L2+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 #:__** 1  **__Facet:__** Explain
 * __ Grade Level __**** : ** 7th **__Numbers of Days:__** 3 days
 * __ Topic: __** Expressions


 * __ PART I: __**


 * __ Objectives __**


 * Student will understand that ** expressions can be manipulated.


 * Student will know ** definitions of expressions, like terms and sequences: order of operations.


 * Student will be able to **** do ** be able to describe what an expression is and how to use it.


 * Product: ** Wiki


 * __ 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: ** Understanding expressions and how to manipulate them is beneficial, because it can save you money.


 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only) __**

Students will use a KWL chart to explain what they know and what they want to know about expression, and properties. After the lesson, we will go over what they learned.


 * __ Formative (Assessment for Learning) __**


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

I will periodically ask the students to give me a thumbs up or thumbs down during instruction to be sure that they are keeping up and understanding what we are covering.


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

Students will assess themselves with a checklist to be sure that everything that needs to be on the wiki is on the wiki.


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

The students will make a wiki page in the point of view of an expression. It will explain what an expression is and how to use it. Students need to include: A definition of an expression in their own words, at least 5 examples of how to use them/when to use them, and at least one video.


 * __ Integration __**


 * Technology: ** The students will design their own wiki how every they want (that is appropriate and related), and convey the needed information.


 * Content Areas: ** This project connects to English, as well. The students need to explain themselves, while using correct grammar and spelling.


 * __ Groupings __**


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

When we cover properties, students will use a step-by-step chart to map out the steps of operations, and describe them. They will think-pair-share about what an expression is and how to use it, everyone can bounce ideas off of each other for their comic life.


 * Section II – Groups and Roles for Product **

During instruction, I will ask students to give me a thumbs up or down to demonstrate their understandings. While working on their project, the students will have a checklist of required components. They will check it on their own, and add/change anything that needs to be done.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical: ** Students will logically show the steps of how to use equations.


 * Verbal: ** Students will verbally explain in their presentation what an expression is and how to use it.


 * Visual: ** Students will design their wiki however they want to.


 * Musical: ** Students can incorporate a rap/song/poem/into to their wiki.


 * Intrapersonal: ** Students will reflect on their own with a checklist.


 * Interpersonal: ** Students will discuss with one another during the think-pair-share exercise about what an expression is.


 * Kinesthetic: ** Students can incorporate a skit into the wiki.


 * Naturalist: ** Students can incorporate plants or animals into their wiki.


 * __ 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 wikispaces to create their own webpage with any video/audio/visuals that they want (that complements their point)**.**


 * Gifted Students: ** Students that work ahead may continue to add special components to their wiki (IE. write a song or make a video).


 * __ Materials, Resources and Technology __**

Computers

Video cameras (maybe)

Projector

Handout Step by Step chart

Handout Checklists

Handout KWL chart

Empty cans, juice containers, boxes, ect.

Price tags


 * __ Source for Lesson Plan and Research __**

[] - Step by Step Chart - Students will recorded the steps of solving an equation in order to understand what an equation is.

www.eduplace.com/graphicorganizer/pdf/**kwl**.pdf - KWL chart - Students will be pre-assessed using the KWL chart.

[] - Video tutorial on adding pictures/video to wiki-


 * __ 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 into clusters

day 1

Hook (25)

Discussion (10)

Pre-assessment (10)

Introduce what an equation is/review order of operations and like terms (step by step chart)(35)

day 2

Continue teaching material/review (25)

Introduce wikis (15)

Think-pair-share (20)

Work in class (20

HW finish wiki

Students will understand that expressions can be manipulated. It can save you money. //Use properties of operations to generate equivalent expressions.//

I will have the class set up like a mini-mart. Different containers of different sizes will have different prices. The students will walk around and compare the sizes and prices while talking among each other. They will have to collectively come up with what gives you the most for your money and why. They only have 25 minutes to figure it out, and they need to keep an eye on the clock. Afterwards, I will ask them which ones are the best and why. We will talk for about 10 minutes.

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

Students will know definitions of equations, expressions, like terms and the order of operations. See content notes. The previous day I would have passed out a KWL chart and had the students write what they already know about expressions, equations, like terms, and the order of operations. From there I would know what needs to be covered and revisited, and what doesn’t. I will explain what an expression and an equation are and what like terms are, and I will go over order of operations (as much as needed). I will give the students a step-by-step chart, so they can write out the steps in solving equations and keep it for themselves. While explaining these processes and definitions I will periodically ask the students to give me a thumbs up or thumbs down in order to assess their understandings of the topics. While they work on their wikispace, I will give them a checklist, so they can assess themselves before turning in the final product.

