Download ELL CONNECT© – Content Area Lesson Plans for

Teacher: D. Luce
Subject: Geometry
Grade Level: 9-12
5-E Model Lesson – September 28, 2009
Objectives:
Content
SWBAT apply concepts learned from the first 5 weeks
of Geometry when taking the district TEKS check.
TEKS: All Unit 1 and Unit 2 TEKS
Language
N/A
Vocabulary:
Content Specific
All from Unit 1 and Unit 2
Note: Vocabulary will be taught/reviewed directly
Related
Materials:
Laptops
Activities:
Warm-Up
SW complete warm-up on blackboard - 1 TAKS question and 2 review problems
ENGAGE
N/A
EXPLORE
N/A
EXPLAIN
N/A
ELABORATE
SW work on missing work when finished with the TEKS check.
EVALUATE
SW complete TEKS Check 1.
WICR Strategies are used throughout the lesson.
Teacher: D. Luce
Subject: Geometry
Grade Level: 9-12
5-E Model Lesson – September 29, 2009
Objectives:
Content
111.34.B.G.09.A - The student is expected to formulate
and test conjectures about the properties of parallel and
perpendicular lines based on explorations and concrete
models;
Language
SWBAT identify parallel, perpendicular, and skew lines.
SWBAT identify the angles formed by two lines and a
transversal.
Vocabulary:
Content Specific
Parallel, perpendicular, skew, transversal, alternate,
same side, exterior, interior
Related
The student is expected to recognize the historical
development of geometric systems and know
mathematics is developed for a variety of purposes;
Materials:
Lines and Angles PowerPoint. Spaghetti, small object for marking location, copies of Angle Tree Map Slide 18,
Practice B, vocabulary
Activities:
Warm-Up
On Blackboard: 1 TAKS Question and 2 review problems
ENGAGE
TW distribute spaghetti, straws or similar line objects and ask students to model parallel,
perpendicular and skew lines, call on individuals to model separately to check for understanding
(introduction of ppt)
SW model lines as asked by teacher
EXPLORE
TW Distribute objects for marking location. asking student to make two parallel lines and a line
crossing both (Diagram 1). Introduce the term transversal. Ask students to use their marking
pieces to decide the location of interior, alternate sides, same side
Questions: Which lines or lines pertain to exterior, interior, alternate sides, same side.
SW should explore the locations, exterior, interior, alternate sides, same side
EXPLAIN
TW discuss answers provided by students in explore and correct errors using Diagram 1 or parallel
and transversal then integrating the ppt. with student modeling, have students take notes of
vocabulary.
Questions: When 2 lines are parallel and the transversal is not perpendicular, how many acute
angles exist? Obtuse? Compare the size of the acute angles, what word describes their
relationship? Compare the obtuse…? Summarize this situation, how many possible angle
measurements exist?
SW take notes and model angle pairs
ELABORATE
TW explain tree map as a way to organize information, gather information from students as to
what’s needed to complete tree map such as number of angles to be listed in each category.
SW fill in tree map
EVALUATE
SW practice B from Holt 3-1, Find the measures of angles A-H in Diagram 2
TW check for understanding, provide assistance for solving problems, and understanding
assignment
Diagram 1
Diagram 2
WICR Strategies are used throughout the lesson.
Teacher: D. Luce
Subject: Geometry
Grade Level: 9-12
5-E Model Lesson – September 30, 2009
Objectives:
Content
111.34.B.G.09.A - The student is expected to formulate
and test conjectures about the properties of parallel and
perpendicular lines based on explorations and concrete
models;
Language
SWBAT identify parallel, perpendicular, and skew lines.
SWBAT identify the angles formed by two lines and a
transversal.
Vocabulary:
Content Specific
Parallel, perpendicular, negative and positive space,
spreadsheet,
Related
The student is expected to recognize the historical
development of geometric systems and know
mathematics is developed for a variety of purposes ;
Materials:
Adapted Holt 2-6 ppt on geometric proofs, angle proofs packet w/logic puzzles, geometry proof toolbox copies,
Practice B, textbooks,
Activities:
Warm-Up
SW Warm up review problems on blackboard.
ENGAGE
TW Post Finished product of Project 1.
