L2+Lambert,Joshua+Blaine

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


 * Teacher’s Name: Mr. Lambert**
 * Date of Lesson: 2 Interpret**
 * Grade Level:** 8
 * Topic: Transversals and Parallel Lines**

__**Objectives**__
Students will understand that angle properties of parallel lines can be used to determine geometric relationships. Student will know transversal, consecutive interior angles, opposite interior angles, opposite exterior angles, and straight angles. Student will be able to illustrate how a transversal creates equal angles in parallel lines.

__**Maine Learning Results Alignment**__
Maine Learning Results: Mathematics - C. Geometry Geometric Figures Grade 8 2 Students know and use angle properties of parallel lines to solve problems and determine geometric relationships.
 * Rationale:** There are many geometric figures with parallel lines, understanding the angle properties will make determing values possible.

__**Assessment**__
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**.** The numbered heads game will allow me to gauge how much of the information the class is understanding. The students will also peer asses each others ideas for their comic life to ensure they are including all the requirements for their final product.
 * Formative (Assessment for Learning)**

The students will create a Comic Life showing a transversal creating equal angles in parallel lines. Students can use their creativity so the transversal is not simply shown in a mathematic way; as long as they label angles and show the relationship between angles depending on their location between the transversal and parallel lines. A rubric will be used to grade the students comic life product.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will use Comic LIfe software to create a short story about a transversal. They will show the relationships between angles created when a transversal intersects two parallel lines.

Art: The students will be able to demonstrate their artistic talents while using the Comic Life software to get their point across.

English: A student could turn this into a graphic novel (short story), that has writing and pictures that get their points across to the reader.

__Groupings__
During the numbered heads game students will be in groups of four. Each member will be assigned a number 1-4. Example problems will go up on the board and one number will be called. The student with that number in all the groups will solve the problem and report their answer to the class. The group memebers will help during the process to make sure all students are gaining the knowledge. After the students complete a rough idea sketch of their Comic Life, they will partner up and check each others work to make sure they are meeting all requirements of the rubric.

__**Differentiated Instruction**__
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. 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.
 * Strategies**

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

If you miss this class we will set up a time to meet during your learning lab so I can introduce you to transversals and angle properties of parallel lines. If you are absent during the time given to work on Comic Life in class it is up to you to complete the assignment on your own time, if you need an extension meet with me to explain why and we may set up a new due date. If these options do not work with you please meet with me to set up a plan.
 * Absent**

Technology: Students will use Comic LIfe software to create a short story about a transversal. They will show the relationships between angles created when a transversal intersects two parallel lines.
 * Extensions**

__**Materials, Resources and Technology**__

 * Comic Life on all laptops
 * Pool Noodle or other long straight object
 * Rubric
 * Garden Gate Graphic Organizer
 * Example Problems for the Board
 * Numbered Die

__Source for Lesson Plan and Research__
Garden Gate Graphic Organizer: [] This website offers a variety of graphic organizers teachers can use to help their students understand concepts. Numbered Heads Cooperative Learning: [] This website has some ideas for cooperative learning group activities. The method used in this lesson is the three minute review. Teachers may stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions. Geometry Text Book: //Geometry: Concepts and Applications,// Glencoe Mathematics, McGraw Hill. [|www.geomconcepts.com]. This is the text book being used by Mt. Blue High School geometry CPI class.

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //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:** The beach ball learners will thrive with the personal freedom of the Comic Life product, they are able to be as creative as they wish with the concepts. The clipboard learners will benefit from the clear expectations laid out in the rubric. They will know exactly what is expected of them. The microscope learners will benefit from the numbered heads game and being able to see the concepts get tied together from the Garden Gate graphic organizer. The puppy learners will be cared for during the numbered heads game when their teammates offer guidance and help if they need it. They will also receive encouragment from me while they are working on their Comic Life product.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** See content notes: The students will be able to show they can interpret the information by illustrating a transversal's relationship with two parallel lines.

Intrapersonal: These students will be able to show their individual ideas about transverals in their comic life product. 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
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** Interpersonal: These students will enjoy working with a team during the numbered heads game to help solidify concepts of angle properties of parallel lines.


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


 * Rationale:** 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**.** The numbered heads game will allow me to gauge how much of the information the class is understanding. The students will also peer asses each others ideas for their comic life to ensure they are including all the requirements for their final product. The students will create a Comic Life showing a transversal creating equal angles in parallel lines. Students can use their creativity so the transversal is not simply shown in a mathematic way; as long as they label angles and show the relationship between angles depending on their location between the transversal and parallel lines. A rubric will be used to grade the students comic life product.

