L6+Fletcher,+Caleb

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

**LESSON PLAN FORMAT**

**__Teacher’s Name__****:** Mr. Fletcher **__Lesson #:__ 6 __Facet: Self -Knowledge__** **__Grade Level__****: High School** **__Numbers of Days: 5__** **__Topic: CSI Ax 2 __**

**__PART I:__**

**__Objectives__** **Student will understand that they can solve real world problems with quadratics**

**Students will know about the vertex form, standard form, and the rest of the information that has been gathered thus far**

**Student will be able to relate quadratics to the real world**

**Product: Imovie**

**__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__** Common Core State Standards Content Area: Algebra <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Domain: Reasoning with Equations and Inequalities <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Standard: Solve Equations and inequalities in one variable <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Added with <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Content Area: Functions <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Domain: Interpreting Functions <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Standard: Analyze functions using different representations <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Rationale:** This lesson combines every aspect of the standards into one little neat package.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Assessments__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Formative (Assessment for Learning)__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Section I – checking for understanding during instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">While checking for understanding I will be using the technique of give one get one. This will give me the chance to give students a question and have them answer it, as well as ask me any burning question that they have. Thus a conversation has been constructed and an easy going environment will made in so that the students can face their problems head on. It will give me the chance to see what is confusing them during this lesson.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Section II – timely feedback for products (self, peer, teacher)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rubrics, surveys, and self-evaluations will give this imovie product of ours the perfect close. The rubric will address the concerns of the students and give them various ideas about what needs to happen to achieve an excellent learning experience. The surveys will give the students to evaluate their groups. In these groups the students are going to have work closely together thus there has to be a way for the students to judge how their group faired. That is why we are going to use a survey to judge by questions and ratings to see how well they have done. Finally, the students will complete an overall self-assessment that will have them looking at their own work and seeing if they've done the best job that they can.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Summative (Assessment of Learning):__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Integration__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Technology:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will construct an imovie showing that they can solve a real world problem. This real world problem, however, is looking into the world of forensics. A CSI type movie will be constructed that will deal with a certain crime that your fellow classmates have created for you.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**English:** Students will learn about the elements of a story <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Science:** Student will learn how numbers influence the world through material such as physics.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Groupings__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Section I - Graphic Organizer & Cooperative Learning used during instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The graphic organizer being used is based around the project itself. This lesson revolves around a final wrap up of all that we learned. We want to take each aspect of our lessons and put it together. Thus in order to show the journey a story map organizer seemed to be the best choice. The students have an opportunity to write what they think is the best story to tackle the problem. Thus it will give them a chance to be creative. Along with this, I'll be using the number hands co-op learning technique so the students can cooperative together to create a better and stronger team. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Section II – Groups and Roles for Product** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The groups are going to be separated based upon a somewhat random choice. I'll put a few peers together in the group so people can feel comfortable without losing the ability to connect with more students. To make things more interesting for myself these groups will be named after famous crime dramas. Thus we will have the NCIS group, the CSI group, the Bones group, and the Criminal Minds group. These groups are going to be charged with the task of creating an imovie so the students will have to file into roles. The lead officer will be a director making sure that each shot looks nice, the next role is going to be the Priviate Investigator which is charged with leading the solution and creation of the crimes, there is going to be an FBI consultant who is going to check over the work done so far, and double check it, finally the last member of the group is the forensics scientist who is in charge of all the mathematical procedures. He or she will be in charge of the numbers. z

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Differentiated Instruction__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__MI Strategies__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Visual- Show them real-life scenarios and once again show the step by step process out on the board <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Verbal- Tell stories of real-life problems that can be solved with quadratics. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Intrapersonal- Allow them to work by themselves at the end of class and give them a brief pause to dwell on what has been covered <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Interpersonal- With talking heads students will be able to work together and collaborate their ideas. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Kinesthetic- They can find a real world problem for quadratics in the classroom, and study it hands on. . <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Muscial: Find musical instruments that were made by using parabolas, and talk about the type of sound a parabola can make. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Naturalist: Show examples of real-life problems that need quadratics to be solved, in nature. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Logical- Break down each real-life example so they can fully analyze it.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Modifications/Accommodations__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//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.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Plan for accommodating absent students:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be working together in a group setting for the lesson. This group of students will be a safety net for each other thus if one student is absent the others will make sure that they are caught up. Along with this if a student is in dire need of more assistance they can come see the teacher to discuss a plan that will best for them. There will be a wiki set up with all the notes that have been taken thus far, so a student will have the ability to check out what they have missed online

