L5+Mitchell,+Jesse

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic:**

 * =**Objectives**:= ||
 * Student will understand that the six trigonometric functions are essential in solving for unknowns within a right triangle. ||
 * Student will know all of the skills learned in previous lessons, as well as how to relate them to real life. ||
 * Student will be able to relate trigonometry to real-life situations. ||

Maine Learning Results: Mathematics- C. Geometry Geometric Figures Grades 9-Diploma 3. Students understand and use basic ideas of trigonometry. b. Use trigonometry to solve for missing lengths in right triangles.
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results Alignment

Rationale: This lesson bring the previous lessons’ applications of trigonometry to a broader perspective. In this lesson, students will need to research a profession that utilizes trigonometry daily. In this way, they will gain a true understanding of the importance of trigonometry, as well as a gain a greater understanding of the real-life applications of trigonometry. ||

Formative (Assessment for Learning) Students will begin the period by watching the video That’s Mathematics!. This video will start a discussion about different profession that utilize trigonometry daily. Each student will be given a worksheet that lists eight profession on it. Each profession is specific to each of the eight intelligences. This will help students broaden their view of professions that utilize trigonometry. As a class, we will focus on the first profession on the worksheet, lumber jack. The worksheet in attached. After the class discussion students will work individually to fill out the rest of the worksheet. I will float around the room to monitor student work, as well as to answer individual questions. After completing the worksheet, students will pick a partner of their choice to compare worksheets with. They will take turns giving feedback on each of the professions. Students will then be given time to make any revision to their worksheet they see fit, based on their partner’s feedback. || After students have been given the opportunity to complete their revisions, they will hand in a final copy of their worksheets. After their worksheets have been completed, I will move on to the next part of the lesson. Students will now pick an occupation to research, and write a one page paper including what the occupation is, how it utilizes trigonometry, and what would happen if trigonometry hadn't been invented yet. Each student will submit an idea that must be okayed before they begin their paper. I will go around the room and ask each student what profession that would like to research. Students will be allowed to take out laptops in order to gain more ideas of professions that utilize trigonometry. Once I have okayed their choice, they may begin working on their report. Students can choose a new profession, or a profession that was on the worksheet; each profession may only be chosen twice. Each paper is due next class, along with a posting to their blog. They must write about the day’s events in their blog, to be posted by the start of next class. After posting to the blog, students will receive feedback from their peers via comments on each others' blog entries. After receiving feedback, students will have the opportunity to make changes to their entry due the following class. If the choose to make any changes to their blog, they may gain some additional points to their final grade. They will also receive their papers back within one week of turning them in. They will also be given the opportunity make revisions to this paper as well to gain back additional points to their final grade. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Reading/Comprehension- Students will fill out a worksheet with a different professions on it. They will need to brainstorm ways in which the professions listed utilize trigonometry. Technology- Students will be given an opportunity to use laptops in order to gain more ideas on professions that use trigonometry, as well as to research the profession that they will write their paper on. Students will also be viewing a video at the start of class, in order to start the discussion of professions that use trigonometry daily. ||
 * =**Integration**= ||
 * English- Students will be required to write a one page paper on a profession of their choice.


 * =**Groupings**= ||
 * Students will be given the opportunity to work with a partner of their choice in order to gain feedback on their worksheets before handing them in. I will float around while students are working, giving feedback when appropriate. Students will be allowed to ask questions at any time during the lesson. After students have given each other feedback, they will be given an opportunity to make revisions based on their partner’s feedback before handing in a final copy. Students will then return to working individually in order to pick a profession to write their one page paper about. ||

All 8- One example of each will be included on the sample worksheet, allowing students to broaden their focus. Interpersonal- Students will work with a peer to provide feedback on their worksheets. Logical- Students must show examples of how each profession utilizes trigonometry. Musical- Class began with song about real life mathematical applications. Intrapersonal- Students work on papers individually. Verbal- Ongoing class discussion about professions. Spatial- Worksheet includes pictures of each sample profession, as well as how they utilize trigonometry. Naturalist- Discussion of the importance of Trigonometry to lumber jacks. Bodily-Kinesthetic- Students have option of reenacting professions. || I will review student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations. Absent students are responsible for coming to see me during the next day that they are in class in order to receive any make-up work. Upon meeting with me I will decide, based upon any activities they missed, whether or not they must stay and make up time after school, or if an alternate assignment would be just as sufficient. Absent students have 3 days upon returning to school in order to make up missed work, or, under extenuating circumstances, to make arrangements with me as to when this work will be due. Absent students will lose points for classroom participation, but will be given the option of doing an alternate assignment of my choice in order to make up the lost points. || Students will begin the class with a group discussion about professions that utilize trigonometry. After the class in depth-discussion on how lumber jacks use trigonometry, each student will fill out a worksheet individually. The worksheet lists several professions, and students must brainstorm how these professions use trigonometry. Once students have completed their worksheets, they will provide feedback with a partner of their choice. Using this feedback students will make any changes they see fit before handing in a final copy. While students are working, I will be floating around, answering individual questions, and giving feedback when necessary. Once the worksheets are all turned in, students must then pick a profession to write their one page paper about. They can choose from the professions on the worksheet, or use the internet to find a new professions to research. As each student provides their choice of a profession, I will give them feedback or suggestions as necessary to ensure that they will have a good topic with plenty of information. Each profession must be approved by me, and each profession can only be picked up to two times. Once their profession has been approved, each student can begin working on their papers. They will also be given a rubric/checklist to help focus their ideas while they are writing their papers. The papers must each be one page long and are due by next class. After the papers have been corrected, each student will be given the opportunity to revise and resubmit the assignment to earn back additional points to their final grade. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * **Extensions**