__Teaching and Learning Sequence__
The classroom will initially be set up with the desks moved out to the walls. Students will not be sitting in them at the start of class. After the hook is completed, they will form small groups of four with the desks. The groups will be angled in such a manner that no student has their back to the whiteboard. DAY 1: (15 Minutes) The students will line up in two straight lines. I will pass a noodle or other straight object through the lines to create a transversal with the class being the parallel lines. We will measure the angles created to see what relationships are created when a transversal intersects two parallel lines. When we are finished, the students will move the desks back into groups. (20 Minutes) Garden Gate graphic organizer: we will fill in the gate with the types of angles that are created by a transversal to include, consecutive interior, opposite interior, opposite exterior, and straight angles. (15 Minutes) To gauge the students understanding we will break into teams to play the numbered heads game and solve for missing angles. (10 Minutes) I will demonstrate how to use Comic Life and some of the features that are included in the software. (20 Minutes) The students will begin sketching out their rough idea for a Comic Life about transversals. I will collect and review their garden gate graphic organizers, then hand them back. DAY 2: (10 Minutes) I will review on the board some examples of angle properties of parallel lines created by a transversal, focusing on areas that were weak on their graphic organizers. (5 Minutes) I will go over the rubric that will be used to score their Comic Life product. I will hand out a copy to each student so they can have it while creating their comic. (60 Minutes) This time will be used to create their comic life to illustrate a transversal and the angles that are created by one in parallel lines. I will be floating around the room, checking with students and their ideas to make sure everyone understands and is on track. If they finish early they can begin the homework assignment from the book. (5 Minutes) I will ask if there are any lingering questions about the material and remind them about the assignment in the book if they haven't completed it. After this lesson students will understand that angle properties of parallel lines can be used to determine geometric relationships. They will know that when certain angles are equal than the lines must be parallel. There are many geometric figures with parallel lines, understanding the angle properties will make determing values possible. This will be an important tool that will allow s//tudents to know and use angle properties of parallel lines to solve problems and determine geometric relationships////.// I will grab the attention of all the students by making them become part of the parallel lines. I will line them up and create a transversal so they can see an angle being measured and compared to another angle at life size. The kinesthetic learners will be engaged when they are part of the parallel line and can help measure the angles created by the entire class.

Students will be shown the angles created by a transversal in parallel lines during the Garden Gate graphic organizer (See content notes). After we complete the graphic organizer, the students can ask questions at any time during the class, we will break into small groups for the numbered heads game. I will draw some parallel lines on the board and add transversals to them to create angles. I will input an angle measure and the students will have to solve for the rest of them using what they know about angle properties of parallel lines. While the students are creating their drafts for Comic Life I will collect and review their graphic organizers to see where there might be some misconceptions. I will reteach the areas that might be weak on the board using pictures of lines to create angles on the whiteboard. The interpersonal learners will enjoy working with a team during the numbered heads game to help solidify concepts of angle properties of parallel lines. The problems on the board will help the visual students see the relationships of angles in parallel lines. The logical learners will benefit from seeing how solving for angles in the numbered heads game can tie all the information about angle properties together. The Garden Gate graphic organizer will allow linguistic learners to write the relationships of the angles created in parallel lines by transversals.

The students will create a Comic Life showing the angle properties of parallel lines in a creative way. They do not have to stick to stricly mathematical explainations as long as they meet all the requirements of the rubric. This will allow to the students an opportunity to interpret the information they have recieved in this lesson. Students will be able to illustrate how a transversal creates equal angles in parallel lines. During the numbered heads game we will be in teams of three and each student will have a number. When a number is rolled on a die, it will be that students turn to solve the problem on the board. Their teammates can help them along the way but most of the work should be done by the individual, with the peers being used as guides to the right answer. During the class time when students are working on their Comic Life I will be circulating the room to make sure all students understand the information and are comfortable with the concepts we covered. I will also provide feedback to them about their Comic Life idea to make sure they are headed in the direction outlined by the rubric. The intrapersonal students will be able to show their individual ideas about transversals and angle properties of parallel lines in their Comic Life product.

The Comic Life product will be scored using a rubric that the students will be familiar with. The class will have time to peer assess during the numbered heads game, students will help other students solidify concepts about angle properties of parallel lines. There will be a homework assignment from the book to work on when their comic is completed or for the next class. The upcoming lessons will assume the students know the angles created by transversals and can use them to determine if two lines are parallel.

Content Notes

Handouts
 * Garden Gate Graphic Organizer
 * Rubric