L2+Thiry,+Simone


 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Thiry
 * __ Lesson #: __**** 2 **
 * __ Facet: __** Empathy
 * __ Grade Level __**** : 9-12 **
 * __ Numbers of Days __**** 2 **
 * __ 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: linear equation, isolate, variable, combine and will know the method for solving multi-step equations.


 * Student will be able to ** relate the process of solving equations to anoter issue, subject or discipline.


 * Product: ** blog post

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

// 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 understand problem solving as a process of reasoning and will be able to relate and connect it to other aspects of life.


 * __ Assessments __**


 * __ Pre-Assessment: __**

Students will use a flow chart to work out the steps for solving multiple step equations.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will compare their blog posts to the checklist, and students will peer-assess blog posts. Students must make sure their peers’ blog posts are clear before they are posted online.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will write a blog post connecting the process of solving equations to another discipline. They will work out ideas in the class brainstorm, and then include at least one link that shows more about the discipline they connected to.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Students will use Blogger to create and post their blog posts, which will include hyperlinks.


 * Content Areas: **
 * English – ** Students will use their writing skills to compose their blog posts.

Students will use a flow-chart to organize the steps for solving multi-step equations. Students will brainstorm ideas for blog posts in a Round Robin Brainstorm format.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work in their set groups for the majority of class. They will peer review with their multiplication partners.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical: ** Students will see the logic behind the steps used to solve an equation and will make connections to logical problem solving in other areas.
 * Verbal: ** Students will discuss verbally, and then write blog posts about how they can relate the process of solving equations to the real world.
 * Visual: ** Students will use the flow chart to visually represent the process of solving equations.
 * Musical: **
 * Intrapersonal: ** Students will have opportunities to think independently before group discussions, and students will reflect individually in their blog posts.
 * Interpersonal: ** Students will work in groups to solve equations and use a Round Robin brainstorming technique to help develop ideas for their blogs.
 * Kinesthetic: ** Students will have the opportunity to physically move around the manipulatives at the start of the lesson.
 * Naturalist: **


 * __ 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.
 * Plan for accommodating absent students: **


 * __ Extensions __**


 * Type II technology: ** Students will use Blogger to create a blog post that connects the process of solving equations to another discipline. Students will use the internet to find links that tell more about the discipline they chose.


 * Gifted Students: ** Students may use as many hyperlinks as they desire, and will be encouraged to try new features, like embedding video.

// List all the items you need for the lesson. // // Flow charts // // Whiteboard // // Whiteboard Markers // // Laptops (one for teacher, one for each student) // // Copies of checklist //
 * __ Materials, Resources and Technology __**

// List all URL and describe. // http://blog.mathpl.us/?p=164
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

// Day 1: //
 * __ 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) //

// Hook: Manipulatives (10 min) // // Agenda (5 min) // // Discussion of Hook: What did you do? Why? (10 min) // // Instruction on Solving Multi-Step Equations (20 min) // // Group Practice Solving Multi-Step Equations (15 min) // // Round Robin Brainstorm: How can this be applied to other areas? (10 min) // // Introduction to Blog Assignment (10 min) //

// Day 2: // // Peer Review of Blogs (10 min) // // NLVM Algebra Scale (20 min) // // Flow-Chart: Justify Steps (15 min) // // Groupwork on Specific Problems (20 min) // // Presentations (20 min) // // Write down one thing you understand well, and one thing that is still confusing (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 process of deconstructing problems is useful to many fields, everyone from chefs to plumbers use these types of problem-solving techniques in their daily life. Students will understand problem solving as a process of reasoning, and be able to relate and connect it to other aspects of life. Students will begin class by working with manipulatives, with each group’s table representing an equation. Students will have to work in groups to solve for the variable. **Where, Why, What, Hook, Tailors: Kinesthetic, Visual, Interpersonal**

Students will know the vocabulary linear equations, isolate, variable, and combine. Students will know the method for solving multi-step equations. We will begin with a discussion of the way each group solved the problem in the hook. We will discuss how this problem is different from the problems we’ve seen so far. We will then review the terms isolate and variable. We will work with two-step equations first, and then progress to 3-step equations. This will bring us to a discussion of combining like terms. We will discuss developing a method for solving equations. Students will then work in groups to solve some multi-step equations while I circulate the class, check in, and answer questions. I will introduce the blog activity, and students will brainstorm ideas for blog posts in a Round Robin brainstorm. **Equip, Explore, Rethink, Refine, Tailors: Logical, Verbal, Interpersonal**

Students will receive the checklist for their blogs and will write a first draft for homework. The next day we will begin with a peer review of the drafts. Students will use the checklist and also make sure that their partners’ blogs are clear. They will have an opportunity to revise the blog posts for homework before posting them online. Students will work individually on the NLVM scale for twenty minutes. I will check in with students to make sure that they understand. Students will take a screenshot to send to me to show their success with the material. Students will then write the steps for solving a given equation in a flow chart, and work in groups to justify the reasons they did the steps in the order they did. Students will then work in groups on a worksheet, and each group will be given a problem from the worksheet to present to the class. **Explore, Experience, Revise, Refine, Tailors: Verbal, Visual, Logical, Interpersonal, Intrapersonal**

Students will be expected to check their blogs against the checklist and make revisions before turning them in. I will also provide them with a copy of the rubric I used to grade their blog. Students will also write a short reflection that answers two questions, what they are confident doing, and what is not clear, which will be used as an exit ticket. The connections that are made in the blog posts will help students understand why we are learning these things, and will build a foundation of real-life application for algebra. **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 multiple step equations involving all four basic operations. __ 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 operation 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 multiple-step equations.

Combine Like Terms: Combining like terms is the act of taking two elements of an equation and putting them together (for example, x + 3 – 2 would become x + 1).

// List the items that need to be printed out for the lesson. // // Flow chart // // Worksheet //
 * __ 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 develop a linear method for solving equations. They will also relate to the organized approach of the flow-chart. //**


 * // Microscope: Students will benefit from making real-life connections, and analyzing their experiments. //**


 * // Puppy: Students will work in pairs to review their work, and will work in teams to figure out how to solve equations. //**


 * // Beach Ball: Students will experiment with manipulatives, and will have the opportunity to think outside the box in their blog ideas. The blog criteria also encourage students to delve deeper into related disciplines. //**


 * // Rationale: This lesson plan includes components that cater to all four learning styles and will help keep all types of learners engaged. //**


 * // 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 multiple step equations, which is applicable in fields of math, science and any other discipline that deals with data. It is also a component of the standards I’m addressing. //**


 * // MLR or CCSS: Students will understand solving equations as a process of reasoning and explain the reasoning. Students will understand the reasoning behind solving multiple step equations as a result of this lesson, and will connect that understanding to the real world in a blog post. //**


 * // Facet: Empathy: Students will be able to relate the process of solving equations to another issue, subject or discipline in a blog post. //**


 * // Rationale: This lesson was planned with the intention of helping students understand the standard. Students used higher-order thinking to connect their understanding of mathematical processes to solving problems in the real world. //**


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


 * // MI Strategies: //**** Logical: ** Students will see the logic behind the steps used to solve an equation and will make connections to logical problem solving in other areas.
 * Verbal: ** Students will discuss verbally, and then write blog posts about how they can relate the process of solving equations to the real world.
 * Visual: ** Students will use the flow chart to visually represent the process of solving equations.
 * Intrapersonal: ** Students will have opportunities to think independently before group discussions, and students will reflect individually in their blog posts.
 * Interpersonal: ** Students will work in groups to solve equations and use a Round Robin brainstorming technique to help develop ideas for their blogs.
 * Kinesthetic: ** Students will have the opportunity to physically move around the manipulatives at the start of the lesson.


 * // Type II Technology: Blog //**


 * // Rationale: This lesson caters to six of the eight multiple intelligences. Students can demonstrate understanding in their strongest intelligences while simultaneously developing their weaker intelligences. The use of blogs allows students to connect their outside research in a way that is creative. Students will demonstrate higher-order thinking by making abstract connections to the content and will utilize technology to explore those connections. //**


 * // 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 use a flow chart to work out the steps for solving multiple step equations. Students will compare their blog posts to the checklist, and students will peer-assess blog posts. Students must make sure their peers’ blog posts are clear before they are posted online.


 * // Summative: //** Students will write a blog post connecting the process of solving equations to another discipline. They will work out ideas in the class brainstorm, and then include at least one link that shows more about the discipline they connected to.


 * // Rationale: This lesson uses formative assessments to check for understanding and address misconceptions throughout the learning process. It also includes a summative assessment that demonstrates student knowledge after students have revised and refined their understanding in formative assessments. //**

|| ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||