L1+Leal,+Samuel

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Mr. Leal **
 * __ Lesson #: __**** 1 **
 * __ Facet: __**** Explain **
 * __ Grade Level __**** : High School **
 * __ Numbers of Days: __**** 3-5 Days **


 * __ Topic: __** Students will understand that factoring is a way to reveal zeros of the functions it defines.


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** that factoring is a way to reveal zeros of the functions it defines.
 * Student will know: ** FOIL, quadratic equations, zeros, function, expression.
 * Student will be able to do ** demonstrate factoring as a way to reveal zeros of a function.


 * Product: ** Blog (Tumblir).


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

**Content Area:** Algebra **Grade Level:** High School **Domain:** Seeing Structure in Expressions **Standard:** Write expressions in equivalent forms to solve problems **Clusters:** 3, 4


 * Rationale: ** Students will learn to how write expressions in equivalent forms to solve problems by learning to factor out a function to reveal zeros and find solutions.


 * __ Assessments __**


 * __ Pre-Assessment: __**
 * Pre-Assessment: Pre-test, checking for understanding and see what the students know to build off of.


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Thumbs Up or Thumbs Down, during instruction I will ask for a quick thumbs up or thumbs down to see if everyone is understanding and following along.


 * Section II – timely feedback for products (self, peer, teacher) **
 * Checklist/Self, students will be given a checklist at the start of the project and will be able to self-assess their product as they go along. Then the final assessment and feedback will be from the teacher.
 * __ Summative (Assessment of Learning): __**
 * Blog (Tumblir): Create a blog that demonstrates an understanding of factoring and a place where students can view and ask questions.


 * __ Integration __**
 * Technology: **
 * Students will create a blog using Tumblir, the blog will demonstrate an understanding of factoring. These blogs will include homework questions and anything related to factoring where students can comment and share.


 * Content Areas: **
 * ** Art: ** Students will organize their work in a Problem Solution Chart graphic organizer that will appeal to students who enjoying making things neat and offer an opportunity for creativity.
 * ** English: ** Students will be writing out their math on the blogs and sharing their understanding of the work by communicating in writing.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Students will use a Problem Solution Chart graphic organizer to see and practice the content. The class will go over examples and be able to keep their notes and strategies for solving each question in the Problem Solution Chart. We will be doing a Think-Pair-Share technique to practice, as students will get into pairs to communicate their strategies and share their graphic organizers in working towards solving the problems. Students learn well from their peers, hearing a new voice talk about the math helps many students.


 * Section II – Groups and Roles for Product **
 * Each student will work on creating their own blog so they can share their homework questions and their work. However, I will put students in groups of three based on their confidence in using a blog and the group members will be student's first go to for help on their blog.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * 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.


 * __ 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. //


 * Plan for accommodating absent students: ** Students who are absent should check the website. As well as stop by when they get a chance outside of class to check in and pick up the Problem Solution Chart graphic organizer. I encourage students to also communicate with students who were at class. Use the students in your blog group to help assist you in any way. Always feel free to email me as well, especially if you miss a quiz and need to arrange a time to make that up.


 * __ Extensions __**


 * Type II technology: ** Students will create a blog using Tumblelog, the blog will demonstrate an understanding of factoring. These blogs will include homework questions and anything related to factoring where students can comment and share.


 * Gifted Students: ** Students will be challenged to be more and more creative on their blogs. Students will be encouraged to research videos, images, and articles to add to their blog to make it unique and have more application to the real world.

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * A sample of a few very good blogs on Tumblir.
 * Handouts:
 * 1) Pre-test
 * 2) Problem Solution Chart
 * 3) Index cards for activity
 * 4) Tumblir, blog Checklist
 * Graphing Calculators
 * Pencils, Paper,
 * Laptop/Charger
 * Dongle
 * LCD Projector
 * Graph Paper
 * White Boards
 * Markers
 * Book

// List all URL and describe. //
 * __ Source for Lesson Plan and Research __**
 * Tumblr.com: [] This is the web page we will use for our Tumblelogs.
 * Tutorial [] This is a tutorial with many tips to navigate through Tumblr.
 * [] This is where the examples I'm using are.


 * __ 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 1: 80min //**

The classroom seating will be arranged into clusters. Lots of group work will be taking place during class and this seating arrangements will allow for students to have these discussions.
 * Start class with the hook. Telling a real world story about factoring and how I've used it in the past. (15min)
 * Pre assessment. Check for where the students are with the material. (30min)
 * I will hand out the Problem Solution Chart graphic organizer for the students to organize their notes. While I go over some examples of factoring out functions. (20min)
 * I will give a quick tutorial of Tumblr assigning students with their assistance groups based on their experience with blogs. (10min)
 * Students will have an opportunity to play with this website for the remaining time. I will walk around and answer any questions. (5min)
 * Rewind and recap (what to do for next class, check for understanding, any final questions). (5min)


 * // Day 2: 80min //**

The classroom seating will be arranged into clusters. Lots of group work will be taking place during class and this seating arrangements will allow for students to have these discussions.
 * We will begin class by going over homework, asking questions about anything that's stumbling them. Often checking for understanding by asking for thumbs up/thumbs down. (30min)
 * Work together in groups with the Problem Solution Chart graphic organizer, any lingering questions to each other, or to me. (20min)
 * Students will get into pairs and do a Think-Pair-Share activity with their partner to practice the material and do the examples on the board. Also this gives students a chance to look over each others graphic organizers. (25min)
 * Rewind and recap (what to do for next class, check for understanding, any final questions). (5min)


 * // Day 3: 80min //**

The classroom seating will be arranged into clusters. Lots of group work will be taking place during class and this seating arrangements will allow for students to have these discussions.
 * We will have a discussion of any problems that have been stumbling students and answer any questions. (25min)
 * The rest of class students will have work time on their blogs. (40min)
 * I will go over what the students will expect on a quiz the start of next class. (10min)
 * Rewind and recap (what to do for next class, check for understanding, any final questions). (5min)


 * // Day 4: 80min //**

The classroom seating will be arranged into clusters. Lots of group work will be taking place during class and this seating arrangements will allow for students to have these discussions. Students will understand that factoring is a way to reveal zeros of the functions it defines. 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. Write expressions in equivalent forms to solve problems The lesson is going to be introduced by telling a story of using factoring in the real world to solve a function. I'm going to discuss my experiences with factoring in the real world. Then students will have an index card and in their group that they are sitting with they will come up with some example they can think of. We will then share each group’s ideas in front of the entire class. The students will then take a short Pre assessment quiz to see where the students are in term of understanding functions. I will collect those and then introduce a tutorial of Tumblir. Following a quick tutorial, students will have an opportunity to go play and explore Tumblir.
 * We will take a quick 3-question quiz to give students an opportunity to show their understanding of the material. After everyone has completed the quiz we will go over the questions together as a class. (30min)
 * The rest of class will give students the opportunity to present their blogs, just showing to the class what they like about their and point out the things they've done. (45min)
 * Rewind and recap (what to do for next class, check for understanding, any final questions). (5min)

**Where, Why, What,** **Hook, Tailors:** Verbal, Interpersonal, Bodily-Kinesthetic.

Students will know: FOIL, quadratic equations, zeros, function and expression **(See content notes).** Students will use a Problem Solution Chart graphic organizer to take notes while I go through examples of factoring on the board. I will teach in a step-by-step process so students are able to follow along and take clear notes in their graphic organizer. Also use the Think-Pair-Share technique to practice. The Think-Pair-Share activity will help students work together and share their graphic organizers and discuss examples that we've done in class. Giving students an opportunity to learn from a different voice and in smaller groups, rather than from me in front of the entire class. I will also be walking around to answer any questions. 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. The students in their Think-Pair-Share groups I will write an example on the board and allow the groups to tackle that example and discuss it together. Then I will go over it in front of the class.

**Equip, Explore, Rethink, Revise, Tailors:** Verbal, Logical-Mathematical, Interpersonal, Intrapersonal.

Students will be able to evaluate a function to reveal zeros by factoring it out. 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. I will show students how to make a Tumblir account. I will show examples of blogs, show how to comment on each other’s blogs, hand out a checklist for the students’ blogs. In the checklist students will see that they have the opportunity to pose homework questions to each other, and be able to give feedback to each other on their homework. Students will have class time to get started and I will be able to check if students are understanding and making sense of it by checking thumbs up/thumbs down. The goal is for students to leave class excited to keep using their blog for checking homework with their peers while they are at home. The blog will be created on their own individually and their two other partners will be assigned so that they can be their go to people for assistance. The checklist will be self-assessed first so students can check and see if they are doing all parts of the blog. Know one person’s blog is going to be the same and students can be unique and creative in their visuals on the blog. Then I will assess each blog using the same checklist they have. I will email each student to provide feedback and areas in which they can strengthen their blog.

