L3+Thiry,+Simone


 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Simone Thiry **__Lesson #:__** 3 **__Facet:__** Interpret
 * __ Grade Level __**** : ** 9-12 **__Number of Days:__** 1
 * __ Topic: __** Algebraic Equations


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that **simple equations and inequalities in one variable can be solved using a series of steps.
 * Student will know ** vocabulary: linear equation, inequality and the methods for solving multiple-step equations and inequalities.
 * Student will be able to ** represent the process of solving equations and inequalities in different ways.
 * Product: ** Glogster

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 rate their understanding on a scale of 1-4 at the beginning of class, after the jigsaw and at the end of class. The teacher will observe smaller groups of students in the jigsaw format.
 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will self-assess with the checklist, and each group will meet with the teacher before completing their glogster.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will create a glogster that will be assessed by the teacher using the criteria given on the checklist.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Students will use glogster.edu to create a digital poster that interprets the process of solving equations in two ways.


 * Content Areas: **
 * English- ** Students may verbally (either through the use of audio or written words) describe the process of solving equations in their poster.

Studnts will use a sequence chart to demonstrate the steps for solving multliple step equations and inequalities. Students will learn how to solve different types of equalities and inequalities in a Jigsaw format, and then come back to teach their group.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will begin in their table groups. Each group will split in half, with the students on the left going to one jigsaw group and the students on the right going to another. Students will come back to their groups to work on the glogster.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

Verbal: Students will use the lyrics of the song to express verbally the process of solving multiple step equations, and will explain specific methods to their groups in the Jigsaw piece. They may also choose to include a verbal component in their glogster.

Visual: Students will watch the video that accompanies the song/dance, and will create visual representations of their equations in the Glogster.

Logical: Students will use a logical progression of steps to solve equations and inequalities.

Interpersonal: Students will work in groups to jigsaw the information and develop their glogsters.

Intrapersonal: Students will work individually on a sequence chart before joining glogster groups.

Musical: The song provides a way for students to remember the steps for solving equations to a musical beat.

Kinesthetic: The dance moves that accompany the songs allow students to use their muscle memory to help them remember how to solve equations.


 * __ 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: S ** tudents should email me the morning they know they will not be in school unless it is impossible for them to do so due to the nature of the absence. They will then check in with me upon their return to school for make-up assignments.


 * __ Extensions __**


 * Type II technology: ** Students will use glogster.edu to create a digital poster that gives examples of different ways to solve equations.


 * Gifted Students: ** Students may consider how inequalities are represented visually, and incorporate these ideas into their glogster.

// List all the items you need for the lesson. // // Graphic organizer. // // Whiteboard/markers //
 * __ Materials, Resources and Technology __**

// List all URL and describe. //
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

// Day 1: // // Hook: Sweeney Math Video (15 min) // // Jigsaw (20 min) // // Report Back (10 min) // // Glogster (35 min) // Students will understand that simple equations and inequalities in one variable can be solved using a series of steps. Being able to solve more complex problems is necessary to be able to apply math to science, health and statistics in other fields **. ** Students will represent the processes of solving equations and inequalities in different ways. Sweeney Math song and steps for solving Equations: We will watch the video and students will participate in singing the song and doing the steps before we begin class. **Where, Why, What, Hook, Tailors: Kinesthetic, Musical, Interpersonal, Logical** Students will know inequalities, the method for solving multiple-step equations and the method for solving inequalities**. ** Students will use a sequence chart to demonstrate the steps for solving multiple step equations and inequalities. Students will work in a Jigsaw format; one group will learn to solve inequalities, while the other will learn to solve more complex multiple-step equations. Then they will reassemble and teach each other. Students will have opportunities to practice with the material, and teach it to their peers, before putting it into the final product. **Equip, Explore, Refine Tailors: Logical, Linguistic, Intrapersonal** Students will work in groups of four to create a glogster that explains how to solve equations or inequalities (depending on the group) in three ways (in addition to the algebraic equations, show visually, orally, verbally, etc.). Students will use their prior knowledge from the sequence chart and jigsaw to determine what processes to include in their glogster. Students will have the opportunity to change their glogster after checking in with the teacher. **Experience, Rethink, Revise Tailors: Linguistic, Visual, Verbal, Intrapersonal, Logical** Students will self-assess in their groups using the checklist, and will rate their understanding at the beginning, middle and end of class. **Evaluate: Logical, Verbal, Intrapersonal**
 * __ 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) //

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

// List the items that need to be printed out for the lesson. //
 * __ 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: //**


 * // Microscope: //**


 * // Puppy: //**


 * // Beach Ball: //**


 * // Rationale: //**


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


 * // Content Knowledge: //**


 * // MLR or CCSS: //**


 * // Facet: //**


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


 * // MI Strategies: //**


 * // Type II Technology: //**


 * // Rationale: //**


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


 * // Formative: //**


 * // Summative: //**

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