L2+Doyle,+Nicholas

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 8th Topic: Linear Equations**

 * =**Objectives**:= ||
 * Students will understand how to label and analyze different structures of a linear equation ||
 * Student will know the different pieces of a linear equation. ||
 * Student will be able to do analyze the structure of a linear equation. ||

Equations and Inequalities Grade 8 2. Students understand and solve problems involving linear equations. a. solve any linear equations including linear equations of the form ax+b=cx+d.
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results: Mathematics - D. Algebra

Rationale: Students will better understand the structure of linear equations and be able to use the basic Algebra to solve the different equations. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Students will right down down steps in order to show understanding and knowledge of the structure of a linear equation. Students will gain more knowledge and experience during interactions with classmates. Students will be noted on participation within the group and scored appropriately. ||
 * **Summative** (Assessment of Learning)
 * Students will create a Comic-Life project showing knowledge of how a linear equation breaks apart and the students can then put it together. Any notes taken that helped the students make their Comic-Life should be handed in with the project. ||

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 * =**Integration**= ||
 * Students will see a sample Comic-Life to get them engaged with the structure of a linear equation. Students will create there own Comic-Life to show understanding of the lesson. ||


 * =**Groupings**= ||
 * Groups will contain 2-3 students and they group up by matching shirt colors of fellow classmates. Groups will have a chance to mingle and talk to each other to get further knowledge and better understanding of lesson. ||

Interpersonal – Group discussion Intrapersonal – Individual analysis before group discussion Spatial – Comic life seeing shirt colors Linguistic/Verbal – Group interaction Logical – analyzing Bodily-Kinesthetic – Moving around to match shirt colors || I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Students will be informed that one of the classes will be outdoors, so if anyone needs a special accommodation they should inform me no less than two days prior to the class day.
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**

If any student is unable to make a class they are responsible for the missed work and can get it from a fellow student, myself via email or any other means, or the homework hotline. Absent students' work will be accepted late for full credit if sufficient evidence is presented ( a note from parent/guardian, doctor or physician, coach or a faculty member) describing circumstances preventing you from attending class, completing your work and gathering assignments and work. An extension shall be given and the length of it will be dependent on the assignment missed. However with no note work will be accepted late with a penalty of 10% off of the grade for every class late (if your work is 2 classes late that means 20% of your grade will be negated). ||
 * Absent Students:**
 * **Extensions**

Comic-Life Checklist Laptops Projector with screen pens / pencils ||
 * =Materials, Resources and Technology= ||
 * Flow chart


 * =Source for Lesson Plan and Research= ||
 * Comic-Life ||


 * =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 brings out learning styles from a variety of students. My presentation of my comic-life will get them to see linear equations in a different and more interesting way. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** Students' 504s or ELLIDEPs will be reviewed and proper adjustments will be made to ensure there learning is addressed. A flow chart will help them organize their thoughts and processes. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** Groups are going to be used to get others to interact with their peers and see the things that they came up with. They will see my comic life that I have created. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** They will create their own comic life and it will be graded on content that they will have checklist of. The flow chart will give the students a way to discover what they know and what they have learned. ||


 * =Teaching and Learning Sequence:= ||
 * Students will enter the classroom and take their seats. I will take attendance and then start with my lesson.

Agenda: Comic-Life Lesson Groups / work on comic life

Students will sit quietly so I can present my sample Comic-Life which shall act as a hook. After the students see what is expected of them I will hand out a flow chart that they can note on when I begin my lesson by taking a linear equation and show my students the different parts that it has. I will stop frequently to answer any questions ( 30-40 minutes).
 * Where, Hook, Equip, Explore: Spatial, Intrapersonal, Logical**

After my lesson students will group up by matching their shirt colors. The students will be instructed to collaborate with their partner and get a better understanding of the structure. I will hand out a checklist that the students will use to ensure that they have everything needed on their own Comic-Life. The students will be given the rest of the time to work on their final product (40-50 minutes).
 * Why, What, Experience, Revise, Refine, Evaluate, Tailor, Organize: Spatial, Interpersonal,** **Linguistic/Verbal, Bodily-Kinesthetic,** **Logical** ||

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