S3+Lambert,Joshua+Blaine

=Stage 3 - Plan Learning Experiences and Instruction=

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

[|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= Interpersonal: Students will work in teams of three during the three minute review to help each other with questions regarding slope, parallel lines and linear equations. Intrapersonal: Students will work individually on the smartboard to show understanding of slope, parallel lines and linear equations. Musical/kinesthetic: The dance of parallel lines will draw the musical and kinesthetic intelligence into the learning. Visual: The graphic organizer will help layout the relationship between linear equations and if lines are parallel. Logic: These students will enjoy being able to graph the equations of lines. Verbal: The graphic organizer will allow the verbal learner to take notes so they can draw the connections between equations of lines and parallel lines. **(Tailor)** =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that angle properties of parallel lines can be used to solve math problems. **(Where).** Having an understanding of what it means for lines to be parallel and how their slopes tie into that relationship will make it clear that parallel lines are everywhere in the man made world around them. **(Why).** //**Students know and use angle properties of parallel lines to solve problems and determine geometric relationships (What).**//
 * (H)** 1.2 The dance of parallel lines. **(Hook).**
 * (E)** 1.3 Students will know parallel lines, slope, linear equation **(Equip).** Students will use a Spider Map to see how lines are parallel based on their equations **(Explore).** The class will ask questions using the three minute review cooperative learning to answer questions. They will all have a turn to graph parallel lines on the smartboard and save the screen shots **(Experience).**
 * (R)** 1.4 Students will be able to rethink their ideas during the three minute review exercise. **(Rethink/Revise)** They will also receive feedback on their graphs before they post their final product. **(Rethink/Refine)**
 * (E)** 1.5 The screen shots of the Smartboard graphing will be looked at to gauge understanding. Before they are posted on the class wiki mistakes and miscues will be gone over. The graphing will be graded using a checklist **(Evaluate).**
 * (T)** 1.6 Naturalist:
 * (O)** 1.7 Students will be able to show that two lines are parallel. **(Explain).** Product: Smartboard images on Wiki. Days: 1-2 **(Organize)** ||

Interpersonal: These students will enjoy working with a team during the numbered heads game to help solidify concepts of angle properties of parallel lines. Intrapersonal: These students will be able to show their individual ideas about transverals in their comic life product. Musical: Kinestetic: These students will be engaged during the hook when they are part of the parallel line and can help measure the angles created by the entire class. Visual: The problems on the board will help these students see the relationships of angles in parallel lines. Math: These students will benefit from solving for the missing angles in the numbered heads game. Verbal: The garden gate graphic organizer will allow these students to write the relationships of the angles created in parallel lines by transversals. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that angle properties of parallel lines can be used to determine geometric relationships. **(Where)** There are many geometric figures with parallel lines, understanding the angle properties will make determing values possible. **(Why) //Students know and use angle properties of parallel lines to solve problems and determine geometric relationships. (What).//**
 * (H)** 2.2 As the students come into class I will line them up in two parallel lines. Then I will use a pool noodle to act as a transversal and we will measure the angles created. **(Hook)**
 * (E)** 2.3 Students will know transversal, consecutive interior angles, opposite interior angles, opposite exterior angles, straight angles, **(Equip).** We will use the garden gate graphic organizer to define the different realationships between angles based on location **(Explore).** We will break into teams to play the numbered heads game. With figures drawn on the board with some angle measures missing the students will answer questions about the missing angles. The students will also create a rough draft of their comic life idea to make sure they are explaining all the requirements. **(Experience).**
 * (R)** 2.4 Students will hand in their graphic organizers so I can check them for accuracy and understanding while the numbered heads game is going on. I will make notes for any student to review if they are a little unsure of an idea, and hand the graphic organizers back out. **(Revise/Rethink).** The students will also peer evaluate each others ideas for their comic life to ensure they are including all the requirements for their final product. **(Rethink/Review).**
 * (E)** 2.5 A rubric will be used to grade the students comic life product about a transversals relationship with parallel lines. **(Evaluate).**
 * (T)** 2.6 Naturalist:
 * (O)** 2.7 Students will be able to illustrate how a transversal creates equal angles in parallel lines **(Interpret).** Product: Comic Life. Days 1-2 **(Organize)** ||

