L6+Leal,+Samuel

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name: __**** Mr. Leal **
 * __ Lesson #: __**** 6 **
 * __ Facet: __**** Empathy **
 * __ Grade Level: __**** High School **
 * __ Numbers of Days: __**** 3 **


 * __ Topic: __**// Students will understand how to evaluate and analyze exponential growth and decay functions. //


 * PART I: **


 * Objectives **
 * Student will understand that ** exponential functions can be categorized as either being a function of exponential growth or exponential decay.
 * Student will know ** : Exponential, exponential functions, evaluate, analyze, exponential growth and exponential decay.
 * Student will be able to ** view exponential gorwth and decay functions with graphs or just as a function to evaluate them.


 * Product: Digital product of choice! (Groups of 3) **

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


 * Rationale: ** Students will learn how to evaluate and graph exponential growth and exponential decay functions.


 * Assessments **


 * Formative (Assessment for Learning) **
 * Section I – checking for understanding during instruction **
 * 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. Also on that note card is any question they want to ask about anything, I will address a few of the reoccurring questions at the start of the next class.
 * Section II – timely feedback for products (self, peer, teacher) **
 * Peer-Assessment using a Checklist, students will be given a universal checklist during the first class. The checklist covers what mathematical understanding of the material should be demonstrated in the product. Because the product is of choice for the groups, it will be very generic and just based on the math content. When groups present their projects peers will have that same checklist and provide feedback after each presentation.


 * Summative (Assessment of Learning): **
 * Students will work in groups on their project showing their understanding of exponential growth and decay.


 * Integration **
 * Technology: **
 * ** Product of choice! ** Using any of the products we have used in previous lessons or using a product that the students feel would fit the project well to show their understanding of exponential growth and/or decay in the real world. This project the students will be in groups of 3.


 * Content Areas: **
 * ** Art, ** Students who enjoy making art projects will enjoy being very creative in this project.
 * ** Music, ** Students may choose to make a song or add music to whatever product they choose to make.


 * Groupings **
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * 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. Great way for gifted students to be the teachers and for students to learn from their peers.


 * Section II – Groups and Roles for Product **
 * Groups for this project are going to based on their product of choice. I will have the students write down 3 products they would like to use for this project in order with their preference being the first. Then I will make groups of three, grouping students based on what products they want to make.


 * Differentiated Instruction **


 * MI Strategies **


 * Verbal-Linguisitc: ** Students will have the opportunity to really be the teacher in the "Circle the Sage" activity, where they will communicate their strategies that have helped them do well with solving the problems in this lesson.
 * Logical/Mathematical: ** The E-Chart for organizing their notes. Also solving these questions will be taught in a very linear fashion.
 * Visual/Spatial: ** Any project chosen can be very visual. Students are creating a digital product for showing an understanding of growth and decay.
 * 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 on their projects and often on their homework.


 * 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: **
 * Student participation is a key to success. Participation is an important part of your grade, but I understand students won't always be tip top everyday and will miss maybe a couple classes here and there. But understand that this is a grade way to do really well in this class. I do totally understand that there will be time when you are unable to make it to class. In this case ask students, check the website for assignments, and always feel free to email me anytime if you have any questions. Also I encourage to come stop by and visit the day you come back even if it's not the regular day we meet.


 * Extensions **


 * Type II technology: **
 * ** Product of choice! ** Using any of the products we have used in previous lessons or using a product that the students feel would fit the project well to show their understanding of exponential growth and/or decay in the real world. This project the students will be in groups of 3.


 * Gifted Students: **
 * Gifted students will be the "Sages" in the "Circle the Sage" activity. Being able to practice their understanding of material by teaching it to their peers.
 * In the groups on their projects, gifted students can be leaders in helping facilitate good teamwork in the making of the groups’ product.

// List all the items you need for the lesson. //
 * Materials, Resources and Technology **
 * Handouts:
 * 1) E-Chart Graphic Organizer
 * 2) Product checklist
 * 3) Quiz
 * Graphing Calculators
 * Pencils, Paper,
 * Laptop/Charger
 * Dongle
 * LCD Projector
 * Graph Paper
 * White Boards
 * Markers
 * Book
 * Note cards

// List all URL and describe. //
 * Source for Lesson Plan and Research **
 * [] This is where the examples I'm using are.
 * [] Link to the video I will be showing to start class.
 * []


 * 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. We will watch a short video about exponential growth and decay in the real world, very funny! (15min)
 * I will introduce notes from the chapter and the new material. (30min)
 * I will hand out the E-Chart graphic organizer for the students to organize their notes. While I go over some examples of growth and decay equations on the board. Students are reminded that they will be able to use this on the quiz. (20min)
 * Students have the remaining time in class to work on their homework after turning in a note card the has their 3 top choice for a final product for the lesson. (15min)
 * Rewind and recap (what to do for next class, check for understanding, any final questions). While they do homework I make the groups of three for the project and announce the groups before they leave class. (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 summer partners) with the E-Chart graphic organizer, any lingering questions to each other or to me. (10min)
 * Students have time to work on their projects. (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.
 * Students will start class with 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. Great way for gifted students to be the teachers and for students to learn from their peers. We will have a discussion of any problems that have been stumbling students and answer any questions on the homework as well. (25min)
 * Time for groups to work on the projects! (40min)
 * I will go over what the students will expect on a quiz at 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.
 * 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)
 * Groups will present their projects! (45min)
 * Rewind and recap (what to do for next class, check for understanding, any final questions). Project presentations next class. (5min)

