L5+McGinley,+Sarah

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

Teacher’s Name:** Ms. McGinley **Lesson 5:** Empathy
 * Grade Level:** Nine **Topic:** Polynomials

__Objectives__
Students will understand that Algebra is made up of equations that need to be simplified. Students will know expression, equation, exponentials, solve, simplify, symbols, verbal rules, factoring, and inequalities mean. Students will be able to do demonstrate how to simplify equations.

__Maine Learning Results Alignment__
Maine Learning Results: Mathematics - D. Symbols and Expressions Grade 9 - Students understand and use polynomials and expressions with rational exponents.

Through the course of this lesson, students will be able to consider rational exponents in polynomials and expressions and can use and understand them.
 * Rationale:**

__**Assessment**__
When students are using the Three-Step Interview activity, they will have a chance to rethink the algebraic content. This activity is used by putting students into groups and then into pairs from the groups. The teacher will divide the number of students in the class by four, as even as possible. They will then interview each other. The last step the groups come back together to discuss what they found out from their partners. The students will be able to share their ideas with the rest of the group. The question students will be asked to interview eachother about is, what types of diseases could we use polynomials to cure? Make a list and explain. Students will be asked to answer the question during share time as a pair then share the responses in thier groups. The students will have a chance to incorporate any vocabulary words or definitions recorded from the Describing Wheel Graphic Organizer. Once everyone has shared their answers we will discuss it as a class. Both the Describing Wheel Graphic Organizer and the answer to the question will be checked over during the class discussion. Students will be asked to make a Podcast involving all the information gained from the previous activities. The teacher will give constructive feedback about these activities in order to complete a well produced Podcast. Once the students have produced a rough copy of their Podcast, the teacher will conference with the student about the progress of the Podcast. Students will be able to revise and refine the Podcast before the teacher scores the final product using a checklist. Students will be able to rehearse the presentation before the actual presentation time. Students will have a chance to show their knowledge through a before and after journal entry.
 * Formative (Assessment for Learning)**

Students will be asked to create a podcast that includes an interview with someone who teaches mathematics and can explain why to polynomials are important. One of the subjects that should be covered is how polynomials relate to a job profession and include some of the definitions learned in the previous lesson. Music and other sound affects can be used in the production of this podcast but must be relevant to the content. Once it has been completed, students will be asked to post it to the class wiki so the we can refer back to it whenever needed. This Podcast product will be graded using a checklist.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will be asked to create a podcast that includes an interview with someone who teaches mathematics and can explain why to polynomials are important. One of the subjects that should be covered is how polynomials relate to a job profession and include some of the definitions learned in the previous lesson. Music and other sound affects can be used in the production of this podcast but must be relevant to the content. Once it has been completed, students will be asked to post it to the class wiki so the we can refer back to it whenever needed.

English: During the Describing Wheel Graphic Organizer activity students are asked to define mathematical terms that are later used during the Three-Step Interview activity.

Music: For the formative assessment, students are asked to produce a Podcast. Students have the option of adding music and other sound affects to the Podcast if they are relevant to the content of the Podcast.

__Groupings__
When students are using the Three-Step Interview activity, they will have a chance to rethink the algebraic content. This activity is used by putting students into groups and then into pairs from the groups. The teacher will divide the number of students in the class by four, as even as possible. Then students will count off by that number and if done correctly, students should end up in groups of four. Students who counted off the number one will form a group and and the same for the the rest of the numbers. Students will get into pairs within these groups of four after finding out what group of four they belong to. They will then interview each other within the pairs. The last step the groups come back together to discuss what they found out from their partners. The students will be able to share their ideas with the rest of the group. The question students will be asked to interview eachother about is, what types of diseases could we use polynomials to cure? Make a list and explain. Students will be asked to answer the question during share time as a pair then share the responses in thier groups. The students will have a chance to incorporate any vocabulary words or definitions recorded from the [|Describing Wheel Graphic Organizer]. Once everyone has shared their answers we will discuss it as a class.

__Differentiated Instruction__
Verbal:** Students will be asked to discuss the definitions in groups.
 * Strategies
 * 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.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

An absent student will be asked to contact me through e-mail: sarah.mcginley@maine.edu, on the day he/she is absent. We will later make arragements to discuss what material was covered that day. Students will need to check what the class did that day on the class wiki or he/she has the option to Skype into class the day he/she is absent. I would like the student to come see me in the morning of the following day to get any handouts that may have been circulated on the absent day. All students will have a folder placed somewhere in the back of the classroom that will hold all handouts for that day. The students also have the option to check the homework hotline through internet of by phone if he/she does not have internet. The students will need to check with his/her classmates for notes if they are not posted to the wiki.

Technology: Students will be asked to create a podcast that includes an interview with someone who teaches mathematics and can explain why to polynomials are important. One of the subjects that should be covered is how polynomials relate to a job profession and include some of the definitions learned in the previous lesson. Music and other sound affects can be used in the production of this podcast but must be relevant to the content. Once it has been completed, students will be asked to post it to the class wiki so the we can refer back to it whenever needed.
 * Extensions**

English: During the Describing Wheel Graphic Organizer activity students are asked to define mathematical terms that are later used during the Three-Step Interview activity.

Music: For the formative assessment, students are asked to produce a Podcast. Students have the option of adding music and other sound affects to the Podcast if they are relevant to the content of the Podcast.

__Materials, Resources and Technology__
Student laptops Internet Text books Teacher computer Projector screen Check List Blank lined paper [|Video] [|Describing Wheel Graphic Organizer] [|Three-Step Interview activity] [|Podcast]
 * Materials:**

[|Video] [|FOIL] [|Completing the Square] [|Quadratics] [|Slope-Intercept Formula] [|Point-Slope Formula] [|Describing Wheel Graphic Organizer] [|Three-Step Interview activity] [|Podcast]
 * Resources:**

Laptops (Student's and Teacher's) [|Video] [|Podcast] Projector Web Links
 * Technology:**

__Source for Lesson Plan and Research__
Video: (Stop at 6 minutes) []# This video relates finding a cure to a disease through the use of polynomials. FOIL: [] This site explains what FOIL is, how it is used, and it's role and importance of polynomials. Completing the Square: [] This site explains what Completing the Square is, and how it is used. Quadratics: [] This site explains what quadratics are, how they are used, and their role and importance of polynomials. Slope-Intercept Formula: [] This site explains what Slope-Intercept formulas are, how they are used, and their role and importance of polynomials. Point-Slope Formula: [] This site explains what Point-Slope formulas are, how they are used, and their role and importance of polynomials. Describing Wheel Graphic Organizer: [] This site gives the PDF file for usage. Three-Step Interview activity: [] This site shows how to use the Three-Step Interview activity. Podcast: [] This site shows four steps of how to create a podcast. We will use the first two steps for our Podcast productions.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students will be asked to consider the task of considering rational exponents in polynomials and expressions and can use and understand them. To address the "beach ball learner", students will be introduced to the concept of polynomials through English, brainstorming ideas, peer discussion, and lecture and group discussion. Students will be provided with lectures, notes, peer perspectives, online resources, textbook, and feedback in order to absorb all information. This lesson asks students to use new activities to process their thinking when it comes to considering rational exponents in polynomials and expressions and can use and understand them. They are able to expand as little or as much knowledge on each of the equations as they feel necessary. To address the "clipboard learner", the lesson has been organized in such a fasion that every assignment given builds on the next. When students begin the lesson, they understand that they are going to be working with rational exponents in polynomials and expressions. As the lesson progresses, students will realize that these types of polynomials and expressions are everywhere. At the end of this lesson, the Podcast will provide the students with a summary of what they have accomplished in the lesson. To address the "microscope learner" students will be asked to analyze definitions at the beginning of the lesson. They will have to understand these concepts in order to consider when these exponents are being used. Students will also have to be able to discuss their findings with their peers and absorb more information from the opinions of others. To address the "puppy" learner, students will be asked to work together in groups to answer a certain question about rational exponents in polynomials and expressions and how they relate to human health. Throughout the lesson, students are asked to "report out" their findings and share their definitions of the rational exponents in polynomials and expressions. These groups are designed to get peers to support other peers.
 * //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.//

