L4+Mitchell,+Jesse

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic:**

 * =**Objectives**:= ||
 * Student will understand that trigonometry is a branch of Mathematics that deals mainly with right triangles, and the relationships between their sides and angles. ||
 * Student will know relationships: between trigonometric functions, and between the different parts of a triangle. ||
 * Student will be able recognize which trigonometric functions should be used in certain contexts ||

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: Trigonometric functions each have their own place and use when problem solving. This lesson will help to teach students to recognize particular situations in which trigonometric functions should be used. ||

During the lesson, students will each check-out a laptop, and take notes using the OneNote program. Students will be thinking about different ways to remember the trigonometric functions. After the lesson, I will put the students in groups of three, based partially on personal observations, and partially from the questionnaire I had the students fill out at the end of the last lesson. While in their groups of two to three, they will brainstorm different ways of remembering the trigonometric function, and discussing which two are the best ways and why. As students are working, I will be floating around the classroom, giving feedback when necessary. Students will also be able to ask questions at anytime, with the requirement that they first ask their partners. This will ensure that students are communicating and working together to create a solution. Students will write down all the steps they took to come up with their solutions into OneNote. Once students have read through their notes one final time, updating any information they see fit, each student will then hand in their own copy. Students will also fill out an short quiz at the end of class. The quiz will not be graded, it is simply another formative assessment of the students’ progress. Based on the assessment, I will either give additional examples to the students to work on in class, or I will introduce a new part of the lesson. The quiz is attached, as well as a sample blog entry and OneNote notes. || The summative assessment for this lesson, is their final OneNote notes. Students will be given plenty of opportunities to revise and refine their work before handing in the final copy. After brainstorming with their partners, students will have the opportunity to make any adjustments they see fit before they hand in the assignment. Before the end of the period, students will share any techniques that they want for remembering the six trigonometric functions. Students will also be required to write a blog entry, to be posted by the start of the next class period. 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. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Reading/Comprehension- Students will brainstorm ideas for remembering the functions, as well as take a short, ungraded quiz on applying their knowledge of trigonometry to new situations. English- Students have to create a OneNote sheet detailing the thinking process behind how they came to their solutions. ||
 * =**Integration**= ||
 * Technology- Students will be using laptops to take notes using the program OneNote.


 * =**Groupings**= ||
 * The students will work in groups to brainstorm ideas, and to give feedback in each others’ ideas. The students will be placed in groups of three, which I will choose beforehand. The groups will be based partially on my own observations of which students work well in the classroom, and partially based on the questionnaire I had students fill out during the last lesson. To monitor group work, I will float around the classroom to ensure that each student is contributing to the group. Each student will have to turn in their own OneNote sheet describing their thinking process. Each students sheet should be unique, though I realize that their will be similarities because they are working together. Attached is a sample OneNote sheet for reference. Students will work individually to revise and refine their sheets before turning in their final copy. ||

Logical- Brainstorming and applying trigonometric concepts to new situations. Interpersonal- Work with partners to brainstorm ideas. Intrapersonal- Take assessment individually to receive individualized feedback. Verbal- Brainstorming about trigonometry. Spatial- Using OneNote to organize ideas. Musical- Background music plays as students work. || 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 take notes using the program OneNote. After the lesson, students will be put into predetermined groups of three to give feedback on their ideas to remember the six trigonometric functions, as well as to brainstorm new ideas. Students will need to put all the steps in their thinking process into the OneNote program. I will be floating around the room, monitoring student work, as well as giving feedback necessary. Students will be free to ask questions at any time, as long as they have already discussed the question with their partner. This ensures that each student is communicating and working together with their partners. Each student will be given the opportunity to make any revisions they see fit, as well as ask questions, before handing in their final copy. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * **Extensions**

CD of Music to Play in Background Scratch Paper and Pencils ||
 * =Materials, Resources and Technology= ||
 * Laptops with the program OneNote


 * =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. Throughout the lesson, each of the four learning styles are presented, ensuring that students with strengths in any of them will be able to contribute to, and take from, this lesson. Beach balls will thrive throughout the brainstorming sessions, as well as during the hook, which is a class discussion built off of leading questions such as "How do you remember the 6 trigonometric functions?" "Is there an easier way?" Puppies will also benefit from being put into groups, as they tend to be very productive during group work, and love peer-to-peer counseling. One the other hand, microscopes like to discover things, so allowing students to brainstorm and play with ideas on their own, is a great opportunity for microscopes to show their strengths. Clipboards enjoy the day’s agenda being written on the board, which I do at the start of every class. They thrive best when they have a list of events, so this helps my clipboard students to focus. Providing a variety of learning styles, allows students with a variety of strengths thrive in the classroom, creating a much richer and more productive 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 atmosphere where students develop their higher level thinking. Students will have to explain their ideas for remembering the six trigonometric functions to their partners. Each partner will then have to interpret all the ideas set forth, deciding if they make sense, and if they can be used effectively. In order to for students to create ways to remember the functions, they will need to apply all their knowledge of the trigonometry to the activity. This will help them to achieve a more clear and efficient system. Students will also have to consider alternate perspectives until they have found a system works well for everyone in the group. In order to consider other perspectives, they will also have to empathize with their peers, so that they can truly understand where each perspective is coming from. Students will also have to consider their self-knowledge, and what they need to do in order to understand the activity, and each group’s different perspective on solving the activity. I will also be floating around the room to ensure that each student in contributing to the group, and will provide feedback when necessary to keep students working and challenging their ideas. When students partake in all stages of higher level thinking, they are able to gain so much more from a lesson; higher level thinking creates a much richer atmosphere for everyone. ||
 * __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.

