Professional Documents
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Andrea Nance
Click on File/Make a Copy and save this document with the title FirstName LastName Lesson Makeover
Select a lesson from the provided Teacher Edition Lesson Plans. Transform your chosen lesson thoroughly into one that effectively
integrates technology, engages students, and differentiates for all types of learners. The bolded percentages indicate the weight of how
that portion will be graded. Use this Assessment Rubric to help guide your lesson makeover.
Grade/Subject/Title of Lesson:
Middle School: 6th or 7th, Math/Geometry, Measuring Angles
Objectives 15 points
Clearly articulate exactly what
students will know and be able to
do because of participating in this
lesson. List the appropriate OAS
and ISTE standards associated
with the lesson as you plan to
teach it.
Assessment 15 points
List and explain the formative &
summative evidence they will
show you to demonstrate mastery
of the concept/knowledge/skill.
Use Rubistar (or any other tool) to
create your rubric and copy and
paste to the bottom of this
document.
http://rubistar.4teachers.org
Resources 10 points
List all resources you will need to
make this lesson happen.
(list specific websites, apps,
books, technology tools, etc.)
1.
2.
a.
b.
c.
year.
Look back at the TIM model and explain where this lesson fits based on the level of technology integration and characteristics of the learning
environment. Explain how your makeover plan is a more innovative, differentiated lesson that integrates technology and thoroughly engages
your students? 25 points
I would label this lesson in the Constructive: Adaptation category of the TIM model. This is because students have the opportunity to choose and
manipulate technology tools to assist them in modeling their understanding. For example, students are able to use the software, GeoGebra, to
create different angles, thus manipulating the angle measurements. Also, students are able to use the app Protractor 1st that allows a more
accurate measurement and better understanding of the mathematical tool. I have taken a textbook, paper and pencil lesson and redesigned the
plan into an interactive experience for students. Although the first part of the lesson is a standard lecture, students have the opportunity to learn
the content during this time then they are allowed to manipulate this information in a way that is more meaningful to the students then follow-up
questions from the textbook. This makeover allows students to explore new content through a new mathematical software and create angles,
shapes, and new measurements that are unique to the students individual preferences and designs. Students are going to be more engaged with
this technologically savvy lesson plan rather than the textbook because students are working hands-on with the new material they are learning.
Having students manipulate their own angles really makes for quality learning time. Students will see firsthand the effects lines have on angle
relationships and measurements, especially when they are the manipulators of those lines and angles. I find that having an app, like Math TutorAngles, to act as a quick, neat, and technological resource will be beneficial to students for many years. Not only will students be working with
angles during their 6th and 7th grade years, they will need the basic understanding of angle measurements and related vocabulary terms up until
collegiate math courses. Having a resource on the tip of the students fingertips will make for more student research and self-assessment.
Mathematical Concepts
Explanation
Explanation is clear.
Explanation is difficult to
understand and is missing
several components OR was not
included.
Mathematical Terminology and
Notation
Strategy/Procedures
When completed, share this document with your instructor; be sure to give them the ability to edit the document.