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VISION-SETTING OBJECTIVE. What is your objective? KEY POINTS. What knowledge and skills are embedded in the objective? SWBAT identify pairs of angles formed when two lines are cut by a transversal (alternate and consecutive, interior and exterior, corresponding). ã ã ã ã ã ã ã A transversal is a line that intersects two or more coplanar lines at different points. Alternate angles are on opposite sides of the transversal. Consecutive angles are on the same side of the transversal. Interior a
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     V   I   S   I   O   N  -   S   E   T   T   I   N   G OBJECTIVE. What is your objective?  KEY POINTS. What knowledge and skills are embedded in the objective?  SWBAT identify pairs of angles formed when twolines are cut by a transversal (alternate andconsecutive, interior and exterior, corresponding). ã A transversal is a line that intersects two or morecoplanar lines at different points. ã Alternate angles are on opposite sides of thetransversal. ã Consecutive angles are on the same side of thetransversal. ã Interior angles lie between the two lines that arebeing cut by the transversal. ã Exterior angles lie outside the two lines that arebeing cut by the transversal. ã Vertical angles and linear pairs are also formedby transversals. ã Corresponding angles are pairs of angles thathave one interior and one exterior angle.See attached “Key Points” sheet for an illustrated versionof these key points. ASSESSMENT. Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective.  Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor.  Students will have completed the “Angles Formed by Transversals” independent practice CONNECTION TO THE BIG GOAL. How does the objective connect overarching goals?  Big Goal: Students will exceed expectations on the Geometry End-of-Course Test (EOCT).    D   E   T   E   R   M   I   N   I   N   G    M   E   T   H   O   D   S 4. OPENING (8 min.) How will you communicate what  is about to happen?  How will you communicate how  it will happen?  How will you communicate its importance ?  How will you communicate connections to previous lessons?   How will you engage students and capture their interest?  MATERIALS. ã Greet students are the door and direct them to pick up an Angles and TransversalsSheet. ã Have the objective written on the board. ã Have directions on the board: -- “Please, fill out Objective in your Learning Log.” --“Answer the Do Now question on the Angles and Transversals Sheet.” ã While students are working on the Do Now, quickly circulate and spot check that theydid their homework. ã “Can someone raise their hand and list all of the pairs of vertical angles in thediagram?” (4 pairs) ã “Can someone raise their hand and list all of the linear pairs in the diagram? (8 pairs) ã “When you worked with linear pairs and vertical angles you dealt with two intersectinglines.” ã “Today we will take it to the next level by discussing the angles formed when threelines intersect. We’re first going to talk about the important ideas, then we’re going toplay a game to practice the skill, and finally you will have a chance to practice on your own. Mastering this skill will bring you one step closer to reaching your goal on theEnd-of-Course Test.” ã A&Twksht. 3. INTRODUCTION OF NEW MATERIAL (10 min.) How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to activelyinternalize key points?   Which potential misunderstandings do you anticipate? How will you proactively mitigate them?  How will studentsinteract with the material?   How/when will you check for understanding? How will you address misunderstandings?  How will you clearly state and model behavioral expectations?  Why will students be engaged?   ã “Please flip to the next page in your Math Handbook and title the page: “Angles formedby Transversals.” ã Definition: Transversal – a line that intersects two or more coplanar lines at differentpoints. Sketch a transversal of two non-parallel lines. “How many angles are formed?” ã “We are going to name important pairs of angles formed by transversals.” ã “Each pair has a first name and a last name.” ã “The first name is either alternate or consecutive. Alternate angles are on differentsides of the transversal. Consecutive angles are on the same side of the transversal.”Illustrate on board and list examples. ã “The last name is either interior or exterior. Interior angles lie between two lines thatare being cut by the transversal. Consecutive angles lie outside the two lines that arebeing cut by the transversal.” Illustrate on the board and list examples. ã Pick a pair of angles (not linear or vertical) and ask the class the first and last name.Repeat several times. ã Pick a pair of corresponding angles and let students struggle for a moment to namethem. ã “These angles cannot have a last name like we discussed. Why?” ã “One angle is interior and the other is exterior. We call these angles corresponding.” ã “Corresponding angles ‘play the same position’ at the intersection points.” Illustrate onthe board. ã Definitionvisuals ã Anglevisuals 2. GUIDED PRACTICE (20 min.) How will students practice all knowledge/skills required of the objective, with your support, such that they continue tointernalize the key points?  How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard?  How/when will you monitor performance to check for understanding? How will you address misunderstandings?   How will you clearly state and model behavioral expectations?  Why will students be engaged?  ã Divide the class into heterogeneous groups of three or four. Issue dry-erase boards toeach student. ã Sketch a transversal on the board and label all 8 angles. ã Clearly explain the rules: ã 1) This is not a speed game. I will not call on the first person with their hand in the air. ã 2) Rather, after a set amount of time, I will call on a random person from each group. ã 3) Groups or individuals that yell out will be disqualified. ã 4) It is in the interest of the group to make sure everyone knows the answer. ã Ask the name of a pair and allow about 30 seconds to 1 minute wait time. Have thestudents write their answers on the dry-erase boards or on paper in big letters. ã Randomly call on one person from each group. Have them show you their answer. If they get the answer correct then their team gets a point. Ask a new question andrepeat this process until each student has answered once. ã Draw a transversal of three lines on the board and ask round of questions until eachstudent has answered once. ã Reward the three teams with the highest number of points. ã D.E.boards w/markersand wipes ã Exampleangles 1. INDEPENDENT PRACTICE (17 min.) How will students attempt independent mastery of all knowledge and/or skills required of the objective, such that theysolidify their internalization of the key points?  How will students independently practice the knowledge and skills required of the objective, such that they solidify their internalization of the key points prior to the lesson assessment?  When and how would you intervene to support this practice?  How will you provide opportunities for remediation and extension?  How will you clearly state and model behavioral expectations?  Why will students be engaged?  ã “Now please complete the Independent Practice exercises on the Angles and TransversalsSheet.” ã Circulate to answer questions, monitor progress, and correct errors. ã A&TWksht. Lesson Assessment: Once students have had an opportunity to practice independently, how will they attemptto demonstrate mastery of the knowledge/skills required of the objective?   I will use the “Angles and Transversals” sheet for this purpose. Students will have a formalquiz on this objective in two days. 5. CLOSING (10 min.) How will students summarize and state the significance of what they learned?  Why will students be engaged?  ã With approximately 10 minutes left, ask for a volunteer to summarize our learning fromtoday. ã Then call on students to answer questions on the independent practice. Correct errorsand re-teach if necessary. ã “Congratulations on mastering this important skill. On Monday you’ll see howmastering this skill helps us with the next objective.”    R   E   I   N   F   O   R   C   E   M   E   N   T HOMEWORK (if appropriate).   How will students practice what they learned?  1st Period Week 2 Homework Problem Set #s 9-12
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