L2+Sullivan,+Joseph

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Mr. Sullivan ** **__Lesson #:__ 2 __Facet:__ Application**
 * __ Grade Level __**** : High School ** **__Numbers of Days: 2__**
 * __ Topic: __ Modeling Real World Equations Graphically **


 * __ PART I: __**

Students will understand that systems of equations are everywhere in the real world. Students will know how to represent a real world scenario graphically. Students will be able to translate inequalities or equations from statements to graphs. Product: Glogster or Song
 * __ Objectives __**


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Common Core State Standards Content Area: Algebra Grade Level: High School Domain: Reasoning with Equations and Inequalities Cluster: Represent and solve equations and inequalities graphically Standard: 10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could also be a line). And 11, 12. Rationale: Students will learn to recognize components of systems of equations within word problems and be able to graphically model the data, leading to the ability to reason with the information.


 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only) __**

Think-Pair-Share: Students will communicate with other students to facilitate learning and support understandings. Groups with difficulty understanding certain concepts will be assisted by the teacher.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

The teacher will assess Glogster products or songs and provide timely feedback for students.
 * Section II – timely feedback for products (self, peer, teacher) **

Glogster/Song- 25 Points: Show how graphs and equations are used every day. Students will demonstrate their understanding of how systems of equations are used in the real world by creating a Glogster page with images, text, or video exemplifying systems of equations in a genuine scenario. or Create a song, rap, or poem describing the process of solving and representing a system of equations or inequalities by graph. Students will need to use proper terminology and fully explain the approach.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Glogster is a technology that combines web, images, text, music and video to create a "graphic blog" that can be shared. Songs or poems will need to be recorded into an audio file and can be uploaded to a class wiki or YouTube.

Art, English, Music: Students will need to combine artistic literary skills, musical knowledge, and understanding of the information to represent the steps it takes to solve a system of equations.
 * Content Areas: ** Art, English, Computer Programming: Students will incorporate artistic thinking to make the project look appealing, may use a linguistic approach to explain the use of mathematics in the professional field they choose, and can utilize computer programming when embedding video, music, etc in their product.

Students will use the Think-Pair-Share approach to cooperate during this lesson, and utilize a graphic walk-through organizer to go through the process step-by-step.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will use peer feedback to review each others' products and help refine projects.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal/linguistic:** Group work communicating and checking each others work will help students utilize their linguistic capabilities.
 * Logical/mathematical:** The graphic organizer will help students logically walk through the problem.
 * Visual/spatial:** The graphic organizer and pictures drawn on the board will enable spatial learners to visualize the problem.
 * Musical/rhythmic:** The hook incorporates a musical approach to learning how to graph systems of inequalities, and the song option for the product will appeal to musically-inclined learners.
 * Interpersonal:** Collaboration will allow students to use their interpersonal capabilities.
 * Intrapersonal:** Individual examples will allow students to recognize where they stand on different aspects the problem-solving techniques, and students will utilize peer feedback to revise their products.


 * __ 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. //

Absent students will be instructed to watch the hook video and to work through the in-class example, using help from the teacher or from a peer if needed. The Glogster/song project will then be assigned.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Glogster is an online blogging community that allows images, text, or video to be embedded into pages. The community also allows for users to share their pages and upload to other networking sites.
 * Type II technology: **

Gifted students can challenge themselves to complete both product options.
 * Gifted Students: **

// Projector // //Whiteboard// //Laptops// //Speakers//
 * __ Materials, Resources and Technology __**

// Think-Pair-Share: // http://serc.carleton.edu/introgeo/interactive/tpshare.html- Strategy for student cooperation Glogster: http://www.glogster.com/- Site for student products Graphic Walkthrough Organizer/Worksheet: http://www.edhelper.com/LinearEquations42.htm- In-class worksheet for students to collaborate on Hook: http://www.youtube.com/watch?v=q4vbfWjhXOg- Hook Music Video for Systems of Inequalities Sample Real-Life Problem: http://www.mathwarehouse.com/algebra/linear_equation/systems-of-equation/real-world-application.php- Phone use problem
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

