L4+McGinley,+Sarah

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

Teacher’s Name:** Ms. McGinley **Lesson 4:** Self-Knowledge
 * 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 analyze rational exponents in polynomials and expressions and can use and understand them.
 * Rationale:**

__**Assessment**__
When students are using the Partners activity, they will have a chance to rethink the Algebraic content. This activity is used by putting students into groups. The teacher will divide the number of students in class by six, as even as possible. 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. The questions the students will be asked to answer as teams are, When are polynomials helpful? What real-life situations use polynomials? What do Algebraic expressions look like? How do polynomials and expressions relate? What are expressions and when would you use them? The most important question the students will be asked to master and teach is, What is the difference between rational and irrational exponents in polynomials and expressions and what are some examples? Make a list. Two questions will be assigned to each team of two. At this point, students can use their Garden Gate Graphic Organizer to help them answer the questions. Once everyone has finished teaching and quizzing everyone in their group, we will discuss it as a class. The last question will be used to make up a tune, of no particular genre, to help students remember the difference between rational and irrational exponents. Both the Garden Gate Graphic Organizer and the answers to the questions will be checked over during the class discussion. Students will be asked to make a Glogster Poster 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 poster. Once the students have produced a rough copy of their Glogster Poster, the teacher will conference with the student about the progress of the poster. Students will be able to revise and refine the poster before the teacher scores the final product using a rubric. Students will be able to rehearse the presentation before the actual presentation time. Students will have a chance to show their knowledge through the before and after worksheet for the lesson.
 * Formative (Assessment for Learning)**

Students will be asked to create an electronic poster using Glogster that analyzes one of the hardest problems from the worksheet and make a Glogster poster to present. In this poster students will be asked to explain and provide examples of the terms: completing the square, quadratic, slope-intercept, and point-slope formulas. 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 Glogster Poster product will be graded using a rubric.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will be asked to create an electronic poster using Glogster that analyzes one of the hardest problems from the worksheet and make a Glogster poster to present. In this poster students will be asked to explain and provide examples of the terms: completing the square, quadratic, slope-intercept, and point-slope formulas. 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.

Art: For the summative assessment, I ask students to make a Glogster Poster product using any type of photos. During the hook, we discuss a person's Blog entry about how art relates to mathematics.

Music: For the last part of the formative assessment, students are asked to make a tune involving rational and irrational exponents in polynomials and expressions. This will help students remember the difference between the two.

__Groupings__
When students are using the Partners activity, they will have a chance to rethink the Algebraic content. This activity is used by putting students into groups. 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. These groups are 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. The questions the students will be asked to answer as teams are, When are polynomials helpful? What real-life situations use polynomials? What do Algebraic expressions look like? How do polynomials and expressions relate? What are expressions and when would you use them? The most important question the students will be asked to master and teach is, What is the difference between rational and irrational exponents in polynomials and expressions and what are some examples? Make a list. Three questions will be assigned to each team of two. At this point, students can use their [|Garden Gate Graphic Organizer] to help them answer the questions. Once everyone has finished teaching and quizzing everyone in their group, we will discuss it as a class. The last question will be used to make up a tune, of no particular genre, to help students remember the difference between rational and irrational exponents. Both the Garden Gate Graphic Organizer and the answers to the questions will be checked over during the class discussion.

__**Differentiated Instruction**__

 * Strategies**
 * 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.

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 an electronic poster using Glogster that analyzes one of the hardest problems from the worksheet and make a Glogster poster to present. In this poster students will be asked to explain and provide examples of the terms: completing the square, quadratic, slope-intercept, and point-slope formulas. 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**

Art: For the summative assessment, I ask students to make a Glogster Poster product using any type of photos. During the hook, we discuss a person's Blog entry about how art relates to mathematics.

Music: For the last part of the formative assessment, students are asked to make a tune involving rational and irrational exponents in polynomials and expressions. This will help students remember the difference between the two.

__Materials, Resources and Technology__
Student laptops Internet Teacher computer Projector screen Before and after worksheets Blank lined paper Rubric [|Blog] [|Garden Gate Graphic Organizer] [|Partners activity]
 * Materials:**

[|Garden Gate Graphic Organizer] [|Partners activity] [|Glogster Poster] [|Blog]
 * Resources:**

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

__Source for Lesson Plan and Research__
Blog: [] This blog talks about mathematics and it relates to art. Garden Gate Graphic Organizer: [] This site gives the PDF file for usage. Partners Activity: [] This site shows how to use the Partners activity. Glogster Poster: [] This site is where students will have an account in order to produce a Glogster Poster.

