L4+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: 4 Self Knowledge**
 * Grade Level:** **8**
 * Topic: Linear Equations of Parallel Lines**

__**Objectives**__
Students will understand that angle properties of parallel lines can be used to determine geometric relationships. Student will know slope, parallel lines, linear equations, y-intercept, and point slope form. Student will be able to realize the slope of the lines determine if they are parallel.

__**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:** Knowing what equal angle measures in specific locations means will allow students to determine if two lines are parallel.

__**Assessment**__
Students will fill out a KWL chart to identify areas they are strong in and any areas they may need more instruction. I will review their KWL chart during the team-pair-solo exercise to determine some more examples to teach based on the students' weak areas. 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. This will allow for peer feedback and help in small groups then in pairs. Finally the students will be working alone, allowing them a chance to self assess where they are with the material.
 * Formative (Assessment for Learning)**

A rubric will be used on the Glogster product to evaluate the students understanding of a line's slope and how that line relates to other lines in that plane. Students will be able to read the rubric and know what is expected of them in their project. Knowledge of slope and parallel lines will be measured along with creativity.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will create a Glogster product showing the relationship between multiple line's slope and determining if they are parallel. It will outline all parts of a lines equation and show how the parts at when lines are parallel. I will also make myself available to chat with on yahoo messanger during the night they are working on their project in case they run into snags or have any questions. Art: The Glogster presentation can be as creative as the students want to be, this will allow students with artistic interests to really show what they know.

__Groupings__
The coopertive learning exercise team-pair-solo will be used to make sure all students understand slope and parallel lines. The teams will be determined by the first letter of the students name. Depending on how many students there are and how many names begin with each letter will determine how many groups we have but they will be teams of 4. After a couple of questions as a team we will split each team into pairs of the students' choice. More questions will be ask to solidify concepts before the pairs become individuals.

__**Differentiated Instruction**__
Naturalist: These students can include examples of parallel lines with the same slope in the real world on their Glogster. Musical: These students can include a song that helps them describe the relationships between slope and parallel on their Glogster. 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 Glogster 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.
 * Strategies**

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

If you are absent during the KWL chart part of this lesson, email or meet with me to set up a time before school, after school, or a during a mutual learning lab and we can orally fill out the KWL chart together. We will assess your knowledge and progress together. During this time I will catch you up with what is required of you for the Glogster product.
 * Absent**

Technology: Students will create a Glogster product showing the relationship between multiple line's slope and determining if they are parallel. I will also be available on Yahoo messenger to provide instant feedback or help at night for the next two nights.
 * Extensions**

__**Materials, Resources and Technology**__

 * KWL Chart
 * Glogster Rubric
 * Glogster Tutorial
 * Sample questions for Team-pair-solo

__Source for Lesson Plan and Research__
KWL Graphic Organizer: [] This website offers a variety of graphic organizers teachers can use to help their students understand concepts. Team-pair-solo Cooperative Review: [] This website has some ideas for cooperative learning group activities. The method used in this lesson is the thteam-pair-solo. This will allow students to work together to solidfy understanding of concepts. 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 benefit from the freedom to be creative during the Glogster explanation of slope and parallel lines. The clipboard learners are targeted during the team-pair-solo cooperative learning excercise. The questions are designed to progress naturally through the material and the structure of the exercise will allow them to know what is coming next. The microscope learners will have a feeling of ownership of their learning when they realize that the KWL chart will form what material is being covered. The puppy learners will benefit from the supportive grouping in the team-pair-solo learning exercise.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** See content notes.

