L2+Mitchell,+Jasmine

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

**LESSON PLAN FORMAT**

**__Teacher’s Name__****:** Ms. Mitchell **__Lesson #:__** 2 **__Facet:__** Apply **__Grade Level__****:** 7 **__Numbers of Days:__** 2 **__Topic:__** Solving unknown angles

**__PART I:__**

**__Objectives__** Students will understand that unknown angles can be solved using angles following guidelines of supplementary, complimentary, vertical, and adjacent angles. Students will know supplementary, complimentary, vertical, and adjacent angles, as well as acute/ obtuse angles. Students will understand that angles are formed with a vertex and two rays. They will understand how to solve for different types of angles when provided with the proper accompanying angle. Students will be able to solve for unknown angles when given the proper corresponding angle. The product that will be created is a comic life relating angles to real life situations. The product can be about a topic of the students' choice. It can be about everything that relates to them or just interests them.

**__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__** //Common Core State Standards// //Content Area: Math// //Grade Level: 7// <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">//Domain: Geometry// <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">//Standard: draw, construct and describe geometrical figures and describe relationships between them.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Rationale:** The standard above will be met in this lesson because through gaining an understanding of different varieties of angles, students will more easily understand the characteristics of 3 dimensional figures, and thus learn to describe them. It will also begin teaching students how to use information to solve information. This will be helpful when they solve 3d figures problems.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Assessments__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Formative (Assessment for Learning)__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Section I – checking for understanding during instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">I will check for understanding using an exit ticket. After we have practiced solving several angles and have created a system of thinking about it, students will be faced with an individual problem that must be completed before they leave. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Section II – timely feedback for products (self, peer, teacher)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">After the students have completed the product, the teacher will assess the work and mark any mistakes that were made. They will then have an opportunity to go back and try to figure it out again if they got it incorrect. They will have to note what they did wrong and how to fix it. This will be using teacher and self assessment.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Summative (Assessment of Learning):__** Comic Life (100 points) : Students will create a comic life that demonstrates an understanding of assessing unknown angles that appear in real life situations. The comic life will be creatively designed including definition of the angle you have chosen, an unknown angle presented, as well as a solution. The comic life must also include images of the real life example and solutions to formulas. You must provide sources for someone who is looking to delve deeper into this topic, as well as the sources that you personally used. This project will be graded using a checklist.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Integration__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Technology:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Comic life is the type II technology that is being used in this lesson. It is integrated into the lesson by allowing students to choose a topic that interests them, and explore real life angles. By finding angles, they can show how solving them can be done if you know one of the angles. It is a way to make angles come alive in the real world for students. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Art:** Students will be using their creative skills to draw angles, and create a creative ComicLife.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Groupings__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Section I - Graphic Organizer & Cooperative Learning used during instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will use a flow chart to help discover a method for deciding which angle is being represented and how to decide how to solve for the unknown angle. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will use the numbered heads together cooperative learning method to actually attempt to figure out angles. This involves the class being split into groups and work out strategies together.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Section II – Groups and Roles for Product** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will be put in partners to discuss their ideas for the comic life. They can compare notes, and assess each other. Every student must create their own comic because it is related to a topic that interests the individual student.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Differentiated Instruction__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__MI Strategies__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Verbal** - We will discuss the different methods of deciding which angles can be used to solve for an unknown and how to go about solving it. We will talk in small groups about what kind of angles are able to be used to solve the angles. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Visual** - We will use pictures both of simple lines to express angles as well as real life examples in order to show how much they are related. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Logical** -We will show a logical flow chart to explain the steps to take when faced with an angle including deciding what kind of angle it is, which angle can be solved for, and how to solve for it. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Kinesthetic** -We can form angles with our limbs and bodies and express what type of angles are formed, and then solve for an unknown. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Interpersonal** - We will work in groups when forming angles with our bodies. It will lead to solving for other angles. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Intrapersonal** - The exit ticket that is completed at the end of the lesson will be completed individually. It will be an opportunity for students to think on their own and realize how much they actually know about the topic and are able to figure out on their own without the help of others in the class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Modifications/Accommodations__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan)//** //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Plan for accommodating absent students:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">There will be a class wiki in which every student will have access. Lessons, notes, homework assignments and helpful videos will all be posted. If absent, you are expected to use this tool to keep up to the best of your ability. In this lesson specifically, I will post an example of a diagram on the wiki, and expect the student to attempt to make one on their own from what they can grasp from the example and notes posted.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Extensions__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Type II technology:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Comic life is the type II technology that is being used in this lesson. It is integrated into the lesson by allowing students to choose a topic that interests them, and explore real life angles. By finding angles, they can show how solving them can be done if you know one of the angles. It is a way to make angles come alive in the real world for students.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Gifted Students:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Gifted students will have the opportunity to go beyond the expectations by using the ComicLife in a more technologically advanced way. They can attach links to helpful websites, and tutorials for solving angle problems. They can explore more in depth what ComicLife is capable of.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Materials, Resources and Technology__**


