L1+Haney,+Maxwell


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


 * __Teacher’s Name__****: Mr. Haney** **__Date of Lesson__:**
 * __Grade Level__****: 9-Diploma** **__Topic__:** Students will justify a statement to solve a problem.


 * __Objectives__**
 * Student will understand that** every shape has a different equation that can help solve problems.
 * Student will know** formulas like the Pythagorean Theorem, distance formula, and the formulas for the shapes.
 * Student will be able to** justify a statement to solve a problem.


 * __Maine Learning Results Alignment__**

Maine Learning Results: Mathematics - C. Geometry Geometric Figures Grade 9 - Diploma
 * //Students justify statements about polygons and solve problems.//**

Rationale: This lesson will take a closer look at shapes and the formulas we use to solve for missing sides and angles.


 * __Assessment__**

I will give them an informational survey to help me learn prior knowledge.
 * Formative (Assessment for Learning)**

Turtle Geometry- This fun internet game allows you to explore shapes and logic by moving a programmed turtle. You will have to incorporate information from class you learn about formulas like the distance formula in order to program your turtle. There are different levels and shapes that will challenge you. The more you know about your shapes the easier it will be to get the turtle from point A to B. When we are done we will print off our results and hand them in to be graded on a checklist. (20 points)
 * Summative (Assessment of Learning)**

Students will work independently on Turtle Geometry project to get some further understanding on the material.
 * __Integration__**
 * Technology:**


 * Other Content Areas:**
 * Students are going to create one verse to a song that we will put together into one song.**


 * __Groupings__**
 * __Students will get together into groups of three. Groups will be picked by the color of their shirt they wear then we will even teams out if there are too many people in one group. Students will talk about their results from Turtle Geometry and come up with one verse for the class song.__**


 * (put in the rolls for the students)**
 * __Differentiated Instruction__**


 * Strategies:**
 * Verbal:** Students will have to talk and interact with each other to come up with good lyrics.
 * Logical:** The Turtle Geometry requires logic to move the turtle around the shapes.
 * Visual:** The Turtle Geometry is a visual aid for further understanding of the shapes and equations.
 * Musical:** Students must create a song that will help with remembering the formulas.
 * Interpersonal:** Students will work in groups to create their verse of the song.
 * Intarpersonal:** Students will work independently on Turtle Geometry project to teach themselves.


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


 * Absences: I will help the student to learn the material he missed and the big ideas after school or during a planning period. Then I will assign the Turtle Geometry assignment for homework and they will have to individually create one verse that we will add to our song.**


 * (look at syllabus)**


 * Extensions:** Students will work independently on Turtle Geometry project to get some further understanding on the material.

· **__Laptops__** · **__Turtle Geometry__** · **__Paper and pencil__** · **__Checklist__** · **__Guitar__** · **__Informational Survey__** · **__Turtle Geometry Checklist__**
 * __Materials, Resources and Technology__**

Turtle Geometry:
 * __Source for Lesson Plan and Research__**
 * __[]__**

__**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:** Clipboard: The turtle geometry worksheet is very list formatted and will give these types of learners an easy visual to learn more geometry. Beach Ball: These types of learners will have fun with the song exercise because they will have an opportunity to create whatever they want. Microscope: These learners will enjoy the Turtle Goemetry because they can explore and learn more about geometry. Puppy: Whenever students get lost or are having a hard time, I will be there for help and questions.


 * //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.//**
 * Rationale:**


 * Verbal:** Students will have to talk and interact with each other to come up with good lyrics.
 * Logical:** The Turtle Geometry requires logic to move the turtle around the shapes.
 * Visual:** The Turtle Geometry is a visual aid for further understanding of the shapes and equations.
 * Musical:** Students must create a song that will help with remembering the formulas.
 * Interpersonal:** Students will work in groups to create their verse of the song.
 * Intarpersonal:** Students will work independently on Turtle Geometry project to teach themselves.


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

__Teaching and Learning Sequence__
//My classroom will have tables that fit 2-4 so that everyone is in groups. (Like Dr. Grace’s room) I will teach from front the of the classroom.//

//Outline of Agenda:// //Day 1: (80 min)// · //The students will come in and choose their own seats to feel comfortable in my classroom.// · //I will introduce myself and give some background information about myself so that they have an understanding of what I like. (5 min)// · //Then I will hand out a pre-assessment that will quiz their prior knowledge with geometric knowledge, their multiple intelligence, and other interests to get to know them on a personal level. (20 min)// · //I will go over the syllabus and my classroom expectations. (15 min)// · //Students will be introduced to the Pythagorean Theorem with some real life examples of using it in the real world. (5 min)// · //I will go into my lesson and give an explanation of the Pythagorean Theorem (20 min)// · //I will end class with an example of Turtle Geometry to use the lesson from class to experiment with and assign homework to mess around with it to get some practice. (15 min)// //Day 2: (80 min)// · //I will start class with a brief review of the Pythagorean Theorem. (5 min)// · //I will hand out graphic organizer for students to take notes on. (not much time)// · //I will give a lesson on analyzing a statement using the Pythagorean Theorem in word problems and harder scenarios. (30 min)// · //After the lesson I will split the students into groups and they will make a song lyric about a certain step I assign them that we will put into a song. (20 min)// · //One, two or all members of the group will share their lyric to the class and I will check for understanding. (10 min)// · //When finished, I will print all the lyrics together and maybe sing song to the class if kids want to if not they can just keep the lyrics so they can have a fun way to remember how to analyze a statement. Then go over any questions they have about the material and clear everything up. (15 min)//

//Students will understand that every shape has a different equation that can help solve problems. Students will justify a statement to solve a problem.// // Students justify statements about polygons and solve problems. Hook is relating the Pythagorean Theorem to the real world using a [|youtube video]. ////Students will have to talk and interact with each other to come up with good lyrics. The Turtle Geometry requires logic to move the turtle around the shapes. The Turtle Geometry is a visual aid for further understanding of the shapes and equations. Students must create a song that will help with remembering the formulas. Students will work in groups to create their verse of the song. Students will work independently on Turtle Geometry project to teach themselves.//
 * Where, Why, What, Hook, Tailors:**

//Students will know the formula a^2+b^2=c^2. They will know how to relate it to the real world and understands how it works. (see content notes) Students will answer questions like what is side? What is hypotenuse? What are adjacent and opposite? They will be able to solve for missing sides of the triangle. They will be able to solve the whole triangle.//
 * Equip, Explore Rethink, Revise Tailors:**

//Students will be able to justify a statement to solve a problem. Students will be able to look at a triangle and solve for all the sides. They will use visual aids like the Graphic organizer and Turtle Geometry. Students will know all the parts to the Pythagorean Theorem.//
 * Organize, Experience, Explore Tailors:**

//Students will take some pre assessments to test their prior knowledge. The lecture itself will include many questions to ask the kids that will let me know how well I am teaching and what I need to put more focus into. Students will also be tested on their song lyric about how to analyze a statement. The final project will be a formative assessment using the information from class.//
 * Evaluate, Tailors:**

//A^2 + B^2 = C^2//
 * Content Notes**

//C^2 – B^2 = A^2//

//C^2 – A^2 = B^2//

[|//http://www.youtube.com/watch?v=VZ5bPYNvvKs//]

· //Pre-assessment// · //Syllabus// · //Turtle Geometry Worksheet// · //Graphic Organizer for notes// · //Checklist for Turtle Geometry//
 * Handouts**