**Explore, Experience, Revise, Refine, Tailors:** Verbal, Logical-Mathematical, Interpersonal, Intrapersonal.

After students have made their last changes and additions to their blog. I will use that same checklist again and look through each student’s blog. I will provide written feedback for the final evaluation. Making comments on areas of strengths and understanding of the content. Also discussing areas where they could improve their understanding of the content if need be. Most of the checklist is about the content and if the student showed how well they can factor out a function to reveal its zeros.

**Evaluate, Tailors:** Intrapersonal, Verbal, Logical-Mathematical

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

[|Lesson 1 examples.pdf]

[|lesson 1 Examples.2.pdf]

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

[|Lesson 1 G-O.pdf]
 * 1) Pre-test
 * 2) Problem Solution Chart **//(See attached handout)//**
 * 1) Index cards for activity.
 * 2) Tumblir, blog Checklist


 * __ 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 who are Clipboard learners will love the Graphic Organizer. This will give students a chance to keep their notes very organized and sequential. The way I will teach factoring will be very step-by-step and this will be beneficial to Clipboard learners. Also a blog allows students to organize their work in any way. Allowing students who want it to be very straightforward can do just that. //

//** Microscope: **//// Students who are Microscope learners will be able to try as much as they want on homework assignments and will enjoy looking at all the things they can do with their blogs. Students have a lot of freedom to do as much as they'd like. Students like this will also learn well from looking into real world examples. //

//** Puppy: **//// Students who are Puppy learners I believe will do well with the cluster seating. This seating arrangement lets the students be in close conversations with peers and it puts the focus more on the group rather than the individual student. This will help for a comfortable learning environment. Students will also be in pairs for Think-Pair-Share and be able to learn from each other. I will also walk around to help and answer any questions too. //

//** Beach Ball: **//// Students who are Beach Ball learners will be able to be creative with their blogs. Design them anyway that fits their personality! Also classes will be structured and organized, but we will be doing a lot of things. Changing things up and keeping these students on their toes will be beneficial to them and their learning. //

//** Rationale: **//// This lesson shows that I can teach in a structured way that will help students who are Clipboard learners, but also give enough freedom for students who want choices and to be creative. Also that the classroom environment can be a positive one for all learners. Making it comfortable for students to have their voices be heard and to feel free to ask questions at any time. //


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

//** Content Knowledge: (See Content Notes) **//

//** MLR or CCSS: **// **Common Core State Standards** **Content Area:** Algebra **Grade Level:** High School **Domain:** Seeing Structure in Expressions **Standard:** Write expressions in equivalent forms to solve problems **Clusters:** 3, 4

//** Facet: **//// Explain //

//** Rationale: **//// In this lesson students will learn to factor out equations. This is a way in which students are transforming an expression in order to put it into a form that they can solve. Understanding factoring will be an essential foundation for solving equation as well as for graphing out a equation and finding its zeros. //


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

//** MI Strategies: **//

**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.

//** Type II Technology: **//
 * Tumblir: Creating a Blog **
 * Students’ will create a blog using Tumblir, the blog will demonstrate an understanding of factoring. These blogs will include homework questions and anything related to factoring where students can comment and share.

//** Rationale: **//// Students will create a blog where they can post their homework for this lesson for students in the class to see and make comments on. By commenting and helping other students out on their homework and their blogs will show an understanding of factoring, how to reveal zeros, and how to then solve those equations for X. //


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

//** Formative: **// Thumbs Up or Thumbs Down, during instruction I will ask for a quick thumbs up or thumbs down to see if everyone is understanding and following along.

//** Summative: **// Blog (Tumblir): Create a blog that demonstrates an understanding of factoring and a place where students can view and ask questions.

//** Rationale: ** Formative assessment is an important way to check the students for understanding. All students learn differently and at different paces. As a teacher and throughout this lesson I will be checking student’s progress by doing a quick thumbs up/thumbs down during instruction. As well as having a short 3 question quiz given at the end of the lesson that is a good way of checking up on students who like showing their understanding right on paper. // ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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