L2+Leal,+Samuel

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Mr. Leal **
 * __ Lesson #: __**** 2 **
 * __ Facet: __**** Interpret **
 * __ Grade Level __**** : Algebra I **
 * __ Numbers of Days: __**** 5 **


 * __ Topic: __** Students will understand how to factor out a function to evaluate it.


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand ** how to factor out a function to evaluate it. Learning to factoring quadratics and also learning a few new tips on how to factor polynomials that have a higher degree than 2.
 * Student will know: ** function, expression, factoring, FOIL. Students will be using and understanding these terms throughout the lesson.
 * Student will be able to ** evaluate a function by factoring it out. Finding the coordinates that solve the function.


 * Product: ** Prezi

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


 * Rationale: ** Students will learn to write expressions in equivalent forms to solve problems learning to evaluate that revealing the zeros of a function can be used to find points that a function crosses through.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * ** Slap it, ** after instruction I will put up some answers on the board and ask a few questions and the students at the board will slap the answer to the question. This will start discussions with right or wrong answers.


 * Section II – timely feedback for products (self, peer, teacher) **
 * ** Rubric/Peer, ** students will be given a rubric at the start of the project to have a guideline. Then as the projects are coming along and are presented, the students in the class will each be given a rubric to give feedback on each project.
 * After the project, students in the group will fill out a small rubric on each other student in the group and evaluate each other and the areas where they feel like their teammates participated very well or poorly. Students will know this ahead of time before the project starts that they will be evaluating each other on the contributions they make for the team in creating the project.


 * __ Summative (Assessment of Learning): __**
 * ** Prezi, ** Create a presentation using Prezi to show how to evaluate an expression by factoring. Prezi will work really well for students who are visual and logical-mathematical learners. The Prezi will show how to factor out and solve in a step-by-step manner and visuals will add to the group presentation.


 * __ Integration __**
 * Technology: **
 * Students will create a Prezi for their presentation. Prezi will work really well for students who are visual and logical-mathematical learners. The Prezi will show how to factor out and solve in a step-by-step manner and visuals will add to the group presentation.


 * Content Areas: **
 * ** Art: ** Students will organize their work in a Step-By-Step graphic organizer that will appeal to students who enjoy making things neat and offer an opportunity for creativity.
 * ** Music: ** Often to add to the Prezi presentations students will add sound effects or music to make their presentation appealing to the audience.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Students will use a Step-By-Step graphic organizer, being able to keep their notes in a logical order and neatly practice solving equations. Students will often continue to use this step by step strategy to solve out equations. During instruction at an appropriate time and talk with the student to their left about what we have learned. Doing this 3-minute review will let students get up to speed and be able to pose questions to their peers or to the whole class.


 * Section II – Groups and Roles for Product **
 * For the Prezi presentation students will be in groups of 3 or 4. I believe this is a good number because it will help students with their confidence in presenting if they are with other students in front of the class. Also groups will have more people to bounce ideas off of and make a creative presentation.


 * __ Differentiated Instruction __**


 * __ MI Strategies: __**

**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.
 * Verbal-Linguisitc: ** Students will have time to discuss homework in groups at the start of class.


 * __ 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 Step-By-Step graphic organizer. I encourage students to also communicate with students who were at class. Talking with other students in the class and receiving notes from them will be the best way for students to be able to catch up. 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 Prezi for their presentation. Prezi will work really well for students who are visual and logical-mathematical learners. The Prezi will show how to factor out and solve in a step-by-step manner and visuals will add to the group presentation.

// List all the items you need for the lesson. //
 * Gifted Students: **
 * Students will be challenged to be creative and educational with their Prezi presentations. Also much like any group assignment and project their is an opportunity for the students to become a leader.
 * Not only with the projects though, but also through class work and group work, because of the seating arrangements being in clusters, gifted students that are doing well have that opportunity to be a teacher to other students. Teaching to other students is one of the best ways to master the material.
 * During instruction there will be many examples that show trends in ways to factor. Some students will go through the long, but safe process of solving them, but then many gifted students will find the trends and short cuts to factoring.
 * __ Materials, Resources and Technology __**
 * A sample of a few very good blogs on Tumblelog.
 * Handouts:
 * Step-By-Step Graphic Organizer
 * Prezi, Rubric
 * 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 __**
 * [] This is where the examples I'm using are.
 * [|Prezi] This is the website for making a Prezi. It has tutorials and everything the students will need to know.
 * [|101 Uses of the Quadratic Equation]
 * []
 * []


