L1+Thiry,+Simone

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

** LESSON PLAN FORMAT **

**__ Lesson #: __ 1 ** **__ Facet: __** Explanation **__ Numbers of Days: __** 2
 * __ Teacher’s Name __**** : ** Ms. Thiry
 * __ Grade Level __**** : ** 9-12
 * __ Topic: __** Algebraic Equations


 * __ PART I: __**

**__ Objectives __** **Student will understand that** the process of solving equations can be seen as a process of reasoning and can be explained verbally. **Student will know** the vocabulary: isolate, variable, and method, and will know the method for solving single-step equations**.** **Student will be able to** express verbally the reasoning process behind solving equations. **Product:** Podcast.

**__ Maine Learning Results (MLR) or Common Core State Standards(CCSS) Alignment __** // Common Core State Standards // // Content Area: Algebra // // Grade Level: High School // // Domain: Reasoning with Equations and Inequalities // // Standards: 1. Understand solving equations as a process of reasoning and explain the reasoning. // // 2. Solve equations and inequalities in one variable. //

** Rationale: ** Students will explore the foundations of the process of reasoning behind solving equations and will explain the concept verbally.

<span style="font-family: 'Times New Roman',Times,serif;">**__ Assessments __**

<span style="font-family: 'Times New Roman',Times,serif;">**__ Pre-Assessment: __** Students will complete a homework sheet review of basic operations and variables to check for initial understanding.

During the lesson, students will rate their understanding on a scale of 1-5 using Hand Signals when prompted by the teacher. Students will compile their thoughts in a One-Minute paper, and then will work together in pairs to combine their One-Minute-Papers in to the Word-Web graphic organizer.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will get feedback from another pair and obtain approval from the teacher (after making suggested changes) on their Word-Web before beginning work on their podcast. Students will receive a copy of the podcast rubric before creating their final product. They will be asked to score themselves, and to compare their score with the score given by the teacher at the end of the unit.
 * Section II – timely feedback for products (self, peer, teacher) **

<span style="font-family: 'Times New Roman',Times,serif;">**__ Summative (Assessment of Learning): __** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will work in pairs to explain the process of solving equations in a podcast. Students will compile their experiences from the hands-on activity and class discussion in a one-minute-paper. They will work with their partners to create a word-web outline of their podcast by combining their ideas. The outline and podcast must answer the questions: How do you solve equations? What is the process? Why does it work? Students will be encouraged to be creative in their podcasts.

<span style="font-family: 'Times New Roman',Times,serif;">**__ Integration __** <span style="font-family: 'Times New Roman',Times,serif;">** Technology: ** Students will use GarageBand audio editing software to create their podcasts about how to solve equations. The teacher will use the same software to give a sample and demonstration.

<span style="font-family: 'Times New Roman',Times,serif;">** Content Areas: ** <span style="font-family: 'Times New Roman',Times,serif;">** English ** - Students will use writing reflection skills to combine their ideas for solving equations in a one-minute-paper and will use a word-web to organize those ideas into a script of bullets for their podcasts.

<span style="font-family: 'Times New Roman',Times,serif;">**__ Groupings __** <span style="font-family: 'Times New Roman',Times,serif;">** Section I - Graphic Organizer & Cooperative Learning used during instruction ** <span style="font-family: 'Times New Roman',Times,serif;">** Students will use a word-web to create a map for their podcast. Students will work in a Team-Pair-Solo model to build confidence and understanding of solving one-step equations. **

<span style="font-family: 'Times New Roman',Times,serif;">** Section II – Groups and Roles for Product ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will do the introductory activity and Team-Pair-Solo model with their table groups. Groups will be determined by the teacher using a variety of criteria. Students will create their podcast with their addition partners.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical: **Students will explore the logical steps taken to solve equations in their Team-Pair-Solo groups. Students will develop a strategy (based in a process of reason) for solving equations to share in their podcasts.
 * Verbal: **Students will use the word-web organizer, one-minute paper and podcast to explain their own ideas for solving equations verbally.
 * Visual: **Students will use the manipulatives used in the introductory activity to visualize the process of solving equations. Pairs will use the word-web organizer to compile their processes for solving equations in a visual way as a brainstorm for their podcast.
 * Musical: **Students may choose to incorporate music or rhythm into their podcasts.


