L3+Ouellette,+Cheyanne

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand how visual representations relate to polynomial expressions. ||
 * Student will know how to create and identify visual representations that correlate to particular polynomial expressions. ||
 * Student will be able to solve polynomials expressions by using visual representations. ||

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 connect polynomials to the real world by showing how polynomial expressions are used in visual representations present in every day life; multiplication of polynomials will be used to find the areas of particular visual models. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * The wiki entry will show understanding of the basic uses of visual representations as a means of solving polynomial expressions. 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 connection between polynomial expressions and their visual representations. In addition, the completion of the wiki entry will contribute to the students' overall wiki grade. I will use informal assessment tthrough observation during the work period. Homework will also be assigned and reviewed the following class, and quiz #1 will be graded and gone over orally in class. ||
 * **Summative** (Assessment of Learning)
 * The wiki entry will show student understanding of the correlation between polynomials expressions and their corresponding visual representations. 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 their visual representations of their data.


 * =**Groupings**= ||
 * Students will go around conducting a very short class survey but will be working individually on the visual representations to be presented. ||

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 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 solve a matrix equation.
 * Interpersonal**: Students will essentially be asking everyone in the class a question.
 * Intrapersonal**: Students will be posting individual wiki reflection entries.
 * Physical/ Kinesthetic:** Students will be going around the classroom surveying their classmates.
 * Musical/ Rhythmic:** Background music will be playing while students work on their examples.
 * Naturalist:** The survey is about the students favorite seasons.
 * Verbal/ Linguistic**: Students will write an entry in their wikis explaining their graphs and matrices. ||
 * **Modifications/Accommodations**
 * **Extensions**
 * I will have students use their wikis, as both a Type I and Type II technology, to draft and revise their examples (Type I) and to share their findings with other students (Type II).

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. ||
 * Absent Students**


 * =Materials, Resources and Technology= ||
 * * Class Wiki
 * Laptops (with wireless Internet service)
 * Projector
 * Paper
 * Pencils/pens ||

Resources for Creating Student Wikis: http://www.wikispaces.com/
 * =Source for Lesson Plan and Research= ||
 * **__ Source for Lesson Plan and Research __**

Lesson idea came from professor and self. ||


 * =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 PowerPoint) that they are often exposed to and very comfortable with. The wiki entries the students write 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.

This lesson addresses the Maine Standards for Initial Teacher Certification by using the wiki entries the students write 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.
 * Rationale:**

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

This lesson addresses the Maine Standards for Initial Teacher Certification by consistently using media and technology in the following ways: having students use Excell and their wikis to record what they learned during today's assignment. Clear speech and written language will be used to explain how their visual representation worked and why. Finally, students will share their examples with the class, as well as on their wikis.
 * Rationale:**

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

This lesson addresses the Maine Standards for Initial Teacher Certification by documenting student progress in the following ways: using 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. ||
 * Rationale:**


 * =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 the assignment, and go over the homework and quiz answers, as well as allow me the space necessary to walk around the room.

Agenda: > > We will begin class by going over homework answers and any questions that may have come up, as well as the answers to quiz #1. I will then show the short video from TeacherTube about how polynomials relate to area models, which should in turn start a short class discussion. Once students have brainstormed the different ways in which visuals can be used to identify, as well as solve, polynomial expressions, we will do a few practice problems together before setting to work on the class survey and Excel matrix. (80 minutes). || Students need to be primed with knowledge about polynomials and "like" terms and to solve basic polynomial expressions. In order to supply students with this knowledge, I will have already looked at their pre-assessment survey to determine where I need to start my lesson. First, I will go over homework problems and entertain any questions about homework or the quiz taken during the previous class. I will make sure to do all problems multiple ways if students are finding it difficult to follow along. Second, I will go over how to express multiplication, as well as subtraction and addition, using a visual model. Finally, I will explain Excel models and how they will have 20 minutes to come up with an accurate visual that supports the findings of the class. During my explanation of how multiplication can be expressed using a visual aid, I will use direct questioning and response 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 (20 minutes). In this lesson, I address the facet of relating the visual representations to their polynomials. After the short lesson, I will ask the students to go around the room clockwise in order to conduct the class survey. Once the survey is completed, I will explain the assignment to them, explaining that they will be making an Excel matrix and posting it to the class wiki. I will check the students’ wikis later on to determine if they understood assignment. While working, I will be playing classical music in the background to promote calm and creativity. When the activity time is complete, students will move their seats back into a semi-circle formation, and I will assign homework. For homework, students will record their daily reflections, along with matrix onto the class wiki. (45 minutes). 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 for homework. This will allow students to evaluate what they have learned about polynomials and their relation to visual models. These comments will also allow me to evaluate which students truly understand the basic polynomial expressions and their visual representations, 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).
 * Go over homework and quiz
 * Short lesson starting with short video from TeacherTube
 * In today’s class, students will understand how polynomials can be expressed by using visual representations . Students will demonstrate this understanding by using their prior knowledge of polynomials to develop a matrix of the class survey of which seasons they prefer, which will be posted on their wiki. 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 play a short video clip of how polynomials relate to visual representations. This activity will capture the attention of students and use creativity to get students thinking about how polynomials can be expressed using visual models (10 minutes).
 * What, Where, Why, Hook, Tailor: Mathematical, Verbal, Spatial,, Naturalistic, Intrapersonal. **
 * What, Where, Why, Hook, Tailor: Mathematical, Verbal, Spatial,, Naturalistic, Intrapersonal. **
 * Equip, Tailor: Mathematical, Verbal. **
 * Explore, Experience, Rethink, Revise, Tailor: Verbal, Interpersonal, Intrapersonal, Musical, Mathematical, and Spatial. **
 * Evaluate, Tailor: Verbal, Intrapersonal ** ||

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