Naturalist: These students can include examples of parallel lines with the same slope in the real world on their Glogster. Musical: These students can include a song that helps them describe the relationships between slope and parallel on their Glogster. 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 Glogster 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. Technology: Students will create a Glogster showing the relationship between multiple line's slope and determining if they are parallel. Technology: Students will create a Glogster product showing the relationship between multiple line's slope and determining if they are parallel. It will outline all parts of a lines equation and show how the parts at when lines are parallel. I will also make myself available to chat with on yahoo messanger during the night they are working on their project in case they run into snags or have any questions.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**


 * //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 fill out a KWL chart to identify areas they are strong in and any areas they may need more instruction. I will review their KWL chart during the team-pair-solo exercise to determine some more examples to teach based on the students' weak areas. 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. This will allow for peer feedback and help in small groups then in pairs. Finally the students will be working alone, allowing them a chance to self assess where they are with the material. A rubric will be used on the Glogster product to evaluate the students understanding of a line's slope and how that line relates to other lines in that plane. Students will be able to read the rubric and know what is expected of them in their project. Knowledge of slope and parallel lines will be measured along with creativity.

__Teaching and Learning Sequence__
The class will be arranged in sets of four desks, alligned in a way that minimize any student from having to turn more than 90 degrees to see the board. (7 minutes) Hook videos about good ski jumps and bad ski jumps showing parallel lines. (15 minutes) Students will fill out the KWL with as much detail as possible. (30 minutes) We will go over point slope form of a line in the team-pair-solo cooperative learning exercise. (18 minutes) I will give an overview of how to use Glogster, and introduce the rubric that will be used to grade the assignment. (10 minutes) Students will get a chance to start their Glogster project. When the class begins I will show some video clips about ski jumps. I will pause the clips and let the students identify the skis and legs to see if the skier is keeping them parallel. When a ski jumper is alligned properly they fly very far and gracefully, when a jumper's skis and lines get messed up, they fall in a snowy mess. This lesson will focus on the linear equation of a line, and the similarities and differences of the equations when lines are parallel. The students will learn how to find the linear equation given the point slope form. Students will understand that angle properties of parallel lines can be used to determine geometric relationships. Student will know slope, parallel lines, linear equations, y-intercept, and point slope form, and will be able to realize the slope of the lines determine if they are parallel.

I will hand out a KWL chart and ask the students to fill it in with as much information they can about slope, parallel lines, the equation of a lines, and point slope form of a line. The students should have a good understanding of what it means to be parallel, what slope is and how to find it, and some will remember the equation of a line. Most will not be able to describe or use the point slope form of a line so that should show up in the want to learn section of the KWL chart. We will then break into teams of four based on the first letter of the student names. Once the groups are formed I will walk the class through a problem going from the point slope form to linear equation. Then I will write a problem on the board and have the teams work through it as I circulate the room. After each problem I will correct any answers that don't match from group to group and we will learn how the differences arose. I will ask three questions to the groups and then they will split the teams of four into partners. When the partners are determined I will ask three more questions on the board that they can work through. Again I will work through the problems that had answers that did not match between the groups. Correcting errors is a good way to learn because they will be able to see how each step of the problem is supposed to be performed. Then the class will spilt into individuals, I will ask three more questions. Again I will complete any problem that had answers that did not match. This will allow all students to progress from a team environment slowly to individual work and they should be comfortable with the material by the time the exercise is done.

I will then introduce the class to Glogster. I will show them some of the features and explain how they can incorporate their math content into ideas. I will also hand out the rubric that will be used to score the Glogster and make sure they understand what is being asked of them. I will also give them my yahoo messanger information and let them know that for the next two nights from 5:00 to 10:00 I will be available to answer questions and provide help while they are working on their homework. This will allow them to self assess where they are with the material and let me provide them with instant feedback during off school hours. The students will then have time in class to start working on their Glogster.

This lesson will combine some of the information they have learned in the previous lessons with some new concepts. It will serve as the basis for upcoming lessons and provide the students with all the tools neccesary to complete any question asked to them about slope, parallel lines, or linear equations. The homework from this lesson will be to complete their Glogster but I will be available to help students online at night.


 * Content Notes**

KWL Graphic Organizer Project Rubric
 * Handouts**