L4+Blackman,+Brittany

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * [[image:http://edu221spring12class.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=55 width="200" height="55"]] **UNIVERSITY OF MAINE AT FARMINGTON**

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mrs. Blackman **__Lesson #:__** 4 **__Facet:__** Perspective
 * __ Grade Level __**** : ** 7th **__Numbers of Days:__** 3 days
 * __ Topic: __** Expressions


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** operations have several properties.
 * Student will know ** definitions of the properties.
 * Student will be able to do ** compare and contrast properties.
 * Product: ** Glogster

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

Content Area: Mathematics

Grade Level: 7th grade

Domain: Expressions and Equations

Standard: Use properties of operations to generate equivalent expressions

Clusters: 1,2
 * Rationale: ** You compare and contrast every day of your life, and it helps you understand what you are looking at.


 * __ Assessments __**

While teaching, I will periodically ask for a 1, 2, 3, 4, 5, of how comfortable they feel with what we are covering and the project they will be doing. Students will be working in groups and will have a checklist for themselves. They can self and peer assess and then I will use the same checklist to grade them with.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **

The students will be broken up into groups. They will each have two properties (no groups will have the same two properties, but some might have one in common). Each group will have to compare and contrast their property. Each group will contribute to the glogster and together the class will make a glogster that compares and contrasts all of the properties with each other.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** The students will collaboratively use glogster to portray and combine their information.
 * Content Areas: ** The students are using English through their writing and art through their artistic details they may add.

The students will use a compare and contrast organizer for their properties. I will assign groups arbitrarily. The students will be responsible for assigning themselves the work, and I expect them all to participate. Someone will have to fill out the compare and contrast paper, and they will all have to have a chance to work on the glogster.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal-Linguistic- ** Students will write out the information on the glogster.

**Logical/Mathematical**- Students will have to use mathematical thinking to compare the properties.

**Visual/Spatial-** Students will have to make the glogster visually pleasing.

**Musical/Rhythmic-** Students can include music clips or create a rap on the glogster.

**Interpersonal-** Students will work together on the project.

**Naturalist-** Students can compare the properties to properties in nature.


 * __ 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. //
 * Absent Students: ** It is the responsibility of the student to catch themselves up on late work. I have a folder for each class where a copy of the handouts and homework are kept**.** The students needs to collect these papers on their own, and talk to me about when the make up work will be finished with out getting behind in the other work.


 * __ Extensions __**


 * Type II technology: ** The students will collaboratively use glogster to portray and combine their information.
 * Gifted Students: ** For an extra challenge, students may compare and contrast one or both of their properties with properties of their own choice.

[|Compare and Contrast Worksheet] Internet access Laptops White board Markers Projector
 * __ Materials, Resources and Technology __**

[|A tutorial on Glogster] [|Compare and Contrast Worksheet] [|Information on compare and contrast]
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

Students will sit in clusters
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

Day 1: Hook (20) Get students into groups/explain project/assign properties/pass out compare and contrast sheet (20) Work time (20)

Day 2: Introduce Glogster/show tutorial (10) Pass out checklist/ Work time (70)

Day 3: Work/collaborate glogsters (40) Present each section (40)

Students will understand that operations have several properties. You compare and contrast all through your life to better understand what you're looking at. //Use properties of operations to generate equivalent expressions.// I am going to come into class and share with each table some food and juice, but I’m going to make each proportion of food different for each table. When they start complaining, I’m going to tell them that what they are doing is comparing and contrasting, and that they do it everyday without realizing it.


 * Where, Why, What, Hook Tailors: (Verbal, Logical, Visual, Interpersonal, Intrapersonal) **

Students will know Definitions of commutative, distributive, associative, the identity property of multiplication and addition, and the zero property of multiplication. See content notes. These are properties that we have covered in pervious lessons. In this lesson, they will compare and contrast them using a compare and contrast graphic organizer. I will assign each group two properties for them to compare and contrast. I will walk around and help students with any questions. Before they leave I will ask them to rate how they feel with the project from 1-5. Anyone with a low rating will have to explain, and I will hopefully be able to make them feel better about the project.


