L1+McKeown,+Sarah

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

Teacher’s Name:** Ms. Sarah C. McKeown **Date of Lesson:** Lesson #1: Interpret
 * Grade Level:** 10th or 11th grade **Topic:** Right Triangles

__**Objectives**__

 * Student will understand that** right triangles have different properties than non-right triangles.
 * Student will know** how to differentiate between right triangles and non-right triangles.
 * Student will be able to** identify right triangles.

__**Maine Learning Results Alignment**__
Maine Learning Results: Mathematics - C. Geometry Geometric Figures Grades 9 - Diploma 1. Students justify statements about polygons and solve problems. c. Use the Pythagorean Theorem in situations where right triangles are created by adding segments to figures.


 * Rationale:** This lesson introduces the idea of right triangles and will inform students how to identify these triangles. This is a crucial skill students will need before they can fully understand the concept of adding segments to figures to create right triangles.

__**Assessment**__
For a formative assessment, I will have students self-assess their own learning once at the beginning of class, and again at the end of class. Students will close their eyes and using their fingers, indicate on a scale of 1 - 5 how confident they feel on individual aspects of right triangles. In order for myself to gather evidence of their learning, I will ask students to turn in their Venn Diagram graphic organizers at the end of class so that I may review them. Feed back will be provided as quickly as possible (either via e-mail to the student that night or via writing notes in the margins and handing back the organizers on the following class [this will depend on students' e-mail accessibility]). This type of formative assessment will allow me to gauge the students comprehension of right triangles which will also help me predict how well they will be able to demonstrate that mastery on the MLR.
 * Formative (Assessment for Learning)**

From this lesson, students will be able to identify right triangles. Students will demonstrate their understanding through a Blog entry in which they reflect upon examples of right triangles they have discovered in their everyday life. Students will be required to present a digital artifact for each of the three examples mentioned. Students will be graded on their ability to recognize right triangles and label their parts, the creativity of the examples and the depth of the thoughts in the reflection. This will enable students to give learning a purpose and get one step closer to equipping themselves with the tools necessary to excel when meeting the MLR in the end of unit project.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**: Technology is integrated in this lesson through use of blogs. Students will also be required to present a digital artifact or digital representation of their examples which will allow them to find and upload images (or in some cases, even capture their own images) and fit them into the text of their blog. This is a necessary skill to have when considering 21st century skills.


 * Industrial Arts (or "Shop Class")**: This class integrates the principles of I.A. because it employs the skills needed to build a structure equivalent to what students pre-designed.


 * English**: English is also incorporated into this lesson because students will have to employ their effective, written communication skills to provide a blog that all class members can easily read.


 * Science**: Students will be performing a lab-like "dissection" of a right triangle that will follow the same basic procedure as a real science dissection.

__Groupings__
For today's grouping, students will be required to line up by birthday (January 1st at the left side of the room, December 31st at the right side) //without speaking!// Students will need to physically communicate to understand the information being conveyed by their peers in order to line up correctly. Once students have arranged themselves as planned, students will partner with the person who has a birthday closest to their own. These will be the groups for this lesson.

__**Differentiated Instruction**__

 * Strategies**:


 * Verbal Linguistic**: as always, I plan on presenting this lesson using a collection of spoken nouns and verbs to convey my thought process and the correct approach when evaluating triangles.
 * Mathematical Logical**: as always, I plan on giving a step by step break down of things to look for when determining whether or not a triangle is right or not.
 * Visual Spacial**: as in all geometry classes, I plan on always using visual representations of the shape being discussed and interacting with and utilizing the picture as the lesson develops.
 * Bodily Kinesthetic**: in this lesson, the hands-on constructing of triangles will help the bodily kinesthetic learner to gain first-hand experience with triangles which, hopefully, will solidify the concept of triangle make-up (something that will serve as a basis for all other lessons).
 * Musical Rhythmic**: for my musical learners, I have made up a little rhyme which will hopefully help them to remember the lesson: a leg and a leg together with a right angle, makes the hypotenuse easy to untangle.
 * Intrapersonal:** for the intrapersonal learners, I feel that the time at the beginning of class which we reflect upon the importance of doing things the right way and stressing the importance of right triangles will help to contextualize the concept for them.
 * Interpersonal**: for the interpersonal learners, I feel the activity with a partner will help them to dissect a concept using the people around them to develop and solidify the concept.


