L5+Ouellette,+Cheyanne

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Early High School Topic: Algebra - Polynomials**

 * =**Objectives**:= ||
 * Student will understand that there are some practical use of polynomials in the real world. ||
 * Student will know about polynomial functions and exponential applications. ||
 * Student will be able to recognize some practical uses of polynomial functions in the real world. ||

Symbols and Expressions Grade 9 - Diploma** b. Add, subtract, and multiply polynomials.
 * =**Maine Learning Results Alignment**= ||
 * **Maine Learning Results: Mathematics - D. Algebra
 * 1. Students //understand// and use polynomials and expressions with rational exponents.**


 * Rationale:** This lesson will help students understand how polynomials can be used in real-world applications. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * The wiki entry will show understanding of the real world application of polynomials. The process of having students revise their entries based on teacher review allows them to demonstrate their understanding. Wiki entries will not be formally graded but will be checked for completion. Information from this assessment will be used to determine what level of understanding the students have achieved in regards to polynomial applications. In addition, the completion of the wiki entry will contribute to the students' overall wiki grade. I will use informal assessment through observation during the work period. Additional homework will also be assigned and reviewed the following class. ||
 * **Summative** (Assessment of Learning)
 * The wiki entry will show student understanding of the real-world application of polynomials. Entries will be graded upon completion, rather than accuracy, so long as all statements are accurately supported. Information from this assessment will be used to to determine what level of participation the student is demonstrating. In addition, the completion of the wiki entry will contribute to the students' overall participation and preparation grade for this particular class. ||

= = __English__ - I expect students to apply their grammatical knowledge in writing their wiki entries. ||
 * =**Integration**= ||
 * __ Technology __ - Students will use wikis to document understanding of the real-world application of polynomials as well as using the internet and Microsoft Excel to create their shopping wishlist.


 * =**Groupings**= ||
 * Students will pair off by choosing someone who has the same number of pets as they do; I will divide the space of the class into four sections and ask students who have no pets to go to one corner, the students with one pet to go to the next corner, the students with 2 pets to go to the next corner and the students with 3 or more pets to go to the last corner. From those groups, the students can choose who they would like to work with. ||

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. If students do not wish to participate in any given activity, for whatever reason, they may inform me and I will supply them with an appropriate alternative to the activity. Since students are working individually on wiki entries, they will be working at their own pace which enables them to go ahead or go slowly, as needed. Students will be given ample time to complete their wiki entries and to revise them after peer and teacher feedback. Students may ask for help about anything at any time. If students are uncomfortable using wikispaces, they will be able to record their entries in a word processor and print them out.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Mathematical/ Reasoning**: Students will be using algebra in finding the equations to express their wish-list.
 * Musical/ Rhythmic:** Background music will be playing while students work on their product.
 * Naturalist:** Students will have the opportunity to "shop" for summer things.
 * Interpersonal**: Students will be peer reviewing with a buddy.
 * Intrapersonal**: Students will have to work individually on their reflections and Excel.
 * Spacial/ Visual**: Students will have a visual matrix of their "shopping" results.
 * Verbal/ Linguistic**: Students will be writing a reflective wiki entry.
 * Physical/ Kinestetic:** Students will be moving around to choose their partners. ||
 * **Modifications/Accommodations**

Students who are absent are required to hand in all work that is assigned during the time that the student is absent on time unless I am provided with a valid, extenuating excuse for not having been able to acquire the assignment. If sufficient evidence is provided that disabled the student from completing the said assignment, I will gladly allow the student extra time to complete the assignment without it affecting their grade. The length of the extension will be dependent on the assignment; however, there will be a one-week limit to the acceptance of late-work without penalty to grade. Each day that the assignment has surpassed its late deadline, two points will be taken from each day's participation/ preparation grade. || I will have students use their wikis, as a Type I and Type II technology; to draft and revise their wiki entries (Type I) and to comment on other students’ WishLists (Type II). ||
 * Absent Students**
 * **Extensions**


 * =Materials, Resources and Technology= ||
 * * Student Wiki Hand-out
 * Laptops (with wireless Internet service & Microsoft Excel)
 * Projector
 * Paper
 * Pencils/pens ||


 * =Source for Lesson Plan and Research= ||
 * This lesson was of my own design.

Cartoon found at: http://www.pims.math.ca/pi/images/harris1a.jpg

Background music from: Nickel Creek's //When In Rome// album ||


 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __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 addresses the Maine Standards for Initial Teacher Certification by helping students make connections between current content and their own background experience in the following ways: having students use technology (like wikis and Excel) that they are often exposed to and very comfortable with. The wiki entries the students write and the comments made by me (which are a self-assessment) will be used as formative assessments to design the lesson plan to better meet learners' needs. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.