Rationale:** Students will be asked to consider the task of analyzing rational exponents in polynomials and expressions and can use and understand them throughout this lesson on polynomials. To address the "beach ball learner", students will be introduced to the concept of polynomials through art, 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 analyzing 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 representations as they feel necessary. To address the "clipboard learner", the lesson has been organized in such a fashion 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 Glogster Posters will provide the students with an artistic representation of what they have accomplished in the lesson. To address the "microscope learner" students will be asked to analyze different types of rational exponents at the beginning of the lesson. They will have to understand this concept in order to analyze 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 some questions about rational exponents in polynomials and expressions and where to find them in other areas of study. Throughout the lesson, students are asked to "report out" their findings and share their ideas of what these rational exponents are. 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 Glogster Poster. 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 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.

Students are going to produce a Glogster Poster at the end of this lesson. The poster 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 Garden Gate Graphic Organizer, and the Partners 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 Partners activity, they will have a chance to rethink the Algebraic content. This activity is used by putting students into groups. The teacher will divide the number of students in class by six, as even as possible. 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. The questions the students will be asked to answer as teams are, When are polynomials helpful? What real-life situations use polynomials? What do Algebraic expressions look like? How do polynomials and expressions relate? What are expressions and when would you use them? The most important question the students will be asked to master and teach is, What is the difference between rational and irrational exponents in polynomials and expressions and what are some examples? Make a list. Two questions will be assigned to each team of two. At this point, students can use their Garden Gate Graphic Organizer to help them answer the questions. Once everyone has finished teaching and quizzing everyone in their group, we will discuss it as a class. The last question will be used to make up a tune, of no particular genre, to help students remember the difference between rational and irrational exponents. Both the Garden Gate Graphic Organizer and the answers to the questions will be checked over during the class discussion. Students will be asked to make a Glogster Poster 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 poster. Once the students have produced a rough copy of their Glogster Poster, the teacher will conference with the student about the progress of the poster. Students will be able to revise and refine the poster before the teacher scores the final product using a rubric. Students will be able to rehearse the presentation before the actual presentation time. Students will have a chance to show their knowledge through the before and after worksheet for the lesson.
 * //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 an electronic poster using Glogster that analyzes one of the hardest problems from the worksheet and make a Glogster poster to present. In this poster students will be asked to explain and provide examples of the terms: completing the square, quadratic, slope-intercept, and point-slope formulas. 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 Glogster Poster product will be graded using a rubric.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Lesson four's primary focus is on analyzing rational exponents in polynomials and expressions and can use and understand them that will be later used throughout the unit. 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 "two's" arrangement. This arrangement is functional because students will not have to rearrange desks in order to do the Garden Gate Graphic Organizer and it allows the class to have a discussion of what rational exponents are, 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 second day students will be asked to participate in the Partners activity and therefore, the desks will be in the "perimeter" arrangement. This arrangement is functional because students will not have to rearrange desks in order to work in groups. The agenda appears as follows:

· Students will view the [|Blog] about how art relates to mathematics. (8 min) · Students will have a chance to work out the worksheet problems before the rest of the lesson begins. (20 min) · Students will receive [|Garden Gate Graphic Organizer]. (2 min) · Students will fill in the [|Garden Gate Graphic Organizer] with the title and they will receive instuctions. (5 min) · Students will fill in their [|Garden Gate Graphic Organizer] (15 min) · Students will be asked to participate in a class discussion about their examples of rational exponents in polynomials and expressions. Students will be asked to write a couple of their examples on the board for the rest of the class to see and add to their [|Garden Gate Graphic Organizer]. During this time I will walk around the room and check every student's work. (30 min)
 * __Day 1:__**

· Stu​dents will be handed a description of the [|Partners 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. (10 min) · Students will receive instruction about the [|Partners activity] and what their roles are. (5 min) · Students will receive instruction about the questions. (5 min) · Students will share their answers to the questions as partners and record all answers. (15 min) · Students will be asked to change from partners to groups to teach and quiz their peers. (30 min) · Students will be assigned to add to their answers through the use of their graphic organizer. (10 min)
 * __Day 2:__**

