L5+Robbins,+Brittany

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Robbins **__Lesson #:__** 5 **__Facet:__** Empathize
 * __ Grade Level __**** : ** 9-10 **__Numbers of__ __Days:__** 2.5
 * __ Topic: __** Factoring and Zeroes


 * __ PART I: __**

Student will understand that quadratic equations can be represented visually. Student will know variables, quadratic equations, factoring, zeroes. Student will be able to model a function visually.
 * __ Objectives __**


 * Product: ** Students will create a class blog where all of their information will be stored to share with eachother.

Common Core State Standards Content Area - Algebra Grade Level - High School Domain - Seeing Structure in Expressions Cluster - Write expressions in equivalent forms to solve problems Standard - 3.) Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represent by the expression. (a) Factor a quadratic expression to reveal the zeros of the function it defines
 * __ Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** Students will manipulate and solve various problems in multiple lessons that allows them to master the idea of the significance of intercepts, maxima/minima, and factoring.


 * __ Assessments __**

** Section I – checking for understanding during instruction: ** Assisting with the research will gauge the students’ knowledge of the subject area.
 * __ Formative (Assessment for Learning) __**


 * Section II – timely feedback for products (self, peer, teacher): **Correcting errors will guide students in the right direction and provide maximum opportunity for success.

Students will find professions where factoring and finding the equation of a curve is useful. This will be done in groups of three and researched in class. From there a class blog will be created so all students can share their information and be able to relate the unit to real work information. They will have time to peer edit and receive feedback from myself so mistakes will be corrected.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Students will post research on a class blog that contains information about a profession of their choice that utilizes solving quadratic equations.

**English**: Students will write an essay on their research and post on the class blog to compare and contrast with their peers.

In class research will be done on a specific topic that has been chosen by the group and guidance will be provided. Using the guidance, students will be able to find new information and apply it to their chosen profession. Application to the real world will create a new way of thinking for students. Students will use the "Research Note Taker" graphic organizer to
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction: **

Students will work in groups of three to come up with professions where factoring will be applicable. They will have the freedom to chose their group members so they will share a common interest in what they will be researching. They are all to research the project and contribute evenly. This will be enforced through checking resources throughout the process by myself to not only ensure equal contributions but to determine validity.
 * Section II – Groups and Roles for Product: **


 * __ Differentiated Instruction __**

**Verbal-linguistic** – Students will present blog entry and profession to the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Logical/Mathematical** – Creating an example of a use for factoring will provide students to use logic and critical thinking to solve the chosen equation. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Visual/ Spacial** - The blogs will be combined into one class blog to compile all the information the class found as a whole. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Bodily/Kinesthetic** – Computer work will keep students with this learning style engaged. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal –** Students will be working on a project and combining information for a single blog they will post to combine all class knowledge. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal** – Students will research their profession individually and then later combine their findings. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Naturalist –** Students will be relating math to real life events.
 * __ MI Strategies __**


 * __ 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: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students are expected to attend all classes. In the event that an unexpected emergency/ or illness were to occur, provided documentation is to provided upon returning to class. If an expected event conflicts with class, it is expected that you inform me of the upcoming absence to prepare you for the work that will be missed. With proper documentation and preparation, you will be able to work with me to come up with a plan on how this goal of the lesson will be met. A meeting arranged between the student and myself will take place where the student will individually present the information to ensure the information from the lesson is mastered.


 * __ Extensions __**


 * Type II technology: ** The class blog will allow the students to have access to all of their peers work to get ideas for potential future professions. It will give students incite on what their peers are interested in and maybe even give others ideas on a possible career.

