L1+Reynolds,+Allison

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Allison Reynolds **__Lesson #:__** 1 **__Facet:__** Apply
 * __ Grade Level __**** : ** High School **__Numbers of Days:__** 3
 * __ Topic: __** Basic practices of linear equations and functions.

Student will understand that linear equations can be found in the outside world Student will know linear, equations, constant rates, y=mx+b, standard. Student will be able to build a foundation of linear equations **Product**: Glogster
 * __ PART I: __**
 * __ Objectives __**

Common Core State Standards Content Area: Functions Grade level: High School Domain: Linear, Quadratic, and Exponential Models Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. Standard: 1: Distinguish between situations that can be modeled with linear functions and with exponential functions.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** This lesson meets the standard by showing how linear functions grow by equal differences over equal intervals while applying it to the outside world.

The students will be given an ungraded paper survey at the beginning of the year that asks what type of math they had been exposed to before. It will ask them questions such as, "Do you remember this equation from a science or math class?", "Can you use and apply it?". It will serve as a way for the students to not feel the pressure of a graded quiz and for the teacher to get as much information as possible.
 * __ Assessments __**
 * __ Pre-Assessment: (Lesson 1 __ only) **

Students will self assess their project using a check list given at the beginning of the project. I will have the students meet with me at least once for periodic check ins before finalizing the project for feedback. By using periodic check ins, I can ensure that students are continually working on the project while I give feedback on progress and notes. Students wil also be getting feedback from peers during the class session where I do periodic check ins. Students will create online posters called Glogster that display basic ideas of linear equations. The poster will be an online poster that shows the basics of linear equations. It will need to have the parts of the equations, definitions, and any other information that is relevant to linear equations. The poster will need to be eye catching and engaging in order for students to want to learn from it. The poster can be completely math related or can be connected to a topic outside of the classroom such as photography, jungle theme, or any other theme to engage the learner. (35 points)
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction ** Students will be given a graphic organizer so during the lesson they can create notes and examples on their own for linear equations. During instruction, I will walk around and check the organizers in order to make sure that the students understand the work as well as have good notes on linear functions.
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** The technology that they students will be working with is Glogster. Glogster is a Type II technology because it brings the paper and pen poster online to be created, shared, printed, and networked all over the world wide web.

Science: The rates of linear equations can be related to scientific examples that are related to the real world. Art: The poster will be creative and eye-catching integrating the art lessons. History: Students can relate linear equations to how fast a fleet of soldiers can move over a certain distance or relating food rations during the WWI and how fast the food could run out, therefore working with linear equations.

The students will be given a flow chart graphic organizer. I will give students an example problem to solve in the flow charts that will display the method on how to solve linear equations based on my scenario about the cop and the broken radar. Then, I will brain storm with the class for three real life examples and if none are created I will give each group one I created. Groups of students will then be created by random numbers and they will present their flow charts after solving the problem. Since they are presenting as a group they will required to use teamwork in the process. Students will be working on the examples and presentations in class in groups that are randomly assigned. Students will be working on the Glogster individually. The students will then go through a peer editing phase of the project in order to brainstorm ideas and get feed back.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Verbal Linguistic ** Students will report back to the group, using their speech to present how the linear equation was solved.
 * Logical/Mathematical ** The flow chart graphic organizer is set up to show a logical step by step instruction on how to solve linear equations.
 * Visual/Spatial ** The video in the beginning of the lesson will hook the visual learners into the lesson as well as organizing the graphic organizer with images and pictures.
 * Bodily/ Kinesthetic ** Students will have physically pieces of the equation that they can physically move around the equation in order to solve the linear equation hands on.
 * Musical Rhythmic ** During the group work, the group can present their problem and solution in a song or rap in order to connect linear equations to the outside world.
 * Intrapersonal ** Students will be able to discuss and work with others in the small group forms that will present examples of linear equations.
 * Interpersonal ** Students will work on the graphic organizers alone in order to work on the concept of the linear equations.
 * Naturalist ** Students will have the chance to come up with natural ideas of rates that would be found outside the classroom.