__**Day 3:**__ · Students will be asked to participate in a class discussion about their answers to the different questions. During this time I will walk around the room and check every student's work. (30 min) · Students will have a chance to work out the worksheet problems after the lesson has ended. (20 min) · Students will be introduced to the [|Glogster Poster] assignment and logged in to their own account at []. (10 min) · Students will receive instruction for the [|Glogster Poster] assignment. (10 min) · Students will work on the [|Glogster Poster] assignment and have a chance to ask questions before completing it for homework. (10 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 analyze rational exponents in polynomials and expressions and can use and understand them by giving examples and answering a few questions about rational exponents. They will learn this in order to create art one must use Algebraic methods. The hook that I will show is a [|Blog] about how art relates to mathematics.
 * Where, Why, What, Hook Tailor: Visual, Logical**

Students need to become familiar with rational exponents in polynomials and expressions used in Algebra. The [|Garden Gate Graphic Organizer] will be used to map out examples of the different rational exponents in polynomials and expressions. Then, when students are using the [|Partners activity], they will have a chance to rethink the Algebraic content by answering questions that will later incorporate more examples. 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. These groups are 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. The questions the students will be asked to answer as teams are, When are polynomials helpful? What real-life situations use polynomials? What do Algebraic expressions look like? How do polynomials and expressions relate? What are expressions and when would you use them? The most important question the students will be asked to master and teach is, What is the difference between rational and irrational exponents in polynomials and expressions and what are some examples? Make a list. Three questions will be assigned to each team of two. At this point, students can use their [|Garden Gate Graphic Organizer] to help them answer the questions. Once everyone has finished teaching and quizzing everyone in their group, we will discuss it as a class. The last question will be used to make up a tune, of no particular genre, to help students remember the difference between rational and irrational exponents. Both the [|Garden Gate Graphic Organizer] and the answers to the questions will be checked over during the class discussion.
 * Equip, Explore, Rethink, Tailors: Verbal, Logical, Kinesthetic, Intrapersonal, Interpersonal**

After the students have completed the [|Garden Gate Graphic Organizer], students will use the [|Partners 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 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. These groups are 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. The questions the students will be asked to answer as teams are, When are polynomials helpful? What real-life situations use polynomials? What do Algebraic expressions look like? How do polynomials and expressions relate? What are expressions and when would you use them? The most important question the students will be asked to master and teach is, What is the difference between rational and irrational exponents in polynomials and expressions and what are some examples? Make a list. Three questions will be assigned to each team of two. At this point, students can use their [|Garden Gate Graphic Organizer] to help them answer the questions. Once everyone has finished teaching and quizzing everyone in their group, we will discuss it as a class. The last question will be used to make up a tune, of no particular genre, to help students remember the difference between rational and irrational exponents. Both the [|Garden Gate Graphic Organizer] and the answers to the questions will be checked over during the class discussion. Now that the students have been able to analyze rational exponents in polynomials and expressions and can use and understand them through the use of the [|Garden Gate Graphic Organizer], and they have answered questions during the [|Partners activity], they are ready to start working on their Glogster Poster Summative Assessment project. Students will be able to show and apply the different rational exponents using the Glogster Poster website. Students will make a Glogster Poster and after I give feedback, they will be able to revise it. Students will refine the poster 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, Musical, Kinesthetic, Intrapersonal, Interpersonal**

Students will be able to self-asses their progress through a before and after lesson worksheet 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 before and after worksheet and are working on their Glogster Poster 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 Glogster Poster project and with any questions that they still do not understand through the use of my office hours. I will have students upload their Glogster Poster project 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 rubric in which students will earn their points for completing the Glogster Poster project. Creating the poster 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 on their Glogster Poster, the more reference material they are going to have for the Performance Task. The next lesson works more with rational exponents in polynomials and expressions and can use and understand them. 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__**
The questions to the [|Partners activity]. · Question 1: When are polynomials helpful? · Question 2: What real-life situations use polynomials? · Question 3: What do Algebraic expressions look like? · Question 4: How do polynomials and expressions relate? · Question 5: What are expressions and when would you use them? · Question 6: What is the difference between rational and irrational exponents in polynomials and expressions and what are some examples?
 * __Day 2:__**

Glogster Poster Instructions: Students will be asked to create an electronic poster using Glogster that analyzes one of the hardest problems from the worksheet and make a Glogster poster to present. In this poster students will be asked to explain and provide examples of the terms: completing the square, quadratic, slope-intercept, and point-slope formulas. 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 Glogster Poster product will be graded using a rubric.
 * __Day 3:__**

__**Handouts**__
Before and after worksheets Questions Rubric [|Garden Gate Graphic Organizer] [|Partners activity]