L6+Hale,+Jordan

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

** LESSON PLAN FORMAT **

**__ Lesson #: __** 6 **__Facet:__** Empathy **__Numbers of Days:__** 3
 * __ Teacher’s Name __**** : ** Mr. Hale
 * __ Grade Level __**** : 9 **
 * __ Topic: __** //Factoring polynomials.//


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand ** how to solve a quadratic function in the form ax^2+abx+c and (x+a)(x+b).
 * Student will know ** factors, FOIL.
 * Student will be able to ** solve and factor quadratic equations.


 * Product: Glogster/Test **

__**Common Core State Standards**__ __**Contenet Area:**__ Algebra __**Grade:**__ Level: High School __**Domain:**__ Reasoning with Equations and Inequalities __**Standard:**__ Solve quadratic equations. __**Cluster:**__ 3
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: **Students will learn how to solve equations by using thumbs up/down during instruction and use a step-by-step graphic organizer.


 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only) __**

During instruction, the teacher will use the handprint sheet to check for understanding. Throughout examples and discussions, students will write questions down outside the handprint. Then, at the end of class on the inside of the handprint, students write any questions that are on the outside of the handprint, with the most important ones in the fingers. The teacher will then answer those questions next class.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

The students homework will give the students a chance to receive feedback on their work, both by themselves and the teacher. When the class begins, an opportunity to ask questions over the homework is given to the students. The students will then pass in their homework for the teacher to review for common mistakes to review with the students in the next class.The students will have a check list for their Glogster that will be self-evaluated and then passed in to be evaluated by the teacher.
 * Section II – timely feedback for products (self, peer, teacher) **

Glogster Students will have a chance to use visuals to show the class how to foil. Students can tap into their own personal interests for this project and use images to show they know how to FOIL. Students will create a virtual poster using Glogster to relate the FOIL method to their own lives. Students can create a visual using a song if they are musical and have the lyrics on the poster. Students can use strictly images and explain the meaning.
 * __ Summative (Assessment of Learning): __**
 * __ Integration __**
 * Technology: **


 * Content Areas: **
 * Art: Students can get creative with the images and design of their Glogster. **

Students will use an Egg FOIL graphic organizer to organize the steps of factoring a trinomial. Students will be able to confer with students sitting next to them using their collaborative geniuses to fill out the graphic organizer as the teacher goes over the content notes.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The students will be in groups of four. This one time they will be able to choose their own parters. There will be no assigned parts either. Students will simply have to complete a Glogster in a class period and be ready to give a quick presentation of their work.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical: ** Students will have a step-by-step organizer to see steps in chronological order.
 * Verbal: ** Students can discuss problems with classmates during the end of the class work session.
 * Visual: ** Students will have many opportunities to do examples as well as see examples done.
 * Intrapersonal: ** Students will be in groups to solve quadratic equations.
 * Interpersonal: ** Students can work on their homework by themselves during the work sessions.
 * Kinesthetic: ** Students can get up on the SmartBoard and ask questions during the work session.


 * __ 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. //

If students are absent, it is their responsibility to come talk to me and arrange the make-up work. The assignments are on the class wiki as well as recorded lessons showing what was taught on the board as well as an audio recording of me doing the teaching. Students will go on the wiki and try to do the homework with the corresponding video lessons. The student will then come in the next day to show me the work and we will have a discussion to make sure the student has grasped the right material. Each student will have a Skype buddy. When their Skype buddy is absent, it is your responsibility to make contact with your partner and Skype them in if the circumstances work. For the peer review, if the absent student was the only one then I will help find the student a partner.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Glogster Students will have a chance to use visuals to show the class how to foil. Students can tap into their own personal interests for this project and use images to show they know how to FOIL. Students will create a virtual poster using Glogster to relate the FOIL method to their own lives. Students can create a visual using a song if they are musical and have the lyrics on the poster. Students can use strictly images and explain the meaning.
 * Type II technology: **

Gifted students will be challenged by having a constant in front of the first term (x^2). They can also help their skills by aiding other students through their problems and help answer questions. They can also take time to make the Glogster that much better.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**


 * SmartBoard
 * Books
 * Laptop
 * Dongle
 * Egg FOIL Graphic Organizer
 * Homework Worksheet
 * Step By Step Graphic Organizer

// List all URL and describe. //
 * __ Source for Lesson Plan and Research __**

Mr. Botting's Class Wiki- http://wehatemath.wikispaces.com/Math+in+CTE FOIL Partner Work: http://www.algebrahelp.com/worksheets/view/simplifying/foilmethod.quiz FOIL Video: http://www.youtube.com/watch?v=MG-c7NWFS8U


 * __ 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 One**__
 * Hook: FOIL Video) (10)
 * Introduce factoring polynomials using the FOIL method (20)
 * Get partners by counting off by 6's (5)
 * Partner Work Here (20)
 * Glogster Intro and Explore (25)


 * Day Two**
 * Homework Review (10)
 * Pass out Glogster Check List form groups (10)
 * Groups Work On Glogsters (50)
 * Peer Review (10)


 * Day Three**
 * Test (80)