 * Equip, Explore, Rethink, Revise, Tailors: (Verbal, Logical, Visual, Interpersonal, Intrapersonal) **

Students will be able to compare and contrast properties, which will give them perspective. Each group will compare and contrast two properties and create part of a glogster. All of the groups will work on the same glogster in designated times. Afterwards they will present each section so every student gets to see how every property compares with the others. Depending on how many students are in the class, I will arbitrarily assign students to 3-15 groups. I will make sure that groups are small enough so everyone will have something to do (3-4). Someone will have to fill out the chart, and everyone will have to add to the glogster. Students will have a checklist and rubric so they can self and peer assess their project.


 * Explore, Experience, Revise, Refine, Tailors: (Verbal, Logical, Visual, Interpersonal, Intrapersonal, Musical, Naturalist) **


 * Students will be provided with the checklist and rubric that I will use to grade their glogster and presentation. **


 * Evaluate, Tailors: (Verbal, Visual, Interpersonal, Intrapersonal) **

Commutative property- It doesn’t matter what order you add or multiply in. 4+x = x+4 and 2*x=x*2 Distributive property- You can multiply the number to the left of the parenthesis all the way through. 3(x+4)=3x+12. Associative property- You can group together multiplication and addition in any order. (4+x)+2=4+(x+2). Identity property of addition- Anything plus 0 is itself. x+0=x. Identity property of multiplication- Anything times 1 is itself. x*1=x. Zero property of multiplication- Anything times 0 is 0. x*0=0.
 * __ Content Notes __**

Rubric/checklist [|Compare and Contrast Worksheet]
 * __ 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: //** Students will have the criteria in front of them, and will use a graphic organizer.
 * // Microscope: //** Students will be working hands on with the glogster.
 * // Puppy: //** We will be collaborating everyone’s work and presenting them at the end.
 * // Beach Ball: //** Students have a lot of creativity and freedom with their glogster piece.
 * // Rationale: //** All types of students are accommodated in this lesson, and will be able to learn and participate.

Common Core Stats Standards
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Content Knowledge: //** Students will know definitions of the properties. See content notes.
 * // MLR or CCSS: //**

Content Area: Mathematics

Grade Level: 7th grade

Domain: Expressions and Equations

Standard: Use properties of operations to generate equivalent expressions

Clusters: 1,2
 * // Facet: //** Students are using their perspective to compare and contrast properties.
 * // Rationale: //** Students are using higher order thinking to delve deeper into the properties.


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


 * // MI Strategies: //**
 * Verbal-Lingustic- ** Students will write out the information on the glogster.

**Logical/Mathematical**- Students will have to use mathematical thinking to compare the properties.

**Visual/Spatial-** Students will have to make the glogster visually pleasing.

**Musical/Rhythmic-** Students can include music clips or create a rap on the glogster.

**Interpersonal-** Students will work together on the project.

**Naturalist-** Students can compare the properties to properties in nature.
 * // Type II Technology: //** The students will collaboratively use glogster to portray and combine their information.
 * // Rationale: //** The students are using technology in a type II way, and 6/7 of the MI’s are met.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //** While teaching, I will periodically ask for a 1, 2, 3, 4, 5, of how comfortable they feel with what we are covering and the project they will be doing. Students will be working in groups and will have a checklist for themselves. They can self and peer assess and then I will use the same checklist to grade them with.
 * // Summative: //** The students will be broken up into groups. They will each have two properties (no groups will have the same two properties, but some might have one in common). Each group will have to compare and contrast their property. Each group will contribute to the glogster and together the class will make a glogster that compares and contrasts all of the properties with each other.
 * // Rationale: //** There are several assessments being used to assure that the students are understanding the material. ||  ||   ||