L6+McGinley,+Sarah

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

Teacher’s Name:** Ms. McGinley **Lesson 6:** Perspective
 * 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 produce simplified equations.
 * Rationale:**

__**Assessment**__
When students are using the Team Pair Solo activity, they will have a chance to rethink the algebraic content. This activity is used by putting students into groups, then into pairs, and last by themselves. The teacher will divide the number of students in class by four, as even as possible. The students will be able to share their ideas with the rest of the group, then within their team. 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. Each student will be assigned different numbered problems to work out on the worksheet. Students will be able to incorporate ideas from the Sequence Chart that had students work out a difficult problem on their own. Once all of the problems on the worksheet have been completed we will discuss all of them as a class. Both the Sequence Chart and the problems from the worksheet will be checked over during the class discussion. Students will be asked to make a Brochure involving all the information gained from the previous activities. The teacher will give constructive feedback about these activities in order to complete a well made Brochure. Once the students have produced a rough copy of their Brochure, the teacher will conference with the student about the progress of the Brochure. Students will be able to revise and refine the Brochure 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 the KWL before and after the lesson.
 * Formative (Assessment for Learning)**

Students will be asked to create a brochure that shows three levels of difficulty using polynomials. The brochure should show the steps on how to simplify each one. One of the brochure folds should be a resource page of where the examples came from or if student created the examples then it should be stated on this fold. I have provided links throughout the previous lessons that can also be included in the resources. The brochure should reflect personal creativity including a landscape graphic somewhere on the brochure or as a background. Once it has been completed, students will be asked to post it to the class wiki so that we can refer back to it whenever needed. The Brochure will be graded using a checklist.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will be asked to create a brochure that shows three levels of difficulty using polynomials. The brochure should show the steps on how to simplify each one. One of the brochure folds should be a resource page of where the examples came from or if student created the examples then it should be stated on this fold. I have provided links throughout the previous lessons that can also be included in the resources. The brochure should reflect personal creativity including a building graphic somewhere on the brochure or as a background. Once it has been completed, students will be asked to post it to the class wiki so that we can refer back to it whenever needed.

Art: For the summative assessment, I ask students to make a Brochure product using web photos, documents, as well as their own original photos. It should also include a landscape graphic somewhere on the brochure or as a background.

__Groupings__
When students are using the Team Pair Solo activity, they will have a chance to rethink the algebraic content. This activity is used by putting students into groups, then into pairs, and last by themselves. The teacher will divide the number of students in 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. The students will be able to share their ideas with the rest of the group, then within their team. 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. Each student will be assigned different numbered problems to work out on the worksheet. Students will be able to incorporate ideas from the [|Sequence Chart Graphic Organizer] that had students work out a difficult problem on their own. Once all of the problems on the worksheet have been completed we will discuss all of them as a class.

__**Differentiated Instruction**__

 * Strategies**
 * 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.

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 brochure that shows three levels of difficulty using polynomials. The brochure should show the steps on how to simplify each one. One of the brochure folds should be a resource page of where the examples came from or if student created the examples then it should be stated on this fold. I have provided links throughout the previous lessons that can also be included in the resources. The brochure should reflect personal creativity including a building graphic somewhere on the brochure or as a background. Once it has been completed, students will be asked to post it to the class wiki so that we can refer back to it whenever needed.
 * Extensions**

Art: For the summative assessment, I ask students to make a Brochure product using web photos, documents, as well as their own original photos. It should also include a landscape graphic somewhere on the brochure or as a background.

__Materials, Resources and Technology__
[|Image] Student laptops Internet Teacher computer Projector screen [|KWL Chart] Check List List of Polynomials Worksheet [|Sequence Chart Graphic Organizer] [|Team Pair Solo activity] [|List of Ways for Citing Material]
 * Materials:**

[|Image] [|KWL Chart] [|Sequence Chart Graphic Organizer] [|Team Pair Solo activity] [|List of Ways for Citing Material]
 * Resources:**