****(Equip, Explore, Rethink, Revise, Tailors**//: (//**Verbal, Mathematical, Intrapersonal)****

Students will be able to describe what an expression is and how to use it. The students will fill in their own step-by-step chart with the steps and explaining each step, and keep it for future reference. I will ask how many people know what a wikispace is. Chances are most will. If most do, I will have students explain what they are, if most don't then I will explain what they are and show an example. I will ask how many know how to make one and how to include pictures and videos. If most students know how, then the students will explain how to; if most don't, then I will explain how and show a tutorial. I will explain the project they will be doing (making a wiki page in the point of vie of an expression. It will explain what an expression is and how to use it. Students need to include: A definition of an expression in their own words, at least 5 examples of how to use them/when to use them, and at least one video.) I will allow them to brainstorm first on their own on how to do this, and then think with a partner to bounce ideas off each other. Then lead a group discussion on what some people came up with, and help others that still don't have ideas. Once they group discuss, I will allow them to get started. I will be available to answer questions, help troubleshoot, and help students that still don't know what they want to do. I will pass out the checklist, so they know what is expected of them, and so they can revise their own piece.

**(Explore, Experience, Revise, Refine, Tailors: (Verbal, Mathematical, Intrapersonal, Interpersonal, Visual)**

Students will be assessed by the same checklist they assessed themselves with, to provide timely feedback. This is the building block to all of the other assignments. You need to know what an expression is and how to use it before you can actually use it.

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


 * __ Content Notes __**

Students need to know what an expression is, what like terms are, and the order of operations. Start with what an expression/equation is. Starting simple, write "x+2=3" on the board. The students should all agree that x=1. Ask them why x=1. How can you get there if there were bigger numbers such as x+304=728? You subtract 304 from 728 to find that x is 424. Tell them that that is an equation and the expression is the part without the equals sign. An expression is defined as a mathematical phrase. Practice a couple of problems. Next go over order of operations. Most students will probably be at least familiar with this term. Explain the acronym "please excuse my dear aunt sally" and ask if anyone else knows any others. Be sure to hand out the step-by-step chart so they can record the steps and why. Give a sample, and ask what you simplify first. Lastly for like terms. Start off with simple, again, such as "3+x+4=9". Ask them how to simplify the problem. Do another one. Then throw in extra x's like "2+x+x=4". What does that simplify to? How do you solve it? Give a more complicated one that includes parenthesis, multiplication, and other operations such as that.


 * __ Handouts __**

[|KWL chart], [|Step-by-step chart], checklist**.**


 * __ 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 structure and know what is expected of them through the graphic organizers, and the checklist. //

//** Microscope: **//// Students will discover on their own how to explain an expression, and how to design their wiki the way they want. //

//** Puppy: **//// Students will be able to group discuss in a comfortable setting after the hook, and while brainstorming for their wiki. //

//** Beach Ball: **//// Students will be up and moving for the hook, and have a lot of freedom and creativity in the creation of their wiki. //

//** Rationale: **//// All learning styles are met, and all MI's are incorporated. //

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

//** Content Knowledge **//// : Understanding what an expression is and being able to explain it in their own words demonstrates higher order thinking. //

//** 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: **//// Students will be able to explain what an expression is, why, and how to use it. //

//** Rationale: **// Being able to explain what an expression is will allow students 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 verbally explain in their presentation what an expression is and how to use it.

Logical/Mathematical- Students will logically show the steps of how to use equations.

Visual/Spatial- Students will design their wiki how ever they want to.

Bodily/Kinesthetic- Students can incorporate a skit into the wiki.

Musical/Rhythmic- Students can incorporate a rap/song/poem/into to their wiki.

Intrapersonal- Students will reflect on their own with a checklist.

Interpersonal- Students will discuss with one another during the think-pair-share exercise about what an expression is.

Naturalist- Students can incorporate plants or animals into their wiki.

//** Type II Technology: **// The students will design their own wiki how every they want (that is appropriate and related), and convey the needed information.

//** Rationale: **//// All of the MI's are used in creative ways. //

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

//** Formative **//// : // When we cover properties, students will use a step-by-step chart to map out the steps of operations, and describe them. They will think-pair-share about what an expression is and how to use it, everyone can bounce ideas off of each other for their comic life. Students will assess themselves with a checklist to be sure that everything that needs to be on the wiki is on the wiki.

//** Summative: **// The students will make a wiki page in the point of view of an expression. It will explain what an expression is and how to use it. Students need to include: A definition of an expression in their own words, at least 5 examples of how to use them/when to use them, and at least one video.

//** Rationale: **// The students are demonstrating understanding through many different assessments. ||  ||   ||