 * __ 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: ** Students who will be missing my class that day will be required to notify me as soon as the student knows he or she knows she is missing class. The student can get the notes from a classmate as well as asking me for notes from the wikispace. Step by steps instructions on Glogster will also be posted on the wiki. Please refer to classmates or myself for any questions on expectations and process on how to use the Glogster. The examples created and presented in the class will also be posted on the wiki as well as give back to the students so students can help each other.
 * Type II technology: ** The technology that they students will be working with is Glogster. Glogster is a Type II technology because it brings the paper and pen poster online to be created, shared, printed, and networked all over the world wide web.
 * Gifted Students: ** For students who want or need a challenge, students will create a podcast or a video that explains the process in a different way than the Glogster created did. Students can than embedded or connect the podcast and video to the Glogster for others to use.

*Text book for homework problems *Flow chart graphic organizer *computer access for Glogster
 * __ Materials, Resources and Technology __**
 * Notes on how to use Glogster
 * Glogster accounts
 * numbers for group work
 * Blocks for the kinesthetic learner
 * Video camera for option of videotaping
 * Voice recording device/software for optional podcast
 * Check list
 * Examples of real world examples
 * white board markers
 * white board

http://www.glogster.com/ This is the website to Glogster, the online poster creator that students will be using for the product.
 * __ Source for Lesson Plan and Research __**

http://www.youtube.com/watch?v=Qhm7-LEBznk This is the hook for the lesson. It is a video of how the misconception of miles per hour, and other linear functions can be created.

http://www.khanacademy.org/search?page_search_query=linear+equations This is the website that students can go to incase they struggle while doing homework or miss the class where the information about linear equations was done.

http://www.studygs.net/equations.htm A study guide website that walks out the steps of how to solve a linear equation. It has multiple examples of what a linear equations is and what it is not. It also has links to other problem solving strategies that students may need with linear equations.

http://www.mathwarehouse.com/algebra/linear_equation/real-world-application.html A website that has real world problems of linear equations to use for either myself or the students.

http://www.algebra-class.com/algebra-practice-test.html General algebra pre-assessment test that I can get inspiration from for my survey to pre-assess my students.

http://www.eduplace.com/graphicorganizer/pdf/flow.pdf The website for the graphic organizer that students will use during the lesson.

http://www.mathsisfun.com/algebra/linear-equations.html A simple definition for what a linear equation is. This website also gives examples, non-examples, graphical pictures, and other ways to use linear equations. A very helpful tool for students and myself.

http://www.mathopenref.com/coordslope.html An open resource of information for math. This link is for the definition of slope.

http://pluggedin.wiki.hoover.k12.al.us/file/view/glogster+handout.pdf One of the tutorials I could give to my students

http://www.slideshare.net/celticmapleleaf/quick-glogster-tutorial-handout-pdf An online tutorial for Glogster so they have even more information on Glogster should they need it.


 * __ PART II: __**


 * __ 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) //

Day 1 (80 minutes) Homework: A set of practice problems for better understanding and more brainstorming ideas if any come.
 * Students will take the pre-assessment survey finding out how much they know about math. (10 minutes)
 * Students will watch a video about the misconceptions about a linear equations and how not to solve linear equations. (5 minutes)
 * Talk about the misconceptions of video in small groups (5 minutes)
 * Quickly talk about the misconceptions in the video in large group (10 minutes)
 * Teach the basics of linear equations and how to solve them. (20 minutes)
 * Have students work on example problems while checking the graphic organizers for understanding. (15 minutes)
 * Have students brain storm ideas of real world situations for linear equations. (7 minutes)
 * Quick explanation of what is to come with these ideas. (3 minutes)
 * Final questions or thoughts on the video hook. (5 minutes)

Day 2: (80 minutes) Homework: Work on the Glogster product and practice more equations for students who are struggling.
 * Ask students if they have come up with any more brain storming topics. (5 minutes)
 * Separate the students into small groups. (2 minutes)
 * Have them decide on a real world situation for a linear equation. (3 minutes)
 * Give students time to work on the set up of the equations and solving the problem as well as a presentation. (10 minutes)
 * Have some groups present the problem and the solution to the class. (25 minutes)
 * Explain Glogster and functions of Glogster. (10 minutes)
 * Have students explore and make a practice Glogster for anything they want to use. (10 minutes)
 * Hand out the check list and give students the product expectations. Discuss any questions about the projects. (10 minutes)
 * Final thoughts or questions over the information. Students can continue to practice on Glogster or start their projects. (5 Minutes)

Day 3: (80 minutes) Homework: Finish the Glogster with any final revisions needed and post online linked to the wiki.
 * Finish the presentation of the equations created by the groups. (20 minutes)
 * Ask if students had problems with Glogster. Other students can answer these questions if they can. (10 minutes)
 * Break students into small groups of 2-3 for peer review of the progress made. (2 minutes)
 * Student will peer review the amount of work they have done as of now with each other. During the peer review, the students will come check their progress with me throughout the day. Students will stay in the groups for more help and feed back throughout the period. Students will also work on their projects through this period. (45 minutes)
 * Final thoughts and questions over linear equations and rates in the real world. (3 minutes)

Classroom Setup: The desks will be arranged in in a U shape so all students can see each other as well as see the front of the class. The students will then slide desks for group work.

Students will understand that linear equations can be found in the outside world. // Distinguish between situations that can be modeled with linear functions and with exponential functions. // Linear equations, linear rates, and linear shapes are all around us, such as how fast you drive. The hook is a [|video] of a person trying to use rates and linear equations. I will quickly explain that this is a misconception about linear equations. The students will watch the video. I will be taking attendance during the video. Then, after the video students quickly discuss the movie and then take the pre-assessment survey. In the discussion, the leading question will be "What was the misconception about linear equations." The students will break into small groups and discuss and then bring the discussion back to the larger group. The pre-assessment is a survey on paper that students can write their answers on quickly.
 * Where, Why, What, Hook Tailors: ** // Visual, Verbal, Logical, Intrapersonal //

Students will know (See Content Notes). The students will be given a flow chart graphic organizer. The flow chart organizer is way for students record hor to solve linear equations. I will give students an example problem for students to work with based on a cop and his broken radar. The person was driving on a straight road for 15 minutes in a 45mph zone. The cop car pulled the person over, saying he was driving too fast, even though his radar is broken. The person asks how long the road is from where he started driving. The cop replies that it was 10 miles. The person explain since that distance = rate*time. Since 15 minutes is a fourth of an hour, the equation is 10 miles = 1/4 hour *rate. Thus,the person was driving 40 mph, which is in the zone. I will give another example of this same situation if someone was driving down a straight highway for 12 miles and it took them 10 minutes or (1/6) of an hour. Did the cop catch someone speeding. We will discuss how the person driving should use the rate for speed, which is a linear equations, and prove to the cop that the person driving was indeed going the speed limit. While they solve the actual equation given based on the numbers given from the cop and radar situation, I will walk around and check the graphic organizer. I will let the student know what part of the step or work they got wrong, but not exactly what they got wrong. Students can work with the other students around them to see what part of the graphic organizer is mistaken. After attempting to solve it, if the student still can not find the mistake I will help them work through the mistake to learn how the linear equation would work. While working on the problem students will have access to the blocks that have the different parts of the equations on it. Then, after all students have solved the problem about the cop, I will brain storm with the class for three real life examples. These can be more of situations rather than specific rates and equations. If the class does not brainstorm any ideas right away, I will present some ideas to start the conversation. These ideas will be food rations, how fast someone drives, how long someone has to breath while scuba diving, and others based on what he students also contribute. After the students have brainstormed, I will explain what we will be doing the next day with the list of situations. Finally, the students will have time to ask me questions or voice concerns about the lesson.
 * Equip, Explore, Rethink, Tailors: ** Logical, Verbal, Intrapersonal, Naturalist, Visual, Kinesthetic.

Students will be able to build a foundation of linear equations. Students will be introduced to Glogster and produce a practice one in class. Students will create posters that display basic ideas of linear equations individually. They will be given a check list of what steps are needed. Students will walk into class with any new situations they thought of where linear equations could be made. Then, students will break into small groups by random numbers. Students will draw a number and separate into those groups. The students will then be given a choice of situations to work with, solve, and present to the class. The students will be given two examples created by me based on the brainstorming list of yesterday and potentially some new ones brought it. The group will decide which one to do and will start working. The group will have to solve the problem using their graphic organizers from yesterday. They will also be creating a short and simple presentation to give to the class to present the information. Students can either present the information, they can rap the information, draw the scenario, any choice that is up to the group. While the groups are working, I will be quickly taking attendance. When that is done, I will walk around the room answering questions and checking on students. When this is finished, some group who are ready to present will present their information in an entertaining way. Not all groups will go at the time, but later in the unit. After a few groups have gone and all the students have listened intently, I will explain [|Glogster] to the class. We will set up accounts quickly and start playing. The students will be able to [|explore] Glogster and use [|tutorials] inorder to learn. Students will make a mock poster while I circulate the room and answer any questions that I can. The students will be able to talk to each other, showing each other strategies and methods to making engaging posters. Students will start to wrap up their Glogster mock up as I pass out the check list and expectations for the Glogster. The class together will walk through the check list and expectations for the project, asking any questions they may have before starting the project. I will go over how the next class will run with peer editing and check ins with me. Students can ask any questions from content to project to Glogster at this time. Students can also work on their new project or finish their mock up Glogsters in class in order to become better at the software. Class will end with the assignment due the next day. The next day, students will walk in to the room and take their seats. We will begin class by finishing the presentations on real world situations so everyone has a chance to present. Students can be using these presentations to inspire their Glogsters in some way. After all of the presentations are done, the students and I will walk through their experiences with Glogster that night making their first draft of their posters for the project. Students can ask any questions about the expectations, check list, or Glogster at this time. When the class is satisfied with all the answers, small groups of 2-3 will be made. This will be done by the students picking the groups under the conditions that everyone has at least 1 partner and no more than 2. The major portion of the day will be editing and working on the projects in class. Students will work with their partners to edit each other's posters. The students will work together quietly while I take attendance. After I take attendance for that day, I will ask which students are ready to come see me for a periodic check in. While the small groups are working, students will one by one see me at my desk for a brief session of feedback from me. Then, if students have had their feedback done from their peers as well as myself, students can work on revising and refining their posters. Throughout this work session, students will be interacting in a quiet and respectful way. At the end of this work and edit session, any final thoughts or questions can be expressed. Students will work on the assignment given and will pass in the posters the next day.
 * Explore, Experience, Revise, Refine, Tailors: ** Musical, Verbal, Visual, Interpersonal, Intrapersonal

Students will self assess their project using a check list given at the beginning of the project. The students will use the check list along the way in order to ensure that they are completing the task. The students can ask any questions during this time. I will have the students meet with me at least once for periodic check ins before finalizing the project for feedback. The check ins will be using the check list in order to give the student my opinion on how they have completed the check list. By using periodic check ins, I can ensure that students are continually working on the project while I give feedback on progress and notes. The feedback will be given right in that class period. Students wil also be getting feedback from peers during the class session where I do periodic check ins. Students will be paired by their choice on who to work with. Durring this time, students can work with others to create new ideas. After working with the partner, students can either work with another partner or take the time to work on their own in the class. The periodic check ins and the peer evaluation will be done at the same time during class. The homework from the first night is practice problems with just equations and also real world word problems. The homework from the next night will be to work on Glogster as well as option extra practice on solving linear equations. Finally, the last assignment is to edit the final Glogster. All three lead to building the foundation of linear equations. The first is practice, the second is building, and the third is finalizing the product.
 * Evaluate, Revise, Refine, Tailors: ** Visual, Interpersonal, Intrapersonal

Students will know linear, equations, constant rates, y=mx+b, standard, slope.
 * __ Content Notes __**

Equation: Students may have a general idea of what an equation is. An equation is a statement that shows, mathematically, that two things are equal. For instance, the statement 10=7+3 is an equation. It is important that they know that both sides of the equation are the same thing, just written in different terms. If students are confused with that concept, try using time. 1 hour = 60 minutes. Both sides may look different, but they are indeed equal. This leads to linear equations.

