L2+Hale,+Jordan

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


 * Teacher’s Name: ** Jordan Hale
 * __ Lesson #: 2 __**
 * __ Facet: __** Application
 * Grade Level: 9 **
 * __ Numbers of Days: __** 3
 * Topic: ** Solving linear and quadratic equations from word problems.


 * PART I: **


 * Objectives **
 * Student will understand that ** linear equations and inequalities with one variable and a coefficient represented by letters can be solved for one variable.
 * Student will know ** factoring, variable, quadratic, linear,
 * Student will be able to ** produce quadratic/linear equations/inequalities from word problems and know how to solve.
 * Product: ** Comic Life (describing real life math problem.)


 * Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment **
 * Common Core State Standards **
 * Content Area: ** Algebra
 * Grade: ** Level: High School
 * Domain: ** Reasoning with Equations and Inequalities
 * Standard: ** Solve equations and inequalities with one variable.
 * Cluster: ** 3,4


 * Rationale: ** Students will learn how to solve equations and inequalities by using a bubble graphic organizer to organize word problems.


 * Assessments **

I will use Fist-five (Fist- No idea, Five- I could teach it) to check throughout instruction. As I go through the content notes and examples, I will check Fist-Five to make sure all students are understanding. When I finish each step of solving an equation
 * Formative (Assessment for Learning) **
 * Section I – checking for understanding during instruction **

Students will complete a checklist to make sure they cover all the parts of their product. Prior to passing in, students will have one student do a proofread to check for grammatical mistakes. Once passed in the teacher will use a rubric to assess their Comic Life.
 * Section II – timely feedback for products (self, peer, teacher) **


 * Summative (Assessment of Learning): **

Students must design a comic that helps solve a 'real-life' math problem. Students are put into the shoes of a comic book designer that is fresh out of architect school and decided to become a comic. Marvel Comics has asked you to help connect their comic supporters with the math community to get more sales. In order to do so, you must use what you have learned about linear and quadratic equations and apply them to the real world. The comic can be a traditional comic or a new type of comic. It is up to the designers!
 * Integration **
 * Technology: Comic Life **

Art: Students will get to design a comic book. English: Students get to write a story.
 * Content Areas: **

Students will uses bubble graphic organizer for the word problems and then we will use the think-pair-share method to try and have peers answer student's questions. Students get a word problem and try to solve it. After about 5 minutes, students must get into pairs to discuss each other’s word problems to make sure they both got them right and understand how to do them, using their bubble graphic organizers as a reference. Once all groups have completed their problems, students will refocus to the teacher at the SmartBoard and the teacher will call on groups to talk about one of the group’s word problems. The group will read it, and then give the teacher their equations on the board. Finally, the groups will give the answer to the class in relation to the problem. (For example; if the word problem is talking about feet of fencing, then the answer from the group should be something like //The farmer needs 27 feet of red fence and 30 feet of green fence.)//
 * Groupings **
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will be divided into groups of three for their Comic Life. The groups will be decided by letting the students choose from 1 of 5 pieces of colored paper. Students will select a color they want out the selection, and groups will be formed based on the same colors. For example, if three kids all pick blue, than they are in the same group. It is important to note that the teacher shouldn't tell the students what this is for, just tell them to pick a color they want. Students will roll a die and get jobs based on their rolls once they are in their groups. The highest number is the time manager. This person needs to make sure groups are using class time well. The time manager must also let the group know when there is, for example, 10 minutes left in class, or left on the topic they had discussed. The middle number is the recorder. The recorder is in charge of taking notes and getting them to each member of the group. The lowest number is in charge of keeping all of the groups paper work and documents.
 * Section II – Groups and Roles for Product **


 * Differentiated Instruction **


 * MI Strategies **


 * Verbal: ** Students will write out in English what steps they need to do in order to solve an equation.
 * Logical: ** Students will be in groups working to solve two word problems.
 * Visual: ** Students will color-code their variables or use symbols and present solving equations using colors or symbols.
 * Natural: ** Students, in groups, will analyze different farm food costs per year for their animals.
 * Music: ** Students will create different acronyms for remembering the steps to solving word problems.
 * Kinesthetic: ** Students will become the parts of the equation to solve.
 * Interpersonal: ** Students will do a partner-quiz/worksheet (non-graded) and you can only write down the final answer. That way, they have to talk their work out together.
 * Intrapersonal: ** Students will, using examples from past quizzes and tests, correct a worksheet filled with incorrect answers.