Logical- Brainstorming and applying trigonometric concepts to new situations. Interpersonal- Work with partners to brainstorm ideas. Intrapersonal- Take assessment individually to receive individualized feedback. Verbal- Brainstorming about trigonometry. Spatial- Using OneNote to organize ideas. Musical- Background music plays as students work.

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 will open with leading questions such as "How do you remember the 6 trigonometric functions?" "Is there an easier way?" in order to start a group discussion. After the group discussion, the lesson will begin. Each student will take out a laptop with the program OneNote. Throughout the lesson, students will take notes using the program that will help them letter in the class period. After the lesson, students will be put into groups of two to three to continue the discussion that was started earlier (hook). Each student will present their idea for remembering the six trigonometric functions while their partners give feedback. Once students have discussed all their ideas, they will brainstorm collectively to see if the can come up with the most clear and efficient way to remember the functions. While students are working, I will be floating around the room to answer student questions, and to make sure that all students are contributing to the group activity. I will also be providing feedback and suggestions as necessary to help students learn. If many students are struggling, I will return to the board to continue instruction so that all students have the opportunity to learn the material. After the brainstorming period, students will then be given an opportunity to individually look back over their OneNotes to refine them before handing them in. Their OneNotes must include all the notes they took during the lesson, their individual ideas, their group’s brainstormed ideas, and which idea they chose to be the most clear and efficient, and why they chose it. Each student will also be given the opportunity to rehearse their findings, as they will be asked to share with the class at the end of the period. The OneNotes sheet will be graded. Next, students will fill out an short quiz at the end of class. The quiz will not be graded, it is simply another formative assessment of the students’ progress. (The quiz is attached for reference). Based in this information, I will adjust my approach to the topic to ensure that the majority of my students are mastering the material. For those student who are still struggling, I will work individually with them in between circulating during class activities. 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 arranged in a traditional classroom setting facing the board. The class will start with a group discussion, and then a lecture. Later in the period, students will get into groups of two to three in order to brainstorm and receive peer to peer feedback on their ideas. At the end of the period, students will return to their seats to complete a short, non-graded quiz as a formative assessment (see rationale number 8, also quiz is attached). This set-up also students to easily move arrange themselves into groups, as well as to easily return to their seats to complete the individual sections of the lesson.


 * Briefly mention previous day’s assignment (for more information, see lesson 3) (5 minutes)
 * Hook using leading questions (5 minutes)
 * Students check out laptops (15 minutes)
 * Use OneNote to take notes during lesson (see teacher notes for detail) (10 minutes)
 * Get into groups for peer to peer feedback (10 minutes)
 * Brainstorm and decided which idea is most clear and efficient (10 minutes)
 * Refine and hand in notes (5 minutes)
 * Students fill out short, non-graded quiz (5 minutes)
 * Short sharing of ideas (5 minutes)
 * Students given 10 minute warning before the end of class in order to put away laptops correctly, and to get ready for their next class.

Throughout this lesson, students will be building upon their knowledge of trigonometry. In order for students to complete this lesson, they must apply their knowledge of trigonometry, as well as the relationships between trigonometric functions. This lessons helps students to achieve a greater understanding of the six essential trigonometric functions. Lesson 6 revisits this information in depth, as students complete an activity on comparing and contrasting methods of problem solving. In real-life, students will need these skills in order to help them approach situations from different angles in order to find the best solution. To show mastery during this lesson, students will be handing in their OneNote notes. Their OneNotes must include all the notes they took during the lesson, their individual ideas, their group’s brainstormed ideas, and which idea they chose to be the most clear and efficient, and why they chose it. Their OneNotes will show their thinking process, as well as their ability to see the problem from different perspectives. The short, non graded quiz, will show students ability to apply their new knowledge into new contexts (see teacher notes for details). Based on the quiz, more examples will be given, or the lesson will continue. In order to hook students into the lesson, I will begin a group discussion based leading questions such as "How do you remember the 6 trigonometric functions?" "Is there an easier way?" 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, Interpersonal, Intrapersonal, Verbal, Spatial, Musical ||
 * Students will know relationships: between trigonometric functions, and between the different parts of a triangle. Students will begin the lesson with a group discussion using leading questions (hook). Using OneNote, students will take notes during the lesson, about the material, which will help them later in the class. (See teacher notes for details). Students will then get into groups compare ideas of how to effectively remember the six trigonometric functions. They will brainstorm until they have decided on one idea that is clear and efficient. At the end of the class, they will share their ideas. During the class period, I will be continuously floating around to ensure that all students understand the material. I will give individual feedback and suggestions where necessary to ensure that all students have the tools to complete the activity. At the end of the lesson, a short, un-graded quiz will be given over the material described in the lesson. Based on this information, I will provide more examples and instruction on the material, or I will continue with additional material. This topic will be revisited in lesson 6, so it is important for students to have a strong introduction to the material throughout this lesson.

