L4+Leal,+Samuel

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name: __**** Mr. Leal **
 * __ Lesson #: __**** 4 **
 * __ Facet: __**** Knowledge **
 * __ Grade Level: __**** High School **
 * __ Numbers of Days: __**** 6 **


 * __ Topic: __** Students will understand how to use the quadratic formula for solving


 * PART I: **


 * Objectives **
 * Student will understand that ** they can reveal the zeros of a function to then find what points by using the quadratic formula.
 * Student will know ** Students will know: function, quadratic, zeros, expression, exponent, and quadratic formula.
 * Student will be able to do ** Students will be able to recognize what the quadratic gives you as an answer and what it’s used for.


 * Product: **
 * Create a fun comic to show an understanding of how to use the quadratic formula. These are often my favorite and students get to be very funny if they'd like and it helps the students learn the math really well by making applications. Also a fun opportunity to make a digital story. Apply math to the real world is reaching towards a good understanding of the material!

Common Core State Standards Content Area: Algebra Grade Level: High School Domain: Seeing Structure in Expressions Standard: Write expressions in equivalent forms to solve problems Clusters: 3, 4
 * Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment **


 * Rationale: ** Students will learn how to apply some of their previous learning and now also to be able to solve quadratics by using the quadratic formula.


 * Assessments **


 * Formative (Assessment for Learning) **
 * Section I – checking for understanding during instruction **
 * Clickers, Students will show their level of understanding for the material by using their cell phones in class to text in an answer presented up on the board and we'll see the results of the question on the overhead generating discussion.


 * Section II – timely feedback for products (self, peer, teacher) **
 * Teacher-Assessment using a Checklist, students will be given the checklist for their Comic's when the project is assigned so that they have it to give themselves feedback as they go along.


 * Summative (Assessment of Learning): **
 * ** Comic Life, ** Create a fun comic to show an understanding of how to use the quadratic formula. These are often my favorite and students get to be very funny if they'd like and it helps the students learn the math really well by making applications. Also a fun opportunity to make a digital story. Apply math to the real world is reaching towards a good understanding of the material!
 * We will have a test that covers the previous 4 lessons on quadratic equations.


 * Integration **
 * Technology: **
 * ** Comic Life, ** Create a fun comic to show an understanding of how to use the quadratic formula. These are often my favorite and students get to be very funny if they'd like and it helps the students learn the math really well by making applications. Also a fun opportunity to make a digital story. Apply math to the real world is reaching towards a good understanding of the material!


 * Content Areas: **
 * ** Art: ** Students will have a chance to be creative with what their comic looks like, with visuals and colors to make it catchy for the eye.
 * ** English: ** The text is very important to a comic. Often helps tell a story as well as often adds some humor.


 * Groupings **
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Students will use a Tic-Tack-Toe Chart graphic organizer to see and practice the content. To do more practice the students will get into groups. Each person in the group is numbered and the groups are asked to solve a few questions. Once everyone in the group can answer each. A number will be called and they shout out what the group got.


 * Section II – Groups and Roles for Product **
 * Students will work in groups on their comic. Groups will be assigned by having the class line up based on their self-rating and their own practice with Comic Life. Then by folding inward and partnering up the students with more experience with those students who have had less experience. Groups will be of 2 for this project.


 * Differentiated Instruction **


 * MI Strategies: **


 * Verbal-Linguisitc: ** Groups will have to write scripts for their Comic's. This doesn't have to be much writing, but it can help tell a story.
 * Logical/Mathematical: ** The Tic-Tack-Toe Chart for organizing their notes on how use the quadratic formula will give students an opportunity to neatly organize their notes.
 * Visual/Spatial: ** In Comic Life students will be able to be creative in their visuals that help add to the project.
 * Musical/Rhythmic: ** Students will work be able to listen to their iPod's when working individually on their homework.
 * Intrapersonal: ** Students will have the choice to work on their homework individually and be able to ask questions to the teacher or students.
 * Interpersonal: ** Students will be in working in groups and have fun with the Numbered heads activity.
 * Naturalist: ** Some examples when practicing the material will be related to natural ideas in the real world.