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Laptop
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Laptop Charger
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Handouts (graphic organizer)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">whiteboard/markers
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">LCD Projector
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Screen
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">checklist for glogster project

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Source for Lesson Plan and Research__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Video help for solving unknown angles: <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">http://www.youtube.com/watch?v=gJ2kGXWKfw4 <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">http://www.youtube.com/watch?v=_FmS8KA6iu4&feature=related <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">http://www.youtube.com/watch?v=qhV1SjAE3mM&feature=related <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">http://www.youtube.com/watch?v=lmF7HlzC8dc&feature=related <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">http://www.youtube.com/watch?v=h7TYeYRM-xY&feature=related <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">about unknown angles: <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">http://www.freemathhelp.com/feliz-special-angles.html <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">http://www.algebralab.org/lessons/lesson.aspx?file=geometry_anglescomplementarysupplementaryvertical.xml <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">http://www.mathwarehouse.com/geometry/angle/vertical-angles.php# <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">examples of problems: http://www.onlinemathlearning.com/pairs-of-angles.html <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">game to solve unknown angles: <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">http://www.algebralab.org/practice/practice.aspx?file=Geometry_POD9-10.xml <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">http://www.aaamath.com/geo-comp-or-sup.htm <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Comic Life tutorial video: <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">http://www.schooltube.com/video/746a92b6c5d6442a9e97/ComicLife-Tutorial

