S3+Leal,+Samuel

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR or CCSS **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] and[| Cooperative Learning] the content (**Explore**), working on product (partners, teams...) (**Experience**)
 * (R)** **.4** Checking for Understanding Strategies during instruction (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7**Students will be able to ..., **(Facet)** Product: Type II Technology, Number of Days: ( **Organize**)

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that factoring is a way to reveal zeros of the functions it defines. **(Where)** In the real world, businesses everywhere have people working for them solving equations. In order to solve for the starting point you need to find what an equation equals when X equals zero. **(Why)** //Write expressions in equivalent forms to solve problems// **(What)**
 * (H)** 1.2 Start class by telling a story of using factoring in the real world to solve a function. (**Hook)**
 * (E)** 1.3 Students will know: FOIL, quadratic equations, zeros, function, expression. **(Equip)** Students will use a Problem Solution Chart graphic organizer to see and practice the content. Also use the Think-Pair-Share technique to practice. **(Explore)** Individual students will create their own blogs and have a partner to help each other with their blogs. Being able to also comment and reflect on it. **(Experience)**
 * (R)** 1.4 During instruction I am going to ask thumbs up, thumbs down after I go through an example to see if I should continue and move on. (**Rethink),** Self-Assessment using a Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**)
 * (E)** 1.5 Formative Assessment - **Pre-Assessment**: Pre-test, checking for understanding and see what the students know to build off of, **Checking for Understanding**: Thumbs up/down and **Timely Feedback:** Checklist/Self **(Evaluate**)
 * (T)** 1.6
 * Verbal-Linguisitc:** Going over the lesson will welcome discussion between the students and the teacher. Questions are always welcome at anytime and students can learn from each others questions.
 * Logical/Mathematical:** Students will write down step-by-step how to factor out a function and reveal it's zeros. This step-by-step technique might be the best way for some students to continue to factor.
 * Visual/Spatial:** Material will be walked through with discussion, but also with examples on the board. The Problem Solution Chart gives a good visual of the notes.
 * Bodily/Kinesthetic:** Students will get a chance to get up and arrange the room into groups for group work. Also we will do a class activity with index cards. Where each student is given an index card and they need to walk around the room to find another student with an index card that matches their own.
 * Musical/Rhythmic:** Students will be encouraged to add sounds and music to their Tumblelogs to make them unique to each person and be creative.
 * 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 have the choice to be able to get into groups to work together on their homework or to work on their Tumblelogs.
 * Naturalist:** Students will get a chance to get outside to work on homework, or in groups on their Tumblelogs.
 * (O)**1.7 Students will be able to demonstrate factoring as a way to reveal zeros of a function, Explain. Product: Blog (Tumblelogs), Number of Days: 3-5 **(Organize)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand how to factor out a function to evaluate it. **(Where)** Functions need to be solved in the real world everywhere. One example, if X number of people on average show up to the ball park on a given night, they will be able to make a prediction to how many Diet Cokes they will need. **(Why)** //Write expressions in equivalent forms to solve problems// **(What)**
 * (H)** 2.2 Start the class by going outside to do the assignment described for Naturalist Intelligence. (**Hook)**
 * (E)** 2.3 Students will know: function, expression, factoring, FOIL. **(Equip)** Students will use a Step-By-Step graphic organizer to see and practice the content. We will also do a three-minute review, where we stop what were doing and have a discussion and pose any questions. **(Explore)** Students will work in groups on their Prezi showing an application in the real world where a business would need to factor out a function in order to find out a prediction **(Experience)**
 * (R)** 2.4 During class to practice the material, students will work in a group to factor out a function and then one person from that group will go up to the board and slap the correct answer they came up with. **(Rethink)** Peer-Assessment using a Rubric **(Rethink/Revise),** And feedback by the teacher on the product **(Revise/Refine)**
 * (E)** 2.5 Formative Assessment - **Checking for Understanding**: Slap it and **Timely Feedback:** Rubric/Peer **(Evaluate**)
 * (T)** 2.6
 * Verbal-Linguisitc:** Students will have time to discuss homework in groups at the start of class.
