L4+Sullivan,+Joseph

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Sullivan **__Lesson #:__ 4 __Facet: Empathy__**
 * __ Grade Level __**** : High School ** **__Numbers of Days: 2__**
 * Topic: S __ olving Systems Differently __**


 * __ PART I: __**


 * __ Objectives __**

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: Inspiration**

**__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__**

**__Formative (Assessment for Learning)__**

**Section I – checking for understanding during instruction** Sequence Chain: Students will utilize a sequence chain to map the steps they take when solving a system of equations. Peer Review: Students will check answers to the prompt question by examining each others' graphic organizers.

**Section II – timely feedback for products (self, peer, teacher)** Students will provide peer feedback on graphic organizers in class, and the teacher will provide timely feedback on the Inspiration products.

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


 * Inspirations- 50 Points: ** Show the differences in progressions of solving problems by different methods by creating an Inspiration graphic organizer that maps out the important components of each process.

**__Integration__**

**Technology: Inspiration allows students to create sharable visual products.**

**Content Areas: English:** Students will need to demonstrate linguistic competency when creating a graphic organizer that explains the steps to take when solving a problem

**__Groupings__**

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

Students will use sequence chains, thinking diagrams, and peer feedback during this lesson. They will fill out sequence chains individually to solve a problem, then assess another student's chain (solved in a different way). At the end of class, students will fill out an exit ticket describing the best method to approach a given systems problem.

**Section II – Groups and Roles for Product**

Students will be grouped by choice and by using different methods to solve the sample problem on the board. The roles for the products will be as somebody explaining the significance and steps to solving systems by each of the different methods.

**__Differentiated Instruction__**

**__MI Strategies__**
 * Verbal-Linguistic: ** Inspiration product will require sentence-based explanations that display understanding.
 * Logical/Mathematical **: Students will foster a understand behind the logic of different methods for different scenarios.
 * Visual/Spatial:** Inspiration products will demonstrate information in a visual web that shows organization and structure.
 * Musical/Rhythmic: ** Jungle music will add to the atmosphere and stimulate rhythmically-inclined learners.
 * Intrapersonal: ** Students inclined to intrapersonal strategies will appreciate the entry ticket that asks for their comfort on the material presented thus far.
 * Interpersonal: ** Interpersonal students will benefit from the collaborative aspect of the Inspiration project.
 * Naturalist: ** The opening question's reference to a zoo and the jungle music will help naturalist learners make connections to the material.

**__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:**

Absent students will meet with the teacher and review the activities in class. They will receive a completed sequence chain and will be instructed to begin their Inspiration product. If they have any questions, they will be instructed to find a peer or come see the teacher again.

**__Extensions__**

**Type II technology:** Inspiration will allow students to create a graphic organizer that can be printed, shared, and kept for future reference. It can be done in a number of different fashions using different templates.

**Gifted Students:** Gifted students can take their inspiration product a step further, by detailing which method of solving is the best to use for different types of problems (i.e. "For systems where x or y is a variable with no coefficient, one would most likely want to use substitution to solve the system.")

**__Materials, Resources and Technology__**

//Whiteboad// //Desks// //Laptops// //Writing Implements// //Internet//

**__Source for Lesson Plan and Research__**

Inspiration:http://www.inspiration.com/- Application for the product.

Sequence Chain: http://www.educationoasis.com/curriculum/GO/sequence.htm- Map for students to work through the sample problem.

**__PART II:__**

**__Teaching and Learning Sequence__ (Describe the teaching and learning process using all of the information from part I of the lesson plan)**

Day 1 Intro Ticket/Graphic Organizers: 10 Minutes Zoo Hook Question: 10 Minutes Peer Review of G.O.'s: 5 Minutes Revisions of G.O.'s: 10 Minutes Discussion of Answers/ Working Through on the Board: 10 Minutes Break into Groups/ Inspiration Intro: 10 Minutes Introduce Product: Inspiration Graphic Organizer: 5 Minutes Work on Products in Class: 20 Minutes

Tables will be arranged in a semicircle. Students will understand that equations and inequalities can be solved graphically. //Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane.// In both math and in real life, there are almost always multiple means to an answer. Students will begin the class by taking out their notebooks and answering an "intro ticket" question. The question will ask what their comfort level with the unit is, and if they have any components they are still uncomfortable about. As the entry tickets are passed in, students will each receive a sequence chain and direct their attention to the board, where a word problem about the feasibility of a daily zoo pass vs a yearly zoo pass. Jungle-themed music will be played during the hook. Each graphic organizer will have on method of solving a system of equations on it, either "graphing," "elimination," or "substitution," and students will solve the sample system by their designated method.

**Where, Why, What, Hook, Tailors: Linguistic, Interpersonal, Logical, Musical, Naturalist**

Students will know how to approach a systems problem from multiple angles. Students will receive an entry ticket to assess how they are coming along with the material. Then, students will receive graphic organizers to help organize their thoughts on paper and work through the sample board problem. Once the graphic organizers are completed, students will assess a graphic organizer completed by the same method. After peer feedback is complete, everybody will have a chance to revise their work. While the class works on revising their graphic organizers, the teacher will create pairs by using the entry tickets and methods of solving the hook system of equations. Students struggling with the material will be grouped with students who are more comfortable with the material, and pairs will consist of members who solved the initial problem differently. This will ensure there are two "experts" on one method each for each Inspiration product. Following the revisions, the class will regroup to work through the problem on the board by each method. Any questions will be addressed by the teacher.

