S3+O'Halloran,Erin+Marissa

=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 **(What**)
 * (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= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that measurements are based on shape and size. (**Where**) Knowing shape and size can help when determining space. (**Why**) //Students justify statements about polygons and solve problems//. (**What**)
 * (H)** 1.2 Watch this [|video] before the lesson starts to have the students get an idea of the types of shapes they will be working with. (**Hook**)
 * (E)** 1.3 Students will know the properties of right triangles, triangles, squares, rectangles, parallelograms, trapezoids, circles, rhombi, cubes, regular prisms, irregular prisms, cylinders, pyramids, cones, and spheres (**Equip**) Cluster/Word Web 3 to differentiate between shapes' properties (**Explore**) Think-Pair-Share in groups of four (**Experience**)
 * (R)** 1.4 Making a checklist for the Glogster poster for each shape to make sure they have all the elements. Which elements are based on other elements? (**Revise/Rethink**) Have teacher collect the checklist and see if students truly understand the shapes and give feedback. (**Revise/Refine**)
 * (E)** 1.5 Students will have to make a poster using Glogster and the posters will be hung up in the classroom. Students will get to hang them up and will be evaluated by students. (**Evaluate**)
 * (T)** 1.6 **Linguistic**: Have students present project and write out a script about the properties of the shapes and how they are going to represent the information.
 * Intrapersonal**: Have students choose the format of the poster using what they have learned to correctly space out the poster.
 * Interpersonal**: Students can work in the group to discuss format and which shapes they want to focus on.
 * Bodily/Kinesthetics**: Students can use their bodies to make the shapes displayed on the poster.
 * Musical**: Have students find a song that lists the shapes and properties and incorporate that into the presentation.
 * Spatial**: Hang up the final product and have students evaluate the projects and they can make notes. (**Tailor**)
 * (O)** 1.7 Students will be able to recognize measurements of objects and their names. (**Self-Knowledge**). Glogster. 3-4 Lessons. (**Organize**) ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that measurements are based on shapes. (**Where**) Shapes are everywhere and it's properties are important to buildings. (**Why**) //Students justify statements about polygons and solve problems.// (**What**)
 * (H)** 2.2 As an activity, have students try to draw shapes without units. (**Hook**)
 * (E)** 2.3 Students will know areas of the polygons covered in the previous lesson: right triangles, triangles, squares, rectangles, parallelograms, trapezoids, circles, rhombi, cubes, regular prisms, irregular prisms, cylinders, pyramids, cones, and spheres. (**Equip**) Cluster/Word 3 to list all the different areas and volumes. (**Explore**) Three Step Interview to discuss importance of area. (**Experience**)
 * (R)** 2.4 Students will turn in the after the discussion in the Three Step Interview, students will share their ideas with the rest of the class. (**Revise**/**Rethink**) The teacher will decide the students really think area is important by the different reasons area and volume is important. (**Revise/Refine**)
 * (E)** 2.5 Students will play a game on Smart Board where they to figure out the area of a shape by using the definitions. By interacting with the shapes in a fun way, it will be easier for them to remember the important properties. (**Evaluate**)
 * (T)** 2.6 **Linguistic**: Have students write their own answers to the problems presented in class even if they are not called to the board.
 * Intrapersonal**: Have the students answer the questions on their own and then call on someone who has answered the question to go up to the board and do it.
 * Interpersonal**: Have students work in a group then call on a group to answer the question after a certain amount of time.
 * Bodily**/**Kinesthetics**: Having students walk up to the board is an example of bodily and kinesthetics.
 * Spatial**: Design the slides where students have to draw a specific shape.
 * Logical**: Have students write out the steps that helped them determine what shape is on the screen. (**Tailor**)
 * (O)** 2.7 Students will be able to analogies area and volume values when given the shape and measurements. (**Interpretation**) SmartBoard. 1-2 Lessons. (Organize) ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that computing areas and volumes is based on the object's properties and dimension. (**Where**) Areas and volumes are important because they determine positive and negative space. (**Why**) //Students will justify statements about polygons and solve problems//. (**What**)
 * (H)** 3.2 Watch this [|rap]before starting the lesson to get students interested in the material. (**Hook**)
 * (E)** 3.3 Students will know similar polygons and the theory of congruence. (**Equip**) Cluster/Word Web to organize the problems. (**Explore**) Jigsaw cooperative learning and going from group to group teaching what each student knows. (**Experience**)
 * (R)** 3.4 Students will have to do a worksheet before making the iMovie file so that they can ask questions before starting the project. (**Revise**/**Rethink**) Have teacher put aside a few minutes in class to answer the students' questions on the problems on the worksheet. (**Revise**/**Refine**)
 * (E)** 3.5 Students will have to use iMovie to make a infomercial to show the benefits of knowing congruence and similarities between polygons. (**Evaluate**)
 * (T)** 3.6 **Linguistic**: Have students write out a script to show what each person in the infomercial is saying.
 * Intrapersonal**: Put aside time in class to work on the project quietly by themselves.
 * Interpersonal**: Students will work in groups and can collaborate on the script and effects that will be put into the infomercial.
 * Naturalist**: Find similarities and congruence in nature, like the sizes of trees, congruence of the shapes of leaves, etc.
 * Musical**: Have students create a rhyme to remember the what makes two polygons similar.