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__PART II:__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Teaching and Learning Sequence__** **(Describe the teaching and learning process using all of the information from part I of the lesson plan)**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__First Section__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">The classroom will be arranged in a horseshoe shape because I want students to associate with each other and talk about the work, but there will not be as much group focused work in this lesson.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Day 1 <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Day 2
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Hook: students will be playing a jeopardy game. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Introduction: we will introduce what types of angles are able to solve for unknown corresponding angles. (15 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">I will check for understanding by putting an example on the board and asking students to solve it. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">We will do some examples of each, again in game form now that we have more knowledge. (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Cooperative learning/ flow chart (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">exit ticket (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Recap from previous class (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Introduce alternate interior angles, as well as triangles and rectangles; and how to go about solving for them. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">cooperative learning examples (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Introduce ComicLife tutorial (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">discuss project, distribute checklist and expectations (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">assign partners to talk about/plan project (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">class time to work on project (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">exit ticket to express where you are in your project, and what you have left to complete before next class when they are due (10 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will understand that unknown angles can be solved using angles following guidelines of supplementary, complimentary, vertical, and adjacent angles. We will begin the lesson with the hook. we will be playing a[| jeopardy game]involving solving for unknown angles. This game will entail things we have learned, things we are in the process of learning and the next topic we will be attacking today. This game will act as a pre-assessment as well as an interactive way to test your creative knowledge and abilities. After we complete the game, I will ask the students where they think we are going form here, and what they learned from the game. We will then have a discussion about why it is important to learn about angles and how to solve for unknown corresponding angles. It is important to be able to solve angles because it leads to a common observation knowledge. It leads to the ability to solve more difficult problems that will be related in most [|careers] in the future. These careers include architecture, interior design, carpentry, as well as many others. Angles will also help us realize mathematical and logical deduction. Deduction is important to have as an ability, because there will be many situations in your lives where something will need to be deduced. According to the [|common core state standards], //Students will be able to draw, construct, and describe geometric figures, and describe the relationships between them.// <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Where, What, Why, Hook, Tailors:** //logical, visual, linguistic, interpersonal//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">__**Second Section**__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will know supplementary, complimentary, vertical, and adjacent angles, as well as acute/ obtuse angles. Students will understand that angles are formed with a vertex and two rays. They will understand how to solve for different types of angles when provided with the proper accompanying angle. We will begin our discussion about unknown angles by starting to brainstorm using the cooperative learning style[| Numbered Heads Together] to discuss what types of angles may be able to be solved for. They will try to compile a list, and then we will gather as a class and talk about it. We then will actually make the correct list of all of the angles we will be learning how to solve for. These include complimentary, supplementary, vertical, adjacent, and those that are in shapes such as triangles and quadrilaterals, and polygons. We will write down the rules for each of them including what the angle measures should be, and how to calculate the missing angle. Students will be using a [|flow chart] in order to create a logical sequence that will help lead to a process that should help students remember the different angles. The flow chart will be completed individually throughout the lesson. I will be collecting them at the end of class in order to check that all students were able to complete it. I will write notes on any that are missing information or should add more detail, or something just needs to be changed. During the lesson, I will provide a [|game] for students to play for practice. This will also be assigned for homework in order to ensure that students are engaged in their practicing. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">I will check for understanding by using an[| exit ticket]. In this lesson, we will be learning about a lot of different angles and unknown angles. The exit ticket will help students to solve for an example that we discussed in class. Students will be expected to solve for the unknown angle, and explain how they knew what type of angle they were presented with. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Equip, Explore, Rethink, Revise, Tailors:** //Interpersonal, Intrapersonal, visual, linguistic, logical//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">__**Third Section**__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will use the numbered heads together cooperative learning method to actually attempt to figure out angles. This involves the class being split into groups and work out strategies together. While students are in these groups, they will start discussing the product. First, however, I will show the [|ComicLife tutorial] video which will show how to use this new technology. I will explain to students what is expected of them and provide them with a checklist in which they will be graded from. Students will create a glogster which will be about a topic in real life that explores angles in the real world. They will discuss why the topic interests them and how angles are related and what type of angles are present. Students can choose any topic that interests them. There are no specific requirements as far as the topic is concerned as long as it is a topic found in real life. This project will force students to look into the [|real world] of angles, and express themselves creatively displaying their interests. In the groups, students can compare notes about angles, and talk to each other about ideas that might be used for the project. Every student must create their own ComicLife because it is related to a topic that interests the individual student, but it is important to brainstorm with other students and bounce ideas off from each other. The product will be due two days after the second class of this lesson. After the students have completed the product, the teacher will assess the work and mark any mistakes that were made. They will then have an opportunity to go back and try to figure it out again if they got it incorrect. They will have to note what they did wrong and how to fix it. This will be using teacher and self assessment. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Explore, Experience, Revise, Refine, Tailors:** //**interpersonal, intrapersonal, linguistic, logical, visual, naturalist**//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">__**Fourth Section**__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">After the students have completed the product, the teacher will assess the work and mark any mistakes that were made. They will then have an opportunity to go back and try to figure it out again if they got it incorrect. They will have to note what they did wrong and how to fix it. This will be using teacher and self assessment. The teacher will assess the exit ticket without grading, to let the students know how they are doing and how they did on the problem. The students will then have an opportunity to go back and try to figure it out again if they got it incorrect. They will have to note what they did wrong and how to fix it. This lesson connects to what we will be learning in the next section, because we are leading into discussing unknown information about circles. We will also be talking about 3d shapes related to circles including spheres, cylinders, and cones. This lesson is relevant because we need a basic understanding of knowing what to look for in order to solve a problem involving unknown information. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Evaluate, Tailors:** //**interpersonal, intrapersonal, linguistic, logical**//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Content Notes__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will be creating their own examples of angles and putting them on the board. This will be a game because it will be the responsibility of the other teams to figure out what type of angle it is and how to solve for the corresponding angle. These angles will be either complimentary, supplementary, vertical, or adjacent.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Complementary angles: 90 - given angle.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Supplementary angles: 180 - given angle.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Vertical: opposite angles are congruent. Adjacent angles are supplementary.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Triangles: All angles add up to 180 degrees. 180 - given angle - given angle.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Rectangular shapes: All angles add up to 360 degrees. 360 - given - given - given = unknown.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">This activity will lead into our discussion about solving for corresponding angles.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Which angles fall into solving for an unknown? All of the above.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Supplementary and Complementary angles examples: <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">vertical angle example. Given that angle A is 75 degrees.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;"> Rectangle examples <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Triangle examples

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will use the numbered heads together cooperative learning method to actually attempt to figure out angles. This involves the class being split into groups and work out strategies together. Given that angle 1 is 146 degrees. Solve for the other 7 angles.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Check for understanding examples for both day 1 and day 2 word problem where students have to draw the angles, assess which type it is and then sovle for the unknown based on what we have learned. Given two angles with one measuring 132 degrees, solve for an unknown angle and express what type of angle it could be. The answer is 48 degrees and supplementary.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">examples for game (students will create some, and I will create some).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will use a flow chart to help discover a method for deciding which angle is being represented and how to decide how to solve for the unknown angle.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Exit ticket problem


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">link to [|tutorial] to glogster.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Handouts__**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Graphic Organizer
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Checklist for product

