L6+Nieuwkerk+Hannah

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 11-12 Topic: Quadratic Equations**

 * =**Objectives**:= ||
 * Student will understand that it is crucial to check and self-assess their work all the time: solving inequalities, equalities, and, quadratics. ||
 * Student 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. ||
 * Student will be able to self-assess and check their work: including homework, quizzes, and tests. To show this, they will make a ComicLife product. ||

Grades 9-Diploma 2. Students solve families of equalities and inequalities b. Solve quadratic equations graphically, by factoring in cases where factoring is efficient, and by applying the quadratic formula. ||
 * =**Maine Learning Results Alignment**= ||
 * //Maine Learning Results// D. Algebra


 * =Assessment= ||
 * **Formative** (Assessment for Learning)

This whole lesson is having students check and re-check their homework, self-assess the work, and have the students set goals for themselves. I will have students do a worksheet with some incorrect answers. Students has to check to see if the answer is correct, if it is not, the students must find the correct answer and point out where the the person (who did the problem before) went wrong. This will have the students both get some extra practice and learn a couple more tecniques, while also checking the work of someone else and see where they made mistakes. This will make the students realize that it is important to check your work, everybody makes simple mistakes, it's just the wiser students that go back over their work once they have finished it. I also want students to start looking over their work (homework, classwork, and assessments) and start to self-assess themselves: "how can I start getting A's on quizzes? What do I need to learn better before the quiz? I can't quite remember how the complete the square, I should ask the teacher before I go home and start to do the homework on it." And finally, goal setting is very important. Setting times and days for finishing up work or studying for quizzes; organization benefits everyone and the sooner they start, the better off they will be. Students will be writing a journal entry on what they can do to make themselves better in my class, called a Personal Promise. Meanwhile, while the students are working on the worksheets, I will be walking around the noticing which students need more help, who can pick out the errors more quickly. We will be able to do some examples on the board, if need be. || Students will be making a ComicLife product to show their understanding of checking work, self-assessing, and setting goals. Students will be able to show their own side of the meaning of checking and self-assessing, allowing them to put their own twist in, if they want. It will show their creativity and sense of humor while also having them learn more about ComicLife and being able to put a small presentation together about setting goals, checking work, and self-assessing. Students will also be sharing their ComicLifes to the class. Students will also be sharing their ComicLifes to the class. Students will also be making a Personal Promise that shows their weak and strong points, and states at least one goal for the year that will work on a weak aspect. ||
 * **Summative** (Assessment of Learning)

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 * =**Integration**= ||
 * __Technology__- Students will be using ComicLife to make a Type II product showing their mastery of self-assesment and goal setting.

__English__- Students will be able to express their views after self-assessing as a journal entry to themselves. It will turn into a Personal Promise to themselves that they will work on and refine at home and bring to the next class. The ComicLife product also addresses this because of the that could be necessary. ||


 * =**Groupings**= ||
 * Students will be in think-pair-share groups when they are working on the worksheet that gives incorrect answers. Students will get into pairs and groups by the color of the shirt that they are wearing. They will have to do each problem, even though the answers are given, because some of them are right and some are wrong. Students have to first ‘check’ that person’s answer, and if it is incorrect, they have to go through and solve the whole problem, showing work, and then re-checking the problem (plugging the answer back into the equation to see if it works). ||

**Verbal:** ** The students will talk through their thinking at the board, be able to talk in the think-pair-share. ** ** Musical: **** Students will listen to a nature sounds CD while working on the worksheet. ** || I will review students' IEP's, 504s, or ELLIDEPs and make appropriate modifications and accomodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * 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. **
 * **Modifications/Accommodations**

Absent Students: If a student is absent, that student is responsible for learning the information taught in class. I will have a wiki showing every day we have class. There, I will have a simple outline of the information covered (and what you are responsible for learning), and I will also post the homework up, too. If there are any worksheets used in class, I will include an attatchment, so the absent student can still get to it. It might be helpful for the student to come in the next day with any questions about the homework or information that was missed. || I will show my students some math bloopers (http://www.onlinemathlearning.com/math-bloopers.html), just to have them laugh a little at the silly mistakes that people make, but I also want them to realize that if students can self-assessing before quizzes or doing homework, and checking their work, these silly 'bloopers' won't be happening as often. ||
 * **Extensions**

Math book Laptop with wireless internet graphing calculator Worksheet with some incorrect answers:http://www.freemathworksheets.net/quadratic-equations-worksheet.php Hook: http://www.youtube.com/watch?v=L-669uKOJR0 Math Bloopers: http://www.onlinemathlearning.com/math-bloopers.html ||
 * =Materials, Resources and Technology= ||
 * Pencils


 * =Source for Lesson Plan and Research= ||
 * Completing the Square:http://www.purplemath.com/modules/sqrquad.htm