 * __ 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. Discussing how quadratic equations are all around us. Baseball Homerun example. (15min)
 * I will introduce notes from the chapter and the new material. (30min)
 * I will hand out the Step-By-Step 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 Prezi assigning students with their groups based on their experience with Prezi. (10min)
 * Students will have an opportunity to play with this website for the remaining time or start their homework. (5min)
 * Second part of the hook! I will show a video on Youtube about factoring, that will grasp the students attention as they walk out the door!
 * 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 reading facial expression or asking thumbs up/down/sideways. (30min)
 * I will introduce the new material from the next section, going over new notes and examples. (15min)
 * Work together in groups (with their fall partners) with the Step-By-Step graphic organizer, any lingering questions to each other, or to me. (10min)
 * We will do what's called a 3-minute review. Students will get into their fall season partners and have a discussion and answer each other’s questions. Groups will then report back. (20min)
 * 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 on the homework. (25min)
 * We will do a checking for understanding game called slap it. I will ask a question and put for answers up on the board, then students in the Prezi work groups will work on trying to solve the question and a one member of the team will go up and slap the answer once they get it. A different member of the team needs to answer each question. (30min)
 * I will go over what the students will expect on a quiz at the start of next class. (10min)
 * Rest of class to work on homework or Prezi project. (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.
 * We will take a quick 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 work on their Prezi Projects. (45min)
 * Rewind and recap (what to do for next class, check for understanding, any final questions). Project presentations next class. (5min)

// Day 5: 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.
 * Project day! (80min)

Students will understand how to factor out a function and evaluate it. I will show a video from Youtube of how and where factoring out functions is used in the real world. Videos in classrooms capture the attention of many students. This will be the way I hook the students into wanting to learn more about how to now factor and solve functions. Also discussing how quadratics are seen all around us. One example I will discuss is trajectory and how quadratics are used in finding the distance of where a ball will land after being hit. This will give the students a sense of where the next few classes are going what they should expect ahead. There will be often lots of group work in this lesson and therefore the seating arrangement in the classroom will be in clusters. Giving students an opportunity to see the front of the class, but also to have groups where students can hold conversations with their peers when doing work. In the first class I will show an example of a Prezi and that this will be the technology they will be using to show their understanding of the material at the end of the lesson.

**Where, Why, What,** **Hook, Tailors:** Verbal, Interpersonal.

Students will know: FOIL, quadratic equations, zeros, function, expression, and factoring **(See content notes).** Students will use a Step-By-Step 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 3-minute review technique to practice. The 3-minute review is a quick, stop right there where we are. Giving students a chance to ask questions within a small group (Fall season) and make clarifications before continuing on into more material. 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. The students in their 3-minute review 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, visual.

Students will be able to evaluate a function by factoring it out. For this lesson students will be in groups working together on a Prezi. The Prezi's are encouraged to be creative, adding videos, pictures and interaction with the class is encouraged. I will give a tutorial of Prezi and how it works, what it can do, and show some examples of ways in which students can use it to demonstrate their understanding of factoring out and solving functions. I will hand out the rubric ahead of time so students know what to expect when they are graded and students can self assess throughout the project. The rubric shows and give tips on how to be creative, but presentations are pretty open-ended. **Explore, Experience, Revise, Refine, Tailors:** Verbal, Logical-Mathematical, Interpersonal, Intrapersonal, visual.

After students have made their last changes and additions to their Prezi. I will use that same Rubric as the groups present their Prezi's. Also each student in the class will know what the rubric looks like and will jot down on a piece of paper a sandwich style comment. Top bread positive, the middle a constructive comment (the meat!), and then something you really liked. I will collect these as well. I will provide written feedback for the final evaluation. As well as 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 rubric is about the content and if the student showed how well they can factor out a function and evaluate it. **Evaluate, Tailors:** Interpersonal, Verbal

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

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**
 * Step-By-Step Graphic organizer
 * Prezi Rubric


 * __ 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 learn well using Step-By-Step Graphic Organizer. This will give students a chance to keep their notes very organized and sequential. The way I will teach factoring and solving functions will be very step-by-step and this will be beneficial to Clipboard learners. When teaching I like to keep my math organized on the board and that helps with these students and their note taking as well as a giving them a process for solving each function. //

//** 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 Prezi's. Adding videos, pictures, and real world applications of the math will be enticing for Microscope learners. Theirs a lot of freedom to do as much or as they'd like. //

//** 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 partnered up with their Fall season partners and be able to share ideas with them in our 3-minute review. 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 Prezi's. 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 //**

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


 * // Rationale: //**// Students will learn to write expressions in equivalent forms to solve problems learning to evaluate that revealing the zeros of a function can be used to find points that a function crosses through. //


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


 * // MI Strategies: //**
 * 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 that is 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.


 * // Type II Technology: Prezi //**
 * // Students will create a Prezi for their presentation. //// Prezi will work really well for students who are visual and logical-mathematical learners. The Prezi will show how to factor out and solve in a step-by-step manner and visuals will add to the group presentation. //


 * Rationale: **// Students will be able to show their understanding the material by making a Prezi and presenting to the class a real wor //// ld example of factoring out a function and solving it. This will demonstrate that they really understand the material to be able to not only reiterate it, but to also apply it. //


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

//** Formative: **//** Slap it, ** after instruction I will put up some answers on the board and ask a few questions and the students at the board will slap the answer to the question. This will start discussions with right or wrong answers.

//** Summative: **//** Prezi, ** Create a presentation using Prezi to show how to evaluate an expression by factoring. Prezi will work really well for students who are visual and logical-mathematical learners. The Prezi will show how to factor out and solve in a step-by-step manner and visuals will add to the group presentation.

//** 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 having discussions with the class and also walking around the room during group activities. We will also do a Slap it activity to check for understanding before the quiz. // ||

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