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

** LESSON PLAN FORMAT **

**__Lesson #:__** 1
**__Facet:__** Explain

**__ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
__**Common Core State Standards**__

__**Contenet Area:**__ Algebra __**Grade:**__ Level: High School __**Domain:**__ Reasoning with Equations and Inequalities __**Standard:**__ Solve equations and inequalities with one variable. __**Cluster:**__ 3,4

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Students will use Thumbs-Up to show clarity periodically throughout the lesson. As I complete certain steps and overall problems, I will use Thumbs-Up to check for understanding as we move throughout the lesson.=====

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Students will use a checklist to make sure they have all the parts of the assignment. Once completed, students will have two different partners that will use the same checklist for peer feedback. Finally, students will pass in their assignments and I, the teacher, will use the same checklist to assess the assignment. =====

Google Sketch Up/Microsoft Excel
The city of Portland has a whole city block they want to rebuild. Whipple-Callender Architects have asked their architects (you!) to submit a design for the new city block. You will present your ideas to the CEO, Mr. Whipple and Mr. Callender. Students will use Google Sketch to design their blocks and then prepare a persuasive presentation to Mr. Whipple and Mr. Callender. The CEO’s will choose the best city block to present to the city council to start building next year. Whipple-Callender is looking to maximum area and minimizes the budget. The winning architect gets to break ground at the construction site and will receive a key to the city.

** Content Areas: **

 * Art**: Students will create a visually pleasing design of a city block.
 * English**: Students will present their art work to the class.

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 * Section I - Graphic Organizer & Cooperative Learning Used During Instruction: **Using a step-by step graphic organizing chart, students will write steps to solve equations for certain equations then get together in partners for a three-minute review session about their equations, then present their steps to the class.=====

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 * Section II – Groups and Roles for Product: **Students start alone to write out the steps of solving certain equations, then they get in groups based on what solving method they have chosen to go over the different steps. Once they have collaborated to make one graphic organizer between the two partners, they will present their findings to the class.=====

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** Kinesthetic: **Students will demonstrate physically how when solving equations, you need to equal both sides out. Students will start on either end of the room and have to move to the other side to balance certain equations. =====

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 * // 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: **
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.

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**Google Sketch Up**- Students will become architects working for the Whipple-Callander Architectural firm out of our own Portland, Maine. The newly hired architects will design a city block using a computer program called Google Sketch Up. Using their knowledge of linear and quadratic functions, the architects will have to persuade the CEO's that their design is financially and spatially the best option.=====


 * Gifted Students: **Students can animate their Google Sketch Up product to take us through a tour of their city block. Students can also add images from Google Earth that shows a 360 degree street view of the city block.

// List all the items you need for the lesson. //

 * Laptop/Charger
 * SmartBoard
 * Dongle
 * LCD Projector
 * Exit Tickets
 * Graph Paper
 * Step-By-Step Graphic Organizer
 * White Boards
 * Markers
 * Google Accounts
 * Google Earth
 * Google Earth Tutorial
 * Google Sketch Up
 * Google Sketch Up Tutorial
 * Check Lists
 * Book
 * =====Back Up Plan: Use graph paper to start sketching the city blocks. Students could do floor plans or whole building designs to get a jump start on their project.=====

Google Sketch Up Software http://sketchup.google.com/
Google Sketch Up Tutorial http://sketchup.google.com/training/videos.html Microsoft Excel Tutorial: http://office.microsoft.com/en-us/excel-help/basic-tasks-in-excel-2010-HA101829993.aspx Step-By-Step Graphic Organizer http://freeology.com/wp-content/files/flowchart-thumb.png

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Desks will be arranged around the perimeter of the classroom to promote discussions.
 * __ 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) //=====


 * At the beginning of each class, the teacher will write a summarized agenda on the board (without time constraints).

Day 1
 * Pre-Assessment: End of the Unit test as pre-assessment. (10)
 * If you were to build a house, what are some ideas you have? (5)
 * Introduce Vocabulary words and linear solving methods. (20)
 * Linear Equation Worksheet done in partners. (15)
 * Review and questions over worksheet. (10)
 * Survey students about their comfort with Google Sketch Up. Pair students up by placing a strong Google Sketch Up user with a weak Google Sketch Up user. (5)
 * Introduce Google Sketch Up. (10)
 * Let students play with Google Sketch Up and start thinking about your project. A quick worksheet will also be handed out for homework. (10)

Day 2
 * Go over homework work sheet. (10)
 * Review vocabulary words and linear solving methods. (15)
 * Survey students about their comfort with Microsoft Excel. Pair students up by placing a strong Microsoft Excel user with a weak Microsoft Excel user. (5)
 * Introduce graphing/solving equations via Microsoft Excel. (10)
 * Use homework problems as equations to input into Excel spreadsheet with students still in pairs. (10)
 * Go over assignment/rubric for Google Sketch Up/Microsoft Excel project. (15)
 * Let students work on their projects and ask questions for the remainder of class. (15)

