Richard+Asmondy

Please choose from the links below to view any lesson:

Relationships with Quadrilaterals & Problem-Based Learning Quadrilaterals in the Real World & Online Collaboration Digital Storytelling Lesson

 . || Instructional Objectives: Using the software Inspiration, students will create a concept map showing the different properties of special quadrilaterals and which properties the quadrilaterals share. || 10 – 15 minutes 25 – 30 minutes __ Day 2 __ 10 – 15 minutes 30 – 35 minutes |||| Divide students into groups and hand each group a protractor, ruler and drawings of the quadrilaterals. Explain to the groups of students the two tasks that need to be completed. First, the groups are to measure the angles, sides, and diagonals of each quadrilateral including the intersecting angles of the diagonals. The second task students will collaborate within the group and make a list of similar and different properties that the quadrilaterals share or have independently. Groups work on completing both tasks and organize their information before handing in the drawings and information to me. Hand back groups information from the previous day. Groups will then share their information with other groups to check for any missing information. Groups will create a concept map using Inspiration showing the different properties and relationships of each special quadrilateral. After completion and approval by me, groups can print their concept map. || Drawings, rulers and protractors. Drawings, rulers and protractors Drawings, rulers and protractors Groups previous day information Mac Book computers with Inspiration software. Printer || Accommodations and Extensions: Groups that are having difficulty discovering similarities and differences will be given categories that will guide them to some of the less obvious properties. In addition, groups can be pair with each other towards the end of the period to compare answers. Back-Up Plan: Activity could be completed on paper, but instead of a concept map the students would create a Venn diagram showing the properties and relationships of the special quadrilaterals. ||
 * ** Daily Lesson GAME Plan ** ||
 * Lesson Title: Relationships with Quadrilaterals |||| Related Lessons: Properties of Special Quadrilaterals ||
 * Grade Level: 9th – 12th |||| Unit: Quadrilaterals ||
 * ** GOALS ** ||
 * Content Standards:
 * Apply geometric concepts in modeling situations
 * Modeling relationships between special quadrilaterals
 * Create justifications for arguments related to geometric relations
 * ISTE NETS-S
 * Communication and collaboration
 * Critical thinking, problem solving, and decision making
 * Technology operation and concepts
 * ** ACTION ** ||
 * Before-Class Preparation: Reserve Mac Books computers. Items needed are protractors, rulers and drawings of the following quadrilaterals: Trapezoid, Isosceles Trapezoid, Parallelogram, Kite, Rhombus, Rectangle, and Square. ||
 * During Class ||
 * Time ||||= Instructional Activities || Materials and Resources ||
 * __ Day 1 __ 5 – 10 minutes
 * Note student groupings, environmental modifications needed, etc: Inspiration is a program that the middle school uses often. Therefore most if not all students know how to use the program. When students are grouped for the first time, I will make sure that at least one member has had previous experience with Inspiration. ||
 * ** MONITOR ** ||
 * Ongoing Assessment(s): Check for understanding by observing groups working and ask questions about their outcomes. Check groups’ information from the first day. Groups’ final projects will have to be approved before printing.
 * ** EVALUATE AND EXTEND ** ||
 * Be specific and include the evaluation that you will use for this lesson: Students will be graded on the following criteria; working within the group, day 1 notes (problem solving), and final concept map. Grades will be scored using a rubric. In addition, students will grade their groups’ performance, which will be added on to the final grade. ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Problem-solving || Actively looks for and suggests solutions to problems. || Refines solutions suggested by others. || Does not suggest or refine solutions, but is willing to try out solutions suggested by others. || Does not try to solve problems or help others solve problems. Lets others do the work. ||
 * Contributions || Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. || Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! || Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. || Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. ||
 * Quality of Work || Provides work of the highest quality. || Provides high quality work. || Provides work that occasionally needs to be checked/redone by other group members to ensure quality. || Provides work that usually needs to be checked/redone by others to ensure quality. ||
 * Time-management || Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. || Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. || Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. || Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person\'s inadequate time management. ||

Extend: Students will use the concept maps as a study guide for the chapter test.

LESSON REFLECTIONS AND NOTES: The first day lesson I needed to guide the students more than I planed to discover the properties of each quadrilateral. For the next time that I teach this lesson, I will create a list of topics to help the students understand what they need to measure and compare. This list would include: diagonals, opposite sides and angles, perpendicular lines, and congruent angles and sides. The second day went very well since the majority of the groups were familiar with Inspiration program. With their information from the previous day, students were able to create their concept maps.