 * 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 Venn Diagram 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 to talk with me about the material if they have any questions and to do the triangle dissecting exercise, although neither will be mandatory.

This lesson incorporates Type II technology through the use of interactive blogs. Students are to use digital artifacts to represent the right triangles they find within their everyday life and either embed a picture of it or upload a picture they have personally taken of the triangle (proper citation is necessary). Because this assignment is a blog, it enables me to provide feedback to my students much faster than if they were to turn in a journal. It also allows students to learn from one another by having easy access to their classmate's work.
 * Extensions**

__**Materials, Resources and Technology**__
Students will need a laptop/desktop to access blogger. Pencils Paper Printed copies of the graphic organizer Printed copy of a triangle anatomy diagram Supplies to create the triangle to dissect (I will pre-make these using popsicle sticks, construction paper and pencil erasers) Whiteboard and markers

__Source for Lesson Plan and Research__
[|Graphic Organizer] for this lesson. An [|interactive breakdown] of the Pythagorean Theorem and the history behind it.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** To provide variety for my students, I will be giving the lesson in lecture format then in interactive format. To appeal to the task-oriented students, I will outline the lesson at the beginning of class (so that they will have a sense of order to the day) and provide them with step by step instructions during the triangle dissection. For students who prefer to investigate and analyze, discovering the hidden parts of triangles and analyzing the relationship between all the parts will be very beneficial. For my emotional learners, I plan on making myself available in close proximity to all students at least one time during the lesson. This will promote a comfortable and encouraging atmosphere.
 * //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 interpret information given to them so that they may decide if the given triangle is right or not. This lesson is so crucial because the rest of the unit will rely on students' comprehension of functions and formulas of right triangles. Students need to know this information in order to construct triangles within other shapes by adding a line segment to a figure (like the one mentioned in the corresponding MLR).
 * //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**: As always, I plan on presenting this lesson using a collection of spoken nouns and verbs to convey my thought process and the correct approach when evaluating triangles.
 * Mathematical Logical**: As always, I plan on giving a step by step break down of things to look for when determining whether or not a triangle is right or not.
 * Visual Spacial**: As in all geometry classes, I plan on always using visual representations of the shape being discussed and interacting with and utilizing the picture as the lesson develops.
 * Bodily Kinesthetic**: In this lesson, the hands-on constructing of triangles will help the bodily kinesthetic learner to gain first-hand experience with triangles which, hopefully, will solidify the concept of triangle make-up (something that will serve as a basis for all other lessons).
 * Musical Rhythmic**: For my musical learners, I have made up a little rhyme which will hopefully help them to remember the lesson: a leg and a leg together with a right angle, makes the hypotenuse easy to untangle.
 * Intrapersonal:** For the intrapersonal learners, I feel that the time at the beginning of class which we reflect upon the importance of doing things the right way and stressing the importance of right triangles will help to contextualize the concept for them.
 * Interpersonal**: For the interpersonal learners, I feel the activity with a partner will help them to dissect a concept using the people around them to develop and solidify the concept.

Technology is integrated in this lesson through use of blogs. Students will also be required to present a digital artifact or digital representation of their examples which will allow them to find and upload images (or in some cases, even capture their own images) and fit them into the text of their blog. This is a necessary skill to have when considering 21st century skills.

Rationale:**
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

For a formative assessment, I will have students self-assess their own learning once at the beginning of class, and again at the end of class. Students will close their eyes and using their fingers, indicate on a scale of 1 - 5 how confident they feel on individual aspects of right triangles. In order for myself to gather evidence of their learning, I will ask students to turn in their Venn Diagram graphic organizers at the end of class so that I may review them. Feed back will be provided as quickly as possible (either via e-mail to the student that night or via writing notes in the margins and handing back the organizers on the following class [this will depend on students' e-mail accessibility]). This type of formative assessment will allow me to gauge the students comprehension of right triangles which will also help me predict how well they will be able to demonstrate that mastery on the MLR. From this lesson, students will be able to identify right triangles. Students will demonstrate their understanding through a Blog entry in which they reflect upon examples of right triangles they have discovered in their everyday life. Students will be required to present a digital artifact for each of the three examples mentioned. Students will be graded on their ability to recognize right triangles and label their parts, the creativity of the examples and the depth of the thoughts in the reflection. This will enable students to give learning a purpose and get one step closer to equipping themselves with the tools necessary to excel when meeting the MLR in the end of unit project.