Rationale:** Please refer to my content notes. I used the Maine Learning results for Algebra in Mathematics that states students understand and use polynomials and expressions with rational exponents. In this lesson, students will gain knowledge of how to consider rational exponents in polynomials and expressions. At the beginning of the lesson students are familiarizing themselves with the different examples of rational exponents in polynomials and expressions found in Algebra. Once the students gain this knowledge on polynomials, they are going to apply their knowledge in producing a Podcast. This is a personal representation of their knowledge of considering rational exponents in polynomials and expressions. They will have to interpret what they know to create this summative assessment and develop sufficient artifacts that demonstrate their knowledge on the subject matter. Students will have to use what they know in order to create artifacts that will be used later on in the unit.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

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

Students are going to produce a Podcast at the end of this lesson. The Podcast is a Type II technology because students are given the task of creating evidence of their understandings for a variety of polynomials. Students will be asked to create meaningful artifacts that clearly demonstrate their understanding and ability to recognize the material. Students will use the Describing Wheel Graphic Organizer, and the Three-Step activity in order to create these artifacts that demonstrate their new knowledge about considering rational exponents in polynomials and expressions. Students will be asked to create their own product, so the information becomes embedded in their brains and their product reflects this in a Type II way. Students will use some of their personal references to create these artifacts and use them in an electronical way that best makes sense to them. This allows students to take the information that they have learned throughout this lesson and process it in their own way and create an electronic presence that they will have to reference at later times.

Rationale:** When students are using the Three-Step Interview activity, they will have a chance to rethink the algebraic content. This activity is used by putting students into groups and then into pairs from the groups. The teacher will divide the number of students in the class by four, as even as possible. They will then interview each other. The last step the groups come back together to discuss what they found out from their partners. The students will be able to share their ideas with the rest of the group. The question students will be asked to interview eachother about is, what types of diseases could we use polynomials to cure? Make a list and explain. Students will be asked to answer the question during share time as a pair then share the responses in thier groups. The students will have a chance to incorporate any vocabulary words or definitions recorded from the Describing Wheel Graphic Organizer. Once everyone has shared their answers we will discuss it as a class. Both the Describing Wheel Graphic Organizer and the answer to the question will be checked over during the class discussion. Students will be asked to make a Podcast involving all the information gained from the previous activities. The teacher will give constructive feedback about these activities in order to complete a well produced Podcast. Once the students have produced a rough copy of their Podcast, the teacher will conference with the student about the progress of the Podcast. Students will be able to revise and refine the Podcast before the teacher scores the final product using a checklist. Students will be able to rehearse the presentation before the actual presentation time. Students will have a chance to show their knowledge through a before and after journal entry.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**

Students will be asked to create a podcast that includes an interview with someone who teaches mathematics and can explain why to polynomials are important. One of the subjects that should be covered is how polynomials relate to a job profession and include some of the definitions learned in the previous lesson. Music and other sound affects can be used in the production of this podcast but must be relevant to the content. Once it has been completed, students will be asked to post it to the class wiki so the we can refer back to it whenever needed. This Podcast product will be graded using a checklist.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Lesson five's primary focus is on defining terminolgy that will be later used throughout the unit and considering rational exponents in polynomials and expressions. In this lesson, students will be asked to work individually and in groups, so the classroom arrangement that is best suits this lesson is the "clusters" arrangement. This arrangement is functional because students will not have to rearrange desks in order to do the Three-Step Interview activity and it allows them to collaborate with students several times during the duration of the lesson, which is encouraged. Students will all still be facing the front of the room, which is also an important component because they are being introduced to new ideas. On the third day students will be asked to participate in a class discussion about the material gained over the past two days. Therefore, the desks will be in the "U's" arrangement. This arrangement is functional because students will not have to rearrange desks in order to have class discussion. The agenda appears as follows:

· Students will watch the [|Video] about mathematics in the world. (8 min) · Students will have a chance to write a journal entry before the rest of the lesson begins. (10 min) · Students will receive [|Describing Wheel Graphic Organizer]. (2 min) · Students will fill in the Describing Wheel with title and they will write in each of the words to be defined. (6 min) · Students will receive instruction on [|FOIL] (8 min) · Students will receive instruction on [|Completing the Square] (8 min) · Students will receive instruction on [|Quadratics] (8 min) · Students will receive instruction on [|Slope-Intercept Formula] (8 min) · Students will receive instruction on [|Point-Slope Formula] (8 min) · Students will have a chance to discuss any terms they could not find definitions for at their table. (12 min) · Students will be assigned a finish this graphic organizer for homework and add more to their definitions using the textbook. (2 min)
 * __Day 1:__**

· Students will discuss the definitions of the terms at their tables. (15 min) · Stu​dents will be handed a description of the [|Three-Step Interview activity] and read description to themselves. (5 min) · Students will receive instruction on how to get into their new groups. (5 min) · Students will receive instruction about the [|Three-Step Interview activity] and what their roles are. (5 min) · Students will receive instruction for the question they are to interview eachother about. (5 min) · Students will share their answers to the question as a pair and record all answers neccessary. (20 min) · Students will be asked to change into their groups to gather more information. (20 min) · Students will be assigned to add to their answers through the use of their graphic organizer. (5 min)
 * __Day 2:__**

__**Day 3:**__ · St​udents will be asked to participate in a class discussion about the material gained over the past two days. During this time I will walk around the room and check every student's work. (30 min) · Students will have a chance to write a journal entry now that the lesson is coming to an end. (10 min) · Students will be introduced to the Podcast project through a website that gives four steps in making a [|Podcast]. We will only use the first two steps. (2 min) · Students will receive instruction for the Podcast. (8 min) · Students will work on the Podcast project and complete it for homework. (30 min)

Throughout this lesson, students will understand that Algebra has rational exponents in polynomials and expressions and will be able to use and understand them. This lesson is focused around the Maine Learning Result that **students will understand and use polynomials and expressions with rational exponents**. In this lesson particularly, students will be asked to consider rational exponents in polynomials and expressions and can use and understand them by defining terms related to rational exponents. They will learn in order to discover cures for medical deseases one must use Algebraic methods. The hook that I will show is a [|Video] about how medical cures relate to mathematics.
 * Where, Why, What, Hook Tailor: Visual**

Students need to become familiar with the definitions of [|FOIL], [|Completing the Square], [|Quadratics], [|Slope-Intercept Formula], and [|Point-Slope Formula]. The [|Describing Wheel Graphic Organizer] will be used to map out the definitions of each term. The teacher will divide the number of students in the class by four, as even as possible. Then students will count off by that number and if done correctly, students should end up in groups of four. Students who counted off the number one will form a group and and the same for the the rest of the numbers. Students will get into pairs within these groups of four after finding out what group of four they belong to. They will then interview each other within the pairs. The last step the groups come back together to discuss what they found out from their partners. The students will be able to share their ideas with the rest of the group. The question students will be asked to interview eachother about is, what types of diseases could we use polynomials to cure? Make a list and explain. Students will be asked to answer the question during share time as a pair then share the responses in thier groups. The students will have a chance to incorporate any vocabulary words or definitions recorded from the [|Describing Wheel Graphic Organizer]. Once everyone has shared their answers we will discuss it as a class. Both the [|Describing Wheel Graphic Organizer] and the answers to the question will be checked over during the class discussion. The students will have a chance to write a journal entry for assessment of their understanding after the class discussion.
 * Equip, Explore, Rethink, Tailors: Verbal, Logical, Kinesthetic, Intrapersonal, Interpersonal**

