S3+McGinley,+Sarah

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // (How are you using technology as a teacher? How are your #|students using technology?) [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (give an example of each Multiple Inteligences)
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology) [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= 2. Video - [] Two students rap about the applications of mathematics in the real world, including mathematics to run a business. Hook. 3. Students will know what expression, equation, exponentials, solve, simplify, symbols, verbal rules, factoring, and inequalities mean. Equip. Pre-assessment will be able to collect information from students using a KWL. The Idea Rake Graphic Organizer will be used to map out the definitions of each term. Explore. Cooperative: RoundRobin Brainstorming is used by putting students into groups and they brainstorm thier ideas. One of the questions students will be asked to brainstorm about is, when is it alright to combine exponents? Make a list. Students will switch members so that the recorder will eventually have all the groups' answers. Once everyone has shared their answers we will discuss it as a class. Experience. 4. When students are using the RoundRobin Brainstorming activity, they will have a chance to rethink the Algebraic content. Rethink. Students will make a Comic Life and after I give feedback, they will be able to revise it. Revise. Students will refine the Comic Life before I score the final product. Refine. Students will be able to rehearse the presentation before the actual presentation time. Rehearse. 5. Students will have a chance to show their knowledge through the KWL before and after the lesson. Also, my checklist will be incorporated into the L part of the KWL. 6. Verbal: Students will be asked to discuss the Algebraic content in groups. Visual: A video will be used for my hook. Musical: There is an application of mathematics incorporated in a rap video. Logical: Students will use a KWL chart before and after the lesson to let the teacher know what students know. Kinesthetic: Students will be asked to change groups during the RoundRobin Brainstorming activity. Intrapersonal: Students will be asked to brainstorm alone first using the Idea Rake. Interpersonal: Students will be asked to brainstorm in groups after brainstorming alone using the Idea Rake. 7. Students will be able to demonstrate how to simplify equations. Organize (Explain). Summative Assessment - Product: Comic Life (3(80 minute classes)). || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that Algebra is made up of equations that need to be simplified. Where. //**Students will understand and use polynomials and expressions with rational exponents.**// What. They will use the algebraic methods to run a business. Why.

9. Image - [] This is an image of a skyscraper in the making. Hook. 10. Students will know what it means to solve equations, use symbols, use graphs, verbal rules, and use different forms of equations. Equip. Pre-assessment will be able to collect information from students using a Pre and Post student survey. The Problem-Solution chart will have students think about the different places where they have seen Algebra and they will need to find out the solution of how the data can be represented. This means the class will need to go outside to explore where they see applications of Algebra and skyscrapers or buildings can be included. Explore. Cooperative learning: Circle the Sage is used by putting students into groups, approximately 4 groups of 4, and one person is appointed an Algebraic representation. The students will then mix the groups so the one person with the topic will be in a group with all different team members from the different original groups. They discuss the topic by answering a question and then break up back into their original group to share their new found information. The question is where would you use this representation in real life? Make a list. Experience. 11. When students are doing the Circle the Sage activity, they will have a chance to rethink the Algebraic content. Rethink. Students will make an image using Geometer's Sketchpad and after I give feedback, they will be able to revise it. Revise. Students will refine this image before I score the final product. Refine. Students will be able to rehearse the presentation before the actual presentation time. Rehearse. 12. Students will have a chance to show their knowledge through the Pre and Post student survey for before and after the lesson. 13. Verbal: Students will be asked to discuss the Algebraic content in groups. Visual: An image is being shown for my hook. Logical: Students had to think about the different representations of Algebra and how they are used in real life. Naturalist: While using to Problem-Solution Charts the students will be asked to go outside to find algebra in nature. Kinesthetic: Students will be asked to change groups during the Circle the Sage activity. Intrapersonal: Students are working alone when filling out the Pre and Post student survey. Interpersonal: During the activity Circle the Sage the students are asked to work in groups. 14. Students will be able to recognize which representation of a symbol, table, graph, or use verbal rules are being used. Organize (Apply). Summative Assessment - Product: Geometer's Sketchpad image (3(80 minute classes)). || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that Algebra is made up of symbols, tables, graphs, and verbal rules that need to be chosen for the best representation and they can convert from one to another. Where. //**Students will understand and use polynomials and expressions with rational exponents.**// What. They will use the Algebraic methods in order to design a skyscraper. Why.