Laptops with an Internet Connection ||
 * =Materials, Resources and Technology= ||
 * Scratch Paper and Pencils

That’s Mathematics- A video hook introducing the idea that mathematics is important to many professions. ||
 * =Source for Lesson Plan and Research= ||
 * Blogger.com- Students will post the day's events on their blogs.


 * =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:** This lesson addresses the Maine Standards for Initial Teacher Certification by providing students with various flexible learning opportunities. For my students who are clipboards, I always provide a list of the day’s agenda on the board, as well as make sure that when I am floating that they are staying on task by giving added instructions as needed. Clipboards thrive best with structure, so allowing them to have a list of events helps to ensure that they are staying in track. Part of the in-class activity allows students to research professions in class, which is perfect for a student who is a microscope. Microscopes, who love to investigate and discover, will definitely be able to show their strengths during the research portion of the lesson. Group work is essential to a puppy’s strength. A student who is a puppy gains the most from peer-to-peer tutoring, as well as participating groups, making the formative assessment a great part of the lesson for them. Students will have to pick a profession to write a paper on (see summative assessment), giving beach balls the flexibility they need by allowing students to choose their professions. Beach balls will also thrive during the brainstorming session of the group work. By speaking to all types of learning styles, all students are able to show their strengths and stay involved, creating a much more engaging classroom atmosphere. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by creating an environment where students must use higher level thinking. While students are working in groups, they will have to explain their ideas about the 8 different professions to their group members. They will also have to give a brief description of a profession of their choice when doing their homework assignment. Students will have to interpret the hook in order to answer the leading questions that follow. They will be asked questions such as “What are some professions you can think of that use trigonometry?”, “What about lumberjacks?”. This will lead into an in-depth discussion about how lumber jacks use trigonometry, which will give them an example to follow as they fill out their in-class worksheets on professions, which is attached. In order for students to fill out the worksheet on how different professions use trigonometry, they will have to apply all their previous knowledge of trigonometry. Students will work in groups to brainstorm different ways that the professions listed can use trigonometry regularly. Each partners’ perspective will need to be taken into consideration as each group brainstorms for ideas. In order for each student to truly understand each other student’s perspective, they will have to show empathy for each student. Finally students will be able to show self-knowledge as they reflect upon each idea, considering their knowledge, and what they need in order to understand the assignment. Each student will also get a self evaluation checklist to help them stay focused on the writing assignment. As students look over the rubric, they will be able to judge where they may need extra help, and will have the opportunity to ask me questions about the checklist before completing the assignment. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by incorporating a variety of methods designed to speak to multiple intelligences in the classroom. Providing an opportunity for several intelligences in a classroom environment ensures that more students will be given a chance to show their strength and provide a better learning environment overall.

All 8- One example of each will be included on the sample worksheet, allowing students to broaden their focus. Interpersonal- Students will work with a peer to provide feedback on their worksheets. Logical- Students must show examples of how each profession utilizes trigonometry. Musical- Class began with song about real life mathematical applications. Intrapersonal- Students work on papers individually. Verbal- Ongoing class discussion about professions. Spatial- Worksheet includes pictures of each sample profession, as well as how they utilize trigonometry. Naturalist- Discussion of the importance of Trigonometry to lumber jacks. Bodily-Kinesthetic- Students have option of reenacting professions.

