L3+Leal,+Samuel

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

** LESSON PLAN FORMAT **


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


 * __ Topic: __** Students will understand and learn to perform a method known as completing the square.


 * __ PART I: __**


 * __ Objectives __**


 * Student will understand that ** performing a method known as completing the square can solve equations.
 * Student will know ** : function, expression, factoring, zeros, completing the square, and quadratic equation.
 * Student will be able to ** perform a mathematical method known as completing the square.


 * Product: ** iMovie

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 another method for solving equations by learning how to perform a mathematical method known as completing the square.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**


 * Section I – checking for understanding during instruction **
 * 4-3-2-1 Scale, students will show their level of understanding for the material by using a 4-3-2-1 scale. During instruction I will ask students to hold up 4 fingers, 3 fingers, 2 fingers, or 1 finger based on their understanding. All 4's will tell it's a good time to move on.


 * Section II – timely feedback for products (self, peer, teacher) **
 * Rubric/Teacher, students will be given a rubric for their final product, an iMovie, that will give students a chance to know what they should expect and to be able to self assess while doing the project.


 * __ Summative (Assessment of Learning): __**
 * Students will work in groups on their iMovie showing a lesson on how to perform the completing the square method.


 * __ Integration __**


 * Technology: **
 * Make a fully digital lesson that teaches with just the click of the play button. Students will be in groups on this project. A movie gives students a really cool opportunity to be creative and often add story telling to their project to make it fun and relate the math to a wide variety of learners. Students can also edit themselves doing their math where they aren't on the spot like in an oral presentation. All students can play a role and be a movie star!
 * Content Areas: **
 * ** Art: ** Students will have a chance to be creative with what their movie looks like, adding visuals will make the movie catchier and keep the attention of the audience.
 * ** Music: ** Movies are boring with no music. Students get to be creative and add sound affects and music that will add to the project.


 * __ Groupings __**


 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Students will use a Sequence Chart graphic organizer to see and practice the content. To do more practice the students will get into teams to solve a problem, first with a partner, and then see if they all can do it solo. Think-Pair-Share Activity


 * Section II – Groups and Roles for Product **
 * Students will work in groups on their iMovie showing a lesson on how to perform the completing the square method. Groups will be assigned by having the class line up based on their self rating and their own practice with iMovie. Then by folding inward and partnering up the students with more experience with those students who have had less experience. Groups will be of 4 for this project.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

**Verbal-Linguisitc:** Groups will write up their storyboards for their iMovie. **Logical/Mathematical:** The Sequence Chart for organizing their notes on how to complete the square will help keep the math neat and organized. **Visual/Spatial:** Students will have time to work on their iMovie's as a digital and visual presence for their product. **Bodily/Kinesthetic:** To check for understanding, questions will be posted around the room, and students in pairs will go around and try to solve each. **Musical/Rhythmic:** Students will work on their podcast's in GarageBand, for their iMovie. **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 iMovie or working together on homework. **Naturalist:** There will be class work opportunities to work outside.


 * __ 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 Sequence Chart graphic organizer. I encourage students to also communicate with students who were at class. Use the students in your iMovie 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: **
 * iMovie, student will make a fully digital lesson, that teaches with just the click of the play button. Students will be in groups on this project. A movie gives students a really cool opportunity to be creative and often add story telling to their project to make it fun and relate the math to a wide variety of learners. Students can also edit themselves doing their math where they aren't on the spot like in an oral presentation. All students can play a role and be a movie star!


 * Gifted Students: ** Gifted students have the opportunity to be leaders within their groups. Organizing the task at hand and moving the process of creating the product along.


 * __ Materials, Resources and Technology __**

// List all the items you need for the lesson. //
 * A student sample of an iMovie
 * Handouts:
 * 1) Sequence Chart
 * 2) iMovie Rubric
 * Graphing Calculators
 * Pencils, Paper,
 * Laptop/Charger
 * Dongle
 * LCD Projector
 * Graph Paper
 * White Boards
 * Markers
 * Book


