L4+Dionne,+Christina

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

Teacher’s Name:** Ms. Dionne **Date of Lesson:** Interpret
 * Grade Level:** 7 **Topic:** Similar Area and Perimeter

__**Objectives**__

 * Student will understand that** solving problems involves finding the perimeters and area of any polygon or circle.
 * Student will know** the formulas A=lw, P=2l+2w for a parallelogram, A=(pi)r², P=2(pi)r for a cirlce, A=½lw, a²+b²=c² for a triangle, A=ap for a regular polygon, and A=(pi)ab for an oval.
 * Student will be able to** illustrate possible shapes for given area and perimeter.

__**Maine Learning Results Alignment**__
//Maine Learning Results: Mathematics- C. Geometry Geometric Measurements Grade 7 2. Students solve problems involving perimeter and area.//
 * Rationale:** This lesson will allow students to analyze how a shape with a certain perimeter and area can have many forms that can be used for different situations.

__**Assessment**__
Students will receive a Problem-Solution Chart. This chart gives different values of area and perimeter; students must create several shapes that meet the given values. To complete the graphic organizer, students will be in Think-Pair-Share teams. On their own, they will consider possible shapes, and then share and discuss with their teammate. As they work through the graphic organizer, I will provide feedback. Afterward, the class will come together as a group and discuss ideas. They will also daily keep track of the types of problems that they are having difficulty with, and the ones they have mastered in their blog. I will comment each blog after every class.
 * Formative (Assessment for Learning)**

To tap into the creativity of students, they will be asked to create a story of polygons. Altogether, the polygons will have the same area and/or perimeter. The basis of the story is to have the polygons relate their differences and similarities to each other. The students will create scripts and storyboards to organize their thoughts. The ComicLife will be at least 2 pages in length and scored with a rubric. Students will receive a checklist with the same criteria as the rubric before they begin the ComicLife, to ensure they know what is asked of them.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology will be present in this lesson as students use ComicLife. This application allows students to create and edit a comic strip. The students will use ComicLife to depict the properties of polygons that have the same area and perimeter, yet are not the same shape. Art skills will be used as students will consider the composition of the comic. They will create a comic that will be visually stimulating and informative. English skills will be used when students create a script and story to use in the ComicLife.

__Groupings__
Students will form Think-Pair-Share groups to work on the graphic organizer. Students will be partners with the student they sit next to. While in this group, students will first work on their own. Each will consider possible shapes, and then share the possibilities with their teammate. The class will come together as a group and discuss ideas.

__**Differentiated Instruction**__

 * Strategies**
 * Kinesthetic:** Students will be in groups and form shapes with their bodies. They will then reorganize and make another shape with the same area and perimeter.
 * Visual:** Students will be creating a ComicLife to depict a story of different shapes that have the same area and perimeter.
 * Verbal:** Students will need to write a script and a story for the ComicLife.
 * Interpersonal:** Students will work together and interact while in groups to create different shapes with the same area and perimeter.
 * Naturalist:** Students will have the opportunity to base their ComicLife in nature.
 * Logical:** Students will have to consider how to find different shapes that have the same area and perimeter.

I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Absent students will be required to contact me via email, office hours, or between classes to obtain missed work and discuss what was missed. Students will be asked to set up arrangements on how the Problem-Solution Chart will be completed and when it will be appropriate to turn it in. If students are unable to work on the ComicLife due to absences, then the pair will be given an appropriate extension provided they contact me with a plan of completion.
 * Modifications/Accommodations**

The ComicLife becomes a Type II technology because it will allow students to create a story about polygons that is visually entertaining as well as informative. By utilizing its many features, students will transform their pictures into a comic that depicts properties of polygons.
 * Extensions**

__**Materials, Resources and Technology**__
•Student laptops/Laptop cart •Pencils and erasers •Projector/SmartBoard •Problem-Solution Chart •Calculators •Storyboard Graphic Organizer •ComicLife Idea Sheet •Script Help-Sheet •ComicLife Checklist •ComicLife Rubric •Answer Key for Problem-Solution Chart

__Source for Lesson Plan and Research__
ComicLife Tutorial http://www.youtube.com/watch?v=b_83FgdOlM0 This tutorial will allow students to become more familiar with iMovie.

ComicLife Checklist and Rubric http://www.olejarz.com/ This website was used to help create the rubric for the summative assessment.

Think-Pair-Share Teams http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities This website explains in more detail how students will work together in groups.

