L6+Ouellette,+Cheyanne

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand how to solve polynomial expressions using addition, subtraction, and multiplication. ||
 * Student will know about polynomial functions, linear functions, and all of the properties of polynomial applications. ||
 * Student will be able to solve addition, subtraction, and multiplication problems that involve polynomials. ||

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 using addition, subtraction, and multiplication. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * The wiki entry will show understanding of the real world application of polynomials using addition, subtraction and multiplication. The process of having students revise their entries based on teacher review allows them to demonstrate their understanding. Wiki entries 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. ||
 * **Summative** (Assessment of Learning)
 * The wiki entry will show student understanding of the real-world application of polynomials using its applicable properties. Entries will be graded upon completion as well as accuracy (see Product rubric). Information from this assessment will be used to to determine what level of participation the student is demonstrating. Student will also be graded on presentation of their Garden Webquest assignment (see Presentation rubric). 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 digital Algebra Tiles.


 * =**Groupings**= ||
 * Students will have already chosen a partner of their choice (see lesson three). ||

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 dimensions of the garden.
 * Physical/ Kinesthetic**: Students will be working in pairs, and have the option to physically make something.
 * Interpersonal**: Students will be working in pairs.
 * Intrapersonal**: Students will have to work individually on their write ups.
 * Musical/ Rhythmic:** Students will be listening to music while they work on their WebQuest.
 * Spacial/ Visual**: Students will have a visual model of their garden
 * Naturalistic:** Students will be learning about the process of gardening.
 * Verbal/ Linguistic**: Students will be writing a short explanation of their project and presenting it in front of the class. ||
 * **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’ Garden entries and model (Type II). ||
 * Absent Students**
 * **Extensions**

> >
 * =Materials, Resources and Technology= ||
 * Day One & Day Two:
 * Student Wiki Hand-out with WebQuest link
 * Laptops (with wireless Internet service & the National Library of Virtual Manipulative’s Algebra Tiles )
 * Peer assessment sheet
 * Paper
 * Pencils/pens ||

http://cte.jhu.edu/techacademy/fellows/DAVIS-S/WEBQUEST/Index.htm
 * =Source for Lesson Plan and Research= ||
 * Lesson idea developed from text books, self and the following WebQuest:

Vegetarian Gardener WebQuest [|http://students.umf.maine.edu/~ouellecj/webquest/]

Vegetarian Recipes shown on WebQuest
 * 1) http://www.veganconnection.com/recipes/index.htm
 * 2) http://www.veganchef.com/
 * 3) http://www.ivu.org/recipes/

Gardening Tips shown on WebQuest
 * 1) http://www.bhg.com/bhg/category.jsp?categoryid=/templatedata/bhg/category/data/VegetablesFruitsHerbs.xml
 * 2) http://www.garden.org/foodguide/browse

Background music from: Michael Buble's //Irresistable// album

YouTube video on math being everywhere: http://youtube.com/watch?v=vFRTgr7MfWw ||


 * =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 the digital Algebra Tiles) 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’ digital gardeb; having students use digital algebra tiles 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 as well as to present their research. 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) and rubrics (see Product and Presentation rubrics). 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 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, as well as allow me the space necessary to walk around the room.
 * =Teaching and Learning Sequence:= ||
 * Day One:

Agenda:
 * Video on how math relates to everyday life (hook: [|http://youtube.com/watch?v=vFRTgr7MfWw)]
 * Work on WebQuest

I will begin the class by showing the video about how math is found everywhere in the real world. Then the rest of the class time will be spent working on the WebQuest assignment. I will walk around during the work session to help students with any problems or questions they might have (80 minutes).

In today’s class, students will understand how polynomial expressions can be used 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 WebQuest 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 in the future. As a hook, I will show a video 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 using addition, subtraction and multiplication. I will use direct questioning to make sure that all of the students understand the assignment, and I will ask frequently whether there are any questions that I need to clarify about the process (5 minutes). **Equip, Tailor: Mathematical, Verbal.**
 * What, Where, Why, Hook, Tailor: Mathematical, Verbal, Spatial, Interpersonal **

In this lesson, I address solve by having students solve a problem that will include addition, subtraction and multiplication of polynomials applicable in the real world. Once I have reiterated the assignment, I will have students pair off with their partners to work on their WebQuest, 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 gardening WebQuest, I will be playing music in the background to promote calm and creativity (Music: //Michael Buble's Irresistable 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 completed and ready to be presented the following class. For homework, students will record their daily reflections and work on their WebQuest assignment due the following class. (65 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**

Day Two: Students will enter the class and take their seats, which will be arranged in the usual semi-circle, with 4 rows of pairs facing the front of the room. This seating arrangement will allow students to easily see the projection screen, where students will be presenting their WebQuest results. I will, at random, hand out one full suit of a deck of cards (ace through king) to determine which pair will present first. Once the order has been determined, students will receive a few of the assessment sheets in order to grade their peers presentations (see Peer Assessment). The remainder of the class will be spent listening to the WebQuest presentations. I will remind students to study for the test that will be taking place the following class and let them know that I will be available for help or questions pertaining to the test after school. (80 minutes) ||

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