 * 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 **

Students must design a comic that helps solve a 'real-life' math problem. Students are put into the shoes of a comic book designer that is fresh out of architect school and decided to become a comic. Marvel Comics has asked you to help connect their comic supporters with the math community to get more sales. In order to do so, you must use what you have learned about linear and quadratic equations and apply them to the real world. The comic can be a traditional comic or a new type of comic. It is up to the designers!
 * Type II technology: ** Comic Life:


 * Gifted Students: ** Gifted students can go above and beyond the rubric and make their comic into a movie. Using voice over and transition effects in iMovie, Comic Life can come alive. Also, gifted students can be challenged to use more intense real world math problems. The teacher will guide the students with questions that will get the students thinking.

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


 * Laptop/Charger
 * SmartBoard
 * Dongle
 * LCD Projector
 * Exit Tickets
 * Graph Paper
 * Calculators
 * White Boards
 * Markers
 * Erasers/Tissues
 * Comic Life Tutorials
 * Check List
 * Book
 * Flash Drive with Comic Life

// List all URL and describe. //
 * Source for Lesson Plan and Research **
 * Comic Life Help: []
 * Comic Life Help (Video): []
 * Analyze: []


 * 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) //

Desks will be arranged in 3 clusters around the room. *At the beginning of each class, the teacher will write a summarized agenda on the board (without time constraints).

Day 1
 * You're getting paid to be here! (Not really) (10)
 * Hand out bubble graphic organizer and fill in while going through content notes. (20)
 * Think-Pair-Share (15)
 * Introduce Comic Life (10)
 * Let Students Explore Comic Life creating one page-at least. (15)
 * Share Comic Life creations and review bubble organizer (10)

Day 2
 * Go over homework (10)
 * Review how to solve a word problem and do examples (15)
 * Introduce Comic Life Project (10)
 * Go Over Comic Life Rubric (10)
 * Group students for Comic Life project via birthdays. (10)
 * Groups work on Comic Life Project (20)
 * Exit Ticket: "Questions over Comic Life project?" (5)

Day 3
 * Review homework (10)
 * Peer check list to make sure all parts are in the Comic Life (15)
 * Any remaining questions/concerns about Comic Life (5)
 * Three stations: Bust-a-Rhyme; Write a Word Problem; Real World Examples (40)
 * Discuss stations as a whole class/final review questions about Comic Life (10)

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//. The principal is going to pay you to be here now! The teacher will instruct the students that they have two choices of salary; $50 for each assignment passed in as well as $20 for every hour you are in class. Or the students can get $30 for each assignment with an additional $100 per hour. The teacher will then tell students if they want $50 an hour go to one side of the room and if you want $100 dollars go to the other side of the room. Once their, the teacher will generate a discussion by asking students why they chose one side versus the other.
 * Where, What, Why, Hook, Tailors: ** //Verbal, Visual, Logical, Interpersonal//

Students will know variable, coefficient, factoring, solving quadratic equations. (See content notes.) Students will use Fist-to-Five to show clarity periodically throughout the lesson. Students will hold up a fist if they don't get it and if they completely understand it then they will hold up all five fingers. Students will uses bubble graphic organizer for the word problems and then we will use the think-pair-share method to try and have peers answer student's questions. Students get a word problem and try to solve it. After about 5 minutes, students must get into pairs based on whoever they want to work with and discuss each others word problems to make sure they both got them right and understand how to do them, using their bubble graphic organizers as a reference. Once all groups have completed their problems, students will refocus to the teacher at the SmartBoard and the teacher will call on groups to talk about one of the groups word problems. The group will read it, and then give the teacher their equations on the board. Finally, the groups will give the answer to the class in relation to the problem. (For example; if the word problem is talking about feet of fencing, then the answer from the group should be something like //The farmer needs 27 feet of red fence and 30 feet of green fence.)// Using the content notes the teacher is presenting, students will fill in the bubbles in the worksheets with any necessary notes. Students will then be introduced to Comic Life by the teacher putting the given example in the content notes up on the SmartBoard. The teacher will discuss the basics of what Comic Life is. Following a brief introduction, students will then be free to play with Comic Life on their own laptops. The students must complete at least one page and show it to the teacher by the end of the class. The teacher needs to go around the room checking out the students creations. The teacher can mentally or physically check off that the students have done their page before moving on. With the remaining 10 minutes, students can share their first time creations, ask questions about Comic Life and the bubble organizer.
 * Equip, Explore, Rethink, Revise, Tailors: ** //Verbal, Visual, Logical, Interpersonal//