Place to make up worksheets: http://www.freemathworksheets.net/ ||

This lesson addresses the Maine Standards for Initial Teacher Certification by having students learning in a safe, comfortable environment. Students will learn more information and they will learn it better. I will start the class with my hook being the website of math bloopers ( http://www.onlinemathlearning.com/math-bloopers.html), and this will start the class laughing at the funnier more obvious bloopers and become more engaged in the lesson while improving the camaraderie, and the tougher bloopers are more intellectual and make the students think about the information more. I will go ahead and explain where the students went wrong on solving the problem, some maybe be more obvious than other. Overall, I want my students to understand (through humor) that everyone makes silly mistakes and that’s fine, as long you look back over the work, it can be easily fixed. || This lesson addresses the Maine Standards for Initial Teacher Certification by having students completely understand the previously taught material and being able to synthesize it by first checking the answer to see if it is correct. If it is incorrect, students have to display their knowledge and skill by solving the problem correctly and clearly stating the true answer. If there are any problems that the students cannot solve, it is a good pre-assessment for them for a quiz, and a good opportunity for me to fill in any gaps in knowledge. This is also good for my students for self-assessing because after they finish the worksheet in think-pair-share, they can reflect on what they knew and what they needed to work on.  And lastly, s tudents’ IEPs, 504s or ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made. || Verbal: ** ** The students will talk through their thinking at the board, be able to talk in the think-pair-share. ** ** Musical: **** Students will listen to a nature sounds CD while working on the worksheet. ** This lesson addresses the Maine Standards for Initial Teacher Certification by using at least seven of the eight multiple intelligences in my lesson. By doing this, it will ensure that each student is learning, comprehending, and synthesizing the information that was learned and be able to use it in the future. Students will also be making a Comic Life product, displaying both their knowledge of the subject matter and knowledge of the technology. || This lesson addresses the Maine Standards for Initial Teacher Certification by constantly assessing my students both as they are learning and at the end of a section or chapter. In this way, I will know how best to teach my students, by asking them questions on the information, asking them to do problems at their desks and also on the blackboard for all the see and understand. I will be walking around the room, answering and asking questions, helping students learn better. I will also ask my students write a letter to me (a rough draft in their journal), called a Personal Promise, where the students look at themselves and their work and write down their weaknesses. They will then promise to work on those weaknesses (to make him/her a stronger student) and show how they will work to make their Personal Promise come true. Students can either pass it in at the end of class, or bring it home, finish it up, then pass it in at the beginning of the next class. Students are also going to be making a Comic Life product at the end of the lesson to show their complete understanding of checking work, self-assessing, and setting goals. The product will then be presented to the class. ||
 * =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:**
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:**
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:
 * 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. **
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**

Students will walk into the classroom with the desks assembled in groups of three of four. They will get out a pen or pencil, math book, homework, calculator. Agenda: Go over last class’s homework <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">Hook: Math bloopers ( <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">http://www.onlinemathlearning.com/math-bloopers.html) and YouTube: http://www.youtube.com/watch?v=L-669uKOJR0 <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">Personal Promise <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">Outline directions, go over any last minute questions <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">Pass out worksheet with incorrect answers <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">Think-Pair-Share <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">Start on homework and last minute questions. <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'; mso-bidi-font-weight: bold;">I will start the class off first going over the homework and any questions. I will then do the hook, up on the projector. We will look at the website, enjoy some of the humor, and examine some of the problems. The Personal Promise is where the students will look at their weaknesses, write them down in their journal and then say how they are going to work on them; setting goals for themselves. Students can either pass them in at the end of class, or they can bring it home, finalize it, then pass it in at the beginning of the next class. (30 min) <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">I will go over homework from the class before, and this will also serve as a re-fresher for today’s material, I will be walking around the classroom, and say the easy answers out loud. For the tougher problems, I will have students go up to the board and put their own work up. Students will learn from each other’s mistakes, and learn far better when they actually have to do the work, rather than just writing in the correct answer. What we are doing today is checking our answers. Students will be doing it all class, so hopefully it will be drilled in to //constantly// be checking their answers after they do the problem. Some students also might be unsure on how to check answers, so this would be a perfect opportunity for them to fully understand how to check solutions. This is also good for students that might not have understood the material the first time, or if he/she was absent. I will make sure to push the fact that they do NOT have re-solve the problem, I want them to plug their ‘x’ value back into the original equation to see if they get the corresponding ‘y’ value. I will stress that this is a far more effective tool, and less time-consuming. (20 min.) <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">I will hand out a worksheet that has some correct answers and some incorrect answers on them. We will go over the first couple, but then I will have the students get into Think-Pair-Share groups. I will play some peaceful music in the background (if the students do not object) First, they will work on the problems alone, then after 10 or 15 minutes, they can work on the problems in pairs, and then at the end, the whole class will get together and finish any final, tough problems. I have them do it this way, so I can help students individually and see where they need help. While the students are working on the problems, I will be walking around the classroom, making sure that students understand what is to be done, understand the problems, and understand how to solve the problems. If there is a particularly difficult problem and the students really wanted to do it before the ‘Share’, we can do it up on the board ahead of time, I would rather have them interested and excited about the problem. (20 min.) <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">At the end of class, I will have students continue working on their Personal Promise. They will either finish it up and pass it in to me, or they can work on it more at home and pass it in the following class. I will stress to them that this is important; I want them to really think about it. What needs to be worked on? What is the hardest part about the class? The easiest? And finally, I want the student to write down at least one ‘promise’ to me on how they are going to work on one of their weak aspects. I will collect and read these. It will help me because I will be able to work on the weak points of my students and help them achieve their goals. This is also nice because this might help students realize that they should have some goals in other classes, as well. (10 min.)
 * =Teaching and Learning Sequence:= ||
 * <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Where, Why, What, Hook. Tailors: Visual, Auditory, Linguistic. **<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;"> ||
 * <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Equip. Tailors: Visual, Auditory, Kinesthetic, Logical, Interpersonal, Intrapersonal, Verbal. ** ||
 * <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Explore/Experience, Rethink, Revise, and Refine. Tailors: Logical, Musical, Interpersonal, Intrapersonal, Verbal, Visual. ** ||
 * <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Self-assess. Tailors: Intrapersonal ** ||

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