Interpersonal: Students will work with other people during the circle the sages exercise to further their understanding of slope. Also the slope collage will be a group project. Intrapersonal: Students will work individually with the graphic organizer to create their own coordinate plane which will allow them to have their own unique slope to calculate. Musical: The slope song will reinforce what the formula of slope is and grab the attention of these learners. Kinestetic: These students can walk around during the circle the sages exercise. They will also enjoy the time they are taking pictures of slope in the real world. Visual: The graphic organizer will help these students see parallel lines on a coordinate plane to reinforce the concept. Math: Verbal: =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that parallel lines can be used to solve real world problems **(Where)**. Parallel lines are used during construction projects frequently. Equal slopes in the real world exist on different scales, seeing this will further the students understanding of slope and parallel **(Why).** **//Students know and use angle properties of parallel lines to solve problems and determine geometric relationships. (What).//**
 * (H)** 3.2 Students will watch this Slope of a Line song. **(Hook).**
 * (E)** 3.3 Students will know, what slope is and that having the same slope makes lines parallel **(Equip).** Students will turn their tic tac toe graphic organizers at an angle and draw a coordinate plane. They will then determine the slope of the tic tac toe lines to see if they are parallel. They will label the change in rise over the chang in run. **(Explore).** Students who have mastered slope will be the sages in the circle the sage cooperative learning exercise. Each sage will be given a list of example problems they can use to detemstrate slope to their classmates. They will help other members of the class with any misunderstandings about slope. Students will then take pictures of real world slopes. They will be grouped in an online collage based on having equal (or close to it) slopes. **(Experience).**
 * (R)** 3.4 The student sages will be able to offer help to classmates about their tic tac toe lines and their slopes. **(Rethink)** I will look at some digital pictures from all groups to see how they are thinking of grouping their pictures. **(Review)**
 * (E)** 3.5 A rubric will be used to evaluate the collages to make sure students are learning the relationship between slope and parallel. **(Evaluate).**
 * (T)** 3.6 Naturalist: When they are taking pictures of slope these students can really get into finding slopes in their natural environment.
 * (O)** 3.7 Students will be able to compare mulitple lines to determine if they are parallel **(Perspective).** Product: Collage on Prezi or other photo software. Days 1-2. **(Organize).** ||

Intrapersonal: Interpersonal: Musical: These students can include a song that helps them describe the relationships between slope and parallel on their Prezi. Kinesthetic: These students will benefit from moving around during the team-pair-solo exercise while answering questions about slope on the board. Logical: These students will benefit from seeing clarifying questions about slope on the board during the team-pair-solo exercise. Verbal: These students can use their linguistic skills to create a Prezi about slope and parallel lines. Visual: These students will benefit from seeing clarifying questions about slope on the board during the team-pair-solo exercise. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that angle properties of parallel lines can be used to determine geometric relationships.**(Where).** Knowing what equal angle measures in specific locations means will allow students to determine if two lines are parallel. **(Why). //Students know and use angle properties of parallel lines to solve problems and determine geometric relationships (What).//**
 * (H)** 4.2 Students will watch videos about good ski jumps and bad ski jumps. **(Hook)**
 * (E)** 4.3 Students will know what slope is and that having the same slope makes lines parallel. They will also learn how to find the linear equation given the point slope form. **(Equip).** Students will fill out a KWL chart to identify areas that students are strong in and any areas that students may need more instruction. Then we will participate in the team-pair-solo cooperative learning exercise to work on problems written on the board to determine slope and to determine if lines are parallel.**(Explore).** The students will create a Prezi showing that they understand the relationship between two lines' slope and if they are parallel. **(Experience).**
 * (R)** 4.4 Students will pass their KWL chart to the front and I will look them over to see what types of questions we will be going over in the team-pair-solo exercise. I will target areas they are not clear in. **(Review)**
 * (E)** 4.5 A rubric will be used on the Prezi product to evaluate the students understanding. **(Evaluate).**
 * (T)** 4.6 Naturalist: These students can include examples of parallel lines with the same slope in the real worl on their Prezi.
 * (O)** 4.7 Students will be able to realize the slope of the lines determine if they are parallel. **(Self Knowledge).** Product: Prezi about slope and parallel lines Days: 1-2 **(Organize)** ||