 * Student will understand ** how to solve a quadratic function in the form ax^2+abx+c and (x+a)(x+b). //Factoring polynomials.//Students will come in and sit down with the desks clumps of four they want to create an collaborative atmosphere. The teacher will start talking about what FOIL is. After a brief discussion, the students will then be shown the YouTube video. Using the video as a jumping point. The teacher will then introduce the content notes.
 * Where, What, Why, Hook, Tailors:** //Visual, Verbal//


 * Student will know ** factors, FOIL. The teacher will then start covering the content notes, the teacher will discuss examples on the SmartBoard while the students are actively engaged using their graphic organizers. After answering all questions and using the handprint printout to check for understanding throughout the lesson, students will be get into groups by counting off by 6 (All 1's together all 2's together etc). Students will then use their laptops to go to this site and work on the problems on the quiz. Students will be challenged to switch the writer after each problem so everyone gets a chance to do a problem. The teacher is walking around the groups answering questions and checking on the work. After that, the class will reconvene and the teacher will introduce Glogster. The students and the teacher will use the rest of the time to explore and get familiar with Glogster.
 * Equip, Explore, Rethink, Revise, Tailors:** //Interpersonal, Verbal, Visual, Logical, Kinesthetic, Intrapersonal//


 * Student will be able to ** solve and factor quadratic equations. After the homework review, the students get a free for all chance to make their own groups. Once in groups of four are at their clusters, students will get the check list for the Glogster. The teacher will go over the check list and answer any questions the students have. Once all questions are answered, the groups will have a good chunk of class to work on their Glogster posters. Through the process of designing their Glogster, they will have to incorporate their knowledge of the FOILing process to convert it to their own creative way on a Glogster. The teacher will be roaming around the room checking in on groups throughout the class period making sure everything is going smoothly. At the end of the class, the groups will exchange their projects with another group to have peer reviewed using a sandwich compliment. Each group writes on a separate piece of paper one thing they liked, followed by one thing they didn't and followed by another think they liked. When the groups are done, they will exchange the sandwich compliments and they will upload their Glogsters on the class wiki when they are done.
 * Explore, Experience, Revise, Refine, Tailors:** //Interpersonal, Intrapersonal, Visual, Verbal, Kinesthetic, Musical//

The students will come in prepared to take a test. They will have all period to take the unit test.
 * Evaluate, Tailors:** //Intrapersonal//

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**
 * Attached

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**

- Glogster Check List - Egg FOIL Graphic Organizer - Test


 * __ 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: //** Clipboard students will have a good layout of the day when the teacher gives writes an agenda of the day on the board.
 * // Microscope: //** Students will have a chance to investigate different ways of the FOILing method in others Glogsters.
 * // Puppy: //** The puppy will feel comfortable in the group work we have them doing. Working in a group gives the puppy some comfort in making mistakes and learning from them.
 * // Beach Ball: //** The beach ball will enjoy the creation aspect of the Glogster. The creative juices could fuel them to incoorperate their interests.


 * // Rationale: //** Students get a chance to get presented the material, a chance to work on it by themselves, and a chance to practice it in a group. All of these opportunities to learn and produce mistakes will help the students learn the material.


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

// Based on the CCSS standards, this lesson plan was designed to use graphic organizers and group collaboration as well as working alone to fully understand how to FOIL. Peer feedback is being given to aid their projects and the graphic organizer will help organize the steps of the FOIL process. //
 * // Content Knowledge: //**

__**Common Core State Standards**__ __**Contenet Area:**__ Algebra __**Grade:**__ Level: High School __**Domain:**__ Reasoning with Equations and Inequalities __**Standard:**__ Solve quadratic equations. __**Cluster:**__ 3
 * // MLR or CCSS: //**


 * // Facet: Empathy //**


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


 * // MI Strategies: //**
 * Logical: ** Students will have a step-by-step organizer to see steps in chronological order.
 * Verbal: ** Students can discuss problems with classmates during the end of the class work session.
 * Visual: ** Students will have many opportunities to do examples as well as see examples done.
 * Intrapersonal: ** Students will be in groups to solve quadratic equations.
 * Interpersonal: ** Students can work on their homework by themselves during the work sessions.
 * Kinesthetic: ** Students can get up on the smart board and ask questions during the work session.

Glogster Students will have a chance to use visuals to show the class how to foil. Students can tap into their own personal interests for this project and use images to show they know how to FOIL. Students will create a virtual poster using Glogster to relate the FOIL method to their own lives. Students can create a visual using a song if they are musical and have the lyrics on the poster. Students can use strictly images and explain the meaning.
 * // Type II Technology: //**


 * // Rationale: Using Glogster, each student has a chance to use their strongest learning style in conveying and understanding how to FOIL. The creativity being used with this technology will help ask the students to really understand the material in order to complete the project. //**


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


 * // Formative: Students will use their handprint organizers to check to understanding throughout instruction. This will give a good chance for the teacher to assess the needs of the students and alter the curriculum and/or approach to accommodate for each student. //**


 * // Summative: //**// The check list for the student's Glogster will guide their creative minds to accomplish the given task. Using the peer review process, the students will have a chance to rework their Glogsters to make them right. //

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 * // Rationale: Through peer support, students will have another set of eyes helping their development through this lesson at all times. Students will have many chances to get questions answered to really grasp and understand the content. //** || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||   ||
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