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  • In all my efforts to learn to read, my mother shared fully my ambition and sympathized with me and aided me in every way she could. If I have done anything in life worth attention, I feel sure that I inherited the disposition from my mother. ~ Booker T. Washington

    Booker T. Washington articulated his mothers compassionate innate disposition. His quote embodies the very reason it is my desire to become a teacher. Parents are childrens primary role model. Likewise, teachers emulate many of the same qualities of parents. I am a mother of two extraordinary young ladies, a wife of eighteen years, a college student, and a guest teacher. While this may seem daunting, it has boosted my ability to prioritize. Being a parent requires patience, a wife compromise, a college student determination, and a guest teacher composure. All of these attributes are not necessarily innate rather they are refined as I learn from my mistakes. However, my ability to nurture and support my children comes from within. I aspire to motivate and encourage my girls to always do their best. My goal, for both of them, is to be strong, independent, and compassionate women. I inherited this disposition from my mother. As a teacher, I will care for my students in the same manner as I do my daughters.

    Rob,Haley,Lauren,&Shawn

    2012

    ShawnSaylor

    Godowndeepenoughintoanythingandyouwillfindmathematics!~DeanSchlicter

  • ShawnSaylor 8thgradeAlgebraRealWorldShapesDigitalPhotographyGeometry:PolygonsandTransformationsRationaleStudentsabilitytoworktogetherandconnectmathematicstotheirworldisthemostimportantoutcomeinmyclassroom.ToachievethatgoalIamutilizinga20daygeometryassignment,whichwillresultinapresentationoftheirRealWorldShapes.Grouppresentationswillincorporatestudentsdescriptions,classification,digitalphotography,andtransformationsofspecificpolygonsfromtheirneighborhood.SummaryThroughoutthisunitstudentswillcompleteageometrybookletwhichwillincludesketches,drawings,diagramsanddefinitionsof:anglepairs,anglesandtriangles,quadrilaterals,polygonsandangles,congruentpolygons,reflectionsandsymmetry,translationsandrotations,andsimilarityanddilations.Studentswillgogeocachingtoreviewanglepairs,anglesandtriangles.Studentswillexploretheirneighborhoods,takingdigitalphotographsofspecificpolygonsinordertoenhancetheirlearning.Studentswillpooltheirfindingswiththeirquarterlygrouptodevelopagrouppresentation.Eachgroupwillcreateanelectronicdisplaythatshowstheirrealworldexamplesandpresenttotheirclass.Objectives

    Givenageometricshape,studentswillbeabletotransformimageperformingreflections/flips,rotations/turns,andtranslations/slidesonsaidobjectaccordingtogivendirections.

    Uponcompletionofthislesson,studentswillbeabletodifferentiatebetweenreflection/flip,rotation/turn,andtranslation/slide.

    Studentswillutilizedigitalvisualmodels,foundintherealworld,torepresentandsolveproblems.

    Studentswillbeabletoidentifythenumberofrotationalsymmetriesofregularusepolygons.

    Studentswillcreatepolygonsthatdepictcorrespondingsides,correspondinganglesandcorrespondingperimeters.

    WritingStrategies

    GraffitiWalltopreassessstudentsknowledge,theywillusecolorfulmarkerstowritewhattheyknowaboutsubjectonposterpaper.Studentswillbeencouragedtoaddinformationthroughouttheunit.

    InteractiveStudentNotebookswillinclude:

  • Notetakingstudentsareencouragedtowrite,intheirownwords,theirownreflectionsandperceptionsofobjectives,vocabulary,andactivities(ISN).

    Writingbreakduringspecificpointsduringclass,studentsstopandreflectinwritingontheactivitieshappeningorinformationbeingpresented(ISN).

    Thinkwritesharestudentsarepresentedopenendedquestion,studentsaregivenafewminutestothink,andthenwriteansweronastickynote.Studentsthenpostnotesontheboardwhichwediscuss.

    Mathographystudentswillwriteaparagraphorsodescribinghowtheirfeelingsaboutandexperienceinmath,bothinandoutofschool.

    LengthofUnit15daysMaterials&ResourcesSchoolwillprovide:

    o Printer/Papero Computerlab/internetaccess

    Teacherwillprovide:o Geometry Booklet o Transformation foldable o Post-it Poster o CopiesofSchoolInternetUsagePolicyo StudentUnitScheduleo ProjectRubrico Digitalcamerao Tangrampieceso Tangramwebsitelinko GeocachingWorksheeto Geocachingwebsitelinko GeometryFlyswatterGameo 2flyswatters

    Studentswillprovide:o ISN(InteractiveStudentNotebook)o Pencils,coloredpencils,scissors,tapeand/orgluestick

    (storedinpencilboxintheclassroom)o Digitalcamerae.g.,smartphonecamera(ifavailable)

    AssessmentPreAssessment:GraffitiWall

    Formative:ISNSketches,drawings,diagramsSummative:

    o GeometryBookleto ShapesintheRealWorldPresentationo UnitTest(studentsmayusetheirgeometrybooklet)