 * 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: **
 * Student participation is a key to success. Participation is an important part of your grade, but I understand students won't always be tip top everyday and will miss maybe a couple classes here and there. But understand that this is a grade way to do really well in this class. I do totally understand that there will be time when you are unable to make it to class. In this case ask students, check the website for assignments, and always feel free to email me anytime if you have any questions. Also I encourage to come stop by and visit the day you come back even if it's not the regular day we meet.


 * Extensions **


 * Type II technology: **
 * Comic Life, students will Create a fun comic to show an understanding of how to use the quadratic formula. These are often my favorite and students get to be very funny if they'd like and it helps the students learn the math really well by making applications. Also a fun opportunity to make a digital story. Apply math to the real world is reaching towards a good understanding of the material!


 * Gifted Students: ** Having the seating in clusters, students who are doing well will have that opportunity to help others within the groups. Also being leaders in the discussions when solving problems.

// List all the items you need for the lesson. //
 * Materials, Resources and Technology **
 * A student sample of a Comic Life
 * Handouts:
 * 1) Tic-Tac-Toe Chart
 * 2) Comic Life Checklist
 * Graphing Calculators
 * Pencils, Paper,
 * Laptop/Charger
 * Dongle
 * LCD Projector
 * Graph Paper
 * White Boards
 * Markers
 * Book

// List all URL and describe. //
 * Source for Lesson Plan and Research **
 * [] This is where the examples I'm using are.
 * [] Quadratic Formula video, very funny!
 * []


 * PART II: **


 * 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) //

// Day 1: 80min // The classroom seating will be arranged into clusters. Lots of group work will be taking place during class and this seating arrangements will allow for students to have these discussions. Also allows for gifted students to teach other students. Some students often learn better from their peers. Allows focus more to be on the group rather than the individual, often giving students more courage to speak up.
 * Start class by showing a very funny video about the quadratic formula! We will have a quick discussion after to let students settle in after laughing! (15min)
 * I will introduce notes from the chapter and the new material. Teaching how to use the quadratic formula. (30min)
 * I will hand out the Tic-Tac-Toe Chart graphic organizer for the students to organize their notes. Also, I can add more examples of how to use the quadratic formula and I'm open for questions. (20min)
 * I will give a quick tutorial of Comic Life assigning students with their groups based on their experience with Comic Life. Groups of 2. (10min)
 * Students will have an opportunity to play with this Comic Life for the remaining time or start their homework. I will walk around and answer any questions. (5min)
 * Rewind and recap (what to do for next class, check for understanding, any final questions). (5min)

// Day 2: 80min // The classroom seating will be arranged into clusters. Lots of group work will be taking place during class and this seating arrangements will allow for students to have these discussions.
 * We will begin class by going over homework, asking questions about anything that's stumbling them. Often checking for understanding by reading facial expression. (30min)
 * I will introduce the new material from the next section, going over new notes and examples. (15min)
 * Work together in groups (with their spring partners) with the Sequence Chart graphic organizer, any lingering questions to each other, or to me. (10min)
 * We will do a fun activity know as clickers. I will put a question up on the projector and students will solve the quadratic using the quadratic formula. Then text in their answer using the code I give. The poll of answers will come up on the projector. We will then have a chance to discuss if their are a few different answers, otherwise we'll just move on. (20min)
 * Rewind and recap (what to do for next class, check for understanding, any final questions). (5min)

// Day 3: 80min // The classroom seating will be arranged into clusters. Lots of group work will be taking place during class and this seating arrangements will allow for students to have these discussions.
 * We will start class by doing an activity called "Circle the Sage." Students who feel they did well on their homework are the sages. And become the teachers as they help out and answer questions other students have about their homework. (25min)
 * I will go over what the students will expect on a quiz the at start of next class. (10min)
 * Time to work with Comic Life groups on projects. (30min)
 * Rewind and recap (what to do for next class, check for understanding, any final questions). (5min)

// Day 4: 80min // The classroom seating will be arranged into clusters. Lots of group work will be taking place during class and this seating arrangements will allow for students to have these discussions.
 * We will take a quick quiz to give students an opportunity to show their understanding of the material. Like most of the previous quizzes students will be able to use their graphic organizers. After everyone has completed the quiz we will go over the questions together as a class. (30min)
 * The rest of class will give students the opportunity to work on their Comic Life projects. Also this is a time to ask any questions about what to expect on the test for next class. (The test is a compilation of their previous 4 quizzes and just the numbers in the questions are changed up a bit). (45min)
 * Rewind and recap (what to do for next class, check for understanding, any final questions). Test next class. (5min)

// Day 5: 80min // The classroom seating will be arranged into clusters. Lots of group work will be taking place during class and this seating arrangements will allow for students to have these discussions.
 * Test day! (80min)
 * If all students finish early they may have time to work in their groups on the Comic Life project, presentations next class.