Linear equations are equations (so each side is equal) with a variable (a letter or symbol representing an unknown) to the power of 1. This is very important. The x can only be raised to the power of one. X2 is not a linear equation because it has an exponent that is not equal to one. 10=7+x is a linear equation. Y=x+7 is also a linear equation that deals more with graphing or finding unknowns. So, when graphed, this type of equation is a straight line. That means that it goes over equal intervals. This is called the slope.

Slope is the idea that of how steep the line is going down a graph. They will probably have seen a line a graph before in a previous math class or even a science class. In any case, slope should really be discussed after solving and equation or two to understand the math behind it.

Linear equations can represent certain rates in the real world. Linear rates are called constant rates because, as said before, the interval is always the same interval over and over again. So, one famous linear rate in the real world is speed. D=r*t. Distance =rate *time. Let’s say that one student was driving 40 mph over a distance of 2 miles. How long did it take that student to drive 2 miles going 40 mph? Well, since D= distance, D=2 miles. Since r=rate, than r=40mph, a constant rate. So, 2=40x. x=1/20 of an hour. Thus, it would have taken 3 minutes to go 2 miles traveling at the rate 40 mph.

Now, let’s put this into a graphical example for students to see. Take the 40mph one. One way to write this equation, if you don’t know the distance or the time, is y=40mph(x). This is now in written in a way that is formatted to be graphed. This format is called y=mx+b. y is the independent variable that relies on all the other ones to define it. In this case, it would be D.

M is the slope, which is the constant rate. It is a constant rate because it changes the x value over a set interval over and over again. The interval never changes.

X is the time that given, and b is the starting point of the distance. This is like saying he started timing himself at a mile marker, which was 50 miles down the high way. Thus, the equation would be y=40x+50. Now, as we pick numbers to place into x, we will find solutions for y. This is how a linear function works. Since they learned that functions are equations that give one output for every input, this makes sense. Most students should have a small grasp of what a linear equation is, but these definitions are in case a student doesn’t or is confused.

Every linear equation should draw a straight line on a graph. If the values on the graph when connected are not a straight, continuous line, than either a calculation error was made or a graphing error was made.

Another form of a linear line that students may see is called standard form. Standard form is just a new way of writing the y=mx+b form of a line. These two could be an equation! The formula for standard form is Ax+By=C. This can be transformed into y=mx+b just by rearranging the variables so that instead of y being alone, the constant is alone. Students will be working with y=mx+b for a majority of the time, but students should be able to recognize and transform standard form.

At this point in the lesson, students should be able to work with linear equations somewhat on their own. It may help students to work together on these problems and use the graphic organizer to show the steps of solving a linear equation.

flow chart graphic organizer instructions for glogster numbers for group work Check list homework assignment
 * __ 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.//**


 * //__ Learning Styles __//**


 * // Clipboard: //** The clipboard students in my class will have graphic organizers in order to help the students clearly organize their thoughts in a logical fashion. The class time for each part is structured and the students will know what the plans are for each day. The check list given to the students for their project will have all the expectations I am looking for as well as a logical list of things needed. This way, the clipboards can see what they need to do and if they have completed it.


 * // Microscope: //** The microscopes in my class will be able to have a discussion in the brainstorming section on why these situations can be applied to the real world. They will actually be able to test the relativity to the real world through the solving of equations and the scenarios given to them. They will be able to uncover why this would be used outside of class.