  • Mon Tue Wed Thu Fri

    1 LP#1GoogleSurveyvideoDecorateGeometryBookletsNetflixdocumentaryRealWorldShapesAsgnmt

    2 LP#1ISN:anglepairflashcardsWritingbreakAnglePairAssignment

    3 LP#1QuizISN:foldable&arrowsReflectionAngle/TriangleAssignment

    4 LP#1QuizReviewComputerLabMathCashing

    5 LP#2GraffitiWallISN:QuadChartClassdiscussionISN:ThinkWriteShare

    8 LP#2QuizHallwayGeometryGraffiti*RealWorldShapes

    9LP#2ISN:Poly&AnglesFoldableThinkWriteSharePolygons/AngleAssignment

    10 LP#2QuizReviewChalktalkWritingBreak*RealWorldShapes

    11 LP#2ISN:handoutNotetakingCongruentPolygonsAssignment

    12 LP#3GraffitiWallISN:Reflect/SymmetryFoldableReflect/SymmetryAssignment

    15 LP#3ISN:Trans/RotateFoldableTrans/RotateAssignmentReflection

    16 LP#3ISN:Similar/DilationSimilar/DilationAssignmentWritingBreak

    17 LP#3QuizMathology

    18 LP#3ComputerLabRealWorldShapes

    19 LP#3ISNcheckTangramReview

    22 LP#3Test

    23

    24 *iffreetimeallows 25 26

    29

    30

    April 2013 Mrs. Saylor

    8th Grade Algebra

    8.5 Congruent Polygons 8.6 Reflections and Symmetry 8.7 Translations and Rotations 8.8 Similarity and Dilations

    Chapter 8: Polygons and Transformations

    8.1 Angle Pairs 8.2 Angles and Triangles 8.3 Quadrilaterals 8.4 Polygons and Angles

    javascript:jumpTo(4020)http://www.youtube.com/watch?feature=player_embedded&v=yzrO46Nv-6ghttp://mathbits.com/caching/geoopencache1.htmlhttp://mathbits.com/caching/geoopencache1.htmljavascript:jumpTo(4021)javascript:jumpTo(4203)javascript:jumpTo(4022)javascript:jumpTo(4023)javascript:jumpTo(4016)javascript:jumpTo(4017)javascript:jumpTo(4019)

  • LP#1Teacher:ShawnSaylor Subject:Algebra GradeLevel:8thTopic:Geometry:PolygonsandTransformation Learningapproach:GroupInvestigation

    Objective(s):

    1. EngagingintheGroupInvestigationapproachtocooperativelearning,student(s)willperformpositiveinterpersonalskills.(Application)

    2. Givenageometrybooklet,student(s)willdiagram,describe,classifyandgeneralizerelationshipsbetweenandamongtypesof2dimensionalpolygons.(Create)

    3. Studentswillanalyzepolygonsthatdepictcorrespondingsides,correspondinganglesandcorrespondingperimeters.(Analysis)

    CCSS.Math.Content.8.G.A.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

    CCSS.ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    Timeschedule:4days

    Materialsneeded:StudentswillneedISN,andpencilbox(keptinclassroompencil,coloredpencils,scissors,&stickglue).Teacherwillneedtextbook,unitschedule,PPTorPrezipresentation,Flashback(mybellringer),videolink,constructionortissuepaper,arrows,brads,indexcards,flashcards,Netflixdocumentarylink,andRealWorldShapeshand.

    Phase1:Organizestudentsintolearningteams:

    Studentsanddeskswillalreadybeorganizedintoheterogeneousgroupsoffouro Predeterminedbytheteachereveryquarter

    Groupnamespickedfromunitvocabulary.Forexample:TheSquares,TheQuads,TheReflections,ThePolygons,etc(studentspick).

    o Groupswillvaryinlevelsofacademicperformance

    Phase2:Introduction:Clarifygoalsandestablishset.

    FlashbackstudentstakeGooglesurveyonwhattheyknowaboutanglesandtriangles.

    o Days25studentsarepresentedwithadailyFlashbackproblem. ExplaintheUnitscheduleandprojectRealWorldShapes(Ross,2011).

    Phase3:Presentinformation(outlineofcontent):

    Day1:

    geometrybookletprojecto WatchYouTubeVideoaboutgeometrybooklet(Reulbach,2013)o Decoratecover

    http://www.corestandards.org/ELA-Literacy/W/8/10/http://www.corestandards.org/Math/Content/8/G/A/2

  • RealWorldShapeunitprojecto Netflixdocumentary

    Day2:

    PPTorPrezi(termsandexamples) Makeanglepairflashcards

    o attachpockettoISNtoholdflashcards Writingbreak Anglepairassignment

    Day3:

    PPTorPreziwillcorrespondwithfoldable(termsandexamples)o ISN:twoarrows,oneglueddown,othermovable,attachedwithbrad(Rundee,2013)

    AttachpockettoISNforanglepairflashcards Reflection Angle/TriangleAssignmentDay4:ReviewLesson1content

    ComputerlabMathCashing(MathCaching,2013)

    Phase4:Assistteamworkandstudy:

    30minutestoworkonassignment,geometrybooklet&ISN Teachercirculatesansweringquestionsasneeded,interactingandprovidingfeedbacktogroups.

    Teacherobservesgroupparticipationtoensurethatgroupsareappropriatelyinteractingwithothereachotherorothergroups.

    Phase5:QuizonthematerialsDay3&4

    25questionquiz(studentsmayuseISN)o Testing:terminology

    WorksCitedReulbach,J.(2013,April).GeometryBooklet.RetrievedfromYouTube:

    http://www.youtube.com/watch?feature=player_embedded&v=yzrO46Nv6g&noredirect=1

    Roberts,FrederickandDonna.(2013).MathCaching.RetrievedfromMathbi