SW View project on teacher website and be duly impressed
EXPLORE
TW have students open Paint and begin exploring how to make cool pictures using various
features.
SW Make a clever picture and then copy the grid out of a spreadsheet program and incorporate
into their paint picture.
(Optional)
EXPLAIN
TW Explain how varying the spacing between the parallel lines creates an illusion of depth in the
geometric art.
SW Try it on their own using paint,
ELABORATE
N/A
EVALUATE
SW finish their projects and submit the finished electronic copy on BB
TW View student work.
WICR Strategies are used throughout the lesson.
Teacher: D. Luce
Subject: Geometry
Grade Level: 9-12
5-E Model Lesson – Thursday, October 1, 2009
Objectives: HOLT 3-2 Angles and Transversals
Content
Language
SWBAT prove and use theorems about the angles
formed by parallel lines and a transversal.
SWBAT explain (verbally or in writing) theorems about
the angles formed by parallel lines and a transversal.
TEKS: G.C, G.9A
TAKS: 3, 4, and 6
Vocabulary:
Parallel Lines, Perpendicular Lines, Skew Lines, Parallel Planes, Transversal, Corresponding Angles, Alternate
Interior Angles, Alternate Exterior Angles, Same-Side Interior Angles, Postulates, Theorems, Hypothesis,
Conclusion, Congruent, Supplementary, Vertical Angles, Linear Pair
Content Specific
Related
Theorems about the angles formed by parallel lines and
a transversal
Angles, Transversals, Parallel Lines, Angle Pairs, and
Polygons used in examples
Materials:
HOLT 3-2 PowerPoint, Lesson Quiz, Reading Strategies (ESL) and Vocabulary, D2SC Parallel Lines and
Transversals WS
Activities:
Warm-Up
SW work Warm-Up exercise on Blackboard
ENGAGE
TW will ask students if they can name any examples in every day life where parallel lines save lives
(sample: road construction, street engineering, air traffic control, etc…) and ask to explain.
EXPLORE
N/A
EXPLAIN
TW review Holt 3-2 PowerPoint (selected slides if necessary for time) and review vocabulary terms from
earlier in the week with questions as needed.
SW take notes using Cornell methodology.
ELABORATE
TW review Lesson Quiz with students in relay match. For ESL class, prior to relay, TW distribute and review
Reading Strategies.
EVALUATE
SW complete Parallel Lines and Transversal WS from D2SC as homework.
WICR Strategies are used throughout the lesson.
Teacher: D. Luce
Subject: Geometry
Grade Level: 9-12
5-E Model Lesson – October 2, 2009
Objectives:
Content
111.34.B.G.03.C- The student will be able to use the
angles formed by a transversal to prove 2 lines are
parallel
Language
SWBAT identify parallel, perpendicular, and skew lines.
SWBAT identify the angles formed by two lines and a
transversal.
Vocabulary:
Content Specific
Parallel, perpendicular, skew, transversal, alternate,
same side, exterior, interior
Related
Materials:
Holt PowerPoint 3.3, Geometer's Sketchpad, Laptop
Activities:
Warm-Up
On Blackboard: 1 TAKS Question and 2 homework problems
ENGAGE
N/A
EXPLORE
SW use Geometer's Sketchpad with Holt Exploration 3.3 to explore conditions under which 2 lines
are parallel.
EXPLAIN
TW will explain converses of Postulates from Thursday's lesson and explain how we can use the
converse of the postulates to prove two lines are parallel.
TW use selected slides from Holt PowerPoint to present notes and example problems
SW take Cornell Notes and work do guided practice problems.
Guided Questions:
Example 1: What other pairs of angles can you use the converse of the Corresponding Angles
theorem with to determine the lines are parallel?
Example 2: What are some pairs of angles that must be congruent for the lines to be parallel?
What are some pairs of angles that must be supplementary in order for the lines to be parallel?
Example 3: Classify the angle pairs in the diagram. What is the transversal for each pair?
ELABORATE
SW will discuss the Think and Discuss questions on page 165
EVALUATE
SW practice B from Holt 3-3,
TW check for understanding, provide assistance for solving problems, and understanding
assignment
WICR Strategies are used throughout the lesson.