//Day 1:// //Hook/Discussion: 10 Minutes// //Hand back/review grades on FooPlots from last lesson: 10 Minutes// //Review process of approaching systems of equations: 10 Minutes// //Pass out graphic organizers/worksheets and work on them: 30 Minutes// //Field Questions: 10 Minutes// //Begin Correcting Worksheets: 10 Minutes//
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

//Day 2:// //Finish Correcting Worksheets: 10 Minutes// //Introduce Concept of Systems of Equations/Inequalities in Everyday Life: 15 Minutes// //Show An Example Real-World Problem and Solve as a Class: 10 Minutes// //Introduce Glogster and set up accounts: 20 Minutes// //Assign Product: 5 Minutes// //In-Class Work: 20 Minutes//

Students will understand that systems of equations are everywhere in the real world. (**where**) //Graph the solutions to a linear inequality in two variables as a half-plane, and graph the solution set to a system of linear inequalities as the intersection of the corresponding half-planes.// (**what**) Graphing equations can be used to model real world situations. (**why**) Video on graphing systems of inequalities ([]) (**hook**) Students will know how to identify and set up systems of inequalities graphically. (**equip**) A graphic walk through will help students work through important components of a given problem and think-pair-share will allow students to communicate their understandings to each other and allow for peer corrections. (**explore**) In pairs, students will determine answers to the class problem before separating into individual examples.(**experience**) While students are working in groups, they will check their method with a working answer on the board, and while students are working alone, they will receive feedback from their peers on their examples. (**rethink**) Group attempts will be collected, and while working on individual work, the teacher will write feedback and address common misconceptions. (**refine**) Students will be able to adapt graphing equations into real world practice (**Application**) **Product:** Glogster/Song **Days:** 2
 * Check for Understanding:** Using the binoculars approach, students will connect real-world experiences to math. (**evaluate**) The teacher will respond to student work in a timely manner and give specific feedback on products
 * Verbal/linguistic:** Group work communicating and checking each others work will help students utilize their linguistic capabilities.
 * Logical/mathematical:** The graphic organizer will help students logically walk through the problem.
 * Visual/spatial:** The graphic organizer and picture drawn on the board will enable spatial learners to visualize the problem.
 * Musical/rhythmic:** The hook incorporates a musical approach to learning how to graph systems of inequalities and one of the possible products incorporates music.
 * Interpersonal:** Think-pair-share will allow students to use their interpersonal capabilities.
 * Intrapersonal:** Peer feedback will encourage student reflection on their work.

Tables will be arranged into a circle. Students will understand that systems of equations are everywhere in the real world. //Graph the solutions to a linear inequality in two variables as a half-plane, and graph the solution set to a system of linear inequalities as the intersection of the corresponding half-planes.// Graphing equations can be used to model real world situations. Students will begin the class by watching a short music video made by high school students titled, "Shade It." After the hook, the teacher will identify important components of the video and have students explain what they mean. Following the discussion, the teacher will hand back the results of the previous project to students and give a general review while explaining any common misconceptions. The class will then change gears back to systems of equations, and review the process in a step-by-step approach on the board. Students will receive a short worksheet to complete with a neighboring student which will help augment understanding.
 * __ Content Notes __**
 * Where, Why, What, Hook, Tailors: Musical, Logical, Interpersonal, Visual, Spatial**

Students will know how to represent a real-world scenario graphically. Students will use a short graphic organizer worksheet and the think-pair-share process to help solidify their understanding on how to solve a system of equations graphically. While students cooperate, the teacher will float around the classroom and assist groups having difficulty understanding important concepts. Once all groups have completed their worksheets, the teacher field any questions on difficult problems and explain intricacies to the class. To finish the class, the teacher will begin correcting the worksheet aloud, going over problems students may have had difficulties with.
 * Equip, Explore, Rethink, Revise, Tailors: Interpersonal, Linguistic, Visual, Spatial**

Students will be able to translate inequalities or equations from statements to graphs. The class will begin by reviewing the remainder of the worksheet not covered by the prior class. The teacher will then introduce the idea of using systems of equations to model real-world information using a binoculars approach, demonstrating the information using a phone-company example on the board. Once the class has progressed through this example, the teacher will introduce the class to Glogster and assist students in setting up accounts. The teacher will then assign the project of showing different examples of systems of equations being used in the corporate world, and give students time in class to begin their assignment and ask questions. Music will be played in the background.
 * Explore, Experience, Revise, Refine, Tailors:** **Spatial, Linguistic, Logical, Intrapersonal, Musical**

