S3+Nieuwkerk+Hannah

=Stage 3 Plan Learning Experiences and Instruction=

Logical: Kinestic: Visual: Naturalistic: Interpersonal: Intrapersonal: Musical**:
 * 1. (W)** **Where** (Understanding), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** (Graphic Organizer), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * Verbal:
 * 7. (O)** **Organize** (Facet of Understanding - Students will be able to ...) and Product

=Lesson 1= 2.[|**http://www.youtube.com/watch?v=wIL4Cz7cbyE**] (**HOOK**). 3.Students will know about slope, intercepts, the four quadrants, slope-intercept, and point-slope formula (**EQUIP**). Students will learn by using a T-Chart (**EXPLORE**). Students will then go into Think-Pair-Share (**EXPERIENCE**). 4.If a student solves the problem incorrect, he/she will will go back over the example done in class (**RETHINK**), look back at the question, look at the wording and what it's asking, and fix the problem (**REVISE**), and make sure all the little details are taken care of (**REFINE**). 5. Students will ask themselves: Do I know how to graph a line using slope-intercept? Do I know how to find x- and y-intercepts? Do I know how to put a line into point-slope form given a point and a slope or two points? 6.**TAILOR**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that linear equations can be graphed by using slope-intercept form **(WHERE).** Linear equations can be applied to real life, such as being paid by the hour (excluding taxes) (**WHY**). **//Students can solve equalities//** (**WHAT**).
 * Verbal:** Students will deal with definitions of words and word problems on worksheets or blackboard.
 * Logical:** Students will be neatly solving the equation on worksheets or on the board.
 * Kinestic:** Before class, I will make a coordinate plan on the floor, and the students will be able to use their bodies and find points on a line.
 * Visual:** Students will be able to graph the problem(s) on the board.
 * Interpersonal:** Students can ask for help or talk to peers or teacher during the direct questioning.
 * Intrapersonal:** Students will work some problems by themselves, allowing them to time to think alone.
 * Musical**: Music can be played quietly in the background as students work on problems in groups.

7. Students will be able to make sense of linear equations and graph them. The product will be ComicLife. || =Lesson 2=

8. Students will understand that linear equations and inequalities can be graphed using slope-intercept form (**WHERE**). If you want to invest money, you can divide the amount of money into 2 groups and put them in different stock markets, watch the interest (graphing them), and see how much money you make (**WHY**). **//Students solve families of equalities and inequalities//** (**MLR**). 9. http://www.youtube.com/watch?v=6cAs1YBELmA (**HOOK**). 10. The students will know about slope, intercepts, and graphing lines, and how similar they are (**EQUIP**). The students will a Jigsaw where they will all learn the information, but then get into groups and compare information, what they learned, and what they thought was important (**EXPLORE**). At the end of class, students will be given a rubric of what they should know. The students will be given homework, go over the homework the next class and then have a quiz over graphing equalities and inequalities (**EXPERIENCE**). 11. Students will review linear equations, and see how similar inequalities are to equalities (**RETHINK**). Then the students will then work on graphing the inequalities (**REVISE**). Then, the teacher will show the students how to shade the graph (**REFINE**). 12. At the end of class, students will be given two slips of paper: one for them and one for the teacher. On one slip of paper, the student will write for the teacher what he/she liked or learned that day, and one piece of advice for the teacher. One the other piece, the student will look back over the lesson and write what he/she really knows and what he/she needs to work on **(EVALUATE)**. 13. **(Tailor)** 14. Students will be able to relate the similarities of solving inequalities and linear equations. The students will make a product using Inspiration **(ORGANIZE**). || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 
 * Verbal: **** The students will watch the YouTube clip at the beginning of class, they get into groups and talk about the information and what they learned. **
 * Logical**: ** The students will look at equalities and compare and contrast the difference between the two, solve them, and graph them. **
 * Kinestic**: ** Students will get up and walk around while doing the Jigsaw exercise, going to different groups and talking about the information. **
 * Visual**: ** Students will be given a rubric to see how far they have come, and they watch the YouTube clip in the beginning of class, along with problems solved on the board. **
 * Interpersonal**: ** Students will be doing the Jigsaw, so it will give them time to interact and learn with each other. **
 * Intrapersonal**: ** The students will be given a 10 quiet minutes to reflect on the class, how it was taught, and what they learned. **

