MTTC Mentoring Field Experience Home Page Paula Brown

Lesson Plan
Teacher Name: Randy Jackson
Lesson Title: Angle Pairs
Subjects(s) and Grade Level: Geometry, Grades 9-10
Standards
MTT Domain-Competencies:
DOMAIN I—DIGITAL TECHNOLOGY KNOWLEDGE AND SKILLS
Competency 001 The Master Technology Teacher demonstrates knowledge and application of technology-related terminology and concepts, hardware, software, data-input strategies, and ethical practices, and knows how to acquire, analyze, and evaluate digital information from the Internet and other sources.
DOMAIN II—TECHNOLOGY-ENHANCED TEACHING AND LEARNING
Competency 005 The Master Technology Teacher demonstrates knowledge of how to use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results to support the work of individuals and groups in problem-solving situations.
Competency 006 The Master Technology Teacher demonstrates knowledge of how to communicate in different formats for diverse audiences.
Competency 007 The Master Technology Teacher demonstrates knowledge of instructional design, development, and assessment in a technology-enhanced environment.
Competency 008 The Master Technology Teacher knows how to implement and assess technology-enhanced instruction to meet the diverse needs and abilities of all students.
DOMAIN III—COLLABORATING AND MENTORING
Competency 009 The Master Technology Teacher knows how to collaborate with colleagues to facilitate the implementation of appropriate, research-based, technology-enhanced instruction.
Competency 010 The Master Technology Teacher knows how to provide professional development and support through mentoring, modeling, coaching, and consulting.

Content TEKS:
§111.34. Geometry
(a5) Tools for geometric thinking. Techniques for working with spatial figures and their properties are essential in understanding underlying relationships. Students use a variety of representations (concrete, pictorial, numerical, symbolic, graphical, and verbal), tools, and technology (including, but not limited to, calculators with graphing capabilities, data collection devices, and computers) to solve meaningful problems by representing and transforming figures and analyzing relationships.
(a6) Underlying mathematical processes. Many processes underlie all content areas in mathematics. As they do mathematics, students continually use problem-solving, language and communication, connections within and outside mathematics, and reasoning (justification and proof). Students also use multiple representations, technology, applications and modeling, and numerical fluency in problem solving contexts.
(b G.3 D) use inductive reasoning to formulate a conjecture; and
(b G.3 E) use deductive reasoning to prove a statement.
(b G.10 A) use congruence transformations to make conjectures and justify properties of geometric figures including figures represented on a coordinate plane; and
(b G.10 B) justify and apply triangle congruence relationships.
Content and Cognitive Goals
Student Learning Goals:
1. Identify angle pairs created by a transversal and a set of parallel lines
2.  Prove angles congruent through a flow proof and the various types of angle pairs
Teacher Learning Goals:
1. Use technology successfully as an integral tool for learning and communicating.
2. Use effective instructional strategies that maximize student learning and classroom management while addressing the needs of diverse learners.
3.  Develop a higher sense of efficacy about teaching capabilities and classroom management.
Mentor Learning Goals:
1. Design questioning strategies that achieve clarity in thought, while encouraging reflective thought.
2. Collaborate effectively with the mentee in the design of instruction that maximizes student learning and classroom management while addressing the needs of all learners.
Learning Connections

Students will use the Smartboard during guided and independent practice to identify right, vertical and adjacent angles and to determine measurements of angles only when one measurement is given. Students will use the different algebraic and geometric properties, and will use deductive and inductive reasoning to show congruence of angles. Students will apply the theorems to find angle measurements when given the measurement of some angle.

Procedures for Learning Activities/Tasks
Address Bloom's Taxonomy
1. The teacher will begin with a short clip from United Streaming for review (prior knowledge). Students will observe, listen, and ask questions when necessary. [Knowledge]
2. The Teacher will introduce the new concept. Students will observe, listen, take notes and ask questions if needed.
3. The Teacher will demonstrate how to identify angle pairs created by a transversal and a set of parallel lines. Students will observe, listen, take notes and ask questions if needed.
4. Student will identify angle pairs created by a transversal and a set of parallel lines on the Smartboard using a file created in Powerpoint. The teacher will observe, ask probing questions, and provide feedback. (Comprehension, Application]
5. The Teacher will demonstrate how to prove angles congruent through a flow proof and the various types of angle pairs. Students will observe, listen, take notes and ask questions if needed.
6. Students pairs will prove angles congruent through a flow proof and the various types of angle pairs using a file created in the Smart Notebook software. The teacher will observe, ask probing questions, and provide feedback. [Comprehension, Application, Analysis, Synthesis]
7. The teacher will use a rubric to assess student comprehension.
Assistive and Diverse Learners
1. Meet with the special education content teacher.
2. Discuss and decide upon specific strategies and assistive technologies which will support the students.
3. Implement strategies and technologies.
Teaching/Instructional Strategy

Direct Instruction
[ discussion, brainstorming, questioning, demonstration, drill and practice, discovery/inquiry, collaboration]

The teacher plays the role of "Information Conveyor". In the beginning, students will listen, ask questions and take notes as the teacher lectures (direct instruction). The teacher will then demonstrate several processes on the Smartboard and will model the steps necessary for success. During the next segment, the teacher will play the role of guide and facilitator as the students demonstrate their comprehension in guided and independent practice.

The use of the Smartboard may motivate and add interest to the student learning process. It involves the student visually in the lesson and interactively. Smart Notebook and Powerpoint add to this interaction. The United Streaming clip at the beginning of the lesson visually enhances the geometry concepts.

Strategies that may benefit diverse learners include the following:

  • Advance Organizer will be provided
  • Hard copy of demonstrations
  • Verbal instructions will be provided as needed
  • Partner collaboration
  • Attempts will be made to limit distractions or over stimulation
Student Work Samples

Students will work as partners interactively on the Smartboard using Smart Notebook and Powerpoint to demonstrate their comprehension of the student learning goals and content TEKS.
-Photos of students interacting with Smartboard
-Slide Show
-Internet Resource
Technology Connections
Software: Smart Notebook and Powerpoint
Peripherals: Smartboard and tools, possibly the document camera (if a student is unable to work on the Smartboard successfully due to special needs)
Technology Management Strategy
Students will work as partners or individually if needed in the classroom. Students with diverse needs will work with a partner to complete the task. The document camera will be available if the Smartboard is not an option for a diverse learner. Student partners will take turns and students will be expected to give their full attention during demonstrations. The video clip was downloaded (will not be streamed).
Materials

Hardware: Smartboard, Document Camera, Projector, Computer
Software: Smart Notebook, Smart Tools, Powerpoint, Windows Media Player
Downloaded video clip from United Streaming
Handouts: Advance Organizer, Hard copy of teacher demonstrations, Rubric
Teacher-created Instructional Materials: Smart Notebook Collection on proofs, Powerpoint on angle pairs
Assistive devices: With the Smartboard students have the option of using the provided pens or their finger
Human Resources: Special Education Content Teacher, Librarian, Instructional Technologist

Assessment:
Informal: Observation, Questioning, Demonstrations, Student Reflection
Formal: Teacher Rubric Evaluation and eventually a quiz/test over this content

Teacher Reflection

Please rate the following indicators using a scale of 1-5 (1-Poor, 5-Excellent, NA if not applicable)
_____ Technology instruction was effective and students/educators achieved curricular goals.

_____ Technology instruction was effective and students/educators or I achieved targeted goals.

_____ Technology instruction was effective and I achieved my professional goals.

_____ Students/educators were motivated by the use of technology.

_____ Technology was critical to the success of this lesson.

_____ Varying abilities of students/educators were supported through the use of technology.

_____ Equipment was sufficient for the number of students/educators completing this activity.

_____ Equipment and software functioned properly.

_____ Overall rating of lesson.

 

Use the following questions to reflect on your lesson:

Was this lesson worth doing? In what ways was the lesson effective? What evidence do you have for your conclusion?

 

How would you change this lesson for teaching it again?

 

Did your students/educators find the lesson meaningful? Did the lesson motivate your students/educators to "go beyond" what was required?

 

Did you achieve your goals met/in progress in the required criteria?

 

 
10-25-06
Signature
10-25-06
Signature