Graphic Organizers-PSC http://www.eduplace.com/graphicorganizer/ The Problem-Solution Chart used within the lesson was adapted from this website.

Graphic Organizers-Storyboard http://www.thinkport.org/technology/template.tp The Storyboard Graphic Organizer used within the lesson is from this website.

How to Create a Storyboard http://accad.osu.edu/womenandtech/Storyboard%20Resource/ This site describes how a storyboard is used to map out the events of an animation. For the purpose of the ComicLife, have students disregard the mentions of camera movement.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students who enjoy a variety of resources in an adaptive environment with many choices, manipulatives, and spontaneity will be supported within my classroom. Within this lesson, students will be creating polygons with their bodies and manipulating areas and perimeter of different polygons to create new polygons. For those students who rely on organization and structure with clear procedures and expectations as well as closure, the proper support will be provided within the classroom. The lesson will begin with an introduction on what the students will learn, and the students will follow the sequential procedures that lead to the end of the lesson. Students will reflect in their blog after each class and discuss what they have learned, providing closure of the lesson. Consistent routines are in place as students will be working on classwork, reflecting in their blog, and then finishing up the class by working on the ComicLife. Students who are fond of discovering and analyzing concepts, and exploring, discussion, focusing on details, are supported within this lesson. Different polygons with the same area and perimeter is explored deeply as students participate in the lesson activity and create a ComicLife. Discussion occurs as students work on a graphic organizer in pairs, and then come together as a class.
 * //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:** Students will know the formulas for area and perimeter of parallelograms, circles, triangles, and polygons. They will also know the formula for the area of ovals. **Please refer to content notes.** //Students solve problems involving perimeter and area.// The students will be exploring the idea that polygons with similar area and perimeter can have different shapes. This will allow students to more easily create shapes when solving problems that involve perimeter or area. The ComicLife will depict their knowledge because students will create shapes that share the same area and perimeter, but are different types of polygons.
 * //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.//
 * Kinesthetic:** Students will be in groups and form shapes with their bodies. They will then reorganize and make another shape with the same area and perimeter.
 * Visual:** Students will be creating a ComicLife to depict a story of different shapes that have the same area and perimeter.
 * Verbal:** Students will need to write a script and a story for the ComicLife.
 * Interpersonal:** Students will work together and interact while in groups to create different shapes with the same area and perimeter.
 * Naturalist:** Students will have the opportunity to base their ComicLife in nature.
 * Logical:** Students will have to consider how to find different shapes that have the same area and perimeter.

The ComicLife becomes a Type II technology because it will allow students to create a story about polygons that is visually entertaining as well as informative. By utilizing its many features, students will transform their pictures into a comic that depicts properties of polygons.
 * Extensions**

Rationale:** Students will receive a Problem-Solution Chart. This chart gives different values of area and perimeter; students must create several shapes that meet the given values. To complete the graphic organizer, students will be in Think-Pair-Share teams. On their own, they will consider possible shapes, and then share and discuss with their teammate. As they work through the graphic organizer, I will provide feedback. Afterward, the class will come together as a group and discuss ideas. They will also daily keep track of the types of problems that they are having difficulty with, and the ones they have mastered in their blog. I will comment each blog after every class.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**

To tap into the creativity of students, they will be asked to create a story of polygons. Altogether, the polygons will have the same area and/or perimeter. The basis of the story is to have the polygons relate their differences and similarities to each other. The students will create scripts and storyboards to organize their thoughts. The ComicLife will be at least 2 pages in length and scored with a rubric. Students will receive a checklist with the same criteria as the rubric before they begin the ComicLife, to ensure they know what is asked of them.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Desks will be in groups of four.

Day 1:** Body Polygons (15 min) Polygon Discussion (20 min) Problem Solution Chart (25 min) Introduce ComicLife (20 min)
 * Agenda:

Problem Solution Chart (10 min) Class Discussion (20 min) Blog (10 min) Work on ComicLife (40 min)
 * Day 2:**

Students will understand that solving problems involves finding the perimeters and area of any polygon or circle. //Students solve problems involving perimeter and area.// When given a certain amount of material, students can utilize their knowledge to get the most out of the material, such as making a quilt or baking cookies. Students will be split into two groups and the groups are formed by Numbered Heads (1 and 2). One students from each group will be chosen and given the responsibility of recorder. They will then create polygons as a group by standing side-by-side. Students will be given an area or perimeter length, and they must create a shape using their bodies that fit the requirement. Each student is equal to one unit. Students will then reorganize to create another shape with the same area and perimeter once the shape is recorded. They will have 5 minutes to create as many shapes as possible.
 * Where, Why, What, Hook, Tailor: Bodily-Kinesthetic, Interpersonal, Verbal, Logical**

