L5+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 #:__** 5 **__Facet:__** Interpretation
 * __ Grade Level __**** : ** 7th  **__Numbers of Days:__** 2
 * __ Topic: __** Expressions


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** there are different ways to write the same problem.
 * Student will know ** definitions of expression, like terms, equivalent and the order of operations.
 * Student will be able to do ** evaluate equivalent expressions and make sense of why they're equal.
 * Product: ** Comic Life

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: ** Being able to know why equations are equal will allow you to do better in future classes.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**
 * Section I – ** When I give the students the fact and opinion sheet with common misconceptions, I will be able to check for understanding.


 * Section II – ** The students will grade each other using a checklist, and also they will check each other’s fact and opinion sheet during the team-pair-share.


 * __ Summative (Assessment of Learning): __** The students will make a comic life showing examples and non-examples of equivalent equations and will explain //why// they are equivalent.


 * __ Integration __**
 * Technology: ** Students will be using comic-life.


 * Content Areas: ** The students are using English to explain why they are equal.


 * __ Groupings __**
 * Section I – ** Students will use a fact and opinion chart to explain why equations are or are not equal. Afterwards they will team-pair-solo, where they will check their answers, but also think about their final project.


 * Section II – ** There will be common misconceptions on their fact and opinion list, which I will use to check for understanding. They will also check with one another. After they make their comic-life, the students will grade each other based off of a checklist.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal/Linguistic ** - Students will write in their comic, and will have the chance to explain their thought process with partners.

**Logical/Mathematical**- Students will use mathematical skills when evaluating the expressions.

**Visual/Spatial**- Students will use their spatial skills when designing the comic life.

**Musical/Rhythmic-** Students can incorporate music/melodies or poetry in the comic life.

**Intrapersonal-** Students will be working alone, and will develop the final product on their own.

**Interpersonal**- Students will have the opportunity to brainstorm with one another.

**Naturalist-** Students may include their pets or plants into their comic life anyway that is fitting.


 * __ 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 using comic-life.

[|Fact and Opinion] (handout) Computers List of equations (handout) Checklist (handout) Paper and pencils
 * Gifted Students: **
 * __ Materials, Resources and Technology __**

[|Fact and Opinion]
 * __ Source for Lesson Plan and Research __**
 * __ [] __**
 * __ http://qzabteachers.wikispaces.com/Comic_Life __**
 * __ PART II: __**

Students will be sitting 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 (10) Fact and opinion chart/misconception check (15) Introduction to project (10) Team-pair-solo (20) Work on Comic Life (25)

Day 2: Group presentations (25) Redo Hook (10) Wrap up discussion (10) Next day’s lesson…

Students will understand that there are different ways to write the same problem. Understanding this will help you solve future problems in other classes and in life. //Use properties of operations to generate equivalent expressions.// Students will get on their laptops and go [|online] to play a game/quiz. I will tell them to first do the regular level, than do challenging, and lastly try expert. I will be sure that they record their scores. I’ll tell them that this isn’t a competition against each other, but against themselves (they will do it again at the end of the lesson).


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

Students will know definitions of expression, like terms, equivalent and the order of operations. //See content notes.// I will hand out a fact and opinion chart, and a list of equations, and tell them to write under the opinion column why they think the two equations are or are not equal, than under the fact column actually explain why they are or are not equal using the tools/terms we have learned. Under the list of equations I will include some that are not equal using common misconceptions. I will use this to check for understanding. I will be available to help students that need extra help, and gifted students will be challenged to use more complicated examples (such as multiple variables and what not).


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

Students will be able to evaluate equivalent expressions and make sense of why they're equal. Students will use a fact and opinion chart to write why they think two expressions are equal and then what proves that they are. After that they will team-pair-solo where students get together in teams and discuss the answers they put on the sheet, and then get into pairs and further discuss the answers and ideas for the comic life. Lastly the students go off and continue thinking on their own. Students will get into groups of three and use a checklist to check their partners’ comic lifes.


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


 * Students will self and peer assess using the checklist. I will use the same checklist to grade them after class. These skills are used throughout the entire unit, it just gets more and more complicated. **

Expression- A mathematical phrase including numbers and variables such as 2x+3+y. Like terms- Terms with the same variables and powers like 2x and x, 3 and 4 or x^2 and 3x^2. Equivalent- When two things equal each other such as 3(x+2) is equivalent to 3x+6. Order of Operations- Parenthesis, exponents, multiplication and division (left to right), addition and subtraction (left to right).
 * Evaluate, Tailors: (Verbal, Logical, Visual, Interpersonal, Intrapersonal) **
 * __ Content Notes __**

[|Fact and Opinion] List of equations Checklist
 * __ 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 a checklist to work from.


 * // Microscope: //** Students will have the opportunity to discover why these equations are equal.


 * // Puppy: //** Students will work and discuss multiple times in groups.


 * // Beach Ball: //** Students will be up and moving around during discussion.


 * // Rationale: //** A variety of students are being accommodated.


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


 * // Content Knowledge: //** Students will interpret different equations

Common Core Stats Standards
 * // 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 will be able to evaluate equivalent expressions and make sense of why they're equal.


 * // Rationale: //** Students will be able to use properties of operations to generate equivalent expressions once they understand how to evaluate them, and know why they are equal.


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


 * // MI Strategies: //**
 * Verbal/Linguistic ** - Students will write in their comic, and will have the chance to explain their thought process with partners.

**Logical/Mathematical**- Students will use mathematical skills when evaluating the expressions.

**Visual/Spatial**- Students will use their spatial skills when designing the comic life.

**Musical/Rhythmic-** Students can incorporate music/melodies or poetry in the comic life.

**Intrapersonal-** Students will be working alone, and will develop the final product on their own.

**Interpersonal**- Students will have the opportunity to brainstorm with one another.

**Naturalist-** Students may include their pets or plants into their comic life anyway that is fitting.


 * // Type II Technology: //** Students will create a comic-life.


 * // Rationale: //** Students are using most of the intelligences and technology to demonstrate their understanding.


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


 * // Formative: //** When I give the students the fact and opinion sheet with common misconceptions, I will be able to check for understanding. The students will grade each other using a checklist, and also they will check each other’s fact and opinion sheet during the team-pair-share.


 * // Summative: //** The students will make a comic life showing examples and non-examples of equivalent equations and will explain //why// they are equivalent.


 * // Rationale: //** Students have multiple chances to demonstrate their understanding of the material. ||  ||   ||