Day 3
 * Review homework, vocabulary and linear solving methods being mostly student led. (15)
 * Introduce the math behind the project (Salaries, materials, etc). (10)
 * Students can work on their projects in class to use peer and teacher support. (20)
 * We will go over the rubric for the Google Sketch Up project and answer any questions students have concerning their project. (10)
 * Students will be in partners via their choice to use the project rubric for self assessing and then peer assessing.
 * Students will take an ungraded quiz to see how they are grasping the material. (15)

Day 4
 * Students will present their projects (60).
 * Oral feedback from teacher and a summary of the unit (15).
 * Exit ticket: How could I make this project better? (5)

Students will understand that linear equations and inequalities with one variable and a coefficient represented by letters can be solved for one variable. //Solve equations and inequalities with one variable//. Architects have to use linear equations every day when building and designing things. For the preassessment, students will get a copy of the final test over the whole unit as a reassessment to make sure we don't cover material that we don't need to. What would you do if you could design a house? When posed this question, the class will discuss ideas for building house; lofts, catwalks, indoor pools etc. During the discussion, the teacher writes notes of the students responses so the teacher can make the math connection between building a house and linear equations.
 * Hook,** **What,** **Where,** **Why, Tailor: //Linguistic, Visual, Verbal//**

Students will know vitiable, coefficient, factoring, solving linear equations. (See Content Notes.) Student’s desks will be arranged in rows of two so students can have peer support all the time. The pre-assessment will be given as a benchmark to see what the students know about linear solving methods. The pre assessment is the final test over the unit. (Add link to final test). In order to get students thinking we will have a discussion about their cell phone usage and plans. Analyzing their bills, they will see that at a certain point, it is cheaper for certain plans depending on how you use them. Students will then learn different vocabulary words (Link to word doc with words+definitions) and methods of solving linear equations (Link examples of solving linear equations). After the worksheet is passed out (Link with Linear Equation Worksheet.), organize students into pairs by having them choose someone that they are not sitting with so students can get a chance to work with everyone in the class. While the students are working together, the teachers should be walking around the room helping groups and making sure they are on task. Once every group is done, a class discussion with the teacher using the SmartBoard to help go over the answers and answer any questions on the worksheet to give students immediate feedback. After students situate themselves in the original seating plan, they will be introduced to Google Sketch Up via the projector. Students will be shown how to create different shapes, how to push/pull the shape, how to zoom in/out and how to circulate around their building/design by the teacher. The teacher will introduce students to the tutorial videos on Google Sketch Up. After the students know the basic tools, the remainder of class time will be used for the students to just explore Google Sketch Up as the teacher walks around the room and answers any questions and gives out the homework.
 * Equip, Explore, Rethink, Revise, Tailors:** //Visual, Linguistic, Verbal, Intrapersonal//**.**

Students will be able to demonstrate how linear equations with one variable can be solved. Students will pose any questions they had over the homework to be answered completely on the SmartBoard of through discussion before moving on. Arranged in their typical paired rows, a quick review of the vocabulary words and solving methods will help get students minds churning about the material. By using a spectrum of 1-10 (1- No idea. 10-I’m an expert.) students will get up and arrange themselves in the back of the room in a line based on comfort of use of Microsoft Excel. Once the students are in the line, fold it in half and the partners should present themselves (i.e. A 1 paired with a 10, a 2 with a 9, etc). Once partners have sat down and opened Microsoft Excel, guide them through the steps of solving and graphing equations on Microsoft Excel using the homework that was due today for examples. After the students become more familiar with Microsoft Excel, introduce the assignment/rubric for their Google Sketch Up/Microsoft Excel project. For the remainder of class time, the students can be working on their project or keep playing around with Microsoft Excel to get comfortable with it.
 * Explore, Experience, Revise, Refine, Tailors:** //Visual, Logical, Verbal, Interpersonal//

Once students are in their seats, gather information on which problems on their homework were giving them problems. After the review, students will be introduced to the math that will be involved in their project (Word doc with notes). While citing hiring companies and considering for down payment costs and hourly wages, students will learn the linear equations involved with constructing a building pertaining to costs. After all questions have been answered about the new math pertaining to their project, students will receive ample time to work on their project in class in order to utilize peer and teacher support. Students, in partners selected by themselves, will use the rubric so self assess their project, then peer assess their partners project. As the students are doing this, the teacher will be meeting with every group and checking over their projects giving them immediate oral feedback. We will go over the rubrics for their projects and answer any final questions. A students exit ticket for the class will be an ungraded quiz used to see how they are grasping the material. Students will present their projects to the class and have oral feedback from the teacher just before the end of class. Students watching presentations will use a sandwich style feedback on a notecard without their name for anonymity. We can connect the Google Sketch Up and the math to using all four quadrants (i.e. building underground) and therefore use quadratic equations.
 * Evaluate, Tailors:** //Visual,Verbal, Interpersonal, Intrapersonal//