 Instructional Objectives: Using the Internet, students will work in groups to research where properties of quadrilaterals are used in the real world. Students will report their findings to a wiki page citing at least three reference web pages. || 10 – 20 minutes 10 – 15 minutes __ Task 2 __ 10 – 15 minutes __ Task 3 __ 10 – 15 minutes |||| Divide students into groups and have each student log on to a Mac Book. Begin introducing the project by having the wiki page (http://math-in-the-real-world.wikispaces.com/) displayed on the Smart Board. Explain to students the idea of the project by showing them examples of last year students. Explain to the groups how to sign up for a wiki account using their school email address. Have students sign up for an account and request membership to the wiki web page. If any student already has an account or is familiar with wiki pages, I will have them move around the room to help ensure all students can sign in to the wiki page. Explain to the groups their first task to complete for the project. Using suggested categories; sports, construction, architectural design, or art, groups are to research the Internet to discover at least three possible areas where properties of quadrilaterals are used in the real world. Groups will be directed to my blog site ([]) and shown my Delicious bookmark site to help them with their search. Groups will have a week to hand in their topics to research. Begin having groups start their second task for the project. Explain to groups that they are to choose one of their three topics from the previous week and use the Internet to find at least three reliable web pages to use as a reference. Groups will have a week to hand in their references with correct citations for each site. A citation web site is marked on my Delicious bookmark site. Groups will begin to start their final task for the project. Explain to groups that they are to report their findings to the wiki page. Groups may choose any form of media that they would like to use. Groups will have a week to post their final project on the wiki site that will include the references from their research. || Mac Books computers Wiki page: http://math-in-the-real-world.wikispaces.com/ Mac Books computers Wiki page: http://math-in-the-real-world.wikispaces.com/ Mac Books computers Wiki page: http://math-in-the-real-world.wikispaces.com/ Blog page: [] Groups topics from the previous week Blog page: [] Wiki page: http://math-in-the-real-world.wikispaces.com/ Blog page: [] || Accommodations and Extensions: Groups that are having difficulty will be given more specific categories to research. For example, under sports they will be given the topic of field design. Students will also be reminded that they have Internet access in study hall or the library. On instructional days where extra time can be given in class, groups will be allowed to work on project. Back-Up Plan: Groups will not need access to the wiki page until the third task, therefore if there are problems with signing up for the wiki page, students can communicate with the tech supervisor in our district to help with any sign in problems. ||
 * ** Unit Lesson GAME Plan ** ||
 * Lesson Title: Quadrilaterals in the real world |||| Related Lessons: Properties of Special Quadrilaterals in the real world ||
 * Grade Level: 9th – 12th |||| Unit: Quadrilaterals ||
 * ** GOALS ** ||
 * Content Standards:
 * Apply geometric concepts in modeling situations
 * Modeling relationships between special quadrilaterals
 * Compare properties of quadrilaterals and their use in the real world
 * Apply relationships to mathematical concepts to real life problems ||
 * ISTE NETS-S
 * Communication and collaboration
 * Critical thinking, problem solving, and decision making
 * Technology operation and concepts
 * Creativity and innovation
 * Digital citizenship
 * Research and information fluency
 * ** ACTION ** ||
 * Before-Class Preparation: Reserve Mac Books computers. Survey the students to discover how many of them have Internet access outside of the classroom and how many of them have a wiki account. Group students by grade level and Internet availability, students that do not have Internet access will be grouped with students that have access at home. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * __ Task 1 __ 5 – 10 minutes
 * Note student groupings, environmental modifications needed, etc: Except for the first task, the majority of the project will be done outside of the classroom to prevent too much instructional time being loss and to ensure that students are collaborating using the Internet. ||
 * ** MONITOR ** ||
 * Ongoing Assessment(s): Check for understanding by asking groups about their progress during the weeks when they are working on the different tasks. Checking groups’ work after each task is completed to ensure groups are working and completing assignments.
 * ** EVALUATE AND EXTEND ** ||
 * Be specific and include the evaluation that you will use for this lesson: Students will be graded on the timely completion of the three tasks. The groups final project will be graded using a rubric with the following criteria; content of report, overall group performance, and copyright. ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Content || The site has a well-stated clear purpose and theme that is carried out throughout the site. || The site has a clearly stated purpose and theme, but may have one or two elements that do not seem to be related to it. || The purpose and theme of the site is somewhat muddy or vague. || The site lacks a purpose and theme. ||
 * Cooperative Work || Partners show respect for one another\'s ideas, divide the work fairly, and show a commitment to quality work and support for each other. || Partners show respect for one another\'s ideas and divide the work fairly. There is commitment by some members toward quality work and support of one another. || Partners show respect for one another\'s ideas and divide the work fairly. There is little evidence of a commitment toward quality work in the group. || Partners argue or are disrepectful of other\'s ideas and input. Criticism is not constructive nor is support offered. The work is mostly done by one or two people. ||
 * Copyright || Fair use guidelines are followed with clear, easy-to-locate and accurate citations for all borrowed material. No material is included from Web sites that state that permission is required unless permission has been obtained. || Fair use guidelines are followed with clear, easy-to-locate and accurate citations for almost all borrowed material. No material is included from Web sites that state that permission is required unless permission has been obtained. || Fair use guidelines are followed with clear, easy-to-locate and accurate citations for most borrowed material. No material is included from Web sites that state that permission is required unless permission has been obtained. || Borrowed materials are not properly documented OR material was borrowed without permission from a site that requires permission ||