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

__Source for Lesson Plan and Research__
Image: [] This image shows a landscape that took Algebra to make. KWL Chart: [] This site gives the PDF file for usage. Sequence Chart Graphic Organizer: [] This site gives the PDF file for usage. Team Pair Solo activity: [] This site shows how to use the Team Pair Solo activity. List of Ways for Work Cited: [|www.chabotcollege.edu/Library/onlineref/cited.html] This site shows how to cite materials used in research in great detail.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale://** Students will be asked to consider the task of simplifying equations through different approaches throughout this lesson on polynomials. To address the "beach ball learner", students will be introduced to the concept of polynomials through 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 simplifying equations. 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 equations. As the lesson progresses, students will realize that simplifying equations is a step-by-step process. At the end of this lesson, the Brochure 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 different levels of difficulty of polynomials. They will have to understand these concepts in order to simplify equations. 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 analyze the process of simplifying. Throughout the lesson, students are asked to "report out" their findings and share their polynomials. 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 simplify equations. At the beginning of the lesson students are familiarizing themselves with the different difficulty levels of polynomials. Once the students gain this knowledge on polynomials, they are going to apply their knowledge in making a Brochure. This is a personal representation of their knowledge of simplifying equations. They will have to apply 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:// Verbal:** Students will be asked to discuss the algebraic content in groups.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * 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.

Students are going to produce a Brochure at the end of this lesson. The Brochure 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 Sequence Chart Graphic Organizer, and the Team Pair Solo activity in order to create these artifacts that demonstrate their new knowledge about simplifying equations. Students will be asked to create their own examples, 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:// Formative (Assessment for Learning)** When students are using the Team Pair Solo activity, they will have a chance to rethink the algebraic content. This activity is used by putting students into groups, then into pairs, and last by themselves. The teacher will divide the number of students in class by four, as even as possible. The students will be able to share their ideas with the rest of the group, then within their team. 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. Each student will be assigned different numbered problems to work out on the worksheet. Students will be able to incorporate ideas from the Sequence Chart that had students work out a difficult problem on their own. Once all of the problems on the worksheet have been completed we will discuss all of them as a class. Both the Sequence Chart and the problems from the worksheet will be checked over during the class discussion. Students will be asked to make a Brochure involving all the information gained from the previous activities. The teacher will give constructive feedback about these activities in order to complete a well made Brochure. Once the students have produced a rough copy of their Brochure, the teacher will conference with the student about the progress of the Brochure. Students will be able to revise and refine the Brochure 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 the KWL before and after the lesson.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.

Students will be asked to create a brochure that shows three levels of difficulty using polynomials. The brochure should show the steps on how to simplify each one. One of the brochure folds should be a resource page of where the examples came from or if student created the examples then it should be stated on this fold. I have provided links throughout the previous lessons that can also be included in the resources. The brochure should reflect personal creativity including a landscape graphic somewhere on the brochure or as a background. Once it has been completed, students will be asked to post it to the class wiki so that we can refer back to it whenever needed. The Brochure will be graded using a checklist.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Lesson six's primary focus is identifying different levels of difficulty for different polynomials through simplifying equations. 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 Team Pair Solo 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 view the [|Image] about landscapes. (5 min) · Students will have a chance to fill in their [|KWL Chart] before the rest of the lesson begins. (10 min) · Students will receive [|Sequence Chart Graphic Organizer]. (2 min) · Students will fill in the [|Sequence Chart Graphic Organizer] with the titles and write in their polynomial choice to simplify. (8 min) · Students will go outside to write in their journal about what landscape polynomial representations they find. (30 min) · Students will be asked to participate in a class discussion about their observations from outside. During this time I will walk around the room and check every student's work. (20 min) · Students will be assigned to go outside around their home to add more examples to their journal entry. (5 min)
 * __Day 1:__**

· Stu​dents will be handed a description of the [|Team Pair Solo activity] as they walk in to class and will be instructed to read description to themselves. (5 min) · Students will receive instruction on how to get into their groups and then into partners. (5 min) · Students will receive instruction about the [|Team Pair Solo activity] and what numbered polynomials they will be asked to simplify. (5 min) · Students will share their answers to the polynomials in their groups and record all answers. (20 min) · Students will be asked to change from their groups to their pairs to simplify the next set of polynomials and record all answers. (20 min) · Students will be asked to change from their pairs to work seperately to simplify the next set of polynomials and record all answers. (20 min) · Students will be assigned to refer to their answers on their graphic organizer for further simplifying assistance. (5 min)
 * __Day 2:__**