 * __ Source for Lesson Plan and Research __**

// List all URL and describe. //
 * [] This is where the examples I'm using are.
 * [|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 showing how quadratics are seen in the real world every day. Hook will be showing a video about parabolas and quadratic equations in the real world. (15min)
 * I will introduce notes from the chapter and the new material. Teaching how to complete the square. (30min)
 * I will hand out the Sequence 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 iMovie assigning students with their groups based on their experience with iMovie. Groups of 4. (10min)
 * Students will have an opportunity to play with this iMovie for the remaining time or start their homework. 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 reading facial expression using the 4-3-2-1 Scale. (30min)
 * I will introduce the new material from the next section, going over new notes and examples. (15min)
 * Work together in groups (with their spring partners) with the Sequence Chart graphic organizer, any lingering questions to each other, or to me. (10min)
 * We will do what's called a Think-Pair-Share. Students will get into their spring season partners and have a discussion and answer each others questions. Groups will then report back. Then students will try a problem on their own and we will discuss after that. (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)
 * Time to work with iMovie groups on projects. (30min)
 * I will go over what the students will expect on a quiz the at 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)
 * The rest of class will give students the opportunity to work on their iMovie 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 that performing a method known as completing the square can solve equations. I will begin the lesson by talking about quadratic equations and then by showing a website about where you see quadratic equations in the real world. It's amazing that it's all around you! This will be the way I hook the students into wanting to learn more about how to solve quadratic equations. 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 an iMovie 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: function, expression, factoring, zeros, completing the square, and quadratic equation **(See content notes).** Students will use a Sequence Chart graphic organizer to take notes while I go through examples of completing the square 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 check for understanding during instruction I will often ask to hold up a number, based on the 4-3-2-1 scale. This will give me a chance to ask questions to the students in the areas that I need to address more and clarify. Also this will tell me if the students are ready to move on. Another way many students learn best is from their peers. We will do a Think-Pair-Share activity with our spring partners. I will write an example on the board for the students to try together with their partners. We will follow up with a discussion. Next I will write an example on the board and ask the students to try this on their own so they can get confidence that way. We will follow up with a discussion and maybe a student would like to share their answer up on the board. **Equip, Explore, Rethink, Revise, Tailors:** Verbal, Logical-Mathematical, Interpersonal, visual.

Students will be able to perform a mathematical method known as completing the square. For this lesson students will be in groups working together on a iMovie. The iMovie's are encouraged to be creative, adding pictures and interaction with the class is encouraged. I will give a tutorial of an iMovie 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 gives 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 iMovie. I will use that same Rubric and take a close look at the iMovie'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. 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 know how to solve quadratics by completing the square. **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 __**

[|lesson10_3.pdf]

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**
 * Sequence Chart graphic organizer
 * iMovie 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 Sequence Chart Graphic Organizer. This will give students a chance to keep their notes very organized and sequential. The way I will teach how to solve quadratics by completing the square 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 iMovie's. Adding and 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. Also this takes away from the feel that it's just a teacher lecturing to everyone, but now more like the teacher facilitating groups. This will help for a comfortable learning environment. Students will also be partnered up with their spring season partners and be able to share ideas with them in our Think-Pair-Share activity. 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 iMovie'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 //**

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: Apply //**


 * // Rationale: //**// Students will learn how to solve quadratic equations by performing a method known as completing the square. //


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

**Verbal-Linguisitc:** Groups will write up their storyboards for their iMovie. **Logical/Mathematical:** The Sequence Chart for organizing their notes on how to complete the square will help keep the math neat and organized. **Visual/Spatial:** Students will have time to work on their iMovie's as a digital and visual presence for their product. **Bodily/Kinesthetic:** To check for understanding, questions will be posted around the room, and students in pairs will go around and try to solve each. **Musical/Rhythmic:** Students will work on their podcast's in GarageBand, for their iMovie. **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 iMovie or working together on homework. **Naturalist:** There will be class work opportunities to work outside.
 * // MI Strategies: //**


 * // Type II Technology: iMovie //**
 * iMovie, student will make a fully digital lesson, that teaches with just the click of the play button. Students will be in groups on this project. A movie gives students a really cool opportunity to be creative and often add story telling to their project to make it fun and relate the math to a wide variety of learners. Students can also edit themselves doing their math where they aren't on the spot like in an oral presentation. All students can play a role and be a movie star!


 * // Rationale: //**// Students will be able to show their understanding through creating an iMovie. It will also be encouraged in the rubric for students to get creative and show a real world application of this during their iMovie. //


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


 * // Formative: //**
 * 4-3-2-1 Scale, students will show their level of understanding for the material by using a 4-3-2-1 scale. During instruction I will ask students to hold up 4 fingers, 3 fingers, 2 fingers, or 1 finger based on their understanding. All 4's will tell it's a good time to move on.
 * // Summative: //**
 * Students will work in groups on their iMovie showing a lesson on how to perform the completing the square method.

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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 students’ progress by having discussions with the class and also walking around the room during group activities. // || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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