L1+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 __**** : ** Ms. Blackman **__Lesson #:__** 2 **__Facet:__** Self-knowledge
 * __ Grade Level __**** : ** 7th grade **__Numbers of Days:__** 3 days
 * __ Topic: __** Expressions


 * __ PART I: __**


 * __ Objectives __**


 * Student will understand **** that ** operations have several properties and what they are.


 * Student will know ** the definition of property.


 * Student will **** be able to do ** recognize properties.


 * Product: ** iMovie


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

Common Core Stats Standards

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 need to know what the properties are and how they apply, because it will be used again and again in all of your other math classes.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**


 * Section I – **** checking for understanding during instruction **

After going over the properties I will have the students do an ABC summary. The students go around the room and go through the alphabet with words that represent a property in some way IE addition, basic properties, commutative, ect.


 * Section II – **** timely feedback for products (self, peer, teacher) **

I will use a rubric to assess the students' iMovies.


 * __ Summative (Assessment of Learning): __**

The students will work in pairs to make an iMovie. Each of them will be assigned a property and they must act out an interrogation of the property, and the property must explain their alibi while hinting at what property they are.


 * __ Integration __**


 * Technology: ** The students will be recording and editing a movie.


 * Content Areas: ** This project also includes the arts, because of the acting in the movie.


 * __ Groupings __**


 * Section I - **** Graphic Organizer & Cooperative Learning used during instruction **

The students will use a story board to organize their thoughts and presentation. Students will think in pairs to brainstorm for their movie.


 * Section II – **** Groups and Roles for Product **

I will check for understanding through the ABC summaries. Students will be able to use the rubric and a checklist to self assess their presentation and revise/edit anything that needs to be changed.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical: ** Students have to problem solve how to explain their property without saying what property they are.


 * Verbal ** : Students will be explaining the properties, and working in partners.


 * Visual: ** Students will visually see everything in the movie


 * Musical: ** Students can include music into the intro or transitions.


 * Intrapersonal: ** Students will use a self-checklist for their movie.


 * Interpersonal: ** Students will be working in pairs for the movie.


 * Kinesthetic: ** Students will be doing a skit in the movie.


 * Naturalist: ** Students can include a plant or animal in the movie.


 * __ 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: ** Students will be designing their own movie.


 * Gifted Students: ** Students that work ahead will have the opportunity to add extra components to their presentation, make their skit more complicated, or add extra editing to enhance their movie.


 * __ Materials, Resources and Technology __**

computer

projector

whiteboard/chalkboard

markers/chalk

rubrics (handout)

video cameras (possibly) iMovie tutorial


 * __ Source for Lesson Plan and Research __**

[]- hook video on the commutative property

rubistar-help design rubric

Youtube.com – Search for tutorials on the aspects of the movie you are having trouble with (Ex[|. a tutorial on adding text].)


 * __ PART II: __**


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

Students will be arranged in clusters.

Day 1:

Introduction (10)

Movie (10)

Instruction (60)

Day 2:

Review/ ABC summaries (20)

Explain project (15)

Show sample (20)

Pair brainstorming/storyboard (25)

Day 3:

Presentations (80)

Students will understand that operations have several properties and what they are. You will use these operations in all of your math classes. //Use properties of operations to generate equivalent expressions.//

I will show a video on the [|distributive property], and have a short discussion.

****Where, Why, What, Hook Tailors:**** **(Mathematical, Verbal, Visual)**

Students will know the definition of the properties. See content notes. I will have the students go around the room and say allowed an ABC summary where each student says a word that somehow relates to the properties to check for understanding. They will have to get creative and I will have them explain their answers. (Ex. Addition (properties apply to addition), blackboard (you write the properties on a blackboard), commutative (it is a property), ect.) The students will use a storyboard to organize and plan their ideas and process. They will have rubrics, so they know what they are being graded on and how. That way they can change anything that needs to be improved.

