L4+Thiry,+Simone


 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Simone Thiry **__Lesson #:__** 4 **__Facet:__** Interpret
 * __ Grade Level __**** : ** 9-12 **__Number of Days:__** 1
 * __ Topic: __** Algebraic Equations


 * __ PART I: __**

Common Core State Standards
 * __ 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**: Wiki Post
 * __ 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 self-assess their understanding before the Circle the Sage activity. Students will work in groups to create human equations, the teacher will correct them if necessary.
 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will assess their wiki posts using the checklist, and will edit after receiving feedback from the teacher if necessary.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will post to the wiki about the differences between equalities and inequalities.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Students will use wikispaces to post to a discussion and comment on at least two other posts.


 * Content Areas: **
 * English- ** Students will verbally describe the differences between solving equations and inequalities in a wiki post.

Students will use Circle the Sage to go over homework problems from the previous night. Students will use a Venn Diagram to categorize the differences between equalities and inequalities.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will find four people wearing the same color as them to form a group for human equations. Students will group around ‘Sages’ based on the homework problems they had the most difficulty with. Students will comment on at least two other wiki posts.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**

Verbal: Students will write down verbally in their Venn Diagrams and wiki posts the differences in solving multiple-step equations and inequalities.
 * __ MI Strategies __**

Visual: Students will be able to see the differences between equations and inequalities in their Venn Diagrams and in their classmates’ human equations.

Logical: Students will be able to deduce logically why the equalities and inequalities are different and will be able to use a logical series of steps to solve equations.

Interpersonal: Students will learn from each other in the Circle the Sage activity, and be able to interact with other students through posting responses to their wikis.

Intrapersonal: Students will work independently to transfer the ideas for solving equations in their Venn Diagram into a wiki post.

Kinesthetic: Students will be able to make their bodies part of the equations in the Human Equations activity.

Natural: Students will incorporate their human equations in nature while understanding the difference between equations and inequalities through differences in qualities of natural elements.


 * __ 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 wikispaces.com to post about the differences between equations and inequalities.

// List all the items you need for the lesson. // // Graphic organizer. // // Whiteboard/markers // // Rock/Tree // // Day 1 // // Hook: Human Equations (20 min) // // Circle the Sage (15 min) // // Venn Diagram- Brainstorm (5 min) // // Draft Wiki Post and Peer-Review (20 min) // Students will understand that simple equations and inequalities in one variable can be solved using a series of steps. Understanding the differences between these will help us apply math to real life; e.g. for many tests (LSATs, PRAXIS) you need to score above a certain score, in this case it is more important to use inequalities than equalities. Students will contrast the processes of solving single-variable equations and inequalities. We will begin class having students bring the cards on their desks outside to make human equations. Students will pick some element of the outside environment to represent the equals sign or inequality (e.g. a rock for the inequality because it may need to be flipped over mid-equation). **Where, Why, What, Hook, Tailors: Logical, Interpersonal, Kinesthetic, Naturalist, Visual** Students will know inequalities, and the processes for solving multiple-step equations and inequalities Students will use the Circle the Sage technique to get insight on more complex problems from advanced classmates. Students will tackle new problems after gaining additional insight from their peers in Circle the Sage. **Equip, Explore, Refine Tailors: Intrapersonal, Logical**
 * Gifted Students: ** Students will be used as a resource for the class during Circle the Sage. Students may elaborate on their blog posts to connect the equations they’re solving to physical representations.
 * __ Materials, Resources and Technology __**
 * __ 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 use a Venn Diagram to categorize the qualities of equations and inequalities. Students will create a wiki post in which they compare and contrast the processes of solving equations and inequalities, and will comment on at least two other classmates’ posts. Students will use their Venn Diagrams to take the concepts from the discussion and put them in their own words. Students will check their wiki posts for checklist items before posting. Students will respond to the teachers' comments on their wikis, editing if necessary. **Explore, Experience, Rethink, Revise, Tailors: Logical, Visual, Linguistic, Interpersonal** The students will post to the wiki and the teacher will provide initial feedback through comments, and then grade the post according to the checklist. **Evaluate.**

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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