__Teaching and Learning Sequence__
Pass out Unit Syllabus - 2 minutes Break into groups - 5 minutes Introduction/hook - 7 minutes Five Finger Pre-assessment - 1 minute Hand out graphic organizer and dissection sheet - 3 minutes Dissection - 15 minutes Dispose of Materials / Class regroup - 4 minutes Presentation and examples - 15 minutes Individual examples - 10 minutes Class poll for understanding - 1 minute Clarifying Questions - 9 min Explain assignment - 5 min Start on Blog - 3 minutes

To really draw the class's attention to triangles, the desks will be arranged in the center of the room in a triangular shape. First, as a class, we will take note of the numerous triangles that appear in the room and discuss their importance. To learn the terminology, students will then break up into their groups (as assigned by random number drawing) to "dissect" a triangle during which they will learn the definition of "legs", "hypotenuse", "right angle" and "supplementary". **Where, Why, What, Hook, Visual, Interpersonal, Kinesthetic, Logical.**

Students will know the anatomy of right triangles. A right angle is an angle measuring 90 degrees. A hypotenuse is the side of the triangle created by connecting both sides adjacent to the right angle. Legs are the name given to the sides of triangle that are not the hypotenuse. The word "supplementary" is a relative term that describes an angle that creates 180 degrees when added to another angle (for example, 60 degrees is supplementary to 120 degrees). I plan on conveying this information through student self-discovery dissection and presentation that utilizes many visuals. I will check for understanding by reviewing their Venn Diagram graphic organizers throughout the lesson. **Equip**, **Logical, Verbal.**

Prior to class, I will construct model triangles (using popsicle sticks, construction paper and circular pencil erasers) which students will then pull apart, one piece at a time. First, they will pull the top layer of construction paper off, identifying it as the shape known as the triangle. Underneath are the pencil erasers depicting angles and the popsicle sticks representing the legs and hypotenuse of the triangle. First, students will pull out the right angle, we will discuss the importance. Next, students will pull out the other two existing angles, we will discuss the definition of "supplementary". Finally, students will pull out the hypotenuse (defined as the side opposite from the right angle) followed by the legs. Knowing this "anatomy" of the triangle will allow us to regroup and discuss the Pythagorean Theorem using correct terminology. Students will have a chance to revise their thought process by adding to their Venn Diagram graphic organizer throughout the course of the class. After the dissection exercise, students will dispose of their materials then regroup for a presentation. During this presentation, I will provide examples of triangles and it will be up to the students to determine whether or not they are right triangles. We will work through these first examples together and students will be encouraged to discuss the triangles with their partners. After going through all of the group examples together, students will be asked to assess a few on their own. After they have had time to work individually, I will open up the floor for clarifying questions, either on the problems or the concept as a whole. After answering the questions, I will introduce the homework assignment (refer to "Summative Assessment" above) and then give them until the end of the class period to begin working on it. **Explore, Rethink, Revise, Verbal, Logical, Visual, Bodily Kinesthetic, Intrapersonal, Interpersonal.**

By having a five finger poll, students will be made to consider their learning and assess their own comprehension on the properties of right triangles. By doing this activity twice, once as a pre-assessment and once at the end of the lesson, students will be able to gague how much they have learned through the lesson. At the end of the lesson, students will turn in their Venn Diagram graphic organizers which they actively contributed to throughout the period. I will review these and either e-mail the students with feedback, or will hand back the organizers (with feedback) at the beginning of the following class. This is very important to students wishing to complete their benchmark for this lesson and to comprehend the lessons in the future. Everything will build off of students' conception of the right triangle and the properties it possesses. **Intrapersonal, Verbal.**

A right triangle is a three sided shape that has one angle measuring 90°. A non-right triangle is a three sided shape that does not have any angle measuring 90°
 * Content Notes**

- Venn Diagram Graphic Organizer -
 * Handouts**