L1+Dionne,+Christina

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

Teacher’s Name:** Ms. Dionne **Date of Lesson:** Self-Knowledge
 * Grade Level:** 7 **Topic:** Unit

__**Objectives**__

 * Student will understand that** units are important when solving problems involving area and perimeter
 * Student will know**: **Formulas:** A=lw, P=2l+2w for a parallelogram, A=(pi)r², P=2(pi)r for a circle, and A=½lw, a²+b²=c² for a triangle; **Terminology:** perimeter, area, length, width, radius, diameter.
 * Student will be able to** consider the importance of the unit of measurement when finding 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 helps the students understand the importance of units. By doing so, they will be able to correctly convert units when necessary to find the correct area and perimeter.

__**Assessment**__
Students will use the Problem-Solution Chart to work through various problems where the units are different. They will then form Think-Pair-Share teams to work on the graphic organizer and questions that go along with the graphic organizer. As they work through the graphic organizer, I will provide feedback. 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. As the teacher, I will comment each blog after every class.
 * Formative (Assessment for Learning)**

Students will utilize the iMovie application to enhance their learning of units of measurement. The project requires students to create a short video of where units of measurement are found in real life. This includes, but is not limited to, objects such as a tape measures and baking dishes. Students will also discuss what happens when these units are used properly and improperly for finding area and perimeter for each object. The iMovie will be no longer than 8 minutes, and no less than 5 minutes and will be scored with a rubric.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology will be present in this lesson as students use iMovie. This application allows students to create and edit a movie that they film. They can utilize the features of iMovie by overlaying the movie with text, further enabling them to explain the concepts. English: Students will create an outline for their iMovie. Speech: Students will either narrate or act on camera to discuss their topic.

__Groupings__
Students will form Think-Pair-Share teams to work on the graphic organizer and questions that go along with the graphic organizer. Students will pair up with the person on their left. While in this team, the students will first think by themselves about the questions. Both students within the pair will then discuss the problems with each other. As the class comes together, the groups will present the problems they got right in order to help explain the problem to the students who did not get them correct.

__**Differentiated Instruction**__

 * Strategies**
 * Logical:** Students will solve problems that involve imaginary units.
 * Kinesthetic:** Students will create polygons with their bodies. They will set up units, such as three girls is equal to one boy, and will discover what happens when you incorrectly use units to find area or perimeter.
 * Interpersonal:** Students will need to discuss and cooperate to successfully do the unit activity.
 * Verbal:** Students will discuss with each other how to solve problems on the graphic organizer, as well as the unit activity.
 * Intrapersonal:** Students are asked to reflect in blogs and think about the Problem-Solution Chart on their own at first.
 * Naturalist:** Students will discuss how units can relate to nature.

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 homework and discuss what was missed. Students will be asked to set up arrangements on how the Problem-Solution Chart or quiz will be completed and when will be appropriate to turn it in. If students are unable to work on the iMovie due to absences, then the pair will be given an appropriate extension provided they contact me with a plan of completion.
 * Modifications/Accommodations**

The iMovie becomes a Type II technology because it allows students to do more than record themselves. iMovie allows students to use cameras or video recorders to record themselves and download it onto the application. Students are then able to place pictures, text, music, and edit the video within the movie as well. This creates opportunities for students to become creative and make the material come to life.
 * Extensions**

__**Materials, Resources and Technology**__
•Student laptops/Laptop cart •Pencils and erasers •Projector/SmartBoard •Problem-Solution Chart •Rulers •Calculators •iMovie Checklist •Quiz •iMovie Rubric •Answer Key for Quiz •Answer Key for Problem-Solution Chart

__Source for Lesson Plan and Research__
[|iMovie Tutorial] This tutorial will allow students to become more familiar with iMovie. [|iMovie Checklist and Rubric] This website was used to help create the rubric for the summative assessment. [|Think-Pair-Share Teams] This website explains in more detail how students will work together in groups. [|Graphic Organizers] The Problem-Solution Chart used within the lesson was adapted from this website.

__**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, we will explore various uses of units and how to apply them. Students will be able to manipulate and create units to further their understanding. To offer spontaneity, students will participate in activities that encourage creativity as well as in-depth understanding. 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. After the iMovies have been presented, students will reflect in their blog and discuss what they have learned, providing closure of the lesson. Consistent routines are in place as students will be working on classwork and the iMovie, then finishing up the class by reflecting in their blogs. Students who are fond of discovering and analyzing concepts, and exploring, discussion, focusing on details, are supported within this lesson. Units are explored deeply as students participate in the lesson activity and create an iMovie. Discussion occurs as students work on a graphic organizer in pairs, and then come together as a class. Since units are vital for area and perimeter, students will be aware of the details of the problems.
 * //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, and triangles. They will also know the Pythagorean Theorem, and the terminology perimeter, area, length, width, radius, and diameter. **Please refer to content notes**. //Students solve problems involving perimeter and area//. The students are becoming aware of units as they create an iMovie depicting the use of units in life. Students will be able to correctly solve for area and perimeter by converting units properly. Students will be aware of units because area and perimeter must be solved with units that are equivalent.
 * //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.//
 * Logical:** Students will solve problems that involve imaginary units.
 * Kinesthetic:** Students will create polygons with their bodies. They will set up units, such as three girls is equal to one boy, and will discover what happens when you incorrectly use units to find area or perimeter.
 * Interpersonal:** Students will need to discuss and cooperate to successfully do the unit activity.
 * Verbal:** Students will discuss with each other how to solve problems on the graphic organizer, as well as the unit activity.
 * Intrapersonal:** Students are asked to reflect in blogs and think about the Problem-Solution Chart on their own at first.
 * Naturalist:** Students will discuss how units can relate to nature.