****Equip, Explore, Rethink, Revise, Tailors****: **(Mathematical, Verbal, Visual, Kinesthetic, Musical, Intrapersonal, Interpersonal, Naturalist)**

Students will be able to recognize properties. Students will have to think of different aspects of the properties in order to come up with a word to describe them starting with a random letter. I will set up pairs and explain the project. (They will work in pairs and be assigned a property. They are on trial because an equation has been murdered. They will make an iMovie that shows the property being interrogated. They property will have to give their alibi while hinting at what property they are, but not giving it away.) I will show my sample, ask if there are questions, and allow them to start brainstorming and planning for the rest of the period. I will hand out the rubric so they will know what is expected of them and they can self assess. I will tell them that if they need any extra help to look up tutorials on youtube.

**Equip, Explore, Rethink, Revise, Tailors**: **(Mathematical, Verbal, Visual, Kinesthetic, Musical,****Intrapersonal, Interpersonal, Naturalist)**

Students will self assess with the rubric and I will provide timely feedback with the same rubric. Once they learn the properties, they will be able to better apply the operations to equations.

**Evaluate, Tailors: (Mathematical, Verbal, Visual)**

The properties- Associative – It doesn’t matter where the parenthesis are when adding and subtracting. Ex. x+(y+z)=(x+y)+z Commutative – It doesn’t matter what order you add or multiply in. Ex. x+y=y+x Distributive – You can multiply the constant by all terms inside of the parenthsis before or after you add. Ex. 2(x+y)=2x+2y Addition Identity- Anything plus 0 is itself. Ex. 0+x=x Zero property of multiplication – Anything times 0 is 0. Ex. 0*x=0 Multiplication identity – Anything times one is itself. Ex. x*1=x.
 * __ Content Notes __**


 * __ Handouts __**

Rubrics


 * __ 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 requirements for the movie ahead of time and everything will be laid out and organized. They also will be able to use the storyboard to organize each of their ideas.

//** Microscope **//// : // Students will be discovering through the use of the software and making the movie.

//** Puppy **//// : // Students will be working together and will be able to have class discussions.

//** Beach **//// **Ball**: // Students can address the movie however they feel most comfortable, as long as they hand in a storyboard.

//** Rationale **//// : // All of the learning styles are met.

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

//** Content Knowledge **//// : // Being able to recognize the properties shows a higher understanding**.**

//** MLR or CCSS: **//

Common Core Stats Standards

Content Area: Mathematics

Grade Level: 7th grade

Domain: Expressions and Equations

Standard: Use properties of operations to generate equivalent expressions

Clusters: 1,2

//** Facet: **// Self-Knowledge- students will be able to recognize the properties.

//** Rationale **//// : // Because students can recognize the properties of operations, they will be able to use them to generate equivalent expressions.

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

//** MI Strategies: **//

**Verbal-Lingustic**- Students will be explaining the properties, and working in partners.

**Logical/Mathematical**- Students have to problem solve how to explain their property without saying what property they are.


 * Visual: ** Students will visually see everything in the movie


 * Musical: ** Students can include music into the intro or transitions.


 * Intrapersonal: ** Students will use a self-checklist for their movie.


 * Interpersonal: ** Students will be working in pairs for the movie.


 * Kinesthetic: ** Students will be doing a skit in the movie.

//** Type II Technology **//// : // The students will be recording and editing a movie**.**

//** Rationale **//// : // All of the MI's are represented, and they're using technology in a type II way.

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


 * Formative **** : ** After going over the properties I will have the students do an ABC summary. The students go around the room and go through the alphabet with words that represent a property in some way IE addition, basic properties, commutative, ect.

//** Summative: **// The students will work in pairs to make an iMovie. Each of them will be assigned a property and they must act out an interrogation of the property, and the property must explain their alibi while hinting at what property they are.

//** Rationale: **// Students are showing me that they understand the material in multiple ways. ||  ||   ||