Students will be able to produce quadratic/linear equations/inequalities from word problems and know how to solve. The students will be sat in the three pods of tables asking questions to the teacher at the board. After all homework questions are answered, the teacher will use the content notes to review and give examples of word problems. Next, the teacher will introduce the Comic Life project to the class on the SmartBoard. The teacher will explain what is expected and even show the students an example on the SmartBoard of what the project should look like. Following the introduction, the teacher will hand students a rubric for the project. The teacher will then go over the rubric with the students and answer any questions about the rubric by the students. Students then will be grouped based on proximity of their birthday. The students will be challenged to get in a physical timeline of their birthdays, but they can't talk. Once they are in the line, their partners for the Comic Life project are counted off every two. (January 1st birthday would be partners with January 2nd birthday etc.) Once in their groups, they have the remainder of the class to work on their projects as the groups best see fit. The groups must organize a timeline of when they are going to meet to work on the project outside of class and pass it into the teacher with the Exit ticket that the teacher passes out when the students are working on their projects with their groups. The Exit ticket will be for the students to write any questions they have remaining about the project.
 * Explore, Experience, Revise, Refine, Tailors: ** //Verbal, Visual, Logical, Interpersonal, Kinesthetic//

After the teacher reviews all questions concerning the homework, the teacher will post examples on the board and the class will conduct the teacher orally on how to solve the equations as the teachers does them on the board. Once the examples are done and student’s questions are answered, the students will get into their Comic Life groups and get their product out and leave it on the table. Groups will then rotate clockwise and complete a checklist assessing the other groups' projects. Once each group has assessed two other groups, the class will reconvene and there will be a chance for the students to ask any remaining questions about the project. Once there are no more questions, students will be divided into three groups, simply counting off by three. The students will then get into their groups by choosing their 1 o'clock partners on their around the clock learning partners worksheet they filled out earlier in the year. Once in pairs, they just down at one of the three stations that has an empty seats. Students will then have 10-14 minutes at each station. The first station, the students will be working on word problems as a group. There are twelve questions all with answers online ( [|here] ) Students must work together to analyze the problem. Instead of doing the problems, students will discuss the problem and what they think the answer is and why while recording their answers and resins on a separate sheet. (This sheet will be used by the groups at the end of the class to share their answers.) The group should get through at least 10 problems. The next station gives the students a chance to create their own simple word problems. Using the Hello Authors worksheet, students will research two products online at competitor’s stores. Once they fill the worksheet out, they write their own word problem, in final draft, and leave it in a pile in the center of the table for the next group to do. The students must also have the solution to their word problem on the back. The first group there will each make their own word problems and have the other person in their own groups solve them since there won't be any prewritten ones at that station yet. The last station the students must make a rhyme or jingle to remember the steps of solving word problems using their bubble graphic organizers. Before the stations switch, the students at the Bust-A-Rhyme station must present their jingles to the class. The teacher will be checking in on each station as the students are working on the problems. Depending on the situations at the stations, the teacher will instruct the students to change stations by playing music on the SmartBoard.
 * Evaluate, Tailors: ** //Verbal, Visual, Musical, Kinesthetic, Logical, Interpersonal//

Students will know…..
 * Content Notes **

*Choose from the attached packet of word problems, as well as solutions. One problem is done using the graphic organizer