Extend: Groups pages will be viewed and discussed before the chapter test on quadrilaterals. LESSON REFLECTIONS AND NOTES:


 * ** Digital Storytelling Lesson GAME Plan ** ||
 * Lesson Title: A walk through with Quadrilaterals |||| Related Lessons: Identifying Properties of Special Quadrilaterals in the real world ||
 * Grade Level: 9th – 12th |||| Unit: Quadrilaterals ||
 * ** GOALS ** ||
 * Content Standards:
 * Apply geometric concepts in modeling situations
 * Modeling relationships between special quadrilaterals
 * Compare properties of quadrilaterals and their use in the real world
 * Use geometric shapes, their measures, and their properties to describe objects ||
 * ISTE NETS-S
 * Communication and collaboration
 * Critical thinking, problem solving, and decision making
 * Technology operation and concepts
 * Creativity and innovation
 * Digital citizenship
 * Research and information fluency

Instructional Objectives: Using the software PowerPoint, students will create a slideshow that will include pictures and/or videos, and narrations to show and describe where quadrilaterals are used in the real world. Slide shows should be between three to five minutes. || 20 – 25 minutes
 * ** ACTION ** ||
 * Before-Class Preparation: Reserve Mac Books computers. Survey the students to discover how many of them have are familiar with PowerPoint. Reserve cameras and review the procedures for students to sign them out. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * __ Day 1 __

15 – 20 minutes

__ Day 2 __ 42 minute period

__ Presentation Day __ |||| Introduce project to students by preparing a PowerPoint slideshow showing different properties of quadrilaterals in my household. Included in slideshow will be examples of pictures with animation, videos, and narration.

Divide students in groups of three and allow groups to discuss areas around their community where they can take pictures or videos demonstrating where properties of quadrilaterals are used. Groups are to write their ideas down and hand ideas to me at the end of the period.

Groups will practice using Power Point by uploading pictures or videos with narrations and making a slideshow describing items in the room. Before the end of the period, groups will have to hand in an outline to me describing their plan for their slideshow. Students will have two weeks to complete their slideshow. One day in each week will be given to the students to work on project in class.

Groups will load their slideshow on my computer the day before they will make their presentation (Flash drives or emails). Students will present their projects to the class. || Mac Book computer with completed PowerPoint Smart Board

Mac Book computers with Power Point Digital Cameras

Mac Book Computer Smart board ||
 * Note student groupings, environmental modifications needed, etc: Students will be grouped to ensure at least one person in the group has used Power Point. ||
 * ** MONITOR ** ||
 * Ongoing Assessment(s): Observe groups working during day 1 and day 2 group discussions. Review students’ ideas from the day 1 activity to ensure students understand the project. Groups day 2 outline will allow me to help guide the students to both information with in the slideshow and time limitations.

Accommodations and Extensions: Groups that are having difficulty will be given areas around the school that could be used to demonstrate properties of quadrilaterals.

Back-Up Plan: Meet with the technology supervisor to learn how students could import pictures or videos using their smart phones. ||
 * ** EVALUATE AND EXTEND ** ||
 * Be specific and include the evaluation that you will use for this lesson: Students will be graded on the timely completion of the three tasks. The groups final project will be graded using a rubric with the following criteria; use of pictures or videos, quality of the narration with relationship to audience, informational content, and duration of presentation (see rubric below). In addition, groups will be graded on handing in their day 1 and day 2 assignments.

Extend: Groups presentations will be part of the chapter test review. LESSON REFLECTIONS AND NOTES: ||


 * CATEGORY  || 4 || 3 || 2 || 1 ||
 * Pictures or videos || Images create a distinct atmosphere or tone that matches different parts of the presentation. The images may communicate symbolism and/or metaphors. || Images create an atmosphere or tone that matches some parts of the presentation. The images may communicate symbolism and/or metaphors. || An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. || Little or no attempt to use images to create an appropriate atmosphere/tone. ||
 * Point of View - Awareness of Audience and Narration || Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary; audio and graphics chosen fit the target audience. || Some awareness of audience in the design. Students can partially explain why they felt the vocabulary; audio and graphics chosen fit the target audience. || Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience. || Limited awareness of the needs and interests of the target audience. ||
 * Informational Content || Establishes informational content early on and maintains a clear focus throughout. || Establishes informational content early on and maintains focus for most of the presentation. || There are a few lapses in focus, but the informational content is fairly clear. || It is difficult to figure out the informational content of the presentation. ||
 * Duration of Presentation || Length of presentation was 3 - 5 minutes. || Length of presentation was 2 - 3 minutes. || Length of presentation was 1 - 2 minutes. || Presentation was less than 1 minute long OR more than 5 minutes. ||