on their desk so that I may collect it and assess for learning. I will then provide feedback either through email correspondence or by writing notes on the organizer and handing it back to students the following class. Students will then direct their attention to their laptops where we will be introduced to the WebQuest. This WebQuest will asses the student's understanding of the unit as a whole. **Equip, Explore/Experience, Visual, Verbal, Logical, Intrapersonal, Interpersonal.**

The WebQuest and the graphic organizer review will be the real "explore" of this lesson. These activities will allow students to view the information through an new lens and gain a new perspective on the unit. Hopefully this new insight will also enable students to develop a creative and well thought out product for the WebQuest. For the actual WebQuest, students will break up into teams. They will be asked to find two other people who are interested in parodying the same television show as they are. Together, the teams of three will begin collaborating to create their final product. Students will have approximately one week to finish the product and submit it to be reviewed. **Revise, Rethink, Refine, Interpersonal.**

Students will assess themselves during the lesson while we are reviewing past graphic organizers. As a class we will discuss each topic once again as we look at each graphic organizer which will eable students to determine if their comprehension is up to par with that of the rest of the class. Feedback will be provided to students after they hand in their Describing Wheel graphic organizer either through email or through written comments on the organizer to be handed back to the students on the following class period. This is the final lesson of the unit! The next class periods will be spent working on the WebQuest. If students have any problems, they are encouraged to come see me during my normal office hours. **Visual, Logical, Verbal, Interpersonal, Intrapersonal.**

This lesson will cover all content touched apon in the previous lessons.
 * Content Notes**

- Describing Wheel Graphic Organizer - A hard copy of the WebQuest in case of technological malfunction.
 * Handouts**