 * // Puppy: //** Student who need a safe and supportive place to work will have one throughout this lesson. The students will be able to collaborate with others as well as working alone on the project. The student will have a chance to check in with me and see how everything is running for the project. While brainstorming, all thoughts are welcome so there is support for the others. It is also highly encouraged that the students help each other with the Glogster program as well as through peer editing.


 * // Beach Ball: //** Students will have the options of working with hands-on versions of the equations or using pen and paper. While working in the groups, students will also have a choice between which real world situation to solve and present. The manner in which they present is completely up to the group as well. Finally, the beach balls in my class will be able to participate in brainstorming, which is open and free to speak and be part of.


 * // Rationale: //** Students will be able to experience a variety of learning styles by working in this collaborative setting together. Students and the teacher will be able to see how the other students need information presented or how comfortable they need to feel. This will create a respectful place for all students to reach their highest potential.


 * // 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: //** The formative assessment portion of this lesson is in two sections. Since it is the first lesson, students will take an ungraded pre-assessment that is paper and pen form. Students will quickly answer survey questions as to whether or not they remember or know a method or mathematical concept from previous years. Also, I will be walking around during instruction, checking on student's papers, in order to see that they have a grasp and understanding of the material.


 * // Summative: //** Students at the end of the lesson will have to create a Glogster, or online poster, of all the information they have learned about linear equations. This will show if they are able to understand the information well enough to put it on a piece of work that could be used to teach someone else.


 * // Rationale: //** This lesson uses a variety of assessments that are not strict pen and pencil tests and quizzes. Students will feel like they are accomplishing more if they are not pressured to have to memorize facts. The methods of assessment used will allow students to truly learn the material and apply it somewhere else than the classroom.


 * // 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.//**


 * // Content Knowledge: //** See content notes


 * // MLR or CCSS: //**

Common Core State Standards

Content Area: Functions

Grade level: High School

Domain: Linear, Quadratic, and Exponential Models

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems.

Standard: 1: Distinguish between situations that can be modeled with linear functions and with exponential functions.


 * // Facet: //** (Apply)- This lesson is more focused on the fact that linear equations can be used in the outside world. Students in this lesson will work with the actual application of these equations outside the classroom.

Not only do professionals, students, and people every day have to know how to solve this type of equation, but they also have to know when to use it properly in the real world. The lesson is built to allow students to explore certain situations that would use these linear equations. The lesson is meant to inspire students to look outside the classroom and find interesting and engaging things to study and solve with linear equations.
 * // Rationale: //** Linear equations are all around us.


 * // 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 ** Students will report back to the group, using their speech to present how the linear equation was solved.
 * Logical/Mathematical ** The flow chart graphic organizer is set up to show a logical step by step instruction on how to solve linear equations.
 * Visual/Spatial ** The video in the beginning of the lesson will hook the visual learners into the lesson as well as organizing the graphic organizer with images and pictures.
 * Bodily/ Kinesthetic ** Students will have physically pieces of the equation that they can physically move around the equation in order to solve the linear equation hands on.
 * Musical Rhythmic ** During the group work, the group can present their problem and solution in a song or rap in order to connect linear equations to the outside world.
 * Intrapersonal ** Students will be able to discuss and work with others in the small group forms that will present examples of linear equations.
 * Interpersonal ** Students will work on the graphic organizers alone in order to work on the concept of the linear equations.
 * Naturalist ** Students will have the chance to come up with natural ideas of rates that would be found outside the classroom.


 * // Type II Technology: //** The technology that they students will be working with is Glogster. Glogster is a Type II technology because it brings the paper and pen poster online to be created, shared, printed, and networked all over the world wide web.


 * // Rationale: //** The lesson was designed with the intention of differentiating the information for all students to be able to access. This lesson had all of the intelligences in mind when it was created as well as other resources for students to use. Throughout this lesson, students will be able to work with their stronger intelligences, improve their weaker ones, and also work with technology and resources in order to reach a higher level of learning.

