L6+Sullivan,+Joseph

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Sullivan **__Lesson #:__ 6 __Facet:__** Explanation
 * __ Grade Level __**** : ** High School **__Numbers of Days:__** 2
 * __ Topic: __** Creating a system of equations


 * __ PART I: __**


 * __ Objectives __**

Students will understand that equations and inequalities can be solved graphically.

Students will know the basics to setting up equations

Students will be able to translate inequalities or equations from statements to graphs


 * Product ** : Video Presentation


 * __ 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**

**__Jigsaw__**- Students will complete the first part of a graphic organizer and then each student will complete a section of another student's graphic organizer, and then another student will complete the last component of the organizer.

__**​As I See**__ **It-**​ Students will complete sentences pertaining to systems of equations, what they feel they know, what they learned from the unit, and what they may have any final clarifying questions on.

**Section II – timely feedback for products (self, peer, teacher)** Students will be provided a checklist of components to include and explain in their video products. When videos are presented in the class, students will receive feedback from their peers and from the teacher.

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


 * // Video Presentation- 50 Points: //**// Present a video walkthrough displaying each step to solving a system of equations and explaining the importance of each component. When you complete the video, upload it to YouTube and add the link to the class wiki. //

**__Integration__**

**Technology:** Students will create a video that depicts their knowledge of systems of equations and share that video on YouTube.

**Content Areas:** English: Students must use be able to explain their reasoning to the audience of their videos.

**__Groupings__**

**Section I - Graphic Organizer & Cooperative Learning used during instruction** The jigsaw graphic organizer encourages student collaboration and display students understanding.

**Section II – Groups and Roles for Product** Students will individually create their video products, and will receive feedback from the rest of the class and the teacher.

**__Differentiated Instruction__**

**__MI Strategies__**


 * Verbal-Linguistic: ** The iMovie will require spoken explanations that must be comprehensible and show understanding.
 * Logical/Mathematical: ** The iMovie will require written directions that must be easily understandable by somebody new to the unit.
 * Visual/Spatial: ** The iMovie is a visual presentation of the material learned in the unit.
 * Bodily/Kinesthetic: ** Students will be doing a hands-on project, shooting, cutting, and performing in the iMovie. Also, the hook activity (Jigsaw) will have students roam the classroom to complete each others' organziers.
 * Intrapersonal: ** The As I See It reflection will ensure students look at their understanding of material and assess it.
 * Interpersonal: ** Collaboration will be required for students to make the iMovie.

**__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 will come see the teacher and have a short discussion on what they missed in class. Students will receive a photocopy of the formative assessment, to hand in the next day, and be assigned the video project.


 * __ Extensions __**

Creating a video and uploading to YouTube enables the material to be shared with an entire universe of web users.
 * Type II technology: **


 * Gifted Students: ** Students seeking a further challenge can explain more examples.


 * __ Materials, Resources and Technology __**
 * Laptops
 * Jigsaw Graphic Organizers
 * iMovie, Windows Movie Maker
 * Whiteboard/smartboard/chalkboard
 * Projector

**__Source for Lesson Plan and Research__** > The formative assessment for the teacher to find out if students have any final clarifying questions.
 * As I See It- http://www.stemresources.com/static/tools/Assessments/Formative/AsISeeIt/index.html


 * __ PART II: __**

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

//AGENDA://

//DAY 1)//

//Jigsaw Activity- 15 Minutes// //Class Discussion/Debrief- 5 Minutes// //iMovie Intro- 15 Minutes// //Upload Sample iMovie to Class Wiki- 5 Minutes// //Plan iMovies/ Begin Production- 20 Minutes// //As I See It- 10 MInutes//

//DAY 2)//

//Address Questions from As I See It- 15 Minutes// //Peer Feedback- 15 Minutes// //Final Touches- 20 Minutes// //Present iMovies- 30 Minutes//

Tables will be arranged in a U. Students will understand that equations and inequalities are everywhere in their world. //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).// The ability to explain one's reasoning is crucial to success in many aspects of life. Each student will receive a Jigsaw graphic organizer with a question on it, and begin the first component of the question. Students will travel around the room finding other students to complete different components of their worksheets, and once everybody has finished their organizers, everybody will return to their seats.

**Where, Why, What, Hook, Tailors: Interpersonal, Logical**

Students will know how to create a system of equations, solve it, and explain the process. There will be a quick discussion on answers to the graphic organizers, and any questions will be answered. From there, the class will be introduced to iMovie, and afterwards, students will begin the planning and production of their videos. Students will complete their //As I See It// exit tickets and communicate their understandings of the unit material.

**Equip, Explore, Rethink, Revise, Tailors: Interpersonal, Linguistic, Logical, Visual, Intrapersonal**

The teacher will address any questions that were communicated through the exit tickets. Then, the class will have an opportunity to ask any final clarifying questions. Students will have 15 minutes to partner up and give feedback to one another, and after, there will be 20 minutes of the class allotted to making any finishing touches on the products.