Students who have been deemed gifted will be given the same amount of work as the rest of the class but will be challenged to dig deeper into their chosen profession and attempt to find an individual in the career and include an interview in their blog entry.
 * Gifted Students: **

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">List all the items you need for the lesson. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Computer <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Graphic Organizer <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Blogger.com access
 * __ Materials, Resources and Technology __**

// List all URL and describe. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Quadratic Equation Explained [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Homework Sheet using the Quadratic Equation [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Handouts for Quadratic Formula <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(1) [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(2) [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Graphic Organizer - Research Note Taker http://www.dailyteachingtools.com/images/500ResearchNoteTaker.jpg
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 1 (80 mins) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(5 mins) Allows students to settle into the classroom and allow time for absent students to come and see me about missed work and arrange for a meeting if need be. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(15 mins) At the beginning of the class period I will be dressed as a construction worker. We will discuss the potential things that I may be doing mathematically through out the day if I was indeed a construction worker. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(30 mins) I will have students share what they would like to be when they "grow up". I will open up the discussion for students to talk about how math could be used in their profession as well. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(15 mins) I will allows students to group themselves into groups of three so they will share a common interest in a profession. I will have them look at the website that has been supplied in the lesson and decide upon a profession to research as a team. I will had out the graphic organizer and inform them about what they are to be doing with it and how to fill it out. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(15 mins) I will allows students to get a head start on filling out the graphic organizer in their groups. They will all pick a different website to get information from which they will be required to write down on their sheet. Their homework will be to complete the graphic organizer.
 * __ 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) //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 2 (80 mins) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(5 mins) Allows students to settle into the classroom and allow time for absent students to come and see me about missed work and arrange for a meeting if need be. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(10 mins) I will go around the room and verify that they have all completed their graphic organizers and have different websites in each. If someone hasn't completed the task they will finish it in class but receive no credit for the homework. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(15 mins) I will take the time to get everyone set up on blogger.com. They will all have access to the same blog so posting will be compiled into one. If students are working on their homework that should have been completed the night before, their group members will set the missing person up on blogger. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(40 mins) Students will write their blog together as a team using the notes they took over night and compile them into a single blog posting. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(10 mins) Finishing touches on the blog should be completed and students will be assigned to read another groups blog and peer edit it for homework. I will also edit the blogs over night and send feedback to the groups. The feedback will be emailed and the homework that is done by the students will be cc'ed to me.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 3 (80 mins)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(5 mins) Allows students to settle into the classroom and allow time for absent students to come and see me about missed work and arrange for a meeting if need be. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(10 mins) I will check my email and see who has completed the feedback for homework. I will ask students who didn't give feedback to see me. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(20 mins) Groups will have time to recap and go over their feedback and make adjustments. (if more than 20 mins is needed, more time will be given) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The remainder of the period will move into lesson six.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will be dressed as a construction worker to promote interest and conversation with the students. Hopefully there will be some time for laughs and humor while we are discussing. I will steer the conversation towards higher order of thinking about what they could do in the future and how math could be used in their profession since this seems to be a common issue for math students. This way they will answer the questions themselves as well as for their peers when they complain or get frustrated with math. They can point out how it can be used in the future. I will allow students to raise their hand and bring up an idea or topic. Then as a class I will call on others that also have input. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Where, Why, What, Hook Tailors:** verbal, logical, Intrapersonal, interpersonal, naturalist.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">If I need to I will guide the students in the right direction when we are discussing the topic of future professions. I will ask how would you use factoring in this profession? Are you building something? Are you looking for trends? ETC. I will bring up new professions if students can't think of anything to say or just chose not to. This discussion will rely mostly on the ideas of the students and they will be feeding ideas off each other. To avoid a situation where students are silent or not engaged. I will have them lead into their project by having them start to research on their own without any guidance from me. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Equip, Explore, Rethink, Revise, Tailors:** verbal, visual, naturalist, interpersonal, intrapersonal, logical