__//**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 working with Glogster in order to create a new way to make a poster. Students can use this inventive way to share information while working with others. The lesson is designed so that the students are working with each other in order to understand the information, the understand Glogster better, as well as work together to show progress. Students will also be learning the material through real world applications and applying that knowledge to the Glogster.

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

About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * //Rationale://** Students will be using Glogster as a way to connect to strengths and new intelligences. Students will have opportunities to relate the information to their learning styles, whether it is music, nature, or even verbal learning. They will also have the chance to work in groups as well as complete the project on their own. Students will also have a variety of assessments to make sure they understand the information. They will have practice assignments, they will have graphic organizers that I check, they will have periodic check ins with me and their peers, and finally they will have a final assignment to present. These all indicate whether or not a student has mastered the material. ||  ||   ||
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

Portions not contributed by visitors are Copyright 2011 Tangient LLC. ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** **__Lesson #:__ __Facet:__**
 * __ Grade Level __**** : ** **__Numbers of Days:__**
 * __ Topic: __**


 * __ PART I: __**

linear equations can be found in the outside world.
 * __ Objectives __**
 * Student will understand that **

linear, equations, constant rates, y=mx+b, standard.
 * Student will know **


 * Student will be able to do **


 * Product: **


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


 * Rationale: **


 * __ Assessments __**


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


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **


 * Section II – timely feedback for products (self, peer, teacher) **


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


 * __ Integration __**
 * Technology: **


 * Content Areas: **


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **


 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical: **
 * Verbal **
 * Visual: **
 * Musical: **
 * Intrapersonal: **
 * Interpersonal: **
 * Kinesthetic: **
 * Naturalist: **


 * __ 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: **


 * __ Extensions __**


 * Type II technology: **


 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**

// List all URL and describe. //
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


 * __ 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) //

Students will know….. linear, equations, constant rates, y=mx+b, standard.
 * __ Content Notes __**

// Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //

// List the items that need to be printed out for the lesson. //
 * __ 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.//**


 * //__ Learning Styles __//**


 * // Clipboard: //**


 * // Microscope: //**


 * // Puppy: //**


 * // Beach Ball: //**


 * // Rationale: //**


 * // 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: //**


 * // Summative: //**


 * // Rationale: //**


 * // Rationale: //**
 * // 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.//**


 * // Content Knowledge: //**


 * // MLR or CCSS: //**


 * // Facet: //**


 * // 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: //**


 * // Type II Technology: //**


 * // Rationale: //**

__//**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:**//

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

About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * //Rationale://** ||  ||   ||
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

Portions not contributed by visitors are Copyright 2011 Tangient LLC. ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** **__Lesson #:__ __Facet:__**
 * __ Grade Level __**** : ** **__Numbers of Days:__**
 * __ Topic: __**


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that **


 * Student will know **


 * Student will be able to do **


 * Product: **


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


 * Rationale: **


 * __ Assessments __**


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


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **


 * Section II – timely feedback for products (self, peer, teacher) **


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


 * __ Integration __**
 * Technology: **


 * Content Areas: **


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **


 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical: **
 * Verbal **
 * Visual: **
 * Musical: **
 * Intrapersonal: **
 * Interpersonal: **
 * Kinesthetic: **
 * Naturalist: **


 * __ 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: **


 * __ Extensions __**


 * Type II technology: **


 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**

// List all URL and describe. //
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


 * __ 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) //

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

// List the items that need to be printed out for the lesson. //
 * __ 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.//**


 * //__ Learning Styles __//**


 * // Clipboard: //**


 * // Microscope: //**


 * // Puppy: //**


 * // Beach Ball: //**


 * // Rationale: //**


 * // 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: //**


 * // Summative: //**


 * // Rationale: //**


 * // Rationale: //**
 * // 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.//**


 * // Content Knowledge: //**


 * // MLR or CCSS: //**


 * // Facet: //**


 * // 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: //**


 * // Type II Technology: //**


 * // Rationale: //**

__//**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:**//

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

About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * //Rationale://** ||  ||   ||
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

Portions not contributed by visitors are Copyright 2011 Tangient LLC.