 * Logical/Mathematical:** Students will use their Step-By-Step graphic organizer to practice factoring out functions.
 * Visual/Spatial:** Students will have time to work on their Prezi's which are very visual and creativity will only add to the project.
 * Bodily/Kinesthetic:** To make groups for the Prezi, the students will get into the four corners of the room based on the season of their birthday, some people may have to move a bit to even out the groups.
 * Musical/Rhythmic:** Prezi's are encouraged to have sound, and effects that will keep the class engaged.
 * 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 doing a lot of group work, either on their Prezi or working together on homework.
 * Naturalist:** Part of class on a very nice day, will be spent getting outside and using chalk on the pavement to evaluate functions by factoring them out.
 * (O)** 2.7 Students will be able to evaluate a function by factoring it out, Interpret. Product: Prezi, Number of Days: 3-4 **(Organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand and learn to perform a method known as completing the square. **(Where)** Quadratics are seen in the Real world every day, show this link to the class. [|101 Uses of the Quadratic Equation] **(Why)** //Write expressions in equivalent forms to solve problems// **(What)**
 * (H)** 3.2 Show the website about quadratics listed above. **(Hook)**
 * (E)** 3.3 Students will know: function, expression, factoring, zeros, completing the square, quadratic equation. **(Equip)** Students will use a Sequence Chart graphic organizer to see and practice the content. To do more practice the students will get into teams to solve a problem, then with a pair, and then see if they all can do it solo. **(Explore)** Students will work in groups on their iMovie showing a lesson on how to perform the completing the square method. **(Experience)**
 * (R)** 3.4 Students will show their level of understanding for the material by using a 4-3-2-1 scale **(Rethink)** Teacher-Assessment using a Rubric, feedback to make improvements **(Rethink/Revise),** And feedback by the teacher on the product **(Revise/Refine)**
 * (E)** 3.5 Formative Assessment - **Checking for Understanding**: 4-3-2-1 Scale and **Timely Feedback:** Rubric/Teacher **(Evaluate**)
 * (T)** 3.6
 * Verbal-Linguisitc:** Groups will write up their storyboards for their iMovie.
 * Logical/Mathematical:** The Sequence Chart for organizing their notes on how to complete the square will help keep the math neat and organized.
 * Visual/Spatial:** Students will have time to work on their iMovie's as a digital and visual presence for their product.
 * Bodily/Kinesthetic:** To check for understanding, questions will be posted around the room, and students in pairs will go around and try to solve each.
 * Musical/Rhythmic:** Students will work on their podcast's in GarageBand, for their iMovie.
 * 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 doing a lot of group work, either on their iMovie or working together on homework.
 * Naturalist:** There will be class work opportunities to work outside.
 * (O)** 3.7 Students will be able to perform a mathematical method known as completing the square, Apply. Product: iMovie, Number of Days: 5 **(Organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 ** Student will understand that ** they can reveal the zeros of an function to then find what points by using the quadratic formula.
 * (Where)** Quadratics are seen in the Real world every day, show this link to the class. [|101 Uses of the Quadratic Equation] **(Why)** //Write expressions in equivalent forms to solve problems// **(What)**
 * (H)** 4.2 Video on the Quadratic formula, very funny! **(Hook)**
 * (E)**4.3 Students will know: function, quadratic, zeros, expression, exponent, and quadratic formula. **(Equip)** Students will use a Tictacktoe Chart graphic organizer to see and practice the content. To do more practice the students get in a group, each person numbered and 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. **(Explore)** Students will work in groups on their Comic Life Creating a comic that shows that they know how to use the quadratic formula. **(Experience)**
 * (R)**4.4 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. **(Rethink)** Teacher-Assessment using a Checklist, feedback to make improvements **(Rethink/Revise),** And feedback by the teacher on the product **(Revise/Refine)**
 * (E)** 4.5 Formative Assessment - **Checking for Understanding**: Clickers and **Timely Feedback:** Checklist/Teacher **(Evaluate**)
 * (T)** 4.6
 * 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 Tictacktoe Chart for organizing their notes on how to 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.