16. We will start with a discussion about what other classes the students are taking and how Algebra is related to another course. Hook. 17. Students will know what it means to solve equations, use symbols, use graphs, verbal rules, and use different forms of equations. Equip. Pre-assessment will be able to collect information from students by having them write in a journal. The Spider Map will have students think about each representation and how another class used that representation to explain some type of data. Explore. Cooperative learning: Numbered Heads Together is used by putting students into groups. Within the groups each member has a number and as a group the team must answer a question. When the teacher says a number of a student then that numbered person from each group gives the answer. As a class they discuss the answers. One of the questions could be what formulas should you know in order to graph an equation? Make a list. Experience. 18. When students are doing the Numbered Heads Together activity, they will have a chance to rethink the Algebraic content. Rethink. Students will write a blog and after I give feedback, they will be able to revise it. Revise. Students will refine this blog before I score the final product. Refine. Students will be able to rehearse the presentation before the actual presentation time. Rehearse. 19. Students will have a chance to show their knowledge through the journal entry for before the lesson. 20. Verbal: We will open with a group discussion. Visual: Students will use a Spider Map to brainstorm ideas. Musical: Students will have a chance to incorporate music and how it relates to the four represenations during the hook. Logical: Students had to think about the different representations of algebra and how they are used in other courses. Kinesthetic: Students will need to get into groups during the Numbered Heads Together activity. Intrapersonal: Students are working alone when they write in their journal. Interpersonal: During the Numbered Heads Together activity the students are asked to work in groups. 21. Students will be able to judge which representation of a symbol, table, graph, or use verbal rules are being used. Organize (Interpret). Summative Assessment - Product: A Blog (3(80 minute classes)). || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that Algebra is made up of symbols, tables, graphs, and verbal rules that need to be judged for the best representation and they can convert from one to another. Where. //**Students will understand and use polynomials and expressions with rational exponents.**// What. They will use the algebraic methods to show how it is used in other mathematics courses, such as Chemistry. Why.

23. Blog - [] This blog talks about mathematics relates to art. Hook. 24. Students will know what it means to solve and apply literal equations, FOIL, completing the square, quadratics, slope-intercept, and point-slope formulas. Equip. Pre-assessment will be able to collect information from students using a worksheet. Students are to complete five out of the ten math problems given and then get them corrected before going on to complete the last five. The Garden Gate Graphic Organizer will be used to map out examples of rational exponents in polynomials and expressions. Explore. Cooperative: Partners is used by putting students into groups of an even number. Then the group is divided in half and the first half has to teach the second half something about rational exponents in polynomials and expressions. The same with the second half teaching the first half. After all the teaching, then the groups quiz each other over the learned material. One of the questions students will be asked to master and teach is, what are some examples of rational and irrational exponents in polynomials and expressions? Make a list. Once everyone has finished quizzing their partner we will discuss it as a class and make up a tune of no particular genre to help students remember the different between rational and irrational exponents. Experience. 25. When students are using the Partners' activity, they will have a chance to rethink the algebraic content. Rethink. Students will create a Glogster Poster and after I give feedback, they will be able to revise it. Revise. Students will refine the Glogster Poster before I score the final product. Refine. Students will be able to rehearse the oral presentation before the actual presentation time. Rehearse. 26. Students will have a chance to show their knowledge through a worksheet similar to the first worksheet after the lesson. 27. Verbal: Students will be asked to discuss the algebraic content in groups. Visual: A blog is being used for my hook. Musical: Students will be asked to make a tune to remember the difference between rational and irrational exponents. Logical: The students will be using a worksheet before and after the lesson to let the teacher know what the students know. Kinesthetic: Students will be asked to divide into groups during the Partners' activity. Intrapersonal: Students will be asked to brainstorm alone using the Garden Gate Graphic Organizer. Interpersonal: In pairs, the students will quiz their partner about material taught. 28. Students will be able to analyze rational exponents in polynomials and expressions and students can use and understand them. Organize (Self-Knowledge). Summative Assessment - Product: Glogster Poster (3(80 minute classes)). || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that Algebra has rational exponents in polynomials and expressions and students can use and understand them. Where. **//Students will understand and use polynomials and expressions with rational exponents.//** What. They will use algebraic methods in order to produce a work of art. Why.