// Day 6: 80min // The classroom seating will be arranged into clusters. Lots of group work will be taking place during class and this seating arrangements will allow for students to have these discussions.
 * Project Day! (80min)

Students will understand that they can reveal the zeros of an function to then find what points by using the quadratic formula. I will begin the lesson by showing a very funny video students had created for a class about the Quadratic Formula. This video will get students talking and laughing about the video! This will be the way I hook the students into wanting to learn more about the quadratic formula and how it's often most students’ favorite way to solve quadratics. I will give the students of where they are heading with the next few classes and what to expect. There will be often lots of group work in this lesson and therefore the seating arrangement in the classroom will be in clusters. Giving students an opportunity to see the front of the class, but also to have groups where students can hold conversations with their peers when doing work. In the first class I will show an example of a Comic Life project and that this will be the technology they will be using to show their understanding of the material at the end of the lesson.
 * Where, Why, What, ** **Hook, Tailors:** Verbal, Interpersonal, Visual.

Students will know: Students will know: function, quadratic, zeros, expression, exponent, and quadratic formula. **(See content notes).** Students will use a Tic-Tac-Toe Chart graphic organizer to take notes while I go through examples of how to use the quadratic formula on the board. I will teach in a step-by-step process so students are able to follow along and take clear notes, then transfer them to their graphic organizer. To check for understanding during instruction I will mostly be reading facial expressions of my students. We will take a break to do a fun activity know as clickers. I will put a question up on the projector and students will solve the quadratic using the quadratic formula. Then text in their answer using the code I give. The poll of answers will come up on the projector. We will then have a chance to discuss if their are a few different answers, otherwise we'll just move on. This will give me a chance to ask questions to the students in the areas that I need to address more and clarify. Also this will tell me if the students are ready to move on. Another way many students learn best is from their peers. To do more practice when we have the time we will do an activity called "Numbered Heads." Students will get into groups. Each person in the group is numbered and the groups are asked to solve a few questions. Once everyone in the group can answer each. A number will be called and they shout out what the group got.
 * Equip, Explore, Rethink, Revise, Tailors: ** Verbal, Logical-Mathematical, Interpersonal, Visual.

Students will be able to recognize what the quadratic gives you as an answer and what its used for. For this lesson students will be in groups working together on a Comic, in Comic Life. The Comic's are encouraged to be creative and if they can try and tailor them to telling a story. This makes the project a lot of fun and something they can look back on and be proud of. I will give a tutorial of a Comic Life and how it works, what it can do and show some examples of ways in which students can use it to demonstrate their understanding of using the Quadratic Formula. I will hand out the checklist ahead of time so students know what to expect when they are graded and students can self assess throughout the project. The checklist shows and gives tips on how to be creative, but Comic's are very open ended.
 * Explore, Experience, Revise, Refine, Tailors: ** Verbal, Logical-Mathematical, Interpersonal, Intrapersonal, Visual.

After students have made their final touches to their Comic's I will use that same checklist and take a close look at the Comic's. For this project the presentations will more be just showing off their Comic. This is because we also have a test in this lesson, so I want to give more time for students to study for that. I will look at each Comic after they have been shown off to the class to evaluate and grade.
 * Evaluate, Tailors: ** Interpersonal, Verbal, Visual.