*Choose from the attached packet of word problems, as well as solutions. One problem is done using the graphic organizer. // - Bubble Graphic Organizer // // - Exit Ticket: "Do you have any questions over the Comic Life project?." // // - Comic Life Rubric // // - Peer Check List for Comic Life Project // // - Around the Clock Learning Partners // // - Blank paper for student examples and prewritten examples // // - Word Problem Answer sheet //
 * Handouts **


 * 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: //**// At the beginning of class, the teacher will provide an agenda of the class period to help give students organizational comfort. Students can also get a chance to use the bubble graphic organizer. //
 * // Microscope: //**// Through our class discussion over the homework and worksheets, students will have a chance to talk about the concepts and pieces of a word problem. Students can pick their partners for the think-pair-share activity. //
 * // 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. //
 * // Beach Ball: //**// Beach Ball students will enjoy the hook because they get to be up and discussing and brainstorming about why they chose that salary. Student’s first chance with Comic Life gives them a chance to be free. //


 * // Rationale: //**// Students get multiple chances to explain their learning. Students get to use graphic organizers, work alone as well as varying sizes of groups. Students will be physically moving around the classroom to help learn the material. Culturally, students will be able to step out of their comfort zone because my class atmosphere will support their move. //


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


 * // Content Knowledge: //**// Lesson plans are designed to teach the subject matter to the students with room for discussions and learning experiences that are not planned to occur without disrupting the flow of the material and lesson. //


 * // MLR or CCSS: //**
 * Common Core State Standards **
 * Content Area: ** Algebra
 * Grade: ** Level: High School
 * Domain: ** Reasoning with Equations and Inequalities
 * Standard: ** Solve equations and inequalities with one variable.
 * Cluster: ** 3,4
 * // Facet: //**// Apply //


 * // Rationale: //**// Based on the standard, students are using multiple physical, aural and visual aids to help them understand solving equations. Class discussions and group work will guide students in their learning. Peer feedback as well as teacher feedback is used to make sure students grasp the material. //


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


 * // MI Strategies: //**


 * Verbal: ** Students will write out in English what steps they need to do in order to solve an equation.
 * Logical: ** Students will be in groups working to solve two word problems.
 * Visual: ** Students will color-code their variables or use symbols and present solving equations using colors or symbols.
 * Natural: ** Students, in groups, will analyze different farm food costs per year for their animals.
 * Music: ** Students will create different acronyms for remembering the steps to solving word problems.
 * Kinesthetic: ** Students will become the parts of the equation to solve.
 * Interpersonal: ** Students will do a partner-quiz/worksheet (non-graded) and you can only write down the final answer. That way, they have to talk their work out together.
 * Intrapersonal: ** Students will, using examples from past quizzes and tests, correct a worksheet filled with incorrect answers.

Students must design a comic that helps solve a 'real-life' math problem. Students are put into the shoes of a comic book designer that is fresh out of architect school and decided to become a comic. Marvel Comics has asked you to help connect their comic supporters with the math community to get more sales. In order to do so, you must use what you have learned about linear and quadratic equations and apply them to the real world. The comic can be a traditional comic or a new type of comic. It is up to the designers!
 * // Type II Technology: //**// Comic Life //


 * // Rationale: //**// Students learning and instruction is organized by using the students Multiple Intelligences. Helping connect the material to the personal real world situations of the students will help connect their learning and solidify it in their memory. Using graphic organizers, verbal discussions, artist visuals and music to organize their thoughts, students will use different techniques to learn the same material. //


 * // 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 have multiple opportunities throughout instruction and group work to get formative feedback. Through Think-Pair-Share, students will display their understanding through the discussions of their particular word problems. Also, the support of another student will help answer questions. While students are in group work, they will receive oral feedback from both peers and teachers on their work. Finally, before students pass in their Comic Life Projects, they will go through a checklist to make sure they have all the right pieces. //


 * // Summative: //**// Students will have checklist to guide their Comic Life project. Self-evaluations as well as peer-evaluations through the checklists will ensure the students have all pieces and double check their math-work before passed in for final evaluation. //

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 * // Rationale: //**// Students will have peer and self support to check their work throughout the lesson. Using checklists and rubrics, everything is laid out for the students. Clear objectives are described in the rubric and the checklists provide a great guideline for students as they work towards their final product of Comic Life. //

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