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Extensions__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Type II technology:** We will be using the software known as i-movie. This software allows for the cutting and editing of movie clips. This editing can introduce music, effects, and transitions. It's a grand tool to show the creative side of the editing the movie.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Gifted Students:** Students who are getting the lesson can try to make their story more intricate by introducing different character and adding different plot points. It's taking a basic script and going the extra mile with it so we get a project that is more advanced then a basic storyline.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Materials, Resources and Technology__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Laptop with video editing software, multiple camcorders, tripods, other camcorder accessories that might be needed, a lcd projector, handouts, and a blank DvD or a method for students to post their videos//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Source for Lesson Plan and Research__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//www.vimeo.com-// The site were we are going to upload our videos <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.khanacademy.org/video/introduction-to-the-quadratic-equation?playlist=Algebra - A site for review of the material <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.findacriminaldefenseattorney.com/Information-Center/Types-of-Crimes.aspx - Ideas for stories <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.pdfpad.com/storyboards/ - a site for storyboards <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.pdfpad.com/storyboards/ - tips for creating a storyboard <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.maclife.com/article/feature/12_cool_tips_and_tricks_imovie_%E2%80%9911 - Imovie editing help <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.owlnet.rice.edu/~engl377/film.html - A guide to film lingo <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://actioncutprint.com/film-directing-tips/ - Tips on how to film.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__PART II:__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__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)//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The students will be seated in centers once again in order for better group work.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 1:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Review what we have learned in it's entirety with a game or a challenge posed by me (30 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Talk about what the information learned so far to ge the students feel for the material (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Split up into groups for their final project in this unit (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Discuss the final product they are going to be making (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Show how one can create their own parabola and equation (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rest of the class is for brainstorming ( 10 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 2:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The brainstorming of their final product will start today (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will now be given class time to create their own crime to stump the other students (30 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The students are going to exchange crimes (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Groups will have time to think about their crimes (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Now the students will go off and start to create their storyboards (15 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 3:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The students will continue to create a storyboard (30 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">During this class the students should start filming (50 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 4:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This class is dedicated to the students completing their projects if more time is needed that more time shall be granted if it is not then this will be the class for them to polish up their products (80 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 5:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The first part of this class is for the students to polish their projects (15 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Their products are going to show to their fellow students (65 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Everything we've done in this unit of ours comes down to this final project. I am getting goosebumps just thinking about this final lesson. I'll start with a grand video production, which just so happens to be my student sample of the final project. I know, that some students may not be all excited about their teacher getting all funky on the silver screen. But at the same time it gives the students a chance to see what their final product is going to look like along with a chance to see how a creative a product can be. Now right after this student sample is shown the class will enter into a review phase. This phase of ours is going to be a review extravaganza. I'll present a few problems and do an Indian Jones style adventure. This adventure will consist of a board game, dice, "traps", quadratic problems, and a prize at the end. The game of ours is going to cover all the lessons and tune the students brain back to work. This game will be played in groups, and have a variety of questions that include aspects of nature and other cool little word problems. This will be the keystone to the rest of the lesson. The students are going to be dedicated to quadratics and parabolas so the review shall get the students out of their rusty state. **What, Where, Why, Hook, Tailors: Visual, Interpersonal, Logical, Verbal** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Since this final lesson is based around our product there isn't going to be much content going to be covered. The students however are going to be using most of the class-time to create their products. What is going to be covered is how one can create an equation by using the vertex form and a point. Now, this has been covered in lessons prior so in this lessons we are going to take the equation that we have and then solving it's standard form for the roots of the problem. All, I can say is that this lesson is for review and giving the students to use what they know and relate it to a real world problem. With the student sample being show I'll have that opportunity to express how one can create their own equation and then solve for roots. During this lesson i'll be focusing on the importance of a story as well. These product are going to give the students to be as crazy and cooky as possible with their stories. I just want to make sure they have all the elements needed in a crime story. From characters to a setting students will construct a storyboard that will express these different aspects. So, to get the students brainstorming about cool story ideas they are going to use a graphic organizer called an story map. This story map is going to capture their thoughts about the plot of their crime. After all these students are law enforcement officers and will have to construct a movie to impress their chief, aka me. So getting to go crazy with creative is what this lesson is all about. Now also during this lesson I'll provide a few more review problems with the numbered heads method. Meaning that the students are going to congregate and talk about the strategies to tackle problems and when I separate them by numbers into groups I'll ask the twos to provide or the fours. This will give the students a chance to collaborate with others and have a few more minutes of review before diving into their final project. Review is a big part of this lesson since this final product that they are going to construct is going to be a final exam for them. If they are able to complete this product then I am going to understand that they are thinking properly and getting that parabolas and quadratics are more then some random equation. **Equip, Explore, Rethink, Revise, Tailors: Logical, Visual, Verbal, Intrapersonal** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I've been talking about the product for the past while now. This is going to be the student's masterpiece, their shining glory. Everything we have learned is going to be assessed via imovie. Now this imovie isn't just a simple little 2 minute production that ignores quadratics, it's going to be a story of how quadratics effect the world around us. This imovie will give the chance to use their creativity to express how they've learned about quadratics during these past few lessons, and how they can convey a story by using mathematics. The whole story behind math problems is going to be the challenging part of this assignment and the best learning opportunity for the students. This imovie of solving crimes as a teacher is exciting for me, and for the students they get a chance to see math portrayed in a different way. Due to the creative nature of this projects students can have their own music choices, story choices, setting choices and the list goes on and on. The student will have the chance to dive into what they really want to have happen based upon their own learning needs. **Equip, Explore, Revise, Refine, Tailors: Logical, Visual, Verbal, Interpersonal, Musical, Naturalist** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">As a teacher I'm going to be using a self-evaluation poll for the students mid-way through the project to see how they are fairing. They will answer a variety of questions that go hand in hand with the project so far. It's a good mid-way to see if the students need more time to work on their products or if they need helping getting their ideas down on paper. Hopefully, this self-evaluation won't be a stressful part of the project, which will make the students give more honest answers about how they feel the project is going so far. Also, there will be two rubrics going along with this evaluation. The first gives clear guidelines to the imovie itself by telling us that a quality story incorporating quadratics is needed in order to succeed, and the presentation rubric will give students an idea of what to do when they are showing the class their wonderful product that they have created. **Evaluate, Tailors: Intrapersonal, Interpersonal, Visual, Verbal** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Content Notes__**