Students will know….. [|lesson10_4.pdf]
 * Content Notes **
 * // (Attached at the end) //**

// List the items that need to be printed out for the lesson. //
 * Handouts **
 * 1) Tic-Tac-Toe Chart
 * 2) Comic Life Checklist


 * Maine Standards for Initial Teacher Certification and Rationale **


 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**


 * // Learning Styles //**


 * // Clipboard: //**// Students who are Clipboard learners will learn well using Tic-Tac-Toe Chart Graphic Organizer. This will give students a chance to keep their notes very organized and sequential. Also these students will learn the quadratic formula really well, because it is a very straightforward way of solving quadratics. It's clear and easy. When teaching I like to keep my math organized on the board and that helps with these students and their note taking as well as a giving them a process for solving each function. //


 * // Microscope: //**// Students who are Microscope learners will be able to try as much as they want on homework assignments and will enjoy looking at all the things they can do with their Comic's. Adding real world applications of the math will be enticing for Microscope learners. There is a lot of freedom to do as much as they'd like. //


 * // Puppy: //**// Students who are Puppy learners I believe will do well with the cluster seating. This seating arrangement lets the students be in close conversations with peers and it puts the focus more on the group rather than the individual student. Also this takes away from the feel that it's just a teacher lecturing to everyone, but now more like the teacher facilitating groups. This will help for a comfortable learning environment. Students will also be working in groups on their Comic Life projects, but also in a "Numbered Head's" activity. I will also walk around to help and answer any questions too. //


 * // Beach Ball: //**// Students who are Beach Ball learners will be able to be creative with their Comic's. Comic's life can be funny and also they could be a digital story. This is one of the best projects for creativity. Also classes will be structured and organized, but we will be doing a lot of things. Changing things up and keeping these students on their toes will be beneficial to them and their learning. //


 * // Rationale: //**// This lesson shows that I can teach in a structured way that will help students who are Clipboard learners, but also give enough freedom for students who want choices and to be creative. Also that the classroom environment can be a positive one for all learners. Making it comfortable for students to have their voices be heard and to feel free to ask questions at any time. //


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Content Knowledge: See Content Notes (Attached) //**

Common Core State Standards Content Area: Algebra Grade Level: High School Domain: Seeing Structure in Expressions Standard: Write expressions in equivalent forms to solve problems Clusters: 3, 4
 * // MLR or CCSS: //**


 * // Facet: Knowledge //**


 * // Rationale: //**// Students will learn how to solve quadratic equations by using the quadratic formula. //


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**


 * Verbal-Linguisitc: ** Groups will have to write scripts for their Comic's. This doesn't have to be much writing, but it can help tell a story.
 * Logical/Mathematical: ** The Tic-Tack-Toe Chart for organizing their notes on how use the quadratic formula will give students an opportunity to neatly organize their notes.
 * Visual/Spatial: ** In Comic Life students will be able to be creative in their visuals that help add to the project.
 * Musical/Rhythmic: ** Students will work be able to listen to their iPod's when working individually on their homework.
 * Intrapersonal: ** Students will have the choice to work on their homework individually and be able to ask questions to the teacher or students.
 * Interpersonal: ** Students will be in working in groups and have fun with the Numbered heads activity.
 * Naturalist: ** Some examples when practicing the material will be related to natural ideas in the real world.


 * // Type II Technology: Comic Life //**
 * Comic Life, students will Create a fun comic to show an understanding of how to use the quadratic formula. These are often my favorite and students get to be very funny if they'd like and it helps the students learn the math really well by making applications. Also a fun opportunity to make a digital story. Apply math to the real world is reaching towards a good understanding of the material!


 * // Rationale: //**// Students will be able to show their understanding through creating a Comic. Students can be humorous and also very creative in showing how to use the quadratic formula with a digital story. //


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * // Formative: //**
 * Clickers, Students will show their level of understanding for the material by using their cell phones in class to text in an answer presented up on the board and we'll see the results of the question on the overhead generating discussion.


 * // Summative: //**
 * ** Comic Life, ** Create a fun comic to show an understanding of how to use the quadratic formula. These are often my favorite and students get to be very funny if they'd like and it helps the students learn the math really well by making applications. Also a fun opportunity to make a digital story. Apply math to the real world is reaching towards a good understanding of the material!
 * We will have a test that covers the previous 4 lessons on quadratic equations.

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]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * // Rationale: //**// Formative assessment is an important way to check the students for understanding. All students learn differently and at different paces. As a teacher and throughout this lesson I will be checking students’ progress by having discussions with the class and also walking around the room during group activities. This lesson offers students to show their understanding through a product as well as in a written test. // || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||