16. http://www.youtube.com/watch?v=ElClrnTGrEk (**HOOK**). 17. Students will know how to solve for a variable, which includes: adding, subtracting, mulitplying, and dividing and seeing how different yet similar linear and quadratics are (**EQUIP**). A flow chart will be used to neatly organize all the steps to solving the equations and finding x- and y-intercepts (**EXPLORE**). The students will do think-pair-share: they will figure out the answer, get into pairs, talk about it, then share to the rest of the class (**EXPERIENCE**). 18. Students will be given a chance to look over classwork (**RETHINK**), and look over any problems that they had questions on, ask the questions (**REVISE**), and then fix their answers and get a better understanding of the concepts (**REFINE).** 19. Peer feedback to the teacher: Was the lesson too difficult? Too easy? And super diffcult problems? Likes/dislikes? Is there anything that I can do better to teach you? 20. **TAILOR** 21. Students will be able to makse sense that linear and quadratic equations look and act differently by setting up a blog account and blogging about what happened during class, things learned and things not quite understood (**ORGANIZE**). || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will demonstrate the difference between linear and quadratic equations (**WHERE**). Students need to know the difference between the two to know how to solve each one, and also be able to say which graph goes with its equation (**WHY**). **//Students will be able to solve equations// (WHY)**.
 * Verbal:** The students will talk through graphing lines and points.
 * Logical:** Students will be able to solve problems on paper and do it on a calculator.
 * Visual:** The students will be able to graph problems on the board and on worksheets and also plot points on the line.
 * Kinestic:** Trading the pieces of paper while the music is playing (see musical for more information).
 * Interpersonal:** Think-pair-share allows for students
 * Intrapersonal:** Flow charts allow for students to plan our their own thinking and do it themselves.
 * Musical**: Students are given a small piece of paper with a problem number on it, they stand in a group and trade papers until the music stops. Once the music is over, the students get into pairs and solve the two problems on the board.

23. Students will begin the class by looking at a catchy, colorful webquest: http://www.rblewis.net/technology/EDU506/WebQuests/quadratics/quadratics.html (HOOK**)** 24. Students will know how to solve for the variable 'x', graph, and know their times tables, realize that quadratics can be solved by factoring, graphing, and quadratic formula (**EQUIP**). The students will use a 4-column chart to help them solve the equations in 3 different ways (**EXPLORE**). The teacher, at any time and a couple times during the class, will have a 3-minute review to recap what was going on and to clear up quick questions (**EXPERIENCE**). 25. After the lesson was taught, the students will then go over the 3 different ways to solve a quadratic (**RETHINK**) and then get into groups and discuss any problems they had and how to fix them (**REVISE**). Then, they can ask the teacher to check it and make sure they had the right idea (**REFINE**). 26. At the end of class, the students will be given a checklist for understanding (the 3 different ways of solving, and applications) (**EVALUATE**). 27. (**TAILOR**)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that quadratic equations can be solved multiple ways (**WHERE**). It's important to be able to look at a problem and solve it a couple different ways, like finding the shortest route to Doylestown, PA (**WHY**). **//Students will be able to solve equations// (WHAT).**
 * Verbal:** Students will use common sense on easy problems, use mental math, and verbally answer the question.
 * Logical:** Students, again, will use mental math, and also solve the given math problems sequentially.
 * Kinestic:** Students will use their 'gut' feeling on how to solve a problem.
 * Visual:** Students will watch the WebQuest and see how it all unfolds, and also use the 4 column chart.
 * Interpersonal:** Students have the opportunity to ask fellow students/teacher during the 3-minute reviews.
 * Intrapersonal:** The students will have time to do the checklist at the end of class, and can also think quietly while working on the 4 column chart.

28. Students will be able to solve quadratic equations graphically, factoring, and/or applying the quadratic formula and make an iMovie (**ORGANIZE**). ||  || =Lesson 5=