For this section of content notes I am going to give a variety of quadratics and go through them step by step.|| 1) x2 - 3x - 70 = 0 **answer:** x = -7 and 10



(With help from Wolframaphla.com, and math.com) || 2) x2 + 3x - 108 = 0 **answer:** x = 9 and -12



(With help from Wolframaphla.com, and math.com) ||
 * 3) x2 + 18x + 72 = 0 **answer:** x = -6 and -12



(With help from Wolframaphla.com, and math.com) || 4) x2 + 3x + 0 = 0 **answer:** x = 0 and -3



(With help from Wolframaphla.com, and math.com) ||
 * 5) 15x2 - 26x - 21 = 0 **answer:** x = -3/5 and 7/3

Quadratic Formula Time



a = 15

b = -26

c= -21

x =

x= -3/5

x =

x = 7/5 || 6) - 8x2 + 5x + 11 = 0 **answer:** x = -0.901 and 1.526

Again, we must use that quadratic formula!



a = -8

b = 5

c= 11

x =

x = - 0.901

x =

x= 1. 526 ||
 * 7) - 3x2 - 2x + 5 = 0 **answer:** x = -1.667 and 1.000

|| 8) 4x2 + 13x + 10 = 0 **answer:** x = -1.250 and -2.000

||

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Handouts__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//List the items that need to be printed out for the lesson.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Maine Standards for Initial Teacher Certification and Rationale__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//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.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//__Learning Styles__//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Clipboard://**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Microscope://**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Puppy://**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Beach Ball://**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Rationale://**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Content Knowledge://**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//MLR or CCSS://**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Facet://**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Rationale://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//MI Strategies://**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Type II Technology://**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Rationale://**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Formative://**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Summative://**

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