After the students have completed the [|Describing Wheel Graphic Organizer], students will use the [|Three-Step Interview activity] in order to rethink the Algebraic content. This activity is used by putting students into groups. The teacher will divide the number of students in the class by four, as even as possible. Then students will count off by that number and if done correctly, students should end up in groups of four. Students who counted off the number one will form a group and and the same for the the rest of the numbers. Students will get into pairs within these groups of four after finding out what group of four they belong to. They will then interview each other within the pairs. The last step the groups come back together to discuss what they found out from their partners. The students will be able to share their ideas with the rest of the group. The question students will be asked to interview eachother about is, what types of diseases could we use polynomials to cure? Make a list and explain. Students will be asked to answer the question during share time as a pair then share the responses in thier groups. The students will have a chance to incorporate any vocabulary words or definitions recorded from the [|Describing Wheel Graphic Organizer]. Once everyone has shared their answers we will discuss it as a class. Both the [|Describing Wheel Graphic Organizer] and the answers to the question will be checked over during the class discussion. Now that the students have become familiar with the definitions of [|FOIL], [|Completing the Square], [|Quadratics], [|Slope-Intercept Formula], and [|Point-Slope Formula] through the use of the [|Describing Wheel Graphic Organizer], and they have answered the question during the [|Three-Step Interview activity], they are ready to start working on their Podcast Summative Assessment project. Students will be able to explain and demonstrate how to consider rational exponents in polynomials and expressions and can use and understand them through a Podcast. I will start by introducing them to Podcasts through the use of a website. Students will produce a Podcast and after I give feedback, they will be able to revise it. Students will refine the Podcast before I score the final product. Students will be able to rehearse the presentation before the actual presentation time.
 * Explore, Experience, Rethink, Rehearse, Revise, Tailors: Verbal, Visual, Logical, Kinesthetic, Intrapersonal, Interpersonal**

Students will be able to self-asses their progress through a journal of understandings as well as through the feedback that I provide in the class discussion. I will provide timely feedback through verbal comments and through addressing questions that I receive from students. When they complete the journal entry and are working on their Podcast project, I will give students an opportunity to come up and resolve any issues that arise. I will provide times where I will be available for helping students with their Podcast and with any questions that they still do not understand through the use of my office hours. I will have students upload their Podcast to the class wiki artifacts page so that anyone can reference it at any time. I will give them timely feedback by assessing their product with a checklist in which students will earn their points for completing the Podcast project. Creating the Podcast and having students upload it to the class wiki means they will be able to go back and refer to these for future assignments. The more details that the students are in their Podcast, the more reference material they are going to have for the Performance Task. The next lesson works more with simplifying equations. If students do well on the next lesson and the next project, they will be able to use this to reference for the Performance Task as well.
 * Evaluate, Tailors: Visual, Logical, Intrapersonal**

**__Content Notes__**
· [|FOIL] is a method that is a process used in algebra to multiply two binomials. · [|Completing the Square] is a where you take a quadratic equations like ax^2 + bx + c = 0 and turn it into an equation like a(x+//d//)2 + //e// = 0. · [|Quadratics] are second-order polynomial equations in a single variable ax^2 + bx + c = 0 with a not equal to 0. · [|Slope-Intercept Formula] is a linear function f(x) = mx+b and the slope-intercept equation is y = mx+b where m is the slope and b is the y-intercept. · [|Point-Slope Formula] is an equation y-y_1 = m(x-x_1) and is about having a single point and a direction (slope) and converting that between an algebraic equation and a graph.
 * __Day 1:__**

The question to the [|Three-Step Interview activity]. · Question: What types of diseases could we use polynomials to cure?
 * __Day 2:__**

Podcast Instructions: Students will be asked to create a podcast that includes an interview with someone who teaches mathematics and can explain why to polynomials are important. One of the subjects that should be covered is how polynomials relate to a job profession and include some of the definitions learned in the previous lesson. Music and other sound affects can be used in the production of this podcast but must be relevant to the content. Once it has been completed, students will be asked to post it to the class wiki so the we can refer back to it whenever needed.
 * __Day 3:__**

**__Handouts__**
Check List Question [|Describing Wheel Graphic Organizer] [|Three-Step Interview activity] [|Podcast]