L6+Bowden,+Scott

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  **LESSON PLAN FORMAT **
 * UNIVERSITY OF MAINE AT FARMINGTON **
 * Teacher’s Name: ** Mr. Bowden **Lesson:** Compare
 * Grade Level:** 9 **Topic:** System Wrap Up

**__Objectives __**
 * Student will understand that ** there are multiple ways to solve a problem.
 * Student will know** system solution methods.
 * Student will be able to** compare system solution methods.

**__Maine Learning Results Alignment__** Maine Learning Results - Mathematics D. Algebra Equations and Inequalities Grades 9-Diploma 2. Students solve families of equations and inequalities


 * Rationale:** Students will compare solutions to families of inequalities and equations, thus they will solve them.

**__Assessment __** The students will provide examples and complete the mathematics for their comiclife. The teacher will give feedback on them and the students will have the opportunity to rework it and make changes before beginning the final project. Students will complete a homework assignment that will be unscored and the students will receive feedback on it by the answers being either in the back of the book or on the class wiki. The venn diagram will allow students to organize the methods and use the intersection and outsides to compare. The teacher will go over what material would be good to be on it. This will not be collected, but can be used as a study guide for homework or any quizzes. Students will write a short blog or journal entry to be handed in at the end of the lesson discussing what the students felt they learned and can be used for the teacher as a means to reiterate information that was not understood in addition to a short reflection about the project.
 * Formative (Assessment for Learning) **

Students will use the program Comiclife to create a comic book that will illustrate the different methods of solving a system of equations. This will be scored on mathematical accuracy and content, creativity, artistic value and appeal, and appropriate length.
 * Summative (Assessment of Learning)**

**__Integration__** Technology: Students use Comiclife to create the piece.

Art: Students will use Comiclife to create an artistic and creative piece.

English: Students must explain methods in words as well as numbers

**__Groupings__** <span style="font-family: "Times New Roman","serif";">The Quick Play groups for this lesson will involve the teacher randomly giving students 6 linear equations. Students with at least one similar equation will be grouped together. Groups will be no more than 4 but no less than 2. These will be the comic creation groups. Each student will be responsible for contributing to the final presentation and project.

**__Differentiated Instruction__** Multiple Intelligences:
 * <span style="font-family: "Times New Roman","serif";">Strategies **<span style="font-family: "Times New Roman","serif";">


 * Interpersonal** - Collaborate to make comiclife.
 * Intrapersonal** - Each student must make individual contribution to the overall piece.
 * Visual** - The end result of the project is visually appealing and uses pictures to illustrate concept.
 * Verbal** - Class presentation of comiclife.
 * Logical** - Correct mathematics done out in the piece.
 * Naturalist** - Comiclife can be themed with outdoor elements or uses outdoor examples.


 * Modifications/Accommodations**

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

Absent Students: The teacher will provide office hours for the students' use. It is up to the student to either contact a classmate to review the material or to contact the teacher before the next period. If the absence is for an extended period, the teacher can assign or obtain a tutor for the student. The assignments and the notes for the class will be available on the teacher/class wikispace page. If students have internet access, they can use a video conference software such as skype to be a virtual participant if they are willing or able to do so. Additionally, students who are absent during this lesson will need to complete the Comiclife presentation. The teacher will make the technology available to the students when they are able to come in.

Students are only required to do one example using all three methods in their comiclife, but they may do additional examples and use all three methods in their presentation. They may do this, but it must fit in the appropriate length category.
 * Extensions**

**__<span style="font-family: "Times New Roman","serif";">Materials, Resources and Technology __**<span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">Laptops/Computers for students that have Comiclife on them Teacher computer Projector/TV Screen for the computer Calculators for students who don't already have them. Stuff to write on the whiteboard/chalkboard with Graphic Organizers - Venn Diagram Wikispace Rubric scored Textbook and teacher notes Graph Paper for student work on graphing Some kind of food

**__<span style="font-family: "Times New Roman","serif";">Source for Lesson Plan and Research __**<span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">A comprehensive look at solving systems: [] Comiclife tutorial: []

**__<span style="font-family: "Times New Roman","serif";">Maine Standards for Initial Teacher Certification and Rationale __**<span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";"> Rationale:** Clipboard: Students will have structure in their project and in instruction. They will have a set of instructions and protocol that they can refer to while they're working. Beach Ball: Students will have the flexibility to design whatever kind of comic interests them. Microscope: Students will use this project to become more familiar to the material by using it in an analytical way. They will be able to discuss the material in a non-mathematical way. Puppy: Students will have the support from teacher and classmates to make comments and give answers without being looked down upon. Students will feel comfortable during presentations.
 * //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:** This lesson was based around the fact that students will understand that there are multiple ways to solve a problem. This was discussed when students were using one example to be solved in three different ways. This lesson acts as a way for students to solve families of equations and inequalities when they use algebra to find the values of variables as discussed in the Maine Learning Result for this lesson. Students learn concepts relating to system solution methods. When the lesson is complete, students will be able to compare system solution methods.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

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


 * Interpersonal** - Collaborate to make comiclife.
 * Intrapersonal** - Each student must make individual contribution to the overall piece.
 * Visual** - The end result of the project is visually appealing and uses pictures to illustrate concept.
 * Verbal** - Class presentation of comiclife.
 * Logical** - Correct mathematics done out in the piece.
 * Naturalist** - Comiclife can be themed with outdoor elements or uses outdoor examples.