 * (O)**4.7 Students will be able to recognize what the quadratic gives you as an answer and what its used for, Knowledge. Product: Comic Life, Number of Days: 3-5 **(Organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that properties of exponents can be used to transform expressions for exponential functions. **(Where)** Exponentials are everywhere in the real world. From exponential growth to exponential decay seen in nature. Then to your bank accountant which often is going down, but money does grow by an exponential interest rate when in the bank. **(Why)** //Write expressions in equivalent forms to solve problems// **(What)**
 * (H)** 5.2 Students will start the lesson by performing a lab using exponential functions. The lab goes through how to calculate atmospheric pressure.
 * (E)** 5.3 Students will know: function, expression, exponent, exponent properties, expressions that are equal. **(Equip)** Students will use an Idea Rake graphic organizer to see and practice the content. To do more practice the students get in a group, with one person being an "expert" of that material for the mini group. The "expert" teaches to the rest of the group and a small discussion takes place. **(Explore)** Students will work in groups on their Glogster project. **(Experience)**
 * (R)** 5.4 Students will show their level of understanding for the material by doing an "Onion Ring" question and answer practice. Where student form a big circle and an inner circle, pairing up with a partner to tackle a question. **(Rethink)** Self-Assessment using a Checklist **(Rethink/Revise),** And feedback by the teacher on the product **(Revise/Refine)**
 * (E)** 5.5 Formative Assessment - **Checking for Understanding**: Onion Ring and **Timely Feedback:** Checklist/Self **(Evaluate**)
 * (T)** 5.6
 * Verbal-Linguisitc:** Students will have many opportunities to discuss and practice repetitions of writing the content.
 * Logical/Mathematical:** The Idea Rake Chart for organizing their notes about exponents and their properties will be a way for students to keep their work organized.
 * Visual/Spatial:** Groups will work on their Glogster designs. This project will be very appealing to visual learners.
 * Bodily/Kinesthetic:** Students will be moving around a lot in the activity described in the hook above.
 * Musical/Rhythmic:** Students will be encouraged to make up a quick rap or song that will help them remember the exponent properties.
 * 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 on their projects, homework, and during the group activities described above.
 * (O)**5.7 Students will be able to relate two exponential functions by the properties of exponents, Perspective. Product: Glogster, Number of Days: 4 **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that properties of exponents can be used to transform expressions for exponential functions. **(Where)** //Write expressions in equivalent forms to solve problems// **(What)**
 * (H)** 6.2 Watch a funny video on exponents from Youtube.
 * (E)** 6.3 Students will know: function, expression, factoring, zeros, variable, coefficient. **(Equip)** Students will use an E-Chart graphic organizer to see and practice the content. To do more practice the students will do an activity called "circle the sage," where the students who did really well on the homework spread out around the room. Then students go to them with questions and have quick discussions to learn the topics. **(Explore)** Students will work in groups of 3 on their project of choice. **(Experience)**
 * (R)** 6.4 Students will show their level of understanding for the material by doing an Entrance/Exit question activity. Each student will be handed a note card. On that card they need to answer the math question on the board as an exit ticket to leave class. **(Rethink)** Peer-Assessment using a Checklist **(Rethink/Revise),** And feedback by the teacher on the product **(Revise/Refine)**
 * (E)** 6.5 Formative Assessment - **Checking for Understanding**: Entrance/Exit Ticket and **Timely Feedback:** Checklist/Peer **(Evaluate**)
 * (T)** 6.6
 * Verbal-Linguisitc:** Students can add words to their Glogster's that pop out right at you and have that affect for verbal learners.
 * Logical/Mathematical:** The E-Chart for organizing their notes. Also solving these questions will be taught in a very linear fashion.
 * Visual/Spatial:** The type II technology project will be a very visual and hopefully a creative opportunity for visual learners.
 * Bodily/Kinesthetic:** "Circle the Sage" Will be a very fun and interactive way of learning for the students.
 * 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 products. Also this online aspect of Glogster will be cool for students to be able to share it over the internet.
 * (O)**6.7 Students will be able to analyze exponential functions and transform them using properties, Empathy. Product: Product of choice, Number of Days: 4 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe