L2+Ouellette,+Cheyanne

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand that visual representations are used to solve and express polynomial expressions. ||
 * Student will know what visual representations connect with what polynomial expressions. ||
 * Student will be able to draw a visual model to represent a polynomial expression. ||

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 use visual representations to solve and/or express polynomials and their expressions. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * The wiki entry with teacher comments will show understanding of how visual models relate to polynomials. The process of having students revise their entries based on teacher comments allows them to demonstrate their understanding. Information from this assessment will be used to determine what level of understanding the students have achieved in regards to visual polynomial representations. 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 how visual models relate to polynomials. 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. A quiz on the addition and subtraction of basic polynomial expressions will be given during the last 15 minutes of class (See quiz #1). ||

= = __English__ - I expect students to apply their grammatical knowledge in writing their wiki entries. ||
 * =**Integration**= ||
 * __ Technology __ - Students will use wikis to document their knowledge acquired, including the example of their interactive, tic-tac-toe board.


 * =**Groupings**= ||
 * Students will pair off with the student sitting diagonal to him/her. Pairs will be responsible for coming up with examples of a functioning tic-tac-toe board (See 3T Instructional handout). Students will individually record their tic-tac-toe examples with a small prompt 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 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. || 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); the students will also be using PowerPoint as an interactive example (Type II).
 * = = || =Differentiated Instruction= ||
 * **Strategies**
 * Mathematical/ Reasoning**: Students will solve algebraic equations during class and while working on the interactive Tic-Tac-Toe board.
 * Interpersonal**: Students will be working in pairs.
 * Intrapersonal**: Students will be posting individual wiki reflection entries.
 * Spacial/ Visual**: Students will be making and sharing interactive boards.
 * Musical/ Rhythmic:** Background music will be playing while students work on their examples.
 * Verbal/ Linguistic**: Students will orally explain how their boards worked. ||
 * **Modifications/Accommodations**
 * **Extensions**

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
 * Quiz #1
 * Paper
 * Pencils/pens ||

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

Magic square/ tic-tac-toe boards and ideas came from: http://141.104.22.210/Div/Winchester/jhhs/math/lessons/algebra/magic.html http://141.104.22.210/Div/Winchester/jhhs/math/lessons/algebra/tictac.html Lesson idea came from 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 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. The quiz will be used as a summative assessment to measure at which the students' understanding of the content is, and will also be used as a formative assessment to alter the following 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 t he 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. Clear speech and written language will be used to explain how their tic-tac-toe boards worked 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.**//


 * Rationale:** 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.

||  || Students will enter the class and take their seats, which I will arrange in a semi-circle, facing the front of the room. This seating arrangement will allow all students to view the board which I will use for the majority of my lesson. Agenda: > >  In today’s class, students will understand that polynomials can be expressed by using visual representations. Students will demonstrate this understanding by using their prior knowledge of polynomials to develop an interactive tic-tac-toe board using PowerPoint, 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 tape a piece of paper to the board and ask students what it is or could be. This activity will capture the attention of students and use creativity to get students thinking about how polynomials are related to visual models (10 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. 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 addition and subtraction problems using a visual model. Finally, I will explain the tic-tac-toe boards and how they will have 20 minutes to come up with a working example. During my explanation of how addition and subtraction can be expressed using a visual aid, 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). In this lesson, I address the facet of justify by having students make their own example of a visual model expressing a polynomial. After the short lesson, I will ask the students to pair up with a student that is not sitting directly next to them (diagonally or on opposing sides of the room). Once in pairs, I will explain the assignment to them, explaining that they will be making an interactive tic-tac-toe board 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 before passing out the quiz (See Quiz #1). For homework, students will record their daily reflections, along with their tic-tac-toe board 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 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).
 * **__ Teaching and Learning Sequence __**
 * Rectangle discussion
 * Go over homework questions
 * Short lesson
 * Tic-Tac-Toe boards
 * Quiz
 * What, Where, Why, Hook, Tailor: Mathematical, Verbal, Spatial, Intrapersonal. **
 * Equip, Tailor: Mathematical, Verbal, Spatial. **
 * Explore, Experience, Rethink, Revise, Tailor: Verbal, Interpersonal, Intrapersonal, Musical, Mathematical, and Spatial. **
 * Evaluate, Tailor: Verbal, Intrapersonal **
 * Reflection: ** ||