S3+Robbins,+Brittany

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR or CCSS **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] and[| Cooperative Learning] the content (**Explore**), working on product (partners, teams...) (**Experience**)
 * (R)** **.4** Checking for Understanding Strategies during instruction (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7**Students will be able to ..., **(Facet Name)** Product: Type II Technology, Number of Days: (**Organize**)

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= It is important to understand a graph because as adults in the working environment, one should be able to recognize trends and be able to organize information. **(Why)** //Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression// **(What**) 1.2 Have a very intricate graph posted on a smartboard upon entering the classroom for students to by curious about prior to the lesson. I will ask them questions on what they see and inform them that they will gain the ability to create this using mathematics. (**Hook)** 1.3 Students will know Variables, quadratic equations, factoring, zeros (**Equip**), Students will use the Problem-Answer chart to organize their steps so students have a reference for the present activity as well as future problems they may be assigned related to graphing. (**Explore**), Graph will be drawn on smart board in teams of two after partners have organized information. (**Experience**) 1.4 Take turns on smartboard so teacher feed back can be given. Ask them presenting team questions so they can look at their work and provide evidence for their given answer. (**Rethink)** After feedback, team will be able to change the graph to fit given problem assuming there were mistakes **(Rethink/Revise),** More feedback will be given in order to promote new ideas on why students have made mistakes. (**Revise**/**Refine**), 1.5 **Formative Assessment: Pre-Assessment:** Worksheet prior to lesson to check for previous knowledge in subject. 1.6 **Tailors** 1.7 Students will be able to model a function visually **(Explanation)** **Product:** Smartboard graph with partners **Days**: 5 **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.1 Students will understand that quadratic equations can be represented visually **(Where)**
 * Checking for Understanding**: I will use exit tickets at the end of each class that will touch on the subject from the previous class to ensure all students are up to date with their understanding. **Timely Feedback:** Return exit tickets the following class and address mistakes on them to clarify any misconceptions. **(Evaluate**)
 * Verbal-linguistic -** Teacher feed back will be given on both the given exit tickets as well as the progress being made between partners on the graph construction.
 * Logical/Mathematical -** The graphic organizer will provide a step-by-step process for not just the graph being made in partners but future problems that will be assigned in the classroom that involve graphing.
 * Visual/ Spacial -** The graph's that will be presented to students will be in front of the class and on a smartboard.
 * Bodily/Kinesthetic -** Students will move to different areas of the room to work with partners. They will move from the smart board back to their seats after receiving feedback. Once the students' work is complete and they have finalized their work, they will end the lesson with a presentation of their work.
 * Musical/Rhythmical -** Music will be playing prior to class as well as during partner work. This will also help to create more of a privacy for students who are getting oral feedback because their peers will be listening to the music playing instead of listening in on corrections.
 * Interpersonal -** A graph will be created in teams of two.
 * Intrapersonal -** Students will reflect on their exit tickets and ask questions for their own clarification as well as the progress they are making in their partner groups.
 * Naturalist -** I will explain to students different scenarios where graphing is useful.

2.2 Upon students entering the classroom, play funny math related music so students will be listening and educated but still laughing and enjoying themselves. **(Hook)** 2.3 Students will know functions, completing the square, and square roots. **(Equip)** Students will use a word web to show how different steps lead to different conclusions while solving an expression. This way students will be able to refer to this in the future as a guideline. **(Explore)** Students will create online quizzes in partners for their classmates so they learn the material and create problems for their peers. Quizzes will be rotated from partner groups to partner group to reinforce the material. **(Experience)** 2.4 The “thumbs up” approach will be utilized to check in with students through out the lessons and to make sure everyone is on the same page. **(Rethink)** If students don’t give thumbs up, their needs will be addressed before moving on. Students, who do feel they have mastered the information, can assist in clarifying students’ needs. **(Rethink/Revise)** There will be after class opportunities as well for students to again review the information. **(Revise/Refine)** 2.5 ** Formative Assessment: Checking for Understanding **: I will evaluate all students quizzes prior to students taking their peers quizzes and give students feedback on the questions they intend on asking their fellow students. ** Timely Feedback: ** Quizzes will be graded so they will know their scores immediately after the quizzes have been administered so students again can learn from mistakes. ** (Evaluate ****)** 2.6 **Tailors** 2.7 Students will be able to adapt to the functions and determine what skills are needed to evaluate. **(Application) Product:** Online quizzes **Days:** 2 **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 2.1 Students will understand different functions are manipulated in unique ways.** (Where) **It is important for students to understand that different steps must be taken to arrive at an answer. ** (Why) ** // Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression // ** (What **)
 * Verbal-linguistic – ** Communication between partners to generate a quiz will provide verbal stimulation for this learning style.
 * Logical/Mathematical – ** An online quiz will cause the students to think logically and arrive at an answer.
 * Visual/ Spacial – ** The quizzes will be displayed on a computer screen and obviously read.
 * Bodily/Kinesthetic – ** The students will be on a computer choosing answers to their problems.
 * Interpersonal – ** Quizzes will be created in partners.
 * Intrapersonal – ** The quizzes will be taken individually so students will be able to assess their own knowledge.