 * Intrapersonal: **Students will have the opportunity to work individually on their own strategy for solving equations in one-minute papers, and will work on solving equations individually at the end of the Team-Pair-Solo activity.
 * Interpersonal: **Students will have an opportunity to work in groups to discover strategies for solving equations in the introductory activity, to solve equations in groups and pairs in the Team-Pair-Solo activity, and to brainstorm ideas and strategies with a partner to create their podcasts.
 * Kinesthetic: **Students will have the opportunity to move the seeds and packets from the introductory activity to help understand the physicality and movement involved in solving equations. Students will also have the opportunity to use their bodies to indicate their level of understanding of the processes being used in the Hand Signals formative assessment.
 * Naturalist: **The seeds used in the discovery process at the beginning of the lesson to demonstrate the physical aspect of solving equations will connect the curriculum to the world of living organisms. Each team's seeds will be planted in pots that will help teams bond with each other and will serve as classroom decoration throughout the unit, continuing to bring nature into the classroom.


 * __ 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. //

Students should email me the morning they know they will not be in school unless they are unable to do so due to the nature of the absence. Students will come see me for additional explanation and make-up work. Students who miss the first day will then be added to a group of two to help compete the assignment. Students who miss the second day will complete the podcast independently; their partners will have the choice of working independently or joining another pair to complete the activity.
 * Plan for accommodating absent students: **
 * __ Extensions __**

Students will use GarageBand audio editing software to create their podcasts about how to solve equations. The teacher will use the same software to give a sample and demonstration.
 * Type II technology: **
 * Gifted Students: **

Students will be given the opportunity to consider the implications of the ideas on more complex equations and include that thinking in their podcasts. They will also be given the opportunity to use more complex features of the audio editing software.

// List all the items you need for the lesson. // //Seeds.// //Paper.// //Laptops (for teacher and one for every 2 students).// //Projector// //Graphic Organizer (word web)// //Copies of Rubric// // Whiteboard //
 * __ Materials, Resources and Technology __**

// Whiteboard markers //

// Worksheets with Team-Pair-Solo problems //

// List all ULR and describe. // Graphic Organizer: http://www.eduplace.com/graphicorganizer/pdf/cluster.pdf
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

//Total Class Time (160 min):// //The classroom will be organized into table groups of four to facilitate the hook and group activities. Students will organize themselves into groups for the unit based on a set of criteria given by the teacher.//
 * __ 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 synthesis 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: //

//Hook: How Many Seeds? (12 min)// //Agenda and Objectives (10 min)// //Discussion of Hook: What did you do? Did it work? Why? (10 min)// // Instruction on Solving 1-Step Equations (15 min) // // Team-Pair-Solo: Solving Equations (30 min) // // One-Minute-Paper (3 min) //

// Day 2: // // Warm-Up: Individually Solve One Equation (5 min) // // Introduction to Podcast Project and Example (10 min) // // How to make a Podcast (5 min) // // Work with Partners to Combine Ideas into a Word-Web (10 min) // // Peer-Feedback on Word-Webs (10 min) // // Revise Word-Webs/Check-in with Teacher (10 min) // // Create Podcasts (25 min) // // Save and Email Podcasts (5 min) //

Students will understand that the process of solving equations can be seen as a process of reasoning and can be explained verbally. The basic method for solving equations can and will be applied to problems in every discipline and used in many aspects of life. Students will understand solving a process of reasoning and explain the reasoning. Students will begin class by working with each group’s table split into two halves. One side of the table will have packets of seeds, and the other side will have a pile of seeds. There will be the same number of seeds in each packet, and students will work as a group to try to deduce how many seeds are in each of their packets. At the end of the activity, students will open one packet to see if they are right. **Where, Why, What, Hook, Tailors: Kinesthetic, Visual, Interpersonal, Naturalist**

Students will know the vocabulary: isolate, variable, and method, and will know the method for solving single-step equations. We will begin with a discussion of the ways the students solved the problems in the hook. I will introduce the vocabulary into the discussion, using the equations from the hook. I will ask if students know what a variable is. They may refer to their homework assignment. I will then define variable, and ask them if they can determine what the variable was in the hook. The packets of seeds are the variables, because we don’t know for sure what number they represent. We will talk about how they figured out the number of seeds in the packet. I will ask them why they chose to do what they did (Why did you choose to take away 5 seeds from each side? Why did you choose to divide each side into two parts?) We have to isolate the variable by getting it all alone on one side to find out what it represents; some students will have done this in their experiment. I will ask if anyone knows what a method is. Methods are procedures for accomplishing something; isolating the variable by performing opposite functions is a method for solving 1-step equations. We will then do two problems as a class, with students volunteering what they think the step should be. Students will then work in a Team-Pair-Solo format, doing two problems as a team, two in pairs, and two individually. Students will be asked to rate their confidence with the material from 1-5 by showing fingers after the whole class activity, the team activity and the individual activity. I will also rotate around the classroom answering questions and correcting misunderstandings during this process. After this section, students will write a One-Minute-Paper in which they describe the process of solving 1-step equations and why it works. **Equip, Explore, Rethink, Refine, Tailors: Verbal, Logical, Interpersonal, Intrapersonal**

I will introduce the Podcast activity. This introduction will include an overview of the components I expect them to include in their podcasts, and an overview of how to use Garageband. I will distribute rubrics to the students after they split into pairs to work on their podcasts. Students will combine their One-Minute-Papers into a Word-Web organizer that answers the questions on the rubric for the Podcasts. The Word-Web organizer must contain components from both One-Minute-Papers, and students must work together on filling in the additional material. When they have finished their Word-Web organizers, each couple will pair with another couple and give peer feedback on the ideas in the web, and whether they answer the questions given on the rubric. Students will revise their graphic organizers if necessary, and then proceed to get them checked by the teacher. Once I have given them the green light to begin working, the pairs will each create a podcast. When creating the podcast, both students must use the computer at some point, and both students must speak in the podcast. **Explore, Experience, Revise, Refine, Tailors: Verbal, Visual, Logical, Musical**

Students will be expected to fill out the rubric for their project before turning in the final version. I will provide feedback to students by passing back their rubric attached to my rubric in the next class. The processes described in the podcast can be applied to the homework on the National Library of Virtual Manipulatives website, and assessment of understanding the method for solving single-step equations will be a pre-assessment and benchmark for solving multiple-step equations in future classes. **Evaluate, Tailors: Verbal, Logical**

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

Students will know how to solve single-step equations involving all four basic operations (addition, subtraction, multiplication and division).

__ Definitions: __

Variable: Letters that represent numbers whose value we don’t know. The numbers variables represent can vary, which is what gives them their name.

Isolate: To perform the same operations to both sides of an equation until the variable is alone on one side. The variable should be isolated from the other numbers.

Method: A particular process for approaching something. We will develop a method for solving single-step equations.

Opposite Function: The operation that ‘undoes’ another operation. For example, to ‘undo’ addition, you would subtract the same number, and vice versa.

__ Example Problems: __


 * Perform the Opposite Function to find x. **

From Hook:

Half of the groups had:

x + 3 = 7

x + 3 – 3 = 7 – 3

x = 4

The opposite of addition is subtraction, so the students should have taken away 3 seeds from each side.

*IF YOU DO SOMETHING TO ONE SIDE OF THE EQUATION, YOU MUST DO IT TO THE OTHER SIDE. Otherwise, they would no longer be equal.

Half of the groups had: 2x = 10

2x/2 = 10/2

x = 5

The opposite of multiplication is division, so the students should have divided their seeds in two.

As a Class:

1) y – 5 = 7

y – 5 + 5 = 7 + 5

y = 12

2) b/4 = 2

b/4 * 4 = 2 * 4

b = 8

Team:

1) 6x = 30

6x/6 = 30/6

x = 5

2) m – 4 = 6

m – 4 + 4 = 6 + 4

m = 10

Pair:

1) 4y = 16

4y/4 = 16/4

y = 4

2) v – 7 = 10

v – 7 + 7 = 10 + 7

v = 17

Solo:

1) m + 5 = 8

m + 5 – 5 = 8 – 5

m = 3

2) 3x = 18

3x/3 = 18/3

x = 6

// List the items that need to be printed out for the lesson. // Word-Web Rubric Worksheet with Team-Pair-Solo problems
 * __ 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 be introduced to a linear method of solving equations. These students will benefit from the clear approach of using opposite functions to solve equations. Students will also use multiple techniques to create a word-web outline for their podcasts that will create a structure for their Podcasts. //**


 * // Microscope: Students will begin the lesson with an experiment, and will then analyze the steps they took to develop the method for solving single-step equations. We will discuss in class questions of ‘why’ and ‘how’ the process works, and students will have to support their reasoning in their Podcasts. //**


 * // Puppy: Students will work in groups in their experiments, and in the Team-Pair-Solo activity. The class will work together to come up with a consensus on the method for solving equations. Pairs will work together to combine their ideas for the podcast and collaborate in making the podcast. //**


