L3+Sullivan,+Joseph

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Sullivan **__Lesson #:__ 3 __Facet: Perspective__**
 * __ Grade Level __**** : ** High School **__Numbers of Days: 1__**
 * __ Topic: Differentiating between Equations and Inequalities __**


 * __ 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.
 * __ Objectives __**


 * Product: GoogleDoc **


 * __ 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) __**

Definitions Are Us: Students will complete graphic organizers that show differences between the two different types of systems.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will respond to each others' posts on GoogleDocs and the teacher will assess responses and provide feedback.
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __**
 * GoogleDocs- 25 Points: ** Have students respond to a prompt on the differences between equations and inequalities and also respond to at least one other student's answer.


 * __ Integration __**
 * Technology: GoogleDocs allows students to communicate via word document instantaneously even while at two different locations as long as there is an internet connection. Students can give peer feedback to each other and the teacher can view all responses. **


 * Content Areas: English: Students will need to demonstrate linguistic competency when creating an answer to the prompt and providing responses to others. **

Students will use Definitions-Are-Us and Venn-diagrams (preferably on iPads) to compare and contrast graphing equations and inequalities.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will collaborate by respond to each others' posts.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal-Linguistic: **Describing qualities of different types of functions will employ linguistic functions in students.
 * Logical/Mathematical: **Logical deduction will be necessary to differentiate between equations and inequalities.
 * Visual/Spatial: **The Venn-diagram will give spatial learners insight into the difference between systems.
 * Bodily/Kinesthetic: **If Venn-diagrams could be virtual, on ipads, or on portable whiteboards, kinesthetic learners would benefit from the interaction and hands-on approach.
 * Intrapersonal: **The personal response to the GoogleDocs question will encourage a self-reflection as to what is important to know about each different type of system.
 * Interpersonal: ** Responding to other answers on the GoogleDoc will give students to consider how others might be processing information and compare that to their own understanding.


 * __ 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 asked to meet with the teacher and briefly discuss points made in class, will receive a completed Definitions-Are-Us worksheet and will be given a Venn-diagrams to help organize their thinking. The student will then be instructed to look at the GoogleDoc and provide their own response to the prompt.
 * Plan for accommodating absent students: **


 * __ Extensions __**

GoogleDocs is an online collaborative technology that allows multiple individuals to contribute to one product that is viewable to all members in real-time, as long as there is an internet connection.
 * Type II technology: **

Gifted students can create and upload a video to YouTube that demonstrates the differences between systems of equations and inequalities.
 * Gifted Students: **

// Whiteboard // // Desks // // Laptops //
 * __ Materials, Resources and Technology __**

// List all URL and describe. // // Venn-Diagram: // http://www.eduplace.com/graphicorganizer/- click on venn diagram. For students to organize similarities and differences between equations and inequalities GoogleDocs: https://docs.google.com/- students will use googledocs to answer the prompt and comment on other student responses. //Definitions-Are-Us:// http://www.stemresources.com/static/tools/Assessments/Formative/Definitions/index.html- Graphic Organizers for students to create definitions of important terms: equation and inequality.
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

// Pass Back Grades from Glogster/Song Project: 10 Minutes // // Cereal Game: 10 Minutes // // Small Group Activity: Definitions-Are-Us: 20 Minutes // // Pass Out/Review Venn-Diagrams: 5 Minutes // // Work on Venn-Diagrams: 15 Minutes // // Field Questions: 10 Minutes // // Introduce Prompt: 10 Minutes //
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

Tables will be arranged in groups of fours. 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.// There is a difference between equations and inequalities, and answers to systems of one or the other mean different things. Students will begin the class by receiving results of their previous assessment. The class will then segue into "The Cereal Game," which will have students name items that are very nearly the same, but are not exactly the same, such as certain types of cereal.
 * Where, Why, What, Hook, Tailors: Linguistic, Interpersonal, Logical**