3.2 A card game will be laid out on each group table to allow students to have fun with math. It will be a matching game so students can connect answers to different functions. **(** Hook) 3.3 Students will know properties of functions and how to manipulate them. **(Equip)** Students will use a t-chart to prepare for the web they will create. **(** Explore **)** The card game will be played in groups prior to the lesson so students can problem solve. **(** Experience **)** 3.4 While creating the web using inspiration feedback will be given from both peers and the teacher. **(** Rethink) The student will make adjustments after the feedback is received. ** (Rethink/Revise) ** Students will be able to use the web they create to organize steps for future assignments so they will see how different functions have different applications. **(** Revise /** Refine ****)** 3.5 ** Formative Assessment: Checking for Understanding **: Exit tickets will be used in this lesson as well to keep up with the students learning and clear up different misconceptions to put students on the right track. ** Timely Feedback: ** Exit tickets will be discussed with the students and re-teaching will be administered when needed. ** (Evaluate ****)** 3.6 ** Tailors ** 3.7 Students will be able to recognize differences in functions. ** (Reflection) ** ** Product: ** A web using Inspriation ** Days **: 2 ** (Organize) ** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 3.1 Students will understand different functions are manipulated in unique ways.** (Where) **It is important for students to understand that different functions should be recognized so one can manipulate a function easily without guessing and arriving at an incorrect answer. ** (Why) **// Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression // ** (What ****)**
 * Verbal-linguistic – ** Feedback on both the web and exit tickets will target these learners individually.
 * Logical/Mathematical – ** The information given in the lesson will be organized using inspiration so these learners will have to follow a step-by-step process to organize the information.
 * Visual/ Spacial – ** Creating a web will provide visual stimulation for these learners for the time being and in the future so they can visually see their steps.
 * Bodily/Kinesthetic – ** Playing the card game at the beginning of class will provide stimulation that requires mobile stimulation.
 * Interpersonal - ** Feedback from others will allow interaction with peers.
 * Intrapersonal – ** The web will be created individually so students can organize their thoughts.

4.2 Pictures will be posted of certain curves in real life situations that can apply to the students interests. They will group together in “photo groups”. **(** Hook) 4.3 Students will know factoring, polynomials, and be able to apply it to real work situations. **(** Explore **)** Word problems will be built around each picture and then solved in those groups. **(** Experience **)** 4.4 Working through problems and coming to the wrong answer within a group will allow for students to work together arriving to an answer. **(** Rethink) Revisions will be done based on the mistakes that are made during the “rethink” stage. ** (Rethink/Revise) **** Students will arrive to different answers after the mistakes are corrected. ****(** Revise /** Refine ****)** 4.5 ** Formative Assessment: Checking for Understanding **: The word problems made will give assessment of knowledge to myself on how the students are applying knowledge from the lesson. ** Timely Feedback: ** Teacher feedback will be given on word problems so students can be guided through the understanding process. ** (Evaluate ****)** 4.6 ** Tailors ** 4.7 Students will be able analyze the significance of a graph/ function in everyday life. ** (Perspective) ** ** Product: ** Comic life of a real life application. ** Days **: 3 ** (Organize) ** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 4.1 Students will understand that factoring polynomials can be useful in the real world.** (Where) **Students should be able to understand how to arrive at a definite answer for a variable to be able to find dimensions of curves and other real world situations. ** (Why) **// Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression // ** (What ****)**
 * Verbal-linguistic – ** Students will be discussing the word problems in groups.
 * Logical/Mathematical – ** The students will use problem solving to arrive at an answer for the word problem.
 * Visual/ Spacial – ** The pictures that are displayed and then comic life project that will be created will stimulate these learners in a visual way.
 * Bodily/Kinesthetic – ** Organizing oneself in groups by picture creates mobility.
 * Interpersonal – ** The word problems will be solved in groups based on interests.
 * Intrapersonal – ** Students will create a comic life of a real world application they find themselves.
 * Naturalist – ** Students will find real world applications for factoring polynomials.