 * // Beach Ball: Students will have the opportunity to experiment with manipulatives and develop their own ideas before being introduced to the standards. These students will benefit from the brainstorming sessions, as well as the personal freedoms afforded to pairs in the creation of their podcasts. //**


 * // Rationale: This lesson plan includes components that cater to all four learning styles, which will maximize student engagement in the activities. By tailoring the lesson to several learning types, I am not only allowing students to thrive by utilizing their strengths, but also exposing them to a wide range of other areas to help them develop new ways of thinking. //**
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * //Content Knowledge: Students will know how to solve single-step equations, which is a major building block for the standards I’m addressing as well as many other standards.//**


 * //MLR or CCSS://** // Students will understand solving equations as a process of reasoning and explain the reasoning. Students will understand the reasoning behind solving single-step equations as a result of this lesson, and will be demonstrate their ability to explain that reasoning in a Podcast. (See Content Notes) //


 * //Facet: Explanation: Students will explain the process of solving single-step equations by creating a podcast in which they answer a variety of questions, including//** : How do you solve equations? What is the process? and Why does it work?


 * //Rationale: This lesson was planned with the goal of addressing the Common Core standard. Students demonstrated their understanding of the standard through a podcast in which they explained the process, and also used higher order thinking to not only show what they did, but how they did it and why the process works.//**

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


 * //MI Strategies:// Logical:** Students will explore the logical steps taken to solve equations in their Team-Pair-Solo groups. Students will develop a strategy (based in a process of reason) for solving equations to share in their podcasts.


 * Verbal:** Students will use the word-web organizer, one-minute paper and podcast to explain their own ideas for solving equations verbally.


 * Visual:** Students will use the manipulatives used in the introductory activity to visualize the process of solving equations. Pairs will use the word-web organizer to compile their processes for solving equations in a visual way as a brainstorm for their podcast.


 * Intrapersonal:** Students will have the opportunity to work individually on their own strategy for solving equations in one-minute papers, and will work on solving equations individually at the end of the Team-Pair-Solo activity.
 * Musical: ** Students may choose to incorporate music or rhythm into their podcasts.
 * Interpersonal: ** Students will have an opportunity to work in groups to discover strategies for solving equations in the introductory activity, to solve equations in groups and pairs in the Team-Pair-Solo activity, and to brainstorm ideas and strategies with a partner to create their podcasts.
 * Kinesthetic: ** Students will have the opportunity to move the seeds and packets from the introductory activity to help understand the physicality and movement involved in solving equations. Students will also have the opportunity to use their bodies to indicate their level of understanding of the processes being used in the Hand Signals formative assessment.
 * Naturalist: ** The seeds used in the discovery process at the beginning of the lesson to demonstrate the physical aspect of solving equations will connect the curriculum to the world of living organisms. Each team's seeds will be planted in pots that will help teams bond with each other and will serve as classroom decoration throughout the unit, continuing to bring nature into the classroom.


 * // Type II Technology: Podcast //**


 * // Rationale: This lesson addresses all eight of Howard Gardner’s Multiple Intelligences to cater to all types of learners. Students with all proclivities can benefit from a deeper understanding of the content based on the opportunities given in the lesson. The use of audio recording technology allows students to create an outline of their understanding and then edit their ideas into a finished product that demonstrates higher order thinking about the content. //**
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * // Formative: //** During the lesson, students will rate their understanding on a scale of 1-5 using Hand Signals when prompted by the teacher. Students will compile their thoughts in a One-Minute paper, and then will work together in pairs to combine their One-Minute-Papers in to the Word-Web graphic organizer. Students will get feedback from another pair and obtain approval from the teacher (after making suggested changes) on their Word-Web before beginning work on their podcast. Students will receive a copy of the podcast rubric before creating their final product. They will be asked to score themselves, and to compare their score with the score given by the teacher at the end of the unit.


 * // Summative: //** Students will work in pairs to explain the process of solving equations in a podcast. Students will compile their experiences from the hands-on activity and class discussion in a one-minute-paper. They will work with their partners to create a word-web outline of their podcast by combining their ideas. The outline and podcast must answer the questions: How do you solve equations? What is the process? Why does it work? Students will be encouraged to be creative in their podcasts.

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 * // Rationale: This lesson includes a variety of formative assessments to check for understanding and address misconceptions throughout the learning process. It also includes a polished summative assessment that accurately demonstrates student knowledge that has been revised and refined through formative assessment feedback. //**
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