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Maine Standards for Initial Teacher Certification and Rationale__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**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.**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Learning Styles__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Clipboard:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">The clipboards will be addressed by use of checking for understanding. The exit ticket will show exactly what students should be able to do based on what we learned in class. It will give them direction about what they need to focus on in their homework.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Microscope:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Microscopes will be addressed by use of the product. This will be a great time for students to analyze and assess what to do when faced with an unknown angle.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Puppy:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Puppies will be addressed through use of feedback. Throughout the lesson, I will be walking around the room asking if anyone needs help or just to generally see how students are progressing through the examples. The exit ticket will also be assessed by the beginning of next class, so students will be able to look at what they did wrong and

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Beach Ball:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Beach balls will be addressed through use of the ComicLife. The creativity is completely open to whatever students want to do. The topic, format, examples and glogster itself is completely open to whatever the students want to do. There is a lot of open decision making in this project.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Rationale:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Each of the learning styles are addressed throughout the instruction and planning of my lesson. The activities that I have created, such as the exit ticket and the creation of a ComicLife address each learning style in a way that they will learn more about solving for unknown angles and their degree measures. Students will engage in social interactions between the class, groups, and with the teacher individually. They will have multiple opportunities to increase their intellectual development throughout all aspects of my lesson because it encourages them to think outside of simply knowing the basics of angles. Students will actually get more in depth with the lesson.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Content Knowledge:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will know supplementary, complimentary, vertical, and adjacent angles, as well as acute/ obtuse angles. Students will understand that angles are formed with a vertex and two rays. They will understand how to solve for different types of angles when provided with the proper accompanying angle. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">These topics will be covered through student activites, class discussions, homework, and the ComicLife product (See Content Notes). These topics and their coverage will meet the common core standards.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**MLR or CCSS:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">//Common Core State Standards// <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">//Content Area: Math// <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">//Grade Level: 7// <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">//Domain: Geometry// <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">//Standard: draw, construct and describe geometrical figures and describe relationships between them.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">//The common core standards were used in this lesson through exploring solving unknown angles which will be leading us into shapes and unknown information about 2 and 3 dimensional shapes.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Facet:** Students will be applying a deeper thought process during the glogster portion of the lesson. This product will allow students to analyze not only how to solve for unknown angles, but also why it is important to be able to do so. Students will be exploring a topic that interests them.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Rationale:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">This lesson is designed to teach students about solving for unknown angles angles, and observing the differences between the varieties, and discuss real life examples. The final product will demonstrate an understanding of solving for various different types of angles, understand what they each are, and explore real life examples of all of the types. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Many activities are geared toward the completion of their product and are designed to help students accurately create their product.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**MI Strategies:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Verbal** - We will discuss the different methods of deciding which angles can be used to solve for an unknown and how to go about solving it. We will talk in small groups about what kind of angles are able to be used to solve the angles. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Visual** - We will use pictures both of simple lines to express angles as well as real life examples in order to show how much they are related. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Logical** -We will show a logical flow chart to explain the steps to take when faced with an angle including deciding what kind of angle it is, which angle can be solved for, and how to solve for it. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Kinesthetic** -We can form angles with our limbs and bodies and express what type of angles are formed, and then solve for an unknown. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Interpersonal** - We will work in groups when forming angles with our bodies. It will lead to solving for other angles. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Intrapersonal** - The exit ticket that is completed at the end of the lesson will be completed individually. It will be an opportunity for students to think on their own and realize how much they actually know about the topic and are able to figure out on their own without the help of others in the class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Type II Technology:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">ComicLife is the type II technology that is being used in this lesson. It is integrated into the lesson by allowing students to choose a topic that interests them, and explore real life angles. By finding angles, they can show how solving them can be done if you know one of the angles. It is a way to make angles come alive in the real world for students.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Rationale:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">The MI strategies are mostly all represented in this lesson today. This gives all students an opportunity to succeed based on learning in a way that is comfortable to them.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Formative:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">In this lesson, the teacher will check for understanding using an exit ticket. After we have practiced solving several angles and have created a system of thinking about it, students will be faced with an individual problem that must be completed before they leave. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">After the students have completed the product, the teacher will assess the work and mark any mistakes that were made. They will then have an opportunity to go back and try to figure it out again if they got it incorrect. They will have to note what they did wrong and how to fix it. This will be using teacher and self assessment.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Summative:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;"> Comic Life (100 points) : Students will create a comic life that demonstrates an understanding of assessing unknown angles that appear in real life situations. The comic life will be creatively designed including definition of the angle you have chosen, an unknown angle presented, as well as a solution. The comic life must also include images of the real life example and solutions to formulas. You must provide sources for someone who is looking to delve deeper into this topic, as well as the sources that you personally used. This project will be graded using a checklist.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Rationale:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">his lesson includes a variety of formative assessments to check for understanding and address misconceptions throughout the learning process. It also includes a polished summative assessment that accurately demonstrates student knowledge that has been revised and refined through formative assessment feedback. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;"> ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 90%;">Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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