Students will self-assess using think-pair-share when working on their worksheets. The teacher will provide timely feedback to students by responding to common misconceptions. This connects to the next lesson and future assignments because it gives students the ability to identify different instances in real life where systems of equations are used every day.
 * Evaluate, Tailors: Intrapersonal**

// Walkthrough: // http://www.edhelper.com/LinearEquations42.htm
 * __ Handouts __**


 * __ Maine Common Core Teaching 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.//**

**Clipboard**: Students will use their graphic organizer worksheets to work through systems of equations examples, and the teacher will demonstrate a step-by-step approach on the board. Students will be able to communicate with each other on any possible missteps in their reasoning. //** Puppy: **// Music will encourage a comfortable learning environment, and peer collaboration will promote an encouraging atmosphere. The teacher will also be floating around to help any pairs that have having difficulties.
 * //__ Learning Styles __//**
 * // Microscope: //** While communicating on how to solve problems, students will discuss different reasoning and approaches when looking at a problem.
 * Beach Ball: **Students will be watching a video, working on a graphic organizer, and using laptops to complete this lesson.
 * Rationale: ** This lesson demonstrates competency in Standard 1 because it addresses the learning needs outlined for all learners, and gives all types of participants the ability to succeed.


 * // 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.//**


 * // Formative: Think-Pair-Share: Students will help each other understand concepts, and the teacher will ensure students having difficulty have the opportunity to correct any misconceptions. //**

Glogster/Song- 25 Points: Show how graphs and equations are used every day. Students will demonstrate their understanding of how systems of equations are used in the real world by creating a Glogster page with images, text, or video exemplifying systems of equations in a genuine scenario. or Create a song, rap, or poem describing the process of solving and representing a system of equations or inequalities by graph. Students will need to use proper terminology and fully explain the approach.
 * // Summative: //**


 * // Facet: Application //**


 * // Rationale: Students will utilize their peers in addition to the teacher to help them understand the material. They will also be asked to demonstrate their knowledge of how what they are learning in class is utilized in the real world, which promotes higher-level thinking. //**


 * // 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.//**


 * // MLR or CCSS: //**

Common Core State Standards

Content Area: Algebra

Grade Level: High School

Domain: Reasoning with Equations and Inequalities

Cluster: Represent and solve equations and inequalities graphically

Standard: 10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could also be a line). And 11, 12.

Rationale: Students will learn to recognize components of systems of equations within word problems and be able to graphically model the data, leading to the ability to reason with the information.


 * // 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.//**


 * // MI Strategies: //**
 * Verbal/linguistic:** Group work communicating and checking each others work will help students utilize their linguistic capabilities.
 * Logical/mathematical:** The graphic organizer will help students logically walk through the problem.
 * Visual/spatial:** The graphic organizer and picture drawn on the board will enable spatial learners to visualize the problem.
 * Musical/rhythmic:** The hook incorporates a musical approach to learning how to graph systems of inequalities.
 * Interpersonal:** Collaboration will allow students to use their interpersonal capabilities.
 * Intrapersonal:** Individual examples will allow students to recognize where they stand on different aspects the problem-solving techniques.


 * // Type II Technology: Glogster Blog //**


 * // Rationale: Students will be demonstrating their knowledge of how what they are learning in class is used in the real world, which shows their understanding in multiple ways. It shows they understand the process of solving a system of equations, and also what can be modeled using its format. Also, the Glogster medium allows for a multitude of different components, which allows for different learning styles to flourish. //**

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness Students will use creativity in creating a Glogster that is appealing and also demonstrates knowledge learned in class.
 * 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 Students will understand the use of systems of equations in authentic situations

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes The think-pair-share approach uses collaboration to promote student learning.

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

//**Rationale: Students will foster learning and creativity by using an online device to create appealing statements of knowledge and understanding.**//

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity Students must relate information using a digital format, Glogster.
 * 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 Glogster allows for many different types of media to be used in the page.

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

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 * //Rationale: The project introduced utilizes online technology and demontrates student understanding using a variety of options//** ||  ||   ||
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