__**Day 3:**__ · Students will be asked to participate in a class discussion about the different examples of polynomials. During this time I will walk around the room and check every student's work. (40 min) · Students will have a chance to fill in the rest of their [|KWL Chart] now that the lesson is coming to an end. (10 min) · Students will receive instruction for the Brochure project. (10 min) · Students will work on the Brochure project and have a chance to ask questions before completing it for homework. (20 min)

Throughout this lesson, students will understand that Algebra is made up of equations that need to be simplified. 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 analyze different difficulty levels of polynomials in order to simplify them. They will learn this in order to design and create a landscape one must use Algebraic methods. The hook that I will show is a [|Image]. It shows an image of a landscape when designed correctly.
 * Where, Why, What, Hook Tailor: Visual, Naturalist**

Students need to become familiar with the different difficulty levels of polynomials. The [|Sequence Chart Graphic Organizer] will be used to show the different steps of how to simplify a difficult polynomial. The teacher will divide the number of students in 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. The students will be able to share their ideas with the rest of the group, then within their team. 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. Each student will be assigned different numbered problems to work out on the worksheet. Students will be able to rethink the Algebraic content when they incorporate ideas from the Sequence Chart that had students work out a difficult problem on their own. Once all of the problems on the worksheet have been completed we will discuss all of them as a class. Both the [|Sequence Chart Graphic Organizer] and the problems from the worksheet will be checked over during the class discussion.
 * Equip, Explore, Rethink, Tailors: Verbal, Logical, Kinesthetic, Intrapersonal, Interpersonal**

After the students have completed the [|Sequence Chart Graphic Organizer], students will use the [|Team Pair Solo activity] in order to rethink the Algebraic content. This activity is used by putting students into groups and then into pairs. The teacher will divide the number of students in 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. The students will be able to share their ideas with the rest of the group, then within their team. 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. Each student will be assigned different numbered problems to work out on the worksheet. Students will be able to rethink the Algebraic content when they incorporate ideas from the Sequence Chart that had students work out a difficult problem on their own. Once all of the problems on the worksheet have been completed we will discuss all of them as a class. Both the [|Sequence Chart Graphic Organizer] and the problems from the worksheet will be checked over during the class discussion. Now that the students have become familiar with the different difficulty levels of polynomials through the use of the [|Sequence Chart Graphic Organizer], and they have solved all of the worksheet problems during the [|Team Pair Solo activity], they are ready to start working on their Brochure Summative Assessment project. Students will be able to explain and demonstrate how to simplify equations using the Brochure template. Students will make a Brochure and after I give feedback, they will be able to revise it. Students will refine the Brochure 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 KWL Chart 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 KWL Chart and are working on their Brochure 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 Brochure and with any questions that they still do not understand through the use of my office hours. I will have students upload their Brochure 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 Brochure project. Creating the Brochure 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 Brochure, the more reference material they are going to have for the Performance Task.
 * Evaluate, Tailors: Visual, Logical, Intrapersonal**

__Content Notes__
· Sheet with polynomial examples for Sequence Charts for students to choose from.
 * __Day 1:__**

· Worksheet for the Team Pair Solo activity
 * __Day 2:__**

Brochure Instructions: Students will be asked to create a brochure that shows three levels of difficulty using polynomials. The brochure should show the steps on how to simplify each one. One of the brochure folds should be a resource page of where the examples came from or if student created the examples then it should be stated on this fold. I have provided links throughout the previous lessons that can also be included in the resources. The brochure should reflect personal creativity including a landscape graphic somewhere on the brochure or as a background. Once it has been completed, students will be asked to post it to the class wiki so that we can refer back to it whenever needed.
 * __Day 3:__**

__Handouts__
[|KWL Chart] Check List List of Polynomials Worksheet [|Sequence Chart Graphic Organizer] [|Team Pair Solo activity]