L4+Ouellette,+Cheyanne

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand how to choose which solution method is more appropriate for which polynomial application. ||
 * Student will know how to use the horizontal, vertical and FOIL methods ||
 * Student will be able to compare and choose which of the different solution methods for solving polynomial expressions best suits them ||

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 connect addition, subtraction and multiplication of polynomials together, and provide students with the means of solving all polynomial expressions using the method which is best suited to their preferences. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * The wiki entry and content of the short video presentation will show understanding of the basic means of solving polynomial expressions as well as give students a little insight to the historical development of the solution methods used in conjunction with polynomials. The process of having students revise their entries based on teacher input allows them to demonstrate their understanding. Wiki entries will not be formally graded for accuracy 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 the solution methods of polynomial expressions. 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. Homework will also be assigned and reviewed the following class. ||
 * **Summative** (Assessment of Learning)
 * The wiki entry will show student understanding of the solution methods used in solving polynomial expressions. 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. Video completion will be graded by a rubric. Quiz #2 will be given at the end of class. ||

= = __English__ - I expect students to apply their grammatical knowledge in writing their wiki entries and their basic rules of speech when recording their video clip. __Social Science__ - Students will be doing research on the historical development of the different solution methods. ||
 * =**Integration**= ||
 * __ Technology __ - Students will use wikis to document understanding of the different solution methods as well as use a video editing program of their choice to complete the short video.


 * =**Groupings**= ||
 * Students will pair off by finding any student in the class with an opposing card suit color (spades with hearts, etc.). Pairs will be responsible for completing the short video. Students will individually record their supported opinions on the class wiki. ||

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 do problem examples and work on their quiz.
 * Interpersonal**: Students will work in pairs to make movie clip.
 * Intrapersonal**: Students will be posting individual wiki reflection entries.
 * Physical/ Kinesthetic:** Students will have the opportunity to do some acting and/or filming.
 * Visual/ Spatial:** Students will make and view short videos.
 * Musical/ Rhythmic:** Background music will be playing while students work on their videos; music could be included in videos.
 * Verbal/ Linguistic**: Students will write an entry in their wikis explaining their choices from their videos. ||
 * **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 and the video-making will be a Type II technology; to draft and revise their wiki entries (Type I) and to comment on other students’ videos (Type II). ||
 * Absent Students**
 * **Extensions**


 * =Materials, Resources and Technology= ||
 * Day One
 * Student Wiki Hand-out
 * Laptops (with wireless Internet service)
 * Rubric
 * Quiz #2
 * Projector
 * Paper
 * Pencils/pens

Day Two > ||
 * Laptops (with wireless Internet service)
 * Paper
 * Pencils/ pens
 * Video cameras
 * iMovie (or other video editing software)

http://www.apple.com/support/imovie/tutorial/
 * =Source for Lesson Plan and Research= ||
 * Tutorial for how to use iMovie:

Background music from: //Corpse Bride// soundtrack ||


 * =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 iMovie) 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’ videos; having students use iMovie to show what they have learned about the historical development of the different solution methods. Clear speech and 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. Students will be quizzed on the material learned in the previous classes to measure their level of understanding (formal summative assessment). ||

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 video assignment, as well as allow me the space necessary to walk around the room.
 * =Teaching and Learning Sequence:= ||
 * Day One:

Agenda: I will begin the class by showing the Comic Life that I have made about too many ways to do everything. 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 quiz #2 on multiplication of polynomials (see Quiz#2). Once the quiz is complete, I will discuss the video assignment by handing out the rubric and explaining what needs to be done by next class (see Rubric). Once I've introduced the assignment, I will hand out the playing cards (one to each student) and ask the students to pair up with someone whose card suit is a different color than their own. The students will have the remainder of class to research and plan their video (80 minutes). || ||
 * Comic Life (hook)
 * Go over homework
 * Review solution methods
 * Quiz #2
 * Discuss & begin video assignment

Day Two: Students will enter the class and take their seats wherever is more conducive for them and their partner to work on their video.

Agenda:
 * Finish up video production
 * View videos

Students will spend the first half of class finishing up their video projects and the second half viewing them (80 minutes). In today’s class, students will understand that there are multiple ways to solve a polynomial expression. Students will demonstrate this understanding by using their prior knowledge of basic algebraic skills during the quiz, as well as during their reflective wiki entry. 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 comic life about how there is always more than one way to do something. This hook will lead into a discussion about the different solution methods used to solve polynomial expressions and help students pick which solution method is best for them. //**Students**// **will understand //and use polynomials and expressions with rational exponents.//** (5 minutes) Students need to be primed with knowledge about polynomials, and vertical, horizontal and FOIL methods and 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 do 3 or more problems to further solidify the 3 methods of solving polynomials. Once I am sure the students understand, I will pass our the quiz on multiplication of polynomials (see Quiz #2). During my lecture, I will use direct questioning to make sure that all of the students understand the material, and I will pause frequently to answer any questions that students may pose about the process (30 minutes).
 * What, Where, Why, Hook, Tailor: Mathematical, Verbal, Spatial, Intrapersonal, Interpersonal **
 * Equip, Tailor: Mathematical, Verbal, Spatial.**

In this lesson, I address comparing and contrasting by having students persuade themselves as to which solution method works best for each individual problem. Once the quiz is complete, I will hand out the rubric for the video assignment (see Rubric) and discuss what needs to be done by the following class. I will hand out playing cards and ask students to pair up to work on their videos (research & planning), which will show the historical development of the different solution methods. I will check the students’ wikis later on to determine if they understood assignment. While working on their videos, I will be playing music in the background to promote calm and creativity (Music: //Corpse Bride soundtrack//). When the activity time is complete, students will move their seats back into a semi-circle formation, and I will reiterate that the video is to be ready for next class as they will only have half of the class to put their finishing touches on it. For homework, students will record their daily reflections and work on their video. (20 minutes).
 * Explore, Experience, Rethink, Revise, Tailor: Verbal, Interpersonal, Mathematical, Musical 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 solution methods. 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 and subtraction of polynomials, it is important that students master the methods (5 minutes).
 * Evaluate, Tailor: Verbal, Intrapersonal**

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