30. Video - (Stop at 6 minutes) []# This video relates finding a cure to a disease through the use of polynomials. Hook. 31. Students will know what it means to solve and apply literal equations such as FOIL, completing the square, quadratics, slope-intercept, and point-slope formulas. Equip. Pre-assessment will be able to collect information from students by having them write in a journal. One of the questions could be, how do polynomials and expressions relate? The Describing Wheel Graphic Organizer will be used to map out the definitions of each term. Explore. Cooperative: The Three-Step Interview is used by putting students into groups and then into pairs from other groups. They will then interview each other and fill more of their Describing Wheel at that time. The last step the groups come back together to discuss what they found out from their partners and once again add more to their Describing Wheel. Once everyone has shared their answers we will discuss it as a class. Experience. 32. When students are using the Three-Step Interview activity, they will have a chance to rethink the algebraic content. Rethink. Students will make a Podcast and after I give feedback, they will be able to revise it. Revise. Students will refine the Podcast before I score the final product. Refine. Students will be able to rehearse the presentation before the actual presentation time. Rehearse. 33. Students will have a chance to show their knowledge through their journal entries before and after the lesson. 34. Verbal: Students will be asked to discuss the definitions in groups. Visual: A video is being shown for my hook. Logical: Students will use a journal entry before and after the lesson to let the teacher know what the students know. Kinesthetic: Students will be asked to change groups into partners and then back into groups during the Three-Step Interview activity. Intrapersonal: Students will be asked to write in their journals alone for the Pre-Assessment. Interpersonal: Students will be asked to brainstorm in groups during the third step of the Three-Step Interview and fill in the Describing Wheel. 35. Students will be able to consider rational exponents in polynomials and expressions and can use and understand them. Organize (Empathy). Summative Assessment - Product: Podcast (3(80 minute classes)). || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that Algebra contains rational exponents in polynomials and expressions and students can use and understand them. Where. **//Students will understand and use polynomials and expressions with rational exponents.//** What. They will use algebraic methods in order to find cures for different diseases. Why.

37. Image - [] This image shows a landscape that took algebra to make. Hook. 38. Students will know what expression, equation, exponentials, solve, simplify, symbols, verbal rules, factoring, and inequalities mean. Equip. Pre-assessment will be able to collect information from students using a KWL. Students will then be asked to take a trip outside to write in their journal what Algebra they can find in the landscape. The Sequence Chart Graphic Organizer will be used to map out how to simplify an equation step-by-step. Explore. Cooperative: Team Pair Solo is used by putting students into groups, then into pairs, and last by themselves. They will be given a worksheet that has three levels of difficulty problems. The students will do some of the problems as a group then some as partners and finally they will finish the worksheet on thier own. Once everyone has completed the worksheet we will discuss the answers as a class. Experience. 39. When students are using the Team Pair Solo activity, they will have a chance to rethink the algebraic content. Rethink. Students will create a brochure and after I give feedback, they will be able to revise it. Revise. Students will refine the brochure before I score the final product. Refine. Students will be able to rehearse the presentation before the actual presentation time. Rehearse. 40. Students will have a chance to show their knowledge through the KWL before and after the lesson. 41. Verbal: Students will be asked to discuss the algebraic content in groups. Visual: Images of gardens are being used for my hook. Logical: Students were asked to fill out a KWL of what knowledge they know before and after the lesson. Naturalist: During the Pre-Assessment, the students will be asked to go outside to find Algebra in the different landscapes. Kinesthetic: Students are asked to get into groups and then into pairs during the Team Pair Solo activity. Intrapersonal: Students will be asked to work alone during the last step of the Team Pair Solo activity. Interpersonal: During the Team Pair Solo activity the students are asked to work in groups and then in pairs. 42. Students will be able to produce simplified equations. Organize (Perspective). Summative Assessment - Product: Brochure (3(80 minute classes)). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that Algebra is made up of equations that need to be simplified. Where. //**Students will understand and use polynomials and expressions with rational exponents.**// What. They will use algebraic methods to show that it takes proper mathematical planning in order to produce desired landscapes. Why.

2004 ASCD and Grant Wiggins and Jay McTighe