Students will understand that exponential functions can be categorized as either being a function of exponential growth or exponential decay. I will show a very funny, but educational video from Youtube of where exponential growth and decay is seen in the real world. Videos in the classroom is often a great way to capture the attention of many students. This will be the way I hook the students into wanting to learn more and to want to create a product like that. In the first class I will also go over the content notes and hand out an E-Chart graphic organizer for students to keep their notes organized. 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.
 * Where, Why, What, ** **Hook, Tailors:** Verbal, Interpersonal, Intrapersonal, Logical-mathematical.

Students will know: Exponential, exponential functions, evaluate, analyze, exponential growth and exponential decay. ** (See content notes). ** Students will use a E-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. To start day 3 students will practice their understanding of the material by doing the "Circle the Sage" activity. This will be our way of going over the homework and the students who feel they did very well on the homework are the Sages. The rest of the students go to them with questions and have discussions about the homework. Giving students a chance to ask questions within a small group and make clarifications before continuing on into more material. Also 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.
 * Equip, Explore, Rethink, Revise, Tailors: ** Verbal, Logical-Mathematical, Interpersonal.

Students will be able to view exponential gorwth and decay functions with graphs or just as a function to evaluate them. For this lesson students will be in groups of 3 creating a product of choice to demonstrate their understanding of growth and decay. This opportunity of having freedom of choice will be fun for students to maybe do another product type that they really enjoyed doing. I will hand out the checklist on the first day, but it's just a list to follow of what content needs to be covered in the product. This freedom will create for a very fun presentation day.
 * Explore, Experience, Revise, Refine, Tailors: ** Verbal, Logical-Mathematical, Interpersonal, Intrapersonal, visual, musical.

When presenting students watching will be given the dame checklist and be able to make comments on what area's were covered or not. Also each student in the class will know will jot down on the checklist 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. All of the checklist components are about content because each product will be different.
 * Evaluate, Tailors: ** Interpersonal, Verbal

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // [|Sam Lesson 6.pdf]
 * Content Notes **
 * // (See attached at the end) //**

// List the items that need to be printed out for the lesson. //
 * Handouts **
 * 1) E-Chart Graphic Organizer
 * 2) Product checklist
 * 3) Quiz


 * 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 E-Chart Graphic Organizer. This will give students a chance to keep their notes very organized and sequential. 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. Also knowing they can use their graphic organizers on the quiz makes students put time into making them very good and neat. //


 * // Microscope: //**// Students who are Microscope learners will be able to try as much as they want on homework assignments and will learn well in this lesson with all the real world word problems. Real world applications of the math will be enticing for Microscope learners. There's 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. "Circle the Sage" activity also gives students to ask questions to a peer in a small groups for help with their work. I will also walk around to help and answer any questions too. //


 * // Beach Ball: C //**// lasses 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. Plus the freedom of choice for the product, Beach Ball learners will thrive with that. //


 * // 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 note //**

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
 * // MLR or CCSS: //**


 * // Facet: Empathy //**


 * // Rationale: //**// Students will learn how to graph and evaluate exponential functions of growth and decay. //


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


 * // MI Strategies: //**


 * Verbal-Linguisitc: ** Students will have the opportunity to really be the teacher in the "Circle the Sage" activity, where they will communicate their strategies that have helped them do well with solving the problems in this lesson.


 * Logical/Mathematical: ** The E-Chart for organizing their notes. Also solving these questions will be taught in a very linear fashion.


 * Visual/Spatial: ** Any project chosen can be very visual. Students are creating a digital product for showing an understanding of growth and decay.


 * 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 on their projects and often on their homework.


 * // Type II Technology: //**


 * ** Product of choice! ** Using any of the products we have used in previous lessons or using a product that the students feel would fit the project well to show their understanding of exponential growth and/or decay in the real world. This project the students will be in groups of 3.


 * // Rationale: //**// In this lesson there are many ways to learn through all eight multiple intelligences. Also with the freedom of the product students can choose a prduct that best fits them and their learning style. //


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


 * // Formative: //**
 * 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. Also on that note card is any question they want to ask about anything, I will address a few of the reoccurring questions at the start of the next class.


 * // Summative: //**
 * Students will work in groups on their project showing their understanding of exponential growth and decay**//.//**

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 * // 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 do a "Circle the Sage" activity with the homework to see where students are at before the quiz. // || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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