L1+Ouellette,+Cheyanne

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand that polynomial expressions can be solved by using the horizontal, vertical or FOIL methods. ||
 * Student will know how to solve all basic polynomial expressions. ||
 * Student will be able to do all basic functions of polynomial expressions. ||

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 shows students how to solve polynomials and expressions using different solution methods which helps students understand and use polynomials. ||

The wiki entry with peer comments will show understanding of the basic different solution methods. The process of having students revise their entries based on peer reviews allows them to demonstrate their understanding. Peer reviews will not be formally graded 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 solution methods. 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. || The wiki entry will show student understanding of the basic different solution methods. 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. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = __English__ - I expect students to apply their grammatical knowledge in writing their wiki entries. ||
 * =**Integration**= ||
 * __ Technology __ - Students will use wikis to document examples of different solution methods.


 * =**Groupings**= ||
 * Students will pair off with the student sitting next to him/her. Pairs will be responsible for coming up with examples for each solution method. 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 have to give examples on the wiki and why they work best.
 * Interpersonal**: Students will be working in pairs on wiki entries.
 * Intrapersonal**: Students will individually comment on their peers' wikis.
 * Spacial/ Visual**: Students will take notes on the different methods shown written out on the board.
 * Verbal/ Linguistic**: Students will be writing a small paragraph about math methods.
 * Musical/ Rhythmic:** Students will listen to a poem about math. ||
 * **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 both a Type I and Type II technology, to record comments from their fellow students during the paired discussions (Type I), to draft and revise their examples (Type I) and to comment on other students’ opinions (Type II). ||
 * Absent Students**
 * **Extensions**

||
 * =Materials, Resources and Technology= ||
 * * Syllabus
 * Class Wiki
 * Student Wiki Hand-out
 * Laptops (with wireless Internet service)
 * Projector
 * Pre-assessment survey
 * Paper
 * Pencils/pens
 * Music: "Math Suks" by Jimmy Buffet or
 * Poem: "Fifty Ways to Solve a Problem"

http://www.wikispaces.com/ Lesson idea came from professor and self.
 * =Source for Lesson Plan and Research= ||
 * Resources for Creating Student Wikis:

Lyrics to be handed out at beginning of class. [|http://141.104.22.210/Div/Winchester/jhhs/math/poetry/mathpoet.html]

||


 * =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) that they are often exposed to and very comfortable with. A diagnostic assessment ( Pre-assessment survey) will be used to gauge the students’ previous knowledge of polynomials and their expressions so that the lesson plan can be designed to better meet learners’ needs. The wiki entries the students write and the comments made by their peers (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 a diagnostic assessment ( Pre-assessment survey) to gauge the students’ previous knowledge of polynomials and their expressions so that the lesson plan can be designed to better meet learners’ needs. The wiki entries the students write and the comments made by their peers (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’ opinions. Clear speech and written language will be used to explain which solution method is best with which example and why. 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.**//

 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 syllabus, student wikis, and the pre-test, as well as allow me the space necessary to walk around the room.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by documenting student progress in the following ways: using a diagnostic assessment (Pre-assessment survey) to gauge the students' previous knowledge of polynomials and their applications so that the lesson plan can be designed to better meet learners' needs; and 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 __**** : **

Agenda: Students will receive a copy of the syllabus from me, which I will then explain to the class (See Syllabus). Afterwards, I will show students the class wiki and give them a hand-out that explains how the students will go about setting up their own wikis, which they will attach to the class artifact page (See Student Wiki Hand-out). Students will use their individual wikis to complete the majority of the assignments in my class, therefore, students must have their wikis set-up and ready to use by the end of class. Finally, students will complete a diagnostic assessment (See Pre-Assessment survey) that will not be graded, but that will allow me to gauge the students’ previous knowledge of polynomials so that I can accurately alter my lesson plans to better cater to my students’ needs. Whatever time is left will be spent going over the 4 addition/ subtraction problems on the pre-assessment survey. (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 class discussion and partnered session of discovering which solution method works best, which will be posted on thier 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 song by Jimmy Buffet called “Math Suks” to try and get students laughing about math. This activity will allow students to find humor and relate to a topic that many students find it difficult to relate to. //**Students**// **will understand //and use polynomials and expressions with rational exponents.//** (35 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 go over the basic algebraic terms in reference to polynomials before starting the lesson. Once pre-surveys have been completed and wiki accounts have been made, I will go over the 4 addition and subtraction problems from the pre-survey and do each problem using different methods. I will make sure to do all problems multiple ways if students are finding it difficult to follow along. I will explain what has to be done for homework and why it’s important for these wiki entries to be completed. 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 (20 minutes).
 * Handout Syllabus
 * Take pre-test survey
 * Set up wikis
 * Short lesson starting with song
 * What, Where, Why, Hook, Tailor: Mathematical, Verbal, Spatial, Intrapersonal, Interpersonal, Musical **
 * Equip, Tailor: Mathematical, Verbal, Spatial.**

In this lesson, I address the facet of illustration by having students persuade themselves and their peers about the ‘proper’ way to solve polynomials. I will ask students to pair up to work on their examples and opinions, having them discuss why they believe as they do. 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 their wiki prompt and a few practice problems. (20 minutes).
 * Explore, Experience, Rethink, Revise, Tailor: Verbal, Interpersonal, Intrapersonal, Mathematical, 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 for homework. 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** ||