Equip, Tailor: Logical, Interpersonal, Intrapersonal, Verbal, Spatial, Musical ||
 * Students will be able to recognize which trigonometric functions should be used in certain contexts. Throughout the lesson students will take notes on their laptops using OneNotes. The lesson will be about which trigonometric functions are used in which contexts, which will segue into “how can you remember this?” Students will explore this question using OneNote to map out ideas for remembering the trigonometric functions. They will experience many different perspectives as they work in groups to compare ideas, as well as to brainstorm new ideas. In order for students to complete this activity, they must use the information provided in the lesson, as well as their OneNote notes (see teacher notes). Music will be playing in the background while students work in order to stimulate productivity. I will facilitate the learning process by having students progress through all six stages of higher thinking. Students will have to explain their ideas for remembering the six trigonometric functions to their partners. Each partner will then have to interpret all the ideas set forth, deciding if they make sense, and if they can be used effectively. In order to for students to create ways to remember the functions, they will need to apply all their knowledge of the trigonometry to the activity. This will help them to achieve a more clear and efficient system. Students will also have to consider alternate perspectives until they have found a system works well for everyone in the group. In order to consider other perspectives, they will also have to empathize with their peers, so that they can truly understand where each perspective is coming from. Students will also have to consider their self-knowledge, and what they need to do in order to understand the activity, and each group’s different perspective on solving the activity. I will also be floating around the room to ensure that each student in contributing to the group, and will provide feedback when necessary to keep students working and challenging their ideas. When students partake in all stages of higher level thinking, they are able to gain so much more from a lesson; higher level thinking creates a much richer atmosphere for everyone. After the lesson, students will be put into groups in order to rethink their ideas and brainstorm new ones in order to find the most clear and efficient way to remember the trigonometric functions. While brainstorming, they will also be able to revise their notes based on their peer to peer feedback on each others’ ideas. After the group activity, students will be given a final opportunity to refine their notes before handing them in. Their OneNotes must include all the notes they took during the lesson, their individual ideas, their group’s brainstormed ideas, and which idea they chose to be the most clear and efficient, and why they chose it. By creating a system that allows them to effectively remember the trigonometric functions and their characteristics, it will be easier for them to remember which trigonometric functions should be used in which contexts because contextual clues are based on the properties of the functions themselves. The OneNotes sheet will be turned in and graded. At the end of the class period there will also be a short quiz tying everything together. The quiz is attached, and covers all the material learned throughout the lesson. The quiz will not be graded, and is for formative purposes only. A blog entry describing the day’s events is also due by the start of next class (summative assessment for more details; there is a sample blog attached.)Throughout the class period I will be continuously circulating to ensure that all students understand the material, and will give feedback and suggestions as necessary to allow all students the tools necessary to master the material.

Explore, Experience, Rethink, Revise, Rehearse, Refine, Tailor: Logical, Interpersonal, Intrapersonal, Verbal, Spatial, Musical ||
 * Students will be given plenty of opportunities for self-assessment. At the end of the lesson, students will be given a short, non graded, open quiz. This will help students to assess where they are in their learning, as well as to help me understand what I need to do in order to ensure that all students have the tools to reach mastery of the subject. There will also be plenty of opportunities for feedback. Throughout the class activity, while students are brainstorming, as well as working individually, I will be circulating around the room. As I move from student to student, I will observe there work, giving feedback and suggestions as necessary to help the student stay on track, as well as to challenge more advanced students. Also students will receive their OneNote sheets back at the start of next class, giving them another opportunity to assess where they are their understanding of the material. I will put hand written comments on their sheets to give them individual feedback on their work. Also, students are also required to submit a blog entry detailing each day's events. Students are to have all blog entries posted by the start of the next class, and I will leave a comment for the student by the end of that day. This will give students plenty of continues feedback on their work to ensure that each student continues to move in the right direction. Throughout this lesson, students will be building upon their knowledge of trigonometry. In order for students to complete this lesson, they must apply their knowledge of trigonometry, as well as the relationships between trigonometric functions. This lessons helps students to achieve a greater understanding of the six essential trigonometric functions. Lesson 6 revisits this information in depth, as students complete an activity on comparing and contrasting methods of problem solving. In real-life, students will need these skills in order to help them approach situations from different angles in order to find the best solution. All of these lesson continue to build up to the performance task, which requires information from all six lesson (for more information, see webquest).

Evaluate, Refine, Tailor: Logical, Interpersonal, Intrapersonal, Verbal, Spatial, Musical ||

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