 * Logical**: Students would show each step of the how we know two elements are congruent and not skip any steps. (**Tailor**)
 * (O)** 3.7 Students will be able to use similarities and congruence on polygons to determine certain properties. (**Application**) Comic Life file. 2-3 Lessons. (**Organize**) ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that problems could be solved using geometric properties. (**Where**) Triangles are in a lot of architecture and building structures. (**Why**) //Students justify statements about polygons and solve problems.// (**What**)
 * (H)** 4.2 Introduce the class to the equation of the sum of the angles in an n-sided polygon. (**Hook**)
 * (E)** 4.3 Students will know isosceles triangles, scalene triangles, equilateral triangles, 45-45-90 triangles, 30-60-90 triangles (**Equip**) Use the Ladder graphic organizer. (**Explore**) Team Pair Solo learning style to vary what between interpersonal and intrapersonal. (**Experience**)
 * (R)** 4.4 Students will be asked questions throughout the lesson to see if they fully understand material. Giving feedback will help them figure out how they will present the lesson to each group. (**Revise**/**Rethink**) The teacher will go around listening to bits and pieces of the presentations from group to group and write down his/her feedback. (**Revise**/**Refine**)
 * (E)** 4.5 Students will have to use Comic Life to show where right angles are using in buildings. They can create a story using the comic theme. (**Evaluate**)
 * (T)** 4.6 **Linguistic**: Have students create a hand out and pass it in to the teacher as an artifact.
 * Intrapersonal**: Have students create a concept map to determine their thoughts before presenting.
 * Interpersonal**: Have students collaborate on which triangle or property of triangle they want to present.
 * Musical**: Students will make a rap (like the rap from lesson 2) instead of/included in the Sketchup file.
 * Spatial**: Have students point out the specific triangle in the classroom.
 * Logic**: Students can solve problem that relate the the specific property of the triangle or the triangle itself. (**Tailor**)
 * (O)** 4.7 Students will be able to describe the functions of right angles in everyday life. (**Explanation**) Geogrbra file. 1-2 Lessons. (**Organize**) ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that computing areas and volumes is based on the object's properties and dimensions. (**Where**) Dimensions are a key element to determining areas and volumes. (**Why**) //Students justify statements about polygons and solve problems.// (**What**)
 * (H)** 5.2 Show [|Pythagoras Switch] to get students interested in learning about Pythagoras. (**Hook**)
 * (E)** 5.3 Students will know Pythagorean Theorem, right angles, right triangles, legs of a triangle, hypotenuse. (**Equip**) Using and Problem/Solution graphic organizer. (**Explore**) Using Think-Pair-Share to express their ideas to others in the class. (**Experience**)
 * (R)** 5.4 After the lesson, students will have to collect all the key elements of Pythagorean Theorem and were it is derived. (**Revise**/**Rethink**) The class will discuss as a whole what everyone feels are the key points in the Pythagorean Theorem so it will be easier to make the rap. (**Revise**/**Refine**)
 * (E)** 5.5 Students will make a rap using Garage Band about the Pythagorean Theorem, mentioning the key points discussed in class. When finished, they will have to reflect on technical difficulties that they might have come across and how they managed to put all the key points in order. (**Evaluate**)
 * (T)** 5.6 **Linguistic**: Have students make a script of what they are going to say during the rap and have them pass it in for evaluation.
 * Intrapersonal**: Have each student make a rap on their own.
 * Interpersonal**: Have a group of more than three people make the rap.
 * Bodily**/**Kinesthetics**: Have students make a dance along with the rap and have the whole class learn it.
 * Musical**: Incorporate a popular song into the rap, but keep it PG and give credit to the singer/writer.
 * Natural**: Incorporate the time of Pythagoras in with the rap. Mention where he grew up and other interesting facts into the rap. (**Tailor**)
 * (O)** 5.7 Students will be able to analyze the Pythagorean Theorem and how it can be used to solve problems. (**Perspective**) Garage Band podcast. 2-3 Lessons. (**Organize**) ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that problems can be solved using geometric properties. (**Where**) Geometric properties are important because determining which distances are congruent can help with construction. (**Why**) //Students will justify statements about polygons and solve problems.// (**What**)
 * (H)** 6.2 Show episode of [|Orbit High] to get students interested in transformations. (**Hook**)
 * (E)** 6.3 Students will know translation, reflection, rotation, dilation, x-axis, y-axis, degrees, radians. (**Equip**) Using a Cluster/Word Web to show different variations of the polygons being transformed. (**Explore**) Together, the class will use Round-Robin Brainstorming to think of all the different ways to transform a polygon. (**Experience**)
 * (R)** 6.4 After the lesson, students will have to revise the graphic organizer and add or subtract ideas discussed in the class. (**Revise**/**Rethink**) The teacher will quiz the students after the revisions of the organizers. (**Revise**/**Refine**)
 * (E)** 6.5 Students will make a Geogebra file showing the original image given by the teacher and the specific transformation of the figure. When finished they will have to rank the transformations from favorite to least favorite and explain why. (**Evaluate**)
 * (T)** 6.6 **Logical**: Write out each step of the transformation: every coordinate, every segment, etc.
 * Spatial**: Color coordinate the transformations so it is easier to follow.
 * Interpersonal**: Have a group work on the a different transformation assigned to them.
 * Intrapersonal**: Have students do the problems out individually then collaborate with other students in their group.
 * Linguistic**: Put in order what transformation the student wants to show first, second, third, etc.
 * Bodily**: Show transformations of human shapes. Like move from one side of the room to another for translation, shrink to knees for dilation, etc. (**Tailor**)
 * (O)** 6.7 Students will be able to imagine what a shape would look like after a transformation. (**Empathy**) Geogebra file. 3-4 lessons. (**Organize**) ||

2004 ASCD and Grant Wiggins and Jay McTighe