Students will know how to tell the difference between a system of equations and a system of inequalities, both in linear form and graphically. Students will receive a "Definitions-Are-Us" graphic organizer to complete with neighboring students in their groups. Students will collaborate in their groups to refine and revise their definitions, and the teacher will float around the classroom to assist any groups having complications. Once all groups have completed their worksheets, the teacher will reconcile differences between definitions. The teacher will then pass out Venn-diagram graphic organizers, and students will begin individual work while music plays in the background.
 * Equip, Explore, Rethink, Revise, Tailors: Intrapersonal, Linguistic, Visual, Spatial, Musical, Interpersonal**

Students will be able to compare and contrast the differences between equations and inequalities. The class will complete their Venn-diagrams in class and there will be a segment to ask any clarifying questions. Following this there will be a short time to correct any misconceptions. The teacher will then introduce the GoogleDoc assignment and prompt question.
 * Explore, Experience, Revise, Refine, Tailors:** **Spatial, Linguistic, Logical, Intrapersonal**

Students will peer review while working in groups to complete their Definitions-Are-Us worksheets. The teacher will provide feedback to students in class by answering any clarifying questions. Students will also provide feedback on the each others' responses on the GoogleDoc, and the teacher will respond by email to each student's answer. This connects to the next lesson and future assignments because it gives students the ability to identify differentiate between systems of equations and systems of inequalities.
 * Evaluate, Tailors: Interpersonal, Intrapersonal**

// Venn-Diagram: // http://www.eduplace.com/graphicorganizer/- click on venn diagram. For students to organize similarities and differences between equations and inequalities
 * __ Content Notes __**

//Definitions-Are-Us:// http://www.stemresources.com/static/tools/Assessments/Formative/Definitions/index.html- Graphic Organizers for students to create definitions of important terms: equation and inequality.

// Definitions-Are-Us: // // Venn-Diagram: //
 * __ 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: //** Students will use graphic organizers to convey their thoughts for the definitions of each different system, and use the Venn-diagram to organize their thoughts on differences and similarities. Any disputes on reasoning will be corrected by the teacher, and graphic organizers will build a structure to base students' responses to the prompt.


 * // Microscope: //** Students will consider other students' reasoning while collaborating to create definitions for each system.


 * Puppy: ** Students will work collaboratively to encourage a comfortable learning environment, and music will also add comfort to the classroom.

Students will use a variety of mediums for this lesson, including the Definitions-Are-Us graphic organizer, a Venn-diagram, and GoogleDocs. Also, students will use small group work, individual work, and peer reviews in this lesson.
 * // Beach Ball: //**


 * 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.//**

Definitions-Are-Us: Students will collaborate to conjure definitions for the different systems. Venn-Diagram: Student will organize understandings of each different system to help base their responses on.
 * // Formative: //**


 * Summative: **
 * GoogleDocs- 25 Points: ** Have students respond to a prompt on the differences between equations and inequalities and also respond to at least one other student's answer.

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.
 * // 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.//**


 * // 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: **Describing qualities of different types of functions will employ linguistic functions in students.
 * Logical/Mathematical: **Logical deduction will be necessary to differentiate between equations and inequalities.
 * <span class="wiki_link_ext">Visual/Spatial: **<span class="wiki_link_ext">The Venn-diagram will give spatial learners insight into the difference between systems.
 * <span class="wiki_link_ext">Bodily/Kinesthetic: **<span class="wiki_link_ext">If Venn-diagrams could be virtual, on ipads, or on portable whiteboards, kinesthetic learners would benefit from the interaction and hands-on approach.
 * <span class="wiki_link_ext">Intrapersonal: **<span class="wiki_link_ext">The personal response to the GoogleDocs question will encourage a self-reflection as to what is important to know about each different type of system.
 * <span class="wiki_link_ext">Interpersonal: **<span class="wiki_link_ext"> Responding to other answers on the GoogleDoc will give students to consider how others might be processing information and compare that to their own understanding.


 * // Type II Technology: GoogleDocs //**


 * // Rationale: //** Students will demonstrate their knowledge of the differences between systems of equations and systems of inequalities using GoogleDocs, which will allow them to view the responses of other students to the prompt and give them feedback, allowing each student to consider another point of view and analyze it.

__//**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 utilize GoogleDocs, a Type II technology which encourages collaboration within the class and helps clarify student understandings. Also, the teacher will be assessing student learning and responding via email to students on their thoughts, which also demonstrates virtual collaboration.**//

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

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