L4+Robbins,+Brittany

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Robbins **__Lesson #:__** 4 **__Facet:__** Perspective
 * __ Grade Level __**** : ** 9-10 **__Numbers of__ __Days:__** 3
 * __ Topic: __** Factoring and Zeroes


 * __ PART I: __**

Student will understand that quadratic equations can be represented visually. Student will know variables, quadratic equations, factoring, zeroes. Student will be able to model a function visually.
 * __ Objectives __**


 * Product: ** Students will use chose a word problem that I will have available and then create a comic using ComicLife to portray the "story" in the comic life. They will conclude their problem within their comic but all work will be shown separately,

Common Core State Standards Content Area - Algebra Grade Level - High School Domain - Seeing Structure in Expressions Cluster - Write expressions in equivalent forms to solve problems Standard - 3.) Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represent by the expression. (a) Factor a quadratic expression to reveal the zeros of the function it defines
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** Students will manipulate and solve various problems in multiple lessons that allows them to master the idea of the significance of intercepts, maxima/minima, and factoring.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: **The word problems made will give assessment of knowledge to myself on how the students are applying knowledge from the lesson. A work sheet will be handed out on day one that they will be able to work on in groups based on a picture they had chosen during the hook activity on day one. After they have had a chance to work on it we will go over it as a class.


 * Section II – timely feedback for products (self, peer, teacher): ** Once the work sheet is completed, I will go over the problems as a class and make sure that everyone is on the same page using the thumbs up method. I won't move on until I receive all thumbs up from every student.


 * __ Summative (Assessment of Learning): __**

Students will use chose a word problem that I will have available and then create a comic using ComicLife to portray the "story" in the comic life. They will conclude their problem within their comic but all work will be shown separately, The story should make sense and be creative as well as accurate. All work must be shown separately but answers must be applied in comic. (50 points)


 * __ Integration __**
 * Technology: **The use of ComicLife and a word problem that will be given in class will compile technology with learned skills.

**English** Writing a story will utilize students writing skills.

**Art:** They will use their artistic ability to be creative and create an attractive comic.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction: **Students will use a story map to organize how they want their story to flow. They will add in what is being solved for within the organizer.


 * Section II – Groups and Roles for Product: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be grouped based on their choice of picture during the hook of the class. They will collaborate and create a comic life that creates a story out of a word problem that they have chosen from the list.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Verbal-linguistic – Students will be discussing the word problems in groups. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Logical/Mathematical – The students will use problem solving to arrive at an answer for the word problem. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Visual/ Spacial – The pictures that are displayed and then comic life project that will be created will stimulate these learners in a visual way. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Bodily/Kinesthetic – Organizing oneself in groups by picture creates mobility. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Interpersonal – The word problems will be solved in groups based on interests. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Intrapersonal – Students will create a comic life of a real world application they find themselves. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Naturalist – Students will find real world applications for factoring polynomials.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students are expected to attend all classes. In the event that an unexpected emergency/ or illness were to occur, provided documentation is to provided upon returning to class. If an expected event conflicts with class, it is expected that you inform me of the upcoming absence to prepare you for the work that will be missed. With proper documentation and preparation, you will be able to work with me to come up with a plan on how this goal of the lesson will be met. A meeting arranged between the student and myself will take place where the student will individually present the information to ensure the information from the lesson is mastered.


 * __ Extensions __**


 * Type II technology: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will use Comiclife to make a story of a word problem of their choice.

Students who have been deemed gifted will be given the same amount of work as the rest of the class but the problem they are assigned will be significantly more involved than the other assigned problems so trigger a deeper thought process in finding the significance of a problem. They will be creating a comic individually so making sure they are reaching their potential will be possible.
 * Gifted Students: **

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">List all the items you need for the lesson. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Comiclife <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Computer <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Pencil <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Story Map Handout <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Word Problems
 * __ Materials, Resources and Technology __**

// List all URL and describe. // Word Problem examples http://www1.broward.edu/~hsorkin/Int-Web/Quadratic_Word_Problems.htm#Word%20Problems Quadratic Equation Explained [] Homework Sheet using the Quadratic Equation [] Handouts for Quadratic Formula (1) [] (2) []
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 1 (80 mins) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(5 mins) Allow students to enter the classroom and look at the pictures on the walls. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(10 mins) Have students divide up depending on picture on the wall and have them discuss it's significance. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(15 mins) Have the students sit down at desk and as a class discuss how to solve all the problems and how they relate to the real world. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(15 mins) Introduce new problems and solve them step by step together as a class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(20 mins) Hand out worksheet and have students work in the same groups as they were in for the picture. Have them solve all the problems together as a group. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(15 mins) Correct the worksheet that was given in class.
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 2 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(15 mins) Refresher on the last class in case absent students are present. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(10 mins) Introduce ComicLife project and expectations. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(15 mins) Download software to computer and allow for sandbox time with the program <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(15 mins) Have students chose what word problem they would like to solve for their comic story line. Ensure that there is an even distribution of problems and record student choices. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(15 mins) Hand out the story map and have students fill in what they would like to have in their story and how it will flow. If they would like they can solve their problem. If not they will be doing it for homework.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 3 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(40 mins) Once students are settled in class, have them start their comic if they haven't done so already and work on it for this time to finish and prepare. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(40 mins) Informally present their comics to the class (this will not be graded). Without the pressure, students will be able to enjoy their work and have fun working with the program.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Desks will be clustered to easily create groups.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">There will be different pictures posted on the wall and I will have the students go to each picture first based on interest and if need be, I will put them at different pictures in case there are larger picture groups. These pictures will contain quadratic equations of some way so I will be able to relate it back to the lesson. Students will understand that factoring polynomials can be useful in the real world. Students should be able to understand how to arrive at a definite answer for a variable to be able to find dimensions of objects and other real world situations. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Students will be applying word problems to real world and using their knowledge from previous lessons to decipher what skills are needed to solve the given problem. <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">**Where, Why, What, Hook Tailors**: visual, verbal, logical, Intrapersonal, interpersonal, Kinesthetic, Naturalist