Intrapersonal: These learners will be able to think on their own idea wheel to think of items without parallel lines. Interpersonal: These learners will be able to build off other people's ideas about no parallel lined items during the brainstorming activity. Logical: The idea wheel graphic organizer will help these learners think by giving them categories and then asking them to give examples of items in those categories. Musical: Verbal: These learners will be able to contribute to and build off other people's ideas about no parallel lined items during the brainstorming activity. Visual: Using scribbler to create a scene without parallel lines will let these learners see their ideas on paper. Kinesthetic: =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that parallel lines can be used to solve real world problems. **(Where)** Students will begin to understand that parallel lines comprise a majority of the world around them.**(Why).** **//Students know and use angle properties of parallel lines to solve problems and determine geometric relationships. (What).//**
 * (H)** 5.2 I will ask everyone to try and find something in the room that does not have any parallel lines. Then I will try to prove them wrong, hopefully using some comedy as I go. **(Hook)**
 * (E)** 5.3 Students will know parallel lines and how to identify them. **(Equip).** We will use the idea wheel to think of items that do and do not have parallel lines in four categories that the students will come up with. We will also brainstorm as a class to come up with more man made items that do not have parallel lines. **(Explore).** Students will use Scribbler to create a scene in the world if there were no parallel lines. **(Experience).**
 * (R)** 5.4 The students be able to go back to their idea wheels after the brainstorming to see if they want to add or change their ideas. **(Rethink).** I will walk around and spot check the students scribblers to see if they have parallel lines. **(Review).**
 * (E)** 5.5 A checklist will be used to evaluate the student's Scribbler products to see if they can conceptualize a world without parallel lines. **(Evaluate)**
 * (T)** 5.6 Naturalist: These learners will be able to tie their natural world into their scribbler graphic with no parallel lines.
 * (O)** 5.7 Students will be able to imagine how the world would be different without parallel lines. **(Empathy).** Product: Scribbler Days: 1 ||

Intrapersonal: These learners will be able to use their own ideas about angles in parallel lines in their google sketchup figure. Interpersonal: These students will benefit from the partner activity to solidify concepts of angles in parallel lines. Musical: Verbal: These learners will benefit by working with a partner to solidify concepts of angles in parallel lines. Logical: These students will benefit from seeing the steps to find angle measures on the step by step graphic organizer. Visual: These students will benefit from seeing the steps to find angle measures on the step by step graphic organizer. Kinesthetic: These student will get to move around a little during the partner exercise to help them solidify concepts of angles in parallel lines.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that angle properties of parallel lines can be used to solve math prolems. **(Where)** Given a geometric figure with parallel lines, students will be able to solve for missing angles. **(Why)** **//Students know and use angle properties of parallel lines to solve problems and determine geometric relationships. (What).//**
 * (H)** 6.2 We will create teams and play the missing angle alien game. **(Hook)**
 * (E)** 6.3 Students will know transversals create equal angles in parallel lines. They will also know that two angles on a line add up to 180 degrees. **(Equip).** We will use a step by step graphic organizer to determine the steps you take to find missing angle measurements in parallel lines. The students will work in partners drawing different transversals through parallel lines to solve for angles. **(Explore).** The students will use google sketchup to design a geometric figure using parallel lines. They will measure one angle using the protractor tool and then solve for the rest of them. **(Experience).**
 * (R)** 6.4 Students can peer assess each other during the partner exercise to make sure they all understand how to find missing angles. **(Rethink).**
 * (E)** 6.5 A rubric will be used to evaluate the google sketchup geometric figure. **(Evaluate).**
 * (T)** 6.6 Naturalist:
 * (O)** 6.7 Students will be able to solve for unknown angles given one angle and parallel lines. **(Application).** Product: Google SketchUp geometric figure. Days 1-2. ||

2004 ASCD and Grant Wiggins and Jay McTighe