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Student will understand that quadratic equations can be represented visually. They will be able to apply their findings to real situations so they can better understand why they are learning the information from the unit. They will be able to thinking deeper and find reasoning for the content while discussing their doubts as well as their ideas on the subject area and its application in real world situations. They will have received a large amount of information from previous lessons that they will be able to think about and use in this lesson. They have previously been introduced to this information in lesson 4. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Explore, Experience, Revise, Refine, Tailors:** Visual, intrapersonal, logical, verbal, naturalist.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be assessed using their graphic organizer to not only make sure that they are completing the project in a progressive manner but to check in and make sure that the students understand the content from previous lessons. When their Graphic Organizers are checked on day two, it will force them to complete their work to receive credit for the homework. I will make sure that I make it clear that they will not be graded on their work but more towards completion so I know that an attempt was made to do the work. When they compare their notes with their group members, they will be able to see if the work they did was useful in their group project and self reflect on their work. When their blog entries are completed, I will assess their current work and give them things to address and work on for the following class period. They will also be assessing their peers in the mean time and the following class will make revisions based on the feedback. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Experiance, Rethink, Revise, Tailors:** verbal, visual, interpersonal, intrapersonal, logical

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // Quadratic Equation Explained [] Handouts for Quadratic Formula (1) [] (2) [] Jobs that use quadratic Equations. http://www.xpmath.com/careers/topicsresult.php?subjectID=2&topicID=10
 * __ Content Notes __**

// List the items that need to be printed out for the lesson. // Graphic Organizer - Research Note Taker http://www.dailyteachingtools.com/images/500ResearchNoteTaker.jpg
 * __ 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 have the opportunity to organize their information using the research note taker.
 * // Microscope: //** Students will be researching their preferred profession to promote deep thinking and analyzing of their topic.
 * // Puppy: //** Students will be in a positive learning environment that encourages interactive learning and progression.
 * // Beach Ball: //** Students will use a variety of resources to absorb ideas.
 * // Rationale: //** Different approaches and was of presenting information will prom <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ote comfortable learning environments for all students.


 * // 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.//**

** Section I – checking for understanding during instruction: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Assisting with the research will gauge the students’ knowledge of the subject area.
 * __ Formative (Assessment for Learning) __**


 * Section II – timely feedback for products (self, peer, teacher): **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Correcting errors will guide students in the right direction and provide maximum opportunity for success.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will find professions where factoring and finding the equation of a curve is useful. This will be done in groups of three and researched in class. From there a class blog will be created so all students can share their information and be able to relate the unit to real work information. They will have time to peer edit and receive feedback from myself so mistakes will be corrected.
 * __ Summative (Assessment of Learning): __**


 * // Rationale: //** Students will have multiple "check up"times to assess their progress and the application from previous lessons.


 * // 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: //**


 * // CCSS: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Common Core State Standards

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Content Area - Algebra

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Grade Level - High School

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Domain - Seeing Structure in Expressions

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Cluster - Write expressions in equivalent forms to solve problems

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Standard - 3.) Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represent by the expression.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(a) Factor a quadratic expression to reveal the zeros of the function it defines

//**Facet**//: Empathize


 * // 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.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Verbal-linguistic** – Students will present blog entry and profession to the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Logical/Mathematical** – Creating an example of a use for factoring will provide students to use logic and critical thinking to solve the chosen equation. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Visual/ Spacial** - The blogs will be combined into one class blog to compile all the information the class found as a whole. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Bodily/Kinesthetic** – Computer work will keep students with this learning style engaged. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal –** Students will be working on a project and combining information for a single blog they will post to combine all class knowledge. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal** – Students will research their profession individually and then later combine their findings. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Naturalist –** Students will be relating math to real life events.
 * // MI Strategies: //**


 * // Type II Technology: //** Students will post research on a class blog that contains information about a profession of their choice that utilizes solving quadratic equations.


 * // Rationale: //** Because the information that the students have gathered as a class is posted online, they will be able to access it at anytime. If they feel the need they can look at it when deciding where to go for a higher education.

__//**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

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rationale: Students will organize their thoughts and ideas using a class blog that compiles the class research for further investigation.

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

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rationale: Students will design a blog and put information they feel is vital into it. They will customize their learning and build upon past ideas from the unit. ||  ||   || 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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