 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by using the wiki entries; the students will write reflective entries on what they've learned each day and the comments made by me (which are a self-assessment) will be used as formative assessments to design the lesson plan to better meet learners' needs. In addition, MI theory will be used to address as many of the students’ intelligences as possible (See Strategies). Finally, students’ IEPs, 504s or ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made.

||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.


 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by consistently using media and technology in the following ways: having students use their wikis to record what they learned during today's assignment and to comment on other students’ WishLists; having students use Excel to show what they have learned about how to show the applications of polynomials in the real world. Clear written language will be used to explain what they learned. Finally, students will share their examples with the class, as well as on their wikis.

||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.


 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by documenting student progress in the following ways: using the comments they make on peer wikis, as well as the corrections to their wikis after feedback (which act as self-assessments) as formative assessments to design the lesson plan to better meet learners' needs. Students will be made aware of performance criteria through the syllabus and through the student hand-out (Student Wiki Hand-out). Finally, students will be provided with teacher feedback regarding their wiki entries, via posted comments on their wikis, to ensure that all students are able to make the appropriate revisions. ||


 * =Teaching and Learning Sequence:= ||
 * Students will enter the class and take their seats, which I will arrange in a semi-circle, with 4 rows of pairs, facing the front of the room. This seating arrangement will allow students to easily see and hear me while I explain problems and the WishList assignment, as well as allow me the space necessary to walk around the room.

Agenda: I will begin the class by showing the comic about how math is useful in the real world. Then we will go over homework problems and I will answer any clarifying questions. I will make sure to review all solution methods by doing a couple of problems on the board, making sure to do each problem using different solution methods (see Content Notes). Once there are no more questions, I will hand out the WishList assignment (see WishList/ wiki handout). Once I've introduced the assignment, I will ask the students how many pets they have and direct them to the appropriate corners (see Groupings) and ask them to pair up with a person of their choice. The rest of the class time will be spent working on the WishList assignment (80 minutes).
 * Comic/ Cartoon
 * Go over homework
 * Go over instructions for WishList assignment
 * Pair off
 * Work on WishList assignment

In today’s class, students will understand that there are multiple ways to use polynomial expressions in the real world. Students will demonstrate this understanding by using their prior knowledge of basic algebraic skills during their reflective wiki entry, which will include their WishList results. This skill will enable students to share their work, allowing me to give them feedback. This assessment will allow me to accurately alter my lesson plans, regarding polynomials, to better cater to my students’ needs. As a hook, I will show a cartoon about how math is everywhere. This hook will lead into a discussion about the different ways in which polynomial expressions can be used in the real world and help students better understand the role math has in their everyday life. //**Students**// **will understand //and use polynomials and expressions with rational exponents.//** (5 minutes) Students need to be primed with knowledge about "like" terms, and polynomial functions and how to solve basic polynomial expressions. In order to supply students with this knowledge, I will go over these terms and methods while discussing the previous night's homework. Once homework has been discussed, I will hand out the instructions for the WishList assignment (see WishList wiki instructions). During my explanation, I will use direct questioning to make sure that all of the students understand the assignment, and I will pause frequently to answer any questions that students may pose about the process (15 minutes).
 * What, Where, Why, Hook, Tailor: Mathematical, Verbal, Spatial, Interpersonal **
 * Equip, Tailor: Mathematical, Verbal.**

In this lesson, I address recognize by having students apply one of the many ways in which polynomials can be applied outside of the classroom. Once I have explained the assignment, I will have students pair off to work on their WishLists, which will show practical uses of polynomials. I will check the students’ wikis later on to determine if they understood the assignment. While working on their summer WishLists, I will be playing music in the background to promote calm and creativity (Music: //Nickel Creek's When in Rome CD//). When the activity time is complete, students will move their seats back into a semi-circle formation, and I will reiterate that the assignment is to be done for homework as I will be checking them for completion and accuracy. For homework, students will record their daily reflections and work on their WebQuest assignment due the following class. (55 minutes).
 * Explore, Experience, Rethink, Revise, Tailor: Physical, Verbal, Interpersonal, Mathematical, Musical, Natural and Spatial.**

I will provide students with feedback regarding their wiki entries, via posted comments on their wikis, in order to ensure that all students are able to make the appropriate revisions. This will allow students to evaluate what they have learned about polynomials and their applications outside of the classroom. These comments will also allow me to evaluate which students truly understand the basic polynomial expressions, and which students may need more assistance. Due to the fact that students will be tested on addition, subtraction, and multiplication of polynomials, it is important that students master the methods (5 minutes).
 * Evaluate, Tailor: Verbal, Intrapersonal** ||

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