<span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">Students will know factoring, polynomials, and be able to apply it to real work situations. Word problems will be built around each picture and then solved in those groups. Working through problems and coming to the wrong answer within a group will allow for students to work together arriving to an answer. (Revisions will be done based on the mistakes that are made during the “rethink” stage.) Students will arrive to different answers after the mistakes are corrected.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">Equip, Explore, Rethink, Revise, Tailors **<span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">: verbal, visual, naturalist, interpersonal, intrapersonal, logical

<span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">Student will understand that quadratic equations can be represented visually and be able to apply them to the real world. The ComicLife that they create will be They will be able to thinking deeper and find reasoning for the content while discussing their doubts as well as their ideas on the subject area and its application in real world situations. They will have received a large amount of information from previous lessons that they will be able to think about and use in this lesson. They will be able to chose their own word problem based off the link that is listed below. They have previously been introduced to this information they will need in previous lessons. <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">**Explore, Experience, Revise, Refine, Tailors:** Visual, intrapersonal, logical, verbal, naturalist.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">Students will be assessing each other throughout the group work. Prior to this, we will go over a work sheet on word problems and their applications in class where they will receive a large amount of feedback. During this, the thumbs up thumbs down method will give me an idea on how I am doing at teaching the material and how the students are absorbing the information. <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">**Experience, Rethink, Revise, Tailors:** verbal, visual, interpersonal, intrapersonal, logical, naturalist.

The links below contain rich links that will give someone assistance in teaching this lesson. Quadratic Equation Explained [] Homework Sheet using the Quadratic Equation [] Handouts for Quadratic Formula (1) [] (2) []
 * __ Content Notes __**

// List the items that need to be printed out for the lesson. // Word Problem examples http://www1.broward.edu/~hsorkin/Int-Web/Quadratic_Word_Problems.htm#Word%20Problems
 * __ Handouts __**


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**

Students will be given clear expectations, and a consistent schedule of events that will take place every day of class.
 * // Clipboard: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be encouraged to think deeper and find meaning to what they are learning and apply it to real life situations.
 * //Microscope//: **

Creating a comic is a fun activity to assess learning. Positive feedback will be given to all students to guarantee a comfortable learning environment.
 * // Puppy: //**

Information will be given in a variety of ways and students will be given multiple activities.
 * // Beach Ball: //**


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**


 * // Content Knowledge: //**


 * // CCSS: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">**Content Area** - Algebra <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">**Grade Level** - High School <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">**Domain -** Seeing Structure in Expressions <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">**Cluster -** Write expressions in equivalent forms to solve problems <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">**Standard -** 3.) Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represent by the expression. <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">(a) Factor a quadratic expression to reveal the zeros of the function it defines
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">Common Core State Standards **

Perspective
 * // Facet: //**


 * // Rationale: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> They will interpret the word problems in their own way to create a story that is unique and creative.


 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // MI Strategies: //**
 * Verbal-linguistic – ** Students will be discussing the word problems in groups.
 * Logical/Mathematical – ** The students will use problem solving to arrive at an answer for the word problem.
 * Visual/ Spacial – ** The pictures that are displayed and then comic life project that will be created will stimulate these learners in a visual way.
 * Bodily/Kinesthetic – ** Organizing oneself in groups by picture creates mobility.
 * Interpersonal – ** The word problems will be solved in groups based on interests.
 * Intrapersonal – ** Students will create a comic life of a real world application they find themselves.
 * Naturalist – ** Students will find real world applications for factoring polynomials.

// **Type II Technology:** //Comiclife
 * // Rationale: //** Students will be creating a comic using Comiclife that creates a story from a word problem.


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**


 * // Formative: //**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The word problems made will give assessment of knowledge to myself on how the students are applying knowledge from the lesson. A work sheet will be handed out on day one that they will be able to work on in groups based on a picture they had chosen during the hook activity on day one. After they have had a chance to work on it we will go over it as a class.


 * Section II – timely feedback for products (self, peer, teacher): **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Once the work sheet is completed, I will go over the problems as a class and make sure that everyone is on the same page using the thumbs up method. I won't move on until I receive all thumbs up from every student.

//** Summative: **// <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will use chose a word problem that I will have available and then create a comic using ComicLife to portray the "story" in the comic life. They will conclude their problem within their comic but all work will be shown separately, The story should make sense and be creative as well as accurate. All work must be shown separately but answers must be applied in comic. (50 points)

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

Rationale: Students will be able to reflect on their work from the previous lessons and apply it to the real world. They will be be creating a comic that creates a story from a word problem they have chosen.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching Rationale: Students will be assessed in multiple ways throughout the lesson so students can rethink and refine their work. They will be customizing their comic based on interest and perspective.