**Explore, Experience, Revise, Refine, Tailors: Linguistic, Logical, Intrapersonal, Aural**

Students will self-assess using the checklist provided. Peer feedback will be given to students during the second class of the lesson. After products are presented to the class, the teacher will provide feedback to students.

**Evaluate, Tailors: Intrapersonal, Interpersonal**

**__Content Notes__**

Sample Problems for Jigsaw Activity- 2**x** + 3**y** = - 4 2**x** - 3**y** = - 4
 * 1. **

-**x** - **y** = - 2
 * 2.**
 * x** + 3**y** = 0

3**x** + 5**y** = - 12 4**x** - **y** = - 1
 * ​3.**

3**x** - 5**y** = - 17
 * 4.**
 * x** - 5**y** = - 9

4**x** + 3**y** = 37 - 2**x** - 3**y** = - 29
 * 5.**

- 2**x** + 5**y** = - 21 3**x** - 4**y** = 28
 * 6.**

- 9**x** + 7**y** = - 122 10**x** + 13**y** = - 93
 * 7.**

- 6**x** - 7**y** = 24 - 7**x** + 2**y** = 28
 * 8.**

13**x** - **y** = 106
 * 9.**
 * x** + **y** = 20

2**x** + **y** = 27 - 8**x** - 7**y** = - 129
 * 10.**

- 6**x** + 7**y** = 2 - 7**x** - 2**y** = - 18
 * 11.**

- 4**x** + 5**y** = - 45 5**x** + 2**y** = 48
 * 12.**

From http://www.mathscore.com/math/practice/System%20of%20Equations%20Substitution/

For students having difficulty with iMovie: http://www.youtube.com/watch?v=lfX0ptAA10Q

As I See It Problem: Fred's Coffee sells two blends of beans: Yusip Blend and Exotic Blend. Yusip Blend is one-half Costa Rican beans and one-half Ethiopian beans. Exotic Blend is one-quarter Costa Rican beans and three-quarters Ethiopian beans. Profit on the Yusip Blend is $3.50 per pound, while profit on the Exotic Blend is $4.00 per pound. Each day Fred receives a shipment of 200 pounds of Costa Rican beans and 330 pounds of Ethiopian beans to use for the two blends. How many pounds of each blend should be prepared each day to maximize profit? What is the maximum profit?

From http://www.algebra.com/algebra/homework/coordinate/word/THEO-2012-01-26.lesson

**__Handouts__**

Jigsaw Worksheet

As I See It

**__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://**


 * Clipboard ** : Students will show how to approach a system of equations in a logical way.


 * // Microscope: //** Students will display how they personally approach systems of equations and explain the process.


 * // Puppy: //** Students will not have to verbally announce their remaining questions, and will receive peer feedback before they have to pass in their products.


 * Beach Ball: **Students will go from moving around and working on each others' graphic organizers to exploring iMovie to reflecting and to explaining their understanding on unit material.

**Rationale:** This lesson 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:**

**Assessment for Learning:** Jigsaw, As I See It

**Summative:** Video Presentation

**Facet:** Explanation

**Rationale:** This lesson uses different types of formative assessment and a video summative assessment.

**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 their own lives and relate to the information that is being presented to them in the unit.

**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: ** The iMovie will require spoken explanations that must be comprehensible and show understanding.


 * Logical/Mathematical: ** The iMovie will require written directions that must be easily understandable by somebody new to the unit.


 * <span class="wiki_link_ext">Visual/Spatial: **<span class="wiki_link_ext"> The iMovie is a visual presentation of the material learned in the unit.


 * <span class="wiki_link_ext">Bodily/Kinesthetic: **<span class="wiki_link_ext"> Students will be doing a hands-on project, shooting, cutting, and performing in the iMovie. Also, the hook activity (Jigsaw) will have students roam the classroom to complete each others' organziers.


 * <span class="wiki_link_ext">Intrapersonal: **<span class="wiki_link_ext"> The As I See It reflection will ensure students look at their understanding of material and assess it.


 * <span class="wiki_link_ext">Interpersonal: **<span class="wiki_link_ext"> Collaboration will be required for students to make the iMovie.

**Type II Technology:** Video Presentation

**Rationale:** Students will utilize video software to complete this project, which will then be uploaded to YouTube and finally the class wiki. This video will have the ability to be shared with the web as an entity.

**__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 Students will demonstrate their understanding of the unit using a video tool on the computer and YouTube.

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes Students will fill out an As I See It exit ticket when leaving the first class of the lesson.

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

**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 Students will be asked to utilize video software to complete this lesson, promoting student creativity in illustrating their knowledge.

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].
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