** Student will know ** variable, coefficient, y-intercept, slope, linear equations. (If a sub was coming in they would be ready to teach my lesson- Math websites)
Content Notes-

// List the items that need to be printed out for the lesson. //
// - Graph Paper // // - Step By Step Graphic Organizer // // - Linear Equation Worksheet // // - Exit Ticket- Ungraded Quiz + 'What can I do to make this project better?' // // - Google Sketch Up Rubric, Microsoft Excel Rubric // // - Final Unit Test // // - Homework Worksheet // // - Note Cards //

**__ Maine Standards for Initial Teacher Certification and Rationale __**

 * Beach Ball** (variety of resources, adaptive environment, various manipulative(s), choices of activities, spontaneity, extensions to activities and personal freedom),
 * Clipboard** (organization, structure, visual directions, clear closure, sequential learning, clear procedures, consistent routines, clear expectations),
 * Microscope** (discovery learning, analyzing concepts, deep exploration, discussion, focus on details, ownership), and
 * Puppy** (comfortable environment, encouraging atmosphere, supportive grouping, safe climate, respectful colleagues, empathic listeners, sensitive peers)

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 * // 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. //**=====

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 * // Clipboard: //**// Clipboard students will have a clear direction of where to head on their project because everything is spelled out in the rubric. Also, at the beginning of class, the teacher will provide an agenda of the class period to help give students organizational comfort. //=====

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 * // Puppy: //**// Puppies will enjoy this class because they get to work in different groups with supportive colleagues. Also, my classroom environment will help ease their anxieties so they can learn and perform better in my class. //=====

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 * // Beach Ball: //**// Beach Ball students will have a choice of partners to pick and a choice of design for their building. Students can choose to explore Google Sketch Up, Microsoft Excel or work on their projects at the end of each class. //=====

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 * // Rationale: //**// In this lesson, students have a wide array of situations to work through. Students will be in two different groups, as well as working by themselves. The students are getting up and moving while in the classroom and interacting with their colleagues. Students have a myriad of choices and ample time to ask for support from either the teacher or a classmate. //=====

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// **Content Knowledge:** Using my concept notes and Common Core Standards, I have directed the instruction towards the students learning and understanding of the content. There is time planned in class for open discussions and every lesson is designed so I can alter the time frames to accommodate for the students learning. //=====

**// MLR or CCSS: //**
__**Contenet Area:**__ Algebra __**Grade:**__ Level: High School __**Domain:**__ Reasoning with Equations and Inequalities __**Standard:**__ Solve equations and inequalities with one variable. __**Cluster:**__ 3,4

**// MI Strategies: //**

 * Verbal:** Students will tell how to solve a quadratic equation while another person writes. Partners will try and solve multiple equations together.
 * Logical:** Students will write out steps to solve a quadratic equations. In partners, students then will read instructions to each other to solve equations.
 * Visual:** Students will create a graphic organizer on Inspiration showing the different steps of solving equations.
 * Natural:** Students will go outside and find linear lines in relation to trees heights to graph and solve.
 * Music:** Students will make a tune or jingle to remember the steps of solving equations.
 * Kinesthetic:** Students will demonstrate physically how when solving equations, you need to equal both sides out. Students will start on either end of the room and have to move to the other side to balance certain equations.
 * Interpersonal:** Students will have cards with a step of an equation on it. Students have to stand in order of solving the equation.
 * Intrapersonal:** Students will do a quiz (not graded) and have students correct each others.

Google Sketch Up/Microsoft Excel
Students will become architects working for the Whipple-Callander Architectural firm out of our own Portland, Maine. The newly hired architects will design a city block using a computer program called Google Sketch Up. Using their knowledge of linear and quadratic functions, the architects will have to persuade the CEO's that their design is financially and spatially the best option.

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 * // Rationale: //**// Students get to work with computers and calculators as well as working with a pencil and piece of paper. Each intelligence has a chance to shine and learn the content in this lesson through things such as lymerics and songs, as well as using graphic organizers. Every student has an opportunity to learn the way that suits them best, but each student will have a firm understanding of the same content. //=====

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// **Formative**: Throughout the lesson, students will have a chance to use Thumbs-up to check for understanding. Also, while students are working on their worksheets/homework, the teacher can give 1-on-1 immediate feedback to help the students learn. Also, before the students pass in their projects, they must complete a self-evaluation of their project using the final rubric. //=====

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 * // Summative: //**// Students will use a rubric to guide their Google Sketch Up/ Microsoft Excel project. The teacher will use the same rubric to score their project and give them feedback. Students must present their projects and math to the class as well as pass in all their math work. //=====

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 * // Rationale: //**// Students //// have multiple chances to reflect on their learning. Through verbal and written feedback, students will understand their mistakes better and be able to correct them. Students will use a rubric as formal assessment. Informal assessment strategies include verbal feedback from the teacher and colleagues as well as written feedback from their peer-editor //**// . //**===== || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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