The iMovie becomes a Type II technology because it allows students to do more than record themselves. iMovie allows students to use cameras or video recorders to record themselves and download it onto the application. Students are then able to place pictures, text, music, and edit the video within the movie as well. This creates opportunities for students to become creative and make the material come to life.
 * Extensions**

Rationale:** Students will use the Problem-Solution Chart to work through various problems where the units are different. They will then form Think-Pair-Share teams to work on the graphic organizer and questions that go along with the graphic organizer. As they work through the graphic organizer, I will provide feedback. 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. As the teacher, 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)**

Students will utilize the iMovie application to enhance their learning of units of measurement. The project requires students to create a short video of where units of measurement are found in real life. This includes, but is not limited to, objects such as a tape measures and baking dishes. Students will also discuss what happens when these units are used properly and improperly for finding area and perimeter for each object. The iMovie will be no longer than 8 minutes, and no less than 5 minutes and will be scored with a rubric.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Desks will be along three sides of the room, with space in the middle for activities.

**Agenda:**
Explain why units are needed. (5 min) Activity groups for creating polygons with body (10 min) Review of reading rulers and converting units (10 min) Examples on the board with guided instruction. (10 min) Problem-Solution Chart in assigned Think-Pair-Share groups (10 min) Reflect in blogs (10 min) Explain iMovie and pairs (25 min)
 * Day 1:**

Class discusses Problem-Solution Chart in Think-Pair-Share groups (10 min) Challenge students with imaginary units (20 min) Quiz on units (15 min) Reflect in blog (10 min) Work on iMovie, check scripts and math (25 min)
 * Day 2:**

Going over quiz questions (15 min) Student presentations (55 min) Reflect in blog (10 min)
 * Day 3:**

Students will understand that units are important when solving problems involving area and perimeter. //Students solve problems involving perimeter and area//. Carpenters, painters, architects, designers, home owners, scientists, engineers, electricians and more all use units when performing calculations necessary for their work. Students will be split into two groups and the groups are formed by Numbered Heads (1 and 2). They will then create polygons as a group by standing side-by-side. Students will create a unit system, such as three girls is equal to one boy, and use that system to find the area of shapes they make. One student from each group will record their unit system, the shapes, and their conclusions. The teacher will guide the students through the process, providing help where necessary.
 * 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 circle, and A=½lw, a²+b²=c² for a triangle; the terminology: perimeter, area, length, width, radius, diameter (see content notes). Before students play the hook, I will assess their knowledge of area and perimeter by having the students play the game located at http://www.mathgoodies.com/lessons/vol2/geometry.html. Students will then play the polygon body game, and then I will review how to read a ruler as well as how to convert units to ensure all the students are capable of doing so. I will then place examples of unit problems on the board and guide the students through two problems. After this, the students will solve three problems. The graphic organizer will be passed out and the students will get into Think-Pair-Share groups. The groups are formed by students partnering with the student to their left and they will work together to fill out the sheet. While in this team, the students will first think to themselves about the questions. Both students within the pair will then discuss the problems with each other. Students will then reflect on the lesson in their blog. They will discuss what they are confident about, unsure of, and problems they got wrong and why. I will comment each blog to monitor the progress of the student. I will then pair the students by their last name, and talk to them about the iMovie summative assessment. They will view the iMovie tutorial and begin to come up with some ideas. For homework, the students will finish the graphic organizer.
 * Equip, Explore, Rethink, Tailor: Intrapersonal, Interpersonal, Verbal, Naturalistic**

Class begins with students getting into their Think-Pair-Share groups from the previous class and the students will compare answers. I will then read the possible answers to the graphic organizer. Students will then give the problem numbers that they got wrong, and a pair will be asked to volunteer to explain problems if they got it correct. Then the students will be asked to find area and perimeter of shapes by converting units that are made up. Students will then take a short quiz to ensure they know the material. After the quiz is finished, students will reflect in their blog about how they believe they did on the quiz, including the questions they thought were easy and those they thought were difficult. Once students have blogged, they will work on their iMovie. As they work, I will go around and check their scripts and give feedback where necessary until the end of the class.
 * Day Two Begins**
 * Revise, Evaluate, Tailor: Logical, Interpersonal, Intrapersonal,**

The class will begin by going over with the class the problems that the student had difficulty with. This will be done by listing the problems that the majority of the class had a difficult time with. Students will be asked on what they think they should do or did do. Once the reviewing is done, students will be handed back their quiz and are then able to correct as necessary. Students will then present their iMovies. Students will first volunteer to present, and if no groups volunteer, they will be chosen at random. After all presentations, the students will be asked to reflect in their blog about how their iMovie went, and what they learned from their iMovie as well as others.
 * Day Three Begins**
 * Refine, Evaluate, Tailor: Intrapersonal, Logical**

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. 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. 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. Students will know the term [|perimeter], which is the length around a polygon. It also means the sum of all of the edges of a polygon, whether it is regular or irregular. Students will know the term [|area], which is the amount of space within a polygon or circle. Students will know length and width. These terms refer to the sides of a parallelogram and are used to find area and perimeter. Students will know [|radius and diameter]. Diameter refers to the longest line segment that goes from one edge of the circle, through the middle, to the other edge. Radius is half of the diameter, and goes from the center, directly to the edge.
 * Content Notes**
 * Students will know** how to find the [|perimeter] for any regular polygon.

Problem-Solution Chart iMovie Checklist Quiz
 * Handouts**