29. Students will understand that quadratic equations can be solved multiple ways (**WHERE**). In life, it’s easier to look at the whole picture and figure out the best way to do it before you just dive right in (**WHY**). Students will be able to solve equations (**WHERE**). 30. Ask the class “what’s the fastest way to get to Augusta?” and use http://www.mapquest.com/ and http://www.rblewis.net/technology/EDU506/WebQuests/quadratics/quadratics.html  (**HOOK**). 31. Students will know how to solve for a variable: adding, subtracting, multiplying, and dividing, and know how to solve in the most efficient way: factoring, graphing, quadractic formula, using a calculator, and completing the square (**EQUIP**). The students will use a Flow Chart chart to plan out their thinking for each problem: characteristics of each problem, and what is the best way to solve it (**EXPLORE**). The students will be able to help each other out and the teacher will directly question the students, by asking students to do problems on the board or asking for an answer (**EXPERIENCE**). <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">32. If it’s a nice day, the teacher and students will go out onto the football field, sit quietly and do the work (if students do not act well, this won’t be done again). The students are given a tough problem to solve, and they are allowed to get into pairs if they want to. The try to solve it by factoring, but it doesn’t easily factor, so they have to look back to the other ways (**RETHINK**). The students will see a different way to solve the problem (using a different method) (**REVISE**). And finally, students solve problem correctly (**REFINE**). <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">33. At the end of class, the teacher will go over the information that was learned and expected to be memorized. Students will be given homework and the next class, they will be given a quiz after going over the homework (**EVALUATE**). <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">34. **(Tailor)** <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">35. Students will be to analyze a quadratic equation and determine the best way to solve it. The students will produce a wiki space as a product **(ORGANIZE**)**.** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Verbal:** ** Students will answer aloud the “Hook” question and when they get into pairs to answer the ‘tougher’ math problems, they can talk the answers out. **
 * Logical**: ** Students are given a Flow Chart chart to neatly lay out the different ways of solving equations **
 * Kinestic**: ** Students can use a graphing calculator to help solve the problem. **
 * Visual**: ** Problems will be done out on the board, also on a graphing calculator. **
 * Naturalistic**: ** Students are given the opportunity to go outside to work on math problems. **
 * Interpersonal**: ** Students work in groups on the tough problems **
 * Intrapersonal**: ** Students work the problems out alone before going into groups (if they choose). **
 * Musical**: Students can listen to their iPod when outside, or they can listen to the nature sounds.

<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">37. <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">http://www.onlinemathlearning.com/math-bloopers.html) and YouTube: http://www.youtube.com/watch?v=L-669uKOJR0 (**HOOK**). <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">38. Students will know how to solve equations and inequalities, but more importantly, they will know how to check their answers, self-assess themselves, and set goals (**EQUIP**). The students will use a sequence chart to solve the problem and then check it the answer, by looking over the problem and then plugging the answer back in the original equation (if applicable) (**EXPLORE**). The students will use think-pair-share when working on the problems (**EXPERIENCE**). <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">39. The students will be given a worksheet with problems that may or may not be incorrect. Their job is to go over the problems, mark which ones are correct or incorrect, and then go back over the incorrect ones and fix them to make them correct (**RETHINK**). Students will look at the incorrect problem, go through it, see where the problem went astray, fix it and continue down through the problem (**REVISE**). And finally, the students will go into the think-pair-share, compare answers, and show each other the mistakes that were made so they won’t make the silly mistakes in the future. It is also crucial for students to look back on their work and what they have learned during that class and what they need to learn so they won’t be behind for the next class. The next step is to go to the teacher and ask for help before/after school. Students will also be making a Personal Promise that shows the strengths, weaknesses, and student has at least one goal (**REFINE**). <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">40. The students will put up the final answers on the board and explain why and how they got there. Students from the audience can ask questions or aid the fellow students up at the board (**EVALUATE**). <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">41. **(Tailor)** ** Musical: **** Students will listen to a nature sounds CD while working on the worksheet. **<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">42. Students will be able to self-assess and check their work: including homework, quizzes, and tests. To show this, they will make a ComicLife product along with a Personal Promise **(ORGANIZE**)**.** <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';"> ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">36. Students will understand that it is crucial to check and self-assess their work all the time: solving inequalities, equalities, and, quadratics (**WHERE**). Students must check and self-assess in life constantly because without looking both ways in a car when turning, you could hit someone (**WHY**). **//Students solve families of equalities and inequalities//** (**MLR**).
 * Verbal:** ** The students will talk through their thinking at the board, be able to talk in the think-pair-share. **
 * Logical**: ** The students will work through the problems step by step and be able to use a calculator. **
 * Kinestic**: ** The students will be able to use a calculator and also get up and move around in groups during the think-pair-share. **
 * Visual**: ** The students will have work done on the board and also work neatly written out on the worksheets. **
 * Naturalistic**: ** Students will be able listen to peaceful nature sounds while working on the worksheet. **
 * Interpersonal**: ** Students work in groups to solve the problems, and also help each other out if one student isn’t quite sure when doing the problem out on the board. **
 * Intrapersonal**: ** Students have the opportunity to work alone during the think-pair-share. **

2004 ASCD and Grant Wiggins and Jay McTighe