Students will know the formulas: A=lw, P=2l+2w for a parallelogram, A=(pi)r², P=2(pi)r for a cirlce, A=½lw, a²+b²=c² for a triangle, A=ap for a regular polygon, and A=(pi)ab for an oval. **(see content notes)**. I will then discuss with the class how polygons can look different or be different types of polygons, but have the same area and perimeter. An example is a square with the side lengths of 10 and 5 have the same area and perimeter as a hexagon with side lengths of 5 and apothem of 5/3. I will then use this example to show that the area and perimeter of any square, triangle, or circle can be used to create a polygon. I will explain that when the area and perimeter of the square (or any shape) is substituted into the equation aP=A, students can solve for a to create a new polygon. By solving for a, the length of the apothem of the polygon is obtained. Then, to determine the type of polygon, P is divided by the number of sides the desired polygon has. Once students understand this, students will get into Think-Pair-Share teams and the Problem-Solution Chart will be handed out. Students will first go through each problem on their own and think of ways to solve it. The students will then get with their partners to discuss each problem more thoroughly. After 25 minutes, I will introduce the ComicLife project and pass out the ComicLife checklist, the storyboard graphic organizer, and the script help-sheet. The students will be paired alphabetically by first name, and I will then explain how the students should use the storyboard. After each team has decided on a storyline for the polygons, then they will create a storyboard. Each square of the graphic organizer will depict what will be going on within that shot, as well as the words that go along with it. This will only be a rough sketch and therefore does not have to be perfect. After the explanation, students will view the ComicLife tutorial and explore the program for the rest of the period. The student’s homework is to create a script or story for their ComicLife and reflect in their blog about the lesson.
 * Equip, Explore, Rethink, Tailor: Intrapersonal, Interpersonal, Visual**

Class begins with students getting into their Think-Pair-Share teams. All teams will finish the Problem-Solution Charts. If a team is done before others, they are encouraged to work on their ComicLife quietly. Once all students have completed the Problem-Solution Chart, each question will be reviewed. Students are encouraged to give answers they used. Once all questions are answered regarding the Problem-Solution Chart, students will blog. After they have completed the blog, students will work on the ComicLife for the rest of the class period. This will allow ample time for clarifying questions regarding the ComicLife. It is also at this point that students will get their script or story for the ComicLife approved with me. If they do not have a plan or layout ready, they will be required to create one before using the program. Once both script and storyboard are complete, students will be allowed to create the ComicLife. As students work, they will be allowed to take pictures as needed. However, they must not disturb other students. For homework, students will complete the ComicLife for the next class period, and have the opportunity to redo the Problem-Solution Chart.
 * Day 2 Begins**
 * Revise, Refine, Evaluate, Tailor: Visual, Verbal, Interpersonal, Intrapersonal, Naturalist**

Students will know how to find the perimeter for any regular polygon. (http://www.mathgoodies.com/lessons/vol1/perimeter.html) Students will know the formula of area for a parallelogram (or rectangle) which is A=lw; where l is the length and w is the width of the parallelogram. (http://www.mathgoodies.com/lessons/vol1/area_parallelogram.html) Students will know the formulas of area and circumference for a cirlce, A=(pi)r², P=2(pi)r, where r is the radius of the circle and pi is approximately equal to 3.14. (http://www.mathgoodies.com/lessons/vol2/circumference.html) Students will know the formula for the area of a triangle is A=½bh, where b is the base, h is the height of the triangle. Students will know the Pythagorean Theorem, a²+b²=c², which allows students to solve for a side of the triangle when they know the length of two. This formula will assist students in finding perimeter and area of triangles. (http://www.grc.nasa.gov/WWW/K-12/airplane/pythag.html) Students will know the formula for the area of a regular polygon, A=ap. This formula is used for when a is the apothem of the polygon, and p is the total perimeter of the polygon. (http://www.mathopenref.com/polygonregulararea.html disregard Steps 1-3.) Students will know the formula for the area of an oval, A=(pi)ab. This formula is used for when a is the length of the minor radius, and b is the length of the major radius. (http://www.mathopenref.com/ellipsearea.html)
 * Content Notes**

Problem-Solution Chart ComicLife Checklist Storyboard Graphic Organizer Scrip Help-Sheet ComicLife Idea Sheet
 * Handouts**