Technology: Students use Comiclife to create the piece.

Rationale:** Students will be able to gauge their own learning in this lesson. The students will provide examples and complete the mathematics for their comiclife. The teacher will give feedback on them and the students will have the opportunity to rework it and make changes before beginning the final project. Students will complete a homework assignment that will be unscored and the students will receive feedback on it by the answers being either in the back of the book or on the class wiki. The venn diagram will allow students to organize the methods and use the intersection and outsides to compare. The teacher will go over what material would be good to be on it. This will not be collected, but can be used as a study guide for homework or any quizzes. Students will write a short blog or journal entry to be handed in at the end of the lesson discussing what the students felt they learned and can be used for the teacher as a means to reiterate information that was not understood in addition to a short reflection about the project. As well as the instructor to gauge student progress. Students will use the program Comiclife to create a comic book that will illustrate the different methods of solving a system of equations. This will be scored on mathematical accuracy and content, creativity, artistic value and appeal, and appropriate length.
 * //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","serif";">Teaching and Learning Sequence __**<span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">

The desks will be arranged in "tables" of 4 desks each.

Agenda: Day 1

Students take their seats (5 minutes) Teacher hands back scored Wiki rubric (5 minutes) Mr. B's first Comiclife - intro to Comiclife (10 minutes) Students break into Quick Play groups and review systems of equations (10 minutes) Students begin working on Comiclife (50 minutes)

Day 2

Students break into groups and continue working on Comiclife (80 minutes)

Day 3

Students finish Comiclife (20 minutes) Comiclife presentations (50 minutes) End of class discussion: remember your WebQuest! Check-in on WebQuest progress (10 minutes)

Students will understand that there are multiple ways to solve a problem. **//Students understand how to solve families of equations and inequalities.//** This material is useful across the disciplines like English and art. At the beginning of the lesson, the teacher will introduce comiclife and present a short comiclife piece. **Where, What, Why, Hook, Tailor: Visual, Intrapersonal**

Students will know about systems solution methods. This is another lesson where the students learn the material through doing it and experiencing it for themselves. Different kinds of learning will be targeted here, the material will be visible in the project, discussed mathematically, and conversed about in groups. The teacher will reference the graphic organizer by discussing different methods of [|solving linear equations] and how they compare. The teacher will also introduce the software Comiclife. The teacher will assess understanding of the material using the comiclife presentation. This lesson revolves around wrapping up systems of equations their methods of solution. **Equip, Explore, Tailor: Visual, Verbal, Intrapersonal, Logical**

The students will have a Venn Diagram that they may use to record the methods in a comparative format to help them with their comiclife. Students will write journal or blog entries that are reflective of their thoughts on the lesson. The teacher will check them at the end of the lesson to modify the lesson structure for future classes. . At the end of the lesson, students will be able to relate the material to a real-life profession. The Quick Play groups for this lesson will involve the teacher randomly giving students 6 linear equations. Students with at least one similar equation will be grouped together. Groups will be no more than 4 but no less than 2. These will be the comic creation groups. Each student will be responsible for contributing to the final presentation and project. Students will have a chance to gather their thoughts before presenting their work. At the end of the lesson, students will be able to compare solution methods of systems of linear equations. **Experience, Revise, Refine, Rethink, Tailor: Logical, Interpersonal**, **Visual**, **Verbal**

The students will provide examples and complete the mathematics for their comiclife. The teacher will give feedback on them and the students will have the opportunity to rework it and make changes before beginning the final project. Students will complete a homework assignment that will be unscored and the students will receive feedback on it by the answers being either in the back of the book or on the class wiki. The venn diagram will allow students to organize the methods and use the intersection and outsides to compare. The teacher will go over what material would be good to be on it. This will not be collected, but can be used as a study guide for homework or any quizzes. Students will write a short blog or journal entry to be handed in at the end of the lesson discussing what the students felt they learned and can be used for the teacher as a means to reiterate information that was not understood in addition to a short reflection about the project. Students will use the program Comiclife to create a comic book that will illustrate the different methods of solving a system of equations. This will be scored on mathematical accuracy and content, creativity, artistic value and appeal, and appropriate length. **Evaluate, Tailor: Verbal, Logical, Intrapersonal**, **Natural**

[|Systems]
 * Content Notes**

A review of systems is available online to students.

[|Comiclife]

Introduce with a short tutorial that is available online. Students can look at a comiclife presentation that was created by the instructor.

Venn Diagram <span style="font-family: "Arial","sans-serif";">
 * Handouts**