5.2 When the students enter the class, I’ll be dressed as a construction worker. **(** Hook) 5.3 Students will know variables, quadratic equations, factoring, zeros **(** Equip **)** They will use a venn diagram to organize properties and research. **(** Explore **)**Students will work in groups of three to come up with professions where factoring will be applicable. **(** Experience **)** 5.4 In class research will be done on a specific topic that has been chosen by the group and guidance will be provided.**(** Rethink) Using the guidance, students will be able to find new information and apply it to their chosen profession. ** (Rethink/Revise) **Application to the real world will create a new way of thinking for students. **(** Revise /** Refine ****)** 5.5 ** Formative Assessment: Checking for Understanding **: Assisting with the research will gage the students’ knowledge of the subject area. ** Timely Feedback: ** Correcting errors will guide students in the right direction and provide maximum opportunity for success. ** (Evaluate ****)** 5.6 ** Tailors ** 5.7 Students will be able to relate functions to events one may encounter in the future. ** (Empathize) ** ** Product: ** Class blog of all information teams found about their chose profession. ** Days **: 5 ** (Organize) ** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 5.1 Students will understand that factoring polynomials can be useful in the real world.** (Where) **Students must be able to understand factoring to apply it to potential professions they may face down the road. ** (Why) **// Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression // ** (What ****)**
 * Verbal-linguistic – ** Students will present blog entry and profession to the class.
 * Logical/Mathematical – ** Creating an example of a use for factoring will provide students to use logic and critical thinking to solve the chosen equation.
 * Visual/ Spacial - ** The blogs will be combined into one class blog to compile all the information the class found as a whole.
 * Bodily/Kinesthetic – ** Computer work will keep students with this learning style engaged.
 * Interpersonal – ** Students will be working on a project and combining information for a single blog they will post to combine all class knowledge.
 * Intrapersonal – ** Students will research their profession individually and then later combine their findings.
 * Naturalist – ** Students will be relating math to real life events.

6.2 Have graphs on tables of different parabolic functions that are manipulated using coefficients and other factors. They will all be unique and have different properties. **(** Hook) 6.3 Students will know variables, quadratic equations, factoring, zeros **(** Equip **)** Students will use an input and output graphic organizer to breakdown individual differences in values of an equation. **(** Explore **)** Discussions will take place in table groups about the graphs and their differences based on previous knowledge pertaining to this unit. **(** Experience **)** 6.4 Discussions will cause students to feed off each other and change their ideas about how equations are manipulated. **(** Rethink) Guiding questions will be administered while students are discussing so they can again adapt their thinking. ** (Rethink/Revise) **Once groups arrive at an answer they will demonstrate it by creating new examples **(** Revise /** Refine ****)** 6.5 ** Formative Assessment: Checking for Understanding **: Quizzes will be administered every so often to assess student progress and understanding. ** Timely Feedback: ** The students will not be graded but will be pulled aside to address mistakes if need be. ** (Evaluate ****)** 6.6 ** Tailors ** 6.7 Students will be able to evaluate the importance of the zeroes of a function. ** (Interpretation) ** ** Product: ** iMovie educating the class on graph manipulation and zeroes of functions. ** Days **: 4 ** (Organize) ** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 6.1 Students will understand that quadratic equations can be represented visually ** (Where) ** Finding the zeroes of a function can show equality and relationships between certain functions and trends. ** (Why) ** // Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression // ** (What ****)**
 * Verbal-linguistic – ** Verbal discussion and feedback will be given throughout the lesson.
 * Logical/Mathematical – ** Once students use their logic to arrive at a reason for the adjustments, they will create their own idea.
 * Visual/ Spacial – ** An imovie will be created to show how graphs can be manipulated and where the zeroes of each function is.
 * Musical/Rhythmical – ** The imovie should have background music to avoid silence.
 * Interpersonal – ** Group discussions will take place at the beginning of class to evaluate the meaning behind the different graphs.
 * Intrapersonal - ** Students will reflect internally on their own evaluation of the graph.

2004 ASCD and Grant Wiggins and Jay McTighe