**Equip, Explore, Rethink, Revise, Tailors: Interpersonal, Intrapersonal, Spatial, Logical**

Students will know how to approach a systems problem from multiple different angles. Once the graphic organizers have been completed and any questions have been answered, students will be broken into their groups as created by the teacher. The teacher will introduce Inspiration, and groups will engage in an ice breaker activity to become comfortable with the Inspiration layout. The ice breaker will be a 5-8 minute activity in which each pair creates a project that contains an image, an organization layout of some kind, and text. Following this, students will be introduced to the Inspiration Graphic Organizer Project, in which they demonstrate the different methods to approaching a system of equations using a Type II technology.

**Explore, Experience, Revise, Refine, Tailors:** **Verbal, Logical, Visual, Interpersonal**

Students will peer review each others' graphic organizers in the beginning of class, and collaborate while completing their Inspiration products. The teacher will provide feedback to students in class by answering any clarifying questions, and assisting students who may be stuck on their products. Students will receive a checklist of components to include in their graphic organizers to help guide their efforts and self-assess along the way.

**Evaluate, Tailors: Interpersonal, Intrapersonal**

**__Content Notes__**

Inspiration: http://www.inspiration.com/- Application for the product.

Sequence Chain: http://www.educationoasis.com/curriculum/GO/sequence.htm- Map for students to work through the sample problem.

Zoo System of Equations Problem: http://www.algebra.com/algebra/homework/Linear-equations/Linear-equations.faq.question.388664.html- Hook/ sample problem to be worked on for the graphic organizer.

Pandora Internet Radio: http://www.pandora.com/- Music to use during the hook

**__Handouts__**

//Sequence Chain//

//Inspiration Checklist//

**__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 graphic organizer, product, and layout of the lesson are all in a checklist format. Graphic organizers are very logic-oriented, step-by-step worksheets. Students will assess the logic of each others' graphic organizers, and will use their logic to complete their Inspiration products. They will also need to use their checklists to successfully complete their products, which will appeal to clipboards.

**//Microscope://** Students will need to evaluate the logic of each others' work when assessing graphic organizers. Also, students will need to be able to describe the steps to take in each different method of solving a system of equations, which will engage microscopes, as they will see the different components to each method.

**Puppy:** Students will work collaboratively to encourage a comfortable learning environment, and music will also add comforting appeal to the classroom. Peer review will give puppy students feedback that is not as intimidating as from the teacher, and there is time built into the lesson for students to revise their work and ensure they have understanding of the information.

**//Beach Ball://** Students will be using graphic organizers, talking with other students, using their computers, and will even receive a short break to create a small product of their own during the course of this lesson. Beach balls will appreciate the different mediums and activities.

**Rationale:** This lesson addresses learning needs necessitated by all learners, giving all 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://**

Entry Tickets: The teacher will learn valuable information about how students are coming along with their understandings of the subject material, and learn any questions students may be too afraid to ask in class.

Graphic Organizer: Sequence Chain: Students will fill out a sequence chain that will demonstrate their understanding of the important components of their type of solution method. They will be able to revise this if necessary, which will augment their understanding of the material.

**Summative:**


 * Inspirations- 50 Points:** Show the differences in progressions of solving problems by different methods. Utilize the checklist provided to show important factors to consider in each method of solving the system of equations, and make sure the product is formatted in a way that shows each step of each process clearly.

**//Rationale://** Students will be assessed in a number of different ways by the teacher, and peer evaluations will be incorporated to help ensure understanding of the material. Students will also have to assess each others' work, which will incorporate higher-level thinking to consider different reasoning.

**//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: ** Inspiration product will require sentence-based explanations that display understanding.
 * Logical/Mathematical **: Students will foster a understand behind the logic of different methods for different scenarios.
 * Visual/Spatial:** Inspiration products will demonstrate information in a visual web that shows organization and structure.
 * <span class="wiki_link_ext">Musical/Rhythmic: **<span class="wiki_link_ext"> Jungle music will add to the atmosphere and stimulate rhythmically-inclined learners.
 * <span class="wiki_link_ext">Intrapersonal: **<span class="wiki_link_ext"> Students inclined to intrapersonal strategies will appreciate the exit ticket that asks for a preference in solving systems problems.
 * <span class="wiki_link_ext">Interpersonal: **<span class="wiki_link_ext"> Interpersonal students will benefit from the collaborative aspect of the Inspiration project.
 * <span class="wiki_link_ext">Naturalist: **<span class="wiki_link_ext"> The opening question's reference to a zoo and the jungle music will help naturalist learners make connections to the material.

**//Type II Technology: Inspiration//**

**//Rationale://** Students will demonstrate their knowledge of the nuances when solving a system of equations by graphing, by substitution, and by elimination in a way that can be shared, printed, and referred to at a later time by using Inspiration. Inspiration shows sequential data by incorporating text, graphic organization, and graphics into a sharable document.

**//__NETS STANDARDS FOR TEACHERS__//**

**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.**

a. Promote, support, and model creative and innovative thinking and inventiveness

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://** Using Inspiration will allow students to demonstrate their knowledge of material in a creative and inventive way. The application allows for students to incorporate graphics, text, and sequential steps, which can be manipulated in a number of ways, allowing for a lot of student creativity. Also, students will collaborate in class and on the product, which will promote conceptual understanding.

**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.**

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

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://** The learning experience in this lesson uses a number of different teaching methods, including direct instruction, peer feedback, and technology, which address students' diverse learning styles. It also allows for personalized representations of understanding, by using Inspiration. ||  ||   || 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].
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