For each class period, students will post blog entry reflecting that days assignment. Peers will then be able to go onto the class blog to provide peer feedback to the student. If the student so chooses, they will be able to update the assignment before the next class period based in the peer feedback they received. The blog will include a post for each lesson, as well as their final assessment. Additional blogs maybe assigned at my discretion. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by providing each student with several opportunities for feedback throughout the lesson. This lesson begins by having students watch a video called That’s Mathematic! Students will then be asked leading questions about professions that use trigonometry. Specifically, they will focus on the profession of lumber jack. Students will then be given a worksheet to fill out about professions. They will fill out the worksheets individually, and then choose a partner to compare worksheets with. As students are working individually, I will be floating around and observing student work. I will be giving students feedback and suggestions as necessary to keep them on track, as well as to ensure that each student is learning the key concepts behind the material. When students are working in pairs, I will continue to circulate in order to make sure that each student is contributing. Students should be giving each other feedback on their ideas of how each profession uses trigonometry regularly. I will also be giving additional feedback and answering student questions as necessary. Each student will then be given a chance to work individually to make any adjustments they see fit, based on the peer feedback, before handing in the final copy. After all the worksheets have been handed in, I will move onto the next part of the lesson. I will go around the room and have each student choose a profession to research and write a one-page paper about (see attached checklist). Students can choose a profession from the worksheet, or check out a laptop to research other professions. Each profession can only be picked twice, and must be okayed by me. Students will then be given an opportunity to begin their paper in class, after their profession has been approved, if time allows. Students will also be required to write a blog entry, to be posted by the start of the next class period. The blog entry should briefly describe the day’s event, and there is a sample blog entry attached. After posting to the blog, students will receive feedback from their peers via comments on each others' blog entries. After receiving feedback, students will have the opportunity to make changes to their entry due the following class. If the choose to make any changes to their blog, they may gain some additional points to their final grade. ||


 * =Teaching and Learning Sequence:= ||
 * The classroom will be set-up in a traditional classroom format, facing the board. The class will start with a group discussion about the video That’s Mathematics! (hook). After the discussion, students will work individually on a worksheet about professions that use trigonometry. Once each student has completed the worksheet, they will get into pairs to compare answers and give each other feedback. Students will then return to working individually to begins their homework assignment, a one-page paper about a profession of their choice that uses trigonometry (see attached checklist). This classroom set-up allows students to easily go from working individually, to getting in pairs, then moving back to their seats to begin their homework.


 * Students view hook (5 minutes)
 * Leading questions about hook (5 minutes)
 * Group discussion about “Lumber Jacks” (5 minutes)
 * Students complete worksheets individually (15 minutes)
 * Students get into pairs for peer feedback (15 minutes)
 * Students refine worksheets before handing them in (5 minutes)
 * Homework assignment is introduced, students choose a profession to write about (5 minutes)
 * Checklist is handed out, students ask clarifying questions (5 minutes)
 * Students use laptops to for further research, if time permits (20 minutes)
 * 10 minute warning is given before the end of class to allow students time to pick up and to put away laptops correctly.

Throughout this lesson, students will put upon the idea that trigonometry is essential in solving for unknowns within a right triangle. Students will being the lesson by discussing how lumber jacks use trigonometry regularly throughout their profession (see hook). Next students will fill out a worksheet that builds upon this discussion, and requires students to brainstorm how other professions use trigonometry. They will complete the worksheet individually, then get in pairs for peer to peer feedback. Once the worksheet is completed, the homework will be assigned. For homework they must write a one page paper about a profession of their choice, following the criteria given to them (see attached checklist). This is lesson is crucial in showing students how important trigonometry is in daily society. By having students explore many different professions that utilize these concepts, they begin to see just how important it is that they too should learn these concepts. Trigonometry is very important to many modern day professions, and I am using this lesson to show my students exactly that. As a formative assessment, students will be filling out the worksheet of professions (see attached), as I float around to give feedback as necessary. As a summative assessment, students are required to write a one page paper, due next class, on the profession of their choice (see attached checklist for details) that utilizes trigonometry. To hook my students, they will view a video called That’s Mathematics! This will lead into a discussion about professions that use trigonometry, and ultimately into the formative assessment. This lesson also speaks to a variety of student intelligences as I have mentioned earlier in the lesson plan [See rationale statement for standard 5]. Providing an opportunity for students to express their strengths throughout the their multiple intelligences allows for a greater learning experiences for all students.

What, Where, Why, Hook, Tailor: Logical, Verbal, Spatial, Interpersonal, Intrapersonal, Naturalistic, Bodily-Kinesthetic, Musical ||
 * Students will know all the material learned previously in this unit, as well as how to relate it to real-life. Students will begin the lesson with a video (see hook), that will lead into a group discussion about professions that utilize trigonometry. As a class, we will focus on the profession of lumber jack in order to give the class an example of how to fill out their worksheets (see teacher notes for details about class discussion). Students will then complete the worksheet individually, then pick a partner of their choice to give and receive feedback with. While students are completing this formative assessment, I will be floating around the room to ensure that all students understand the key concepts behind the worksheet. I will give feedback as necessary to ensure that all students have the tools to complete the assignment. When I am floating around the room, I will also be checking to make sure that each student is contributing to the feedback process. Once the worksheets have been completed, I will introduce the homework assignment. Students will need to write a one-page paper on a profession of their choice. Students will choose profession in class so I can approve them, as well as to ensure that each profession only gets picked twice. Students will be able to use a laptop if they cannot think of a profession to research. I will also be circulating around the classroom, helping students pick professions that have a lot resources so that they will be able to complete the paper adequately. Students may begin working on their paper as soon as their profession has been approved.

Equip, Tailor: Logical, Verbal, Spatial, Interpersonal, Intrapersonal, Naturalistic, Bodily-Kinesthetic, Musical ||
 * Students will be able to relate trigonometry to real-life situations. The lesson will start with a video (see hook) that will get students thinking about types of professions that use trigonometry. There will be a class discussion about lumber jacks specifically in order to give students an example of how to fill out the worksheet. Students will explore professions from all eight intelligences by filling out the worksheet individually, then finding a partner to partake in peer-to-peer tutoring with. As students are working individually, I will be floating around giving feedback (formative assessment). Students will be allowed to ask any questions, allowing them to rethink their worksheet answers. While students are working with a partner, they will be given an opportunity to revise their work. Finally, after students are down consulting with a partner, they will be given one last opportunity to ask questions and refine their work before handing it in. After the worksheets have all been completed, students will need to pick a profession of their choice in order to write a one-page paper about (experience, summative assessment). They will be given a checklist in order to focus their thinking while they write (see attached). Each student will also have to write a blog entry, due by the start of next class, describing the day’s events. I will facilitate the learning process by having students partake in all six stages of higher level thinking. While students are working in groups, they will have to explain their ideas about the 8 different professions to their group members. They will also have to give a brief description of a profession of their choice when doing their homework assignment. Students will have to interpret the hook in order to answer the leading questions that follow. They will be asked questions such as “What are some professions you can think of that use trigonometry?”, “What about lumberjacks?”. This will lead into an in-depth discussion about how lumber jacks use trigonometry, which will give them an example to follow as they fill out their in-class worksheets on professions, which is attached. In order for students to fill out the worksheet on how different professions use trigonometry, they will have to apply all their previous knowledge of trigonometry. Students will work in groups to brainstorm different ways that the professions listed can use trigonometry regularly. Each partners’ perspective will need to be taken into consideration as each group brainstorms for ideas. In order for each student to truly understand each other student’s perspective, they will have to show empathy for each student. Finally students will be able to show self-knowledge as they reflect upon each idea, considering their knowledge, and what they need in order to understand the assignment. Each student will also get a self evaluation checklist to help them stay focused on the writing assignment. As students look over the rubric, they will be able to judge where they may need extra help, and will have the opportunity to ask me questions about the checklist before completing the assignment.

Explore, Experience, Rethink, Revise, Rehearse, Refine, Tailor: Logical, Verbal, Spatial, Interpersonal, Intrapersonal, Naturalistic, Bodily-Kinesthetic, Musical ||
 * Students will be giving plenty of opportunities for self-assessment, as well as feedback. Students will begin the lesson with a video (see hook) that will start a discussion about professions that use trigonometry. After I have given the students an example of how to fill out the worksheet (see teacher notes), they will fill out a worksheet individually (see attached). While students are brainstorming ways that certain professions use trigonometry, I will be floating around to give students feedback and suggestions as necessary to ensure that each students has the tools to complete assignment. Students will then work in partners to compare worksheets, and to give each other feedback. I will continue to float around to ensure that each student is contributing to the activity. Once students have refined and handed in their worksheets, I will introduce the homework assignment. For homework each student will write a one page paper on a profession of their choice, chosen in class and approved by me. The paper is due next class. During class, students will be given a checklist/rubric to help them write the paper. There will be time in class for them self-assess what they need in order to complete the assignment, as well as to ask any clarifying questions about the checklist, or the assignment in general. Also, for homework, students must write a blog entry describing the day’s events (there is a sample blog attached). The blog must be posted by the start of next class. I will check the postings often, giving students comments on their blogs as soon as I see their posts. This will give them plenty of timely feedback to complete the assignment effectively. This lesson builds upon the idea that trigonometry plays a key role in society, which students will continue to explore in their performance tasks (see webquest for details). In the next lesson, students will revisit comparing different approaches to problem solving, which they begin in lesson 4. All of the lessons will come together are students complete their webquests at the end of the unit.

Evaluate, Refine, Tailor: Logical, Verbal, Spatial, Interpersonal